• Category Archives MOOCS
  • A Stein Is Not A Tankard

    Fall                                                                          Harvest Moon

    Working with the poetry of Gertrude Stein.  Tough stuff.  She does break.  Through the usual patterns.  And forces a new way viewing seeing connecting word thing thing to word or not.  Word to word.  Forcing nouns to squiggle out of their links, forcing them to talk to each other like, well, like California girls talking to each other, like.

    [Karel van Mander III man drinking beer from a tankard   1630-1670 (work pd.)]

    Close to impenetrable, at least for the lone reader.  In collective reading with a guide like Al Fireis her work can jump, come alive though whether it makes sense.  Not supposed to make sense, I guess.  To make word. Yes. Words to words.  A world of words, a languaged world still or as always unreachable by sense so that world is nonsense.  Only words adhere to words within which we find ourselves worded and sentenced to life without sense.  Amen.

     


  • I Like Getting Old. Patti Smith

    Fall                                                                     Harvest Moon

    Something’s happening here.  What it is is not exactly clear.  At the end of this gardening year I feel like I’ve finally gotten it.  That is, I believe I now understand how to grow fruits and vegetables in quantity and of high food value. As Kate said, moving her hand in a low but upward swoop,  “Sometimes the learning curve is long.”  And it has been.  Over 20+ years.  Today though I feel good about my gardening skill.

    On the writing front I’ve rounded up several agents to query when Missing comes back from its beta readers and has gone through the copy editing process.  I’m deep in the research phase for Loki’s Children, focused right now on the text, Loki in Scandinavian Mythology.  No matter how all this turns out in the matter of publication, I’ve let the inner and outer censors go.  I don’t know how or why, but I freed them and they left.  So now the process is all good.  Research.  Critique.  Feedback.  Submission.  Writing.  All good.

    The MOOC’s have retaught me a valuable lesson.  When I’m engaged in scholarship, I’m happy, in my element.  I hit flow most often while learning.  That means the work with Ovid, which begins again on October 4th, is another chunk of the same.  Happiness is a warm book.

    Last night I had a dream in which a person ridiculed me for not being spontaneous, being disciplined to a fault.  It bothered me as I slowly rose to consciousness this morning.  Am I so focused on a few things that I’m missing life?  Has my willingness to change directions, chart a new path receded?  Been suppressed by all this?

    No.  I don’t think so.  But I’m open to other perspectives.  To me my life is full, rich.  There are friends and family whom I see or communicate with regularly.  There is a creative life partnership with Kate here.  The dogs alone provide many spontaneous moments because dogs live only in the now.  In the past I have initiated change in the world through political action.  Now the action is more at home and in the family.  Seems just right for the third phase.

     

     


  • Pedagogy. Distributed.

    Lughnasa                                                               Harvest Moon

    Cooling down.  Again.  Good. But. I’m waiting for a light frost to plant my garlic.  Looks like I might wait a while.

    ModPo (Modern and Contemporary Poetry) has given a lot of thought to pedagogy.  They’ve imagined ways to get folks to interact in non-judgmental ways, no grades or points on the essays, for example.  The essays themselves will be peer-reviewed by at least 4 fellow students (the norm for MOOCS) and Modpo will post, after the essays are in, a close reading video on the poem about which we wrote our essays.  In addition, the essays and their assessments will be posted to forums.

    (Douris. Man with wax tablet)

    The forums themselves, which encourage discussion of individual poems, are open-ended and helpful.  A part of getting a certificate is posting to at least one thread on a particular poem each week.  This pushes each of us to engage the online discussion.  A good push.  Otherwise I might ignore the forums or be a lurker.  This is an each-one teach one pedagogy with quality information and guidance.  Perfect, from my perspective.

    In other MOOC news this week MIT plans to start offering what it calls Xseries classes.  In the first instance this will be seven MOOCS on computer programming and networking.  At the end, for $100 a class, $700 total, the student can get a certificate of learning from MIT.  They consider the Xseries to be equivalent to maybe 2-4 classes on campus.  This is exciting because it begins to open the door to degrees earned through MOOCS for little cash, making high quality education available to more and more people.

    None of the MOOC entities, Coursera, Udacity or Edx, are, as the article announcing the Xseries said, universities, but the Xseries suggest that sentence could have ended with yet.

    What an exciting time of autodidacts everywhere.

     


  • Loki and Scansion

    Lughnasa                                                                                                            Harvest Moon

    “Someday you will be old enough to start reading fairy tales again.”  C.S. Lewis

    After a day with Loki and scansion, I got tired and was happy to have supper and watch Wire in the Blood with Kate.  Loki’s fascinating, an original bad jotun, and just can’t help making mischief, a festering ball of chaos.  He’ll make a great character once I figure out how to include him in the story.

    (Gullinbursti, the Golden Boar.  Part of the Loki saga)

    Scansion, on the other hand.  Oy vey!  I find recognizing meter, the stressed and unstressed syllables difficult.  I’ve never learned it and I need to now in order to finish my essay on Dickinson’s poem.  After locating some handy brief exercises, my head hurt.  So, I stopped.

    Tomorrow.

    The gong fu cha goes well.  I have a rhythm with it now and I produce six pots of tea out of a single batch of tea leaves.  The last two infusions, surprisingly, are the best.  At least so far.


  • I taste a liquor never brewed–

    Lughnasa                                                                   Harvest Moon

    Second draft of my essay for ModPo (Modern and Contemporary Poetry) finished.  It’s emily-dickinson-photo1here and shows what close reading (at least my still learning version) is.  The poem is by Emily Dickinson.

    I taste a liquor never brewed —
    From Tankards scooped in Pearl —
    Not all the Vats upon the Rhine
    Yield such an Alcohol!

    Inebriate of Air — am I —
    And Debauchee of Dew —
    Reeling — thro endless summer days —
    From inns of Molten Blue —

    When “Landlords” turn the drunken Bee
    Out of the Foxglove’s door —
    When Butterflies — renounce their “drams”
    I shall but drink the more!

    Till Seraphs swing their snowy Hats —
    And Saints — to windows run —
    To see the little Tippler
    Leaning against the — Sun —

    In your short essay, do a close reading of this poem. Use as a model the close readings done in the several filmed discussions of other poems by Dickinson.

    You may, for example, discuss at least briefly every line of the poem. Or you may choose what you consider to be key lines (or metaphors or terms) and explain each of them fully.

    Your essay will be evaluated according to how well you addresses the poem’s form, its use of (shifting) metaphor, and the extent to which its meaning is open. You should try to explain the story Dickinson tells here. For instance, you might say what happens to the speaker as the result of her inebriation? What does this have to do with the way the poem is written?

    My answer (so far, I have more work to do on the question of form and how the poem’s story relates to its form.)

    The poem explores a connoisseur’s palate for the ecstatic, probably the ecstasy of creation.fb-seek-those-who-fan-the-flames-rumiShe (Dickinson? Another I?) tastes this ecstasy as a liquor, not one found in package stores, but a liquor never brewed. She drinks it from a beer hall stein that has been filled not with liquid but with pearl or pearls, indicating, I suppose, that it’s used for finery stuff than Alcohol. Dickinson refers to wineries on the Germany river, the Rhine. This is the chief wine producing area of Germany now and was in the mid-nineteenth century, too. Even the famous Rhenish wine makers could not produce a liquor as fine as the poet drinks.

    She gets inebriated from breathing alone, an “Inebriate of Air.” It’s easy to imagine here in stanza 2 an early morning walk, breathing in the cooled air of the night and getting wet from the dew; perhaps she picks her feet up and begins a dance, a reeling. This dance becomes an ecstatic one, perhaps like the whirling Dervishes, that continues “thro endless summer days”.

    The fourth line of stanza 2 seems to me to read with the first line of stanza 3. The endless summer days—inns of Molten Blue (the gambreled sky of “Tell all the Truth but tell it Slant”?)—have guests. “Landlords” remove the drunken (ecstatic) bee from the Foxglove, could be the flower, could be the name of a pub or bar or inn. The Butterflies give up, renounce, their drams, their tots of liquor. Renouncing is a temperance flavored term or a religious one related to repentance. The Butterfly gives up their nectar willingly while the drunken Bee gets ejected.

    Neither ejection or renunciation works for the poet. Dickinson resolves to keep right on drinking. This reminds me of the Sufi poets for whom inebriation and intoxication were euphemisms for religious ecstasy though; I think the poet has a similar, but secular meaning in mind.

    The abstract and pantheistic ecstasy of the first three stanzas however, seems to curve seraphim__1acutely toward the explicitly religious when we come to Seraphs and Saints in the fourth. Seraphs were fiery angels, the burning ones, who flew round and round the celestial throne singing holy, holy, holy. Saints, in the context of New England circa nineteenth century probably referred to church goers, not Catholic saints, but church goers still. Both the burning ones and the ordinary Saints of the church stop their explicitly religious activity, the Seraphs “swinging their snow Hats” and the Saints to (church?) windows run. Drawn by voyeurism toward a pagan ecstasy, they see the poet, the little Tippler, the inebriate of air and debauchee of dew, leaning.

    Ah. Does she lean on the everlasting arms of Jesus or in the strong arms of the Father? No. We’ve never really left the abstract and pantheistic ecstasy of stanzas one through 3. No, she leans against the Sun, the burning one that exists within this realm and a metaphor for her creative ecstasy.


  • The MOOC. It Comes.

    Lughnasa                                                                  New (Harvest) Moon

    Didn’t get to the candles yet.  Tomorrow morning.  Kate’s going to make wild grape jelly and I’ll do the candles.  A crafty morning.

    Loki’s Children has not received much attention this week, but it will.  The Modern class is on review week and Monday sees the start of the Modern Poetry class.  I’m excited about that one.  I’m auditing both of these so I don’t feel pressure to perform.

    MOOC’s will change the nature of education, I’m sure of it.  With patience and discipline it will soon be able to get a baccalaureate degree in the comfort of your own home and for a minimal amount of money.

    I’m not sure how the mentoring side of teaching will adapt to thousands of students.  Perhaps there will be month long intensive sessions on campus, the opposite of J-terms or terms abroad.  The students will come to the campus for one-on-ones, group discussions, build friendships, then disperse back to their homes or wherever they connect with the online university.  Or, perhaps the students will come to a central location, geographically or content focused.

    It’s not hard to imagine that advancing multi-person onscreen technology could facilitate small group discussions live.  Or, it might be that a student takes two years of classes at home, then comes for six-months of on-campus work, then back for another couple of years.  Or, it might work to do, say, two years of classes, a year on campus, then the remaining courses over a longer, but determined time while in a work setting.

    Then, too, it might work like I understand Oxford and Cambridge do, where the focus is on reading and student papers with once a week or once every two week sessions one-to-one online.  The mix and match of these options are all possible and we’re at the very front end of this astounding change in what has been settled custom since the middle ages: students come to live at a central place, attend classes in physical structures and have access only to the teaching staff available there.  None of that will be necessary anymore.

    Pretty exciting, I’d say.