We have 2 issues to write about in this session.
The first is what did you think of chapter 13 “objectivity and subjectivity” from Ken Macrorie’s book The I Search Paper?
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Kindle Farm Writes
All teachers at Kindle Farm School support writing through their curriculum. Whether students are making a poster in high school science, defending their mathematical thinking in middle school geometry or writing about their characters in elementary literacy work, students are writing daily. In this blog, we will study particular genres of writing knowing that the understanding of these specific genres will carry us into other kinds of writing. Using the writing process we will look at our own as well as students' writing to help us create effective and engaging lessons.
I like the quote from his professor at Columbia University that "people reach their greatest ability to perceive subtle differences when they're neither completely interested in an object nor completely immersed in it." As students, scientists, writers, thinkers we pursue what we are interested in and curious about but must also take steps back to see and perceive more. I also think his point about audience and teaching the way we were taught is something important to think about. Teachers may perpetuate the dry form/format of the traditional research paper because that is the way research papers go...and then students write them because the teacher who thinks that's the way it goes is their only real audience. If students can write for themselves and possibly for a community who shares their interest and pursuit, their writing can really come alive.
ReplyDeleteI found that writing about tracking using what I understand to be an I-Search format, was much more complete and interesting than writing a classical research paper. (That bit of writing can be seen at my blog linked @ Session 3.) It became more of a performance that required artistic style, unity and focus. I appreciated the opportunity to explore a visual image that I have been working with in drawing and painting for several years now. The image is of a landscape interwoven and connected. The picture has more information about tracking than simple facts can express. Working with the picture together with words felt very satisfying to me and holistic, involving objective, conscious, empirical, scientific, “masculine” thought as well as subjective, subconscious, intuitive, artistic, poetic, “feminine” thought. It was much like the experience of tracking because it involves so much of the self: mind, body and awareness and all of Gardner’s multiple intelligences. I have the urge to continue writing about tracking as patterns that inspire inquiry.
ReplyDelete"The earth is a manuscript, being written and unwritten every day. The Pine Barrens are a geological track, the Mississippi River is a track, and so are the Rocky Mountains. The track/print/geology is made and then slowly worn down or built upon by the forces of natural erosion and gravity. Gravity ultimately wants everything to be at the same level. A track is the earth's reaction to your passing over it. From each passing there are a series of concentric rings than ripple out. The track itself is one such ring, so is the call of the blue jay that scolds you as you walk beneath his tree."
from John Stokes '74
I really like the idea that subjectivity in research is inevitable and can actually contribute to its quality. In high school and college, I always felt like I was trying to fool someone into thinking I was an expert on a subject I really was just interested in learning more about it. Being invested in the subject matter is key, and why not share personal anecdotes or observations using the "I" word instead of trying to mask them as observable facts. I'm not sure why the more footnote, bibliography heavy kind of research is the more acceptable method in most schools, but in its attempt to be the most accurate it certainly lacks authenticity.
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