#throwback to monday 18/9, it’s the 3rd f2f session of the last round of 12470 for the year. and it could be the last round for good. how fascinating! and here’s the group photo of 12470-00009:
looking forward to more opportunities to shift CL teachers’ epistemology and to co-create knowledge in 2018.
last friday a parcel arrvied, but i wasn’t around so i did not get to open it until yesterday.
谢谢燕玲 Yan Ling 的绝佳手工和心意 (：
friends always ask what do I do at work@SCCL. this card more or less summarised a key activity – engaging CL teachers in deep conversation, and shifting their epistemology, one question at a time. 谢谢素娇 Doris for your kind words, and may your eyes be shining (Zander, 2012) for a long long time to come too (: #2017最有意义的教师节礼物 #throwback #2017TeachersDay #lifeOfaTeacherEducator
“do you know … …” or “you do not know …” or “你（知）不知道 … …?”
these are epistemological questions. but such philosophical question often appears in our day-to-day encounter. if i/we use the above question in attempt to tell someone that s/he is in the wrong, and the problem and/or consequence that leads on from there, i/we should first ask ourselves:
“did i/we do anything to enable this person to know (what i assumed s/he should know)? 我们做了什么让他知道了呢？”
often, what we know is limited by the access to (privileged) information. if i have not maintained high level of transparency, nor have frequent open conversations, i cannot expect others to know (what i assumed s/he should know).
in short, the lessons here are:
1. conversation/dialogues (cf. 1-way monologue) are important to attain transparency
2. don’t ask the 1st question if i have not done the 2nd.
posted this on fb yesterday:
yes, u’ll most likely agree that the mba, mbp, vaio & micro$oft mouse combi makes good paper weight 😉
today, the pile of papers, ring-binded, was handed up.
and the paper weights lost their job, and returned to their usual boring functions 😛