231 entries under "book"

[Try to have experiences that give a sense of the problem before confronting the learning material. The lecture often provides the 'then' without the 'if', resulting in a weak ability to apply the knowledge. Experiential activities can prepare for future learning.]

[A debriefing serves the significant purpose of connecting experience to larger ideas. Without the experience, the explanation is abstract. Without the explanation, the experience becomes falls into the collection of indistinguishable memories. Both together produce usable knowledge.]

[Expanded practice is a way of gradually hiding more and more of what you want to be recalled - it breaks into chunks the amount needed to be remembered. An example is given of caffeine's molecular structure: the first round involves recalling a few missing bonds and atoms, the second round a few more, eventually leading to recalling the entire structure from just the word 'caffeine'.]

[Reading highlighted sentences doesn't demand recall or generation and thus doesn't strengthen your memory. Better to highlight part of the sentence and try to remember the rest.]

[Generating incorrectly strengthens memory of the mistake.]

[Practice makes permanent, and with feedback we can perfect.]

[Having students work in groups to report an answer can help them feel less personally threatened when confronting negative feedback.]

[Low-information feedback like 'right' or 'wrong' can be useful for more knowledgeable students that just need a small nudge to self-correct. Elaborate more to those who need more support.]

[Deliberate practice is necessary for overcoming performance plateau. It requires narrow focus on difficulties and this must be done outside the main activity.]

[Deliberate practice requires a degree of concentration that isn't sustainable for long periods. It will be more likely that you need to rest and not continue four hours at a time.]

[It takes more effort and concentration to make a hundred free-throws with attention to your body and form than to make three-hundred while distracted and chatting to a friend.]

[The goal of deliberate practice is to make skills and concepts more automatic, efficient, effortless and to allow one to work with larger chunks and on more complex problems.]

[Experts can distinguish specific features beyond basic categories: instead of cat versus dog, the specific species; instead of red wine versus white, the dryness or type of grapes used.]

[Experts develop their precision by comparing many examples over years. Presenting contrasting cases shortens the time to learn by using carefully juxtaposed examples.]

[Learning what something is also means learning what it is not.]

[Decide which features are important to notice and pick contrasts for each of them.]

[Noticing differences is easier when similarities dominate.]

[Evaluation reveals wisdom/adjustment, errors, imprecisions in the practice. Evaluation corrects and improves our practice, and augments our efficiency. Practice needs evaluation like a fish needs water or like crops need rain.]

[Practice needs planning, which means: having a clear idea of the objectives; knowing the conditions in which to act, as well the instruments and means to use; knowing who to count on; anticipating the terms (short, medium, or long.]

[If our objectives are correct, the evaluation teaches us that our means are not the best or that our terms are not realistic.]

[A non-colonial education stimulates collaboration and not competition, values mutual aid and not individualism, develops creativity and critical thinking and not passivity, proclaims the non-existence of neutrality and affirms the interests of the people.]

[The revolutionary task is not merely to inform, but more importantly, to form.]

[Nobody forms themselves without assuming the responsibility to do so.]

[Our people will not form themselves in passivity, but in action always united with thought. We avoid suggesting that comrades memorize mechanically. We challenge comrades to think and analyze reality.]

[Before cutting down the tree, they knew they were going to make a boat. Working, we transform the world. Transforming the world, we transform ourselves.]

[The tree belongs to the natural world. The boat belongs to the world of culture.]

[A society without exploiters and the exploited is one where there are no privileges based on whether you work with a pen or with your hands. Everyone is a worker in service of the good of others").

[A new society doesn't create itself overnight. It is important to first have its form in your head, the same way they had an idea of the boat before cutting down the tree.]

[Everyone has something to learn. Pedro knows how to cultivate cacao. Antonio knows how to print a journal. Each one doesn't have the knowledge of the other. Both the cultivation of cacao and printing of journals are important practices for national reconstruction.]

[The human body is conscious and working involves the whole body - using one's hands involves thinking. This makes it erroneous to separate manual and intellectual labour. Rural and factory workers are intellectuals also. Only in societies that look down on using the hands for practical activities are cacao cultivation and journal printing seen as inferior.]

[Before literacy, we are already 'reading' the world: we look at the sky and the colour of the clouds to anticipate whether it will rain and the amount of precipitation.]

[Culture is: the instruments used by the people to produce; the form of understanding and expressing; the drum; the movement of bodies in rhythm to the drums.]

[Nobody ignores everything. Nobody knows everything. This is why we always learn.]

[Our comrades learn to read and write while discussing subjects of interest to our people.]

[The search to know more continues in the struggles that continue. Victory is ours.]

[If you don't understand a word and don't find it in the vocabulary at the end of this notebook, ask a comrade or speak with the cultural animator (a comrade also).]

[It is not studied in a school: they studied while working. To study is to take a serious and curious attitude while confronting a problem.]

[Studying requires discipline. To study is not easy: it means to create and recreate, as opposed to repeating what someone else said.]

[There is considered to be no knowledge outside of school. But there is, and this 'knowledge from experience' must be the starting point for popular education.]

[The act of studying is an expression of being human, social, historical, doers, transformational.]

[Swimming, one learns to swim. Working, one learns to work. Practicing, one learns to practice better.]

The difference between starting to learn a language with "Hi, How are you? My name is…" and starting to practice literacy with "school, land, cultivate, product". Can the pedagogical process for learning also be improved by focusing on the student's social context and the self-empowerment of self-expression?

We might underestimate the value of repetition: what is the value of repeating at every exercise "Practice to learn, learn to practice better"?

[The people have a right to seek a better understanding of themselves, rather than merely responding to researchers' questions.]

[The process of alphabetization must contribute to the people's remaking of themselves, with their history in their hands.]

[To be present in history means to be conscious of the difficulties in one's process of liberation. To be merely represented in history happens when passively accepting how another recounts.]

[Alphabetization needs to be grounded in the political activation of its students. Mechanical training in linguistics will lead them to be represented in history as opposed to present within it.]

[Students are not patients to be fixed. The position of 'whoever knows should teach whoever doesn't know' is authoritarian.]

[Knowledge is not something fixed and final to be transferred to those who don't have it.]

[The leverage of reading and writing comes from the words of the literate and not from the educator's experience.]

[Reading words is preceded by reading the world.]

[Education is political. Politics educates.]

[Establishing property and separating people from the land as a means of doing or self-sustainability leaves them with no choice but to freely choose to be exploited.]

[Property restricts the flight of those without it while not restricting flight for those who own it.]

[The system of property, like a maze with no exit, eventually funnels people back into the labour market to work as wage slaves.]

[The more capital is repelled by people, the more violently it tries to enclose them by extending the notion of property (genes, software, land) and refashioning people in its own image.]

[The most important outcome of struggle is often not the fulfillment of immediate demands but the creation of a community united in its opposition to oppressive forms, a collective doing.]

[Property is a noun used to describe and conceal an active separating process. To think of it as a noun is to accept the terms of domination.]

[Capital is the movement of denying movement.]

[Revolution is conceivable only if it is imagined as ordinary, that everyone can be a revolutionary.]

[There can be no recipes for revolutionary organization because it is anti-recipe.]

[Politics of events rather than politics of organization.]

[Representative democracy ensures that the masses want what the bourgeoisie thinks they should want. The masses are included in a form of articulation that excludes them. It is not a victory against capitalist rule, it is an extension of capital's domination.]

[at the very least ensure that we die of our own poison as opposed to that of others.]

[The representatives do not betray us: we betray ourselves when we elect them to speak on behalf of us.]

[Constantly expanding credit implies a weakening of market discipline. Postponing a crisis prolongs the life of inefficient capital and insubordinate workers.]

[Moving off the gold standard undermined the stability of currency. As capital tends towards crisis, credit is expanded to ward off the destruction of fictitious capital, the banks, and the financial system.]

[Money has expanded much faster than the value it represents.]

[Credit and debt is so fundamental to the financial structure of capitalism that threat or occurrence of default by a major debtor can wreak havoc on the markets. There was an urgency in putting together a package to support the peso in 1994 when it became clear that the Mexican government could default.]

[Capital is an inherently mobile form of domination: if it doesn't like the workers it subordinates, it can eject them from the premises, dissolve itself into money, and find more subordinate, more 'flexible' workers.]

[Credit, like the extending of a leash, gives both the dog and master the illusion of freedom.]

[We can understand capitalist domination's vulnerability by understanding that capital is not external to labour.]

[We are the only contradictions to capitalism; history is about the struggle to classify and against being classified, not laws of capitalist development. There are no gods such as money, capital, production forces, or history: we are the only creators, we are the only saviours, we are the guilty.]

[In any power dynamic, the relation between dominator and dominated is mutual, not one-way: the exploiters always depend on the exploited.]

[The feudalist relations between serfs and lords bound them to each other geographically and thus socially. Neither was free to choose another to dominate or be dominated by. The transition to capitalism gave both the freedom to do so.]

[The serfs were not free to stop working for someone else because they didn't control the means pf production. The lords were not free from exploitation because the expansion of their wealth depended on subordination of labour. Both flights to freedom arrive at a new form of dependence.]

[The interdependence between capital and labour is not symmetrical: capital dissolves without labour whereas labour without capital transformation into creativity and humanity.]

[Capitalism is a society of non-correspondence, things don't fit together functionally, the law of value is inseparable from

[A positive autonomous subject is akin to a prisoner in a cell who believes they are already free: it's an attractive fiction that leads easily to other fictions.]

[Neither ants nor machines revolt. Any theory of revolution must recognize our humanity regardless of where we are on the spectrum between natural and cybernetic.]

[Anti-power is ubiquitous and exists in our everyday experiences of friendship, love, community comradeship, cooperation – and all of the contradictions and issues that come with them.]

[Domination implies not absence of resistance but its invisibility. Oppression implies invisibility of the oppressed.]

[The only way to construct relations of dignity is through negation of what denies dignity.]

[If social relations are self-determining and not fetishized, they cannot conform to laws and are inherently void of certainty.]

[If capitalism can be understood completely through the laws of its own motion, it means that society is fetishized.]

[Certainty is the negation of revolutionary change, therefore our struggle is therefore against certainty.]

[Classes cannot be separated from their constitution: to say that they exist implies the framework which necessitates them.]

[We don't struggle as the working class: we struggle against being classified.]

[We can only be emancipated to the extent that we are not what we are classified, identified as.]

[During production, the worker produces an object as well as the value that perpetuates the command over his labour.]

[We don't need to be explicit in our negation: our existence as not-ness is the most fundamental force against identity."

[If reality appears as untruth, to understand implies a negative process going against the form in which things appear: science is criticism.]

[As understanding of science changes from 'via negativa' to 'knowledge of reality', power-over undermines its critical power.]