packing vs thesis writing

收拾装箱和论文写作的共同点就是两者都会到达饱和点,就再也不能继续下去了 :O
packing and thesis writing are the same in that both can reach a point of saturation where you just have to stop :O

shot on Oct 16, 2017

12470 告别演唱会

#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.

a mysterious package

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 (:

#2017空前神秘的教师节礼物 #ExtendedTeachersDay2017

what i do at work

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 …

“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.

encyclopedia photo