LEARNING TEACHING LIVING LOVING FOR PEOPLE TO DO – AGE INTEGRATED

It’s difficult to impossible for people to think how to live and learn…/teach… in the way I want you to. The main reason,…the insufferable reason … is schooling has been imprinted into our understanding. Life in the past has been very difficult in places for people. The most expedient to maintain oneself was sought and structured. The profiteers swooped in on our labor, stole it and confined us to these altogether undesirable constraints for their benefit, obviating ours. Like all our life, our care of us on Earth is owned by our Owners. They make the form in which it’s done and our idea of how the work – and living – should be done. Their confines are those which we’ve been able to think our survival is done.

These affect schooling, even home schooling, and especially ‘alternative’ schooling, which is only the present system once removed. But alternative school is replication of the public system. It no way resembles the way Mozart and Bach lived in music. I have lists of people who ‘fell’ into ways to live including learning, without school. You can find them – the ones who became successful and are held up to us as brilliant, when all there was was not having to leap the hurdle of school

defining genius; we’re all genius.

It’s not genetic.

People fall into one or another way to make money. Some take on passing courses of study in order to be able to be hired to work in one or another job. People will tell themselves – tell us all … they’ve found an acceptable or a really great immensely satisfying or a really unacceptable way to get along. But mainly, they’re appreciative of having created or gotten a way to get paid – for a hideously long work week, that drains energy from really being able to do what they-we want to do. The job, if pleasant, is subordinated into too many hours at too repetitive of work with too few rewards.

People of all ages should be able to go do this – see the above link, story below – researching the sea… – work at it for a while if they want – a few hours, a few minutes, a few years, 20 hours a day, their whole life, together, even if they’re not degree-ed, even if they haven’t taken courses in school learning related material. This kind of brilliantly substantial teaching and learning activity can embody the full scope of study, including learning how to read and write – both of which take only a few weeks to become able to do when done jointly with chosen work. The work explains the words. You all – workers – help show a person how to write them. Or, the person learns to do these – reading and writing – by watching people do it. …the same way Mozart and Bach learned to play an instrument, to read then write music…. They lived in it – together, with people who cared for them – leaned over and taught them how. Think of sitting on a porch in the Blue Ridge that special section of the Appalachians through Pennsylvania, West Virginia, Virginia, Tennessee, North Carolina, South Carolina, and Georgia – U.S. – can you say – from the Great Smokey Mountains to the Shenandoah Valley….truly a song … to draw and to read and write about…and walk, and play a game at …

If people’s studies according to their interests and abilities were funded, they’d do this, they’d do work they like, and the myriad other necessary and accidental or designed activities we already carve out of our weeks.

Now the way we do it is usually at so much cost to our energy, or in such truncated forms – too little time, …too little funding to advance the activity itself, … with all kinds of limits on the several other activities we need and want to do, that fulfillment is scarce or doesn’t happen. Even when the work is what we want to do, peripheral constraints inhibit a relaxed way to pursue the work.

Teaching is a joy. Ask anyone who’s been with a person who’s been learning something and who goes – OH! I get it!. It feels SO good – for both taught and tutor.

The question is funding. Our system does not fund the work we really want and need to do. You can formulate headlines telling what our system DOES fund. Those, though, are not the pleasant, desired ways of doing life, doing work, the way some people do or have done here and there.

Yes maintenance is hard work… well, not so hard as it was 100 years ago; we have so many machines to do it. But it’s still hard, takes energy, takes time away from other activities we’d like to be doing.

But maybe, if we weren’t doing maintenance under the time constraints necessary to comply with how we’re instructed to by TV – so many ways to clean ourselves, our kitchens, our houses and cars and children – all of which/whom, could do with a bit less cleaning, less damage to the environment by the excess of cleaning, less allergy promotion by excess cleaning – by severely reduced exposure to the natural environment, allowing natural build-up of immunity, instead of needing all those curative chemicals to counter the many discomforts TV tells us we’ll have if we don’t use one or another chemical they’ve discovered we need, which use promotes the problem – Without the bacteria TV’s chemicals would have us kill we wouldn’t exist, literally.

Overall, following tv’s instructions is deathly. Allowing advertising as instruction is deceptive, as we know. It’s become just doing what the shows and ads tell us to do as they YELL over and OVEr lOUDLy!!, telling us to do consumption of their product and of their mentality. Maybe if we were maintaining us all in the least efficient ways regarding the time spent doing it, it would be comfortable, easy, actually.

Jobs – all kinds of them – need to be within walking or otherwise close distance from home, most of them.

Well, yOU work it out – How we are to do the work we want to do, want done, in ways that do not make us angry, frustrated.

Our lives well need only to be about enjoying what we think and do together, not age segregated except naturally if at all – by choice.

Profit undercuts our lives. We need only to do our work together to teach the skills to do it all, including the studies that get inflicted onto us regardless of our ideas of what to do, through school.

UCSC experiments give hope for endangered plant By Tim Stephens   UC Santa Cruz   Posted: 03/22/14

Santa Cruz >> A critically endangered plant known as marsh sandwort is inching back from the brink of extinction thanks to efforts of a UC Santa Cruz plant ecologist and her team of undergraduate students.

Ingrid Parker, the Langenheim professor of plant ecology and evolution at UCSC, got involved in the recovery of marsh sandwort, formally known as Arenaria paludicola, at the request of the U.S. Fish and Wildlife Service, which funded the research.

Although it used to occur all along the west coast, the wetland plant with delicate white flowers had dwindled to one population in a boggy wetland in San Luis Obispo County. Federal biologists wanted to reintroduce the plant to other locations but weren’t sure where it would be likely to thrive.

“When you have a species that’s only known from one place, how do you figure out where it could live?” Parker asked. “We had very little information about its biology that would allow us to predict where it might be successful.”

Her team, which included undergraduate students and greenhouse staff at UCSC as well as USFWS biologists, propagated cuttings from the last remaining wild population, studied the plant’s tolerance for different soil conditions in greenhouse experiments, and conducted field experiments to identify habitats where the plant could thrive. They published their findings in the April issue of Plant Ecology.

Surprisingly, the plants tolerated a much wider range of soil moisture and salinity than biologists had expected.

“This really brought home to me the importance of experiments to help guide conservation,” Parker said. “The one place where this species is found in San Luis Obispo County is a freshwater bog where the plants are in standing water. There are so few places like that left in California, we wondered if that’s the only kind of place where it can grow. Instead we found that it actually does better without standing water.”

In addition, field studies showed the importance of small-scale habitat variations, according to first author Megan Bontrager.

“We planted out marsh sandwort in different habitats within a stone’s throw of each other, and in areas dominated by willow they all died, whereas we had good success in nearby areas dominated by different species,” said Bontrager, who worked on the study as a UCSC undergraduate and is now a graduate student at the University of British Columbia.

A key finding was the discovery that a relatively common plant can serve as a useful indicator of good habitat for the endangered marsh sandwort. Water parsley, or Oenanthe sarmentosa, is a native plant that grows in wet areas along the west coast. Field experiments in two California State Parks in Santa Cruz County showed marsh sandwort does well in areas dominated by water parsley.

The researchers were thrilled to discover plants in the reintroduced populations are flowering and setting seed. This is important because sexual reproduction has not been observed in the one remaining natural population.

Tim Stephens is a science and engineering publicist for UC Santa Cruz.

normaha@pacbell.net

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