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| Milan - 28 november 2012 - 6 january 2013 |
venerdì 4 gennaio 2013
SHORT FILM - Wright's Law
The incredible story by reporter Tara Parker-Pope and videograher Zack Conkle.
The story itself is drawn from Conkle’s short film “Wright’s Law,” about Louisville Male High School teacher Jeffrey Wright.
“Wright’s Law“ won a gold medal in multimedia in the national College Photographer of the Year competition, run by the University of Missouri at Columbia.
Conkle, 22, a photojournalism graduate of Western Kentucky University and a former student of Wright’s, told the Times he made the film because he got frustrated when trying to describe his former teacher’s flamboyant, energetic style.
The piece starts by profiling Wright as an example of what an engaged teacher can mean to students in the classroom and in their extracurricular lives.
Richard Suh talks about how he manages to fall asleep in every class except physics, which Wright teachers. Chelsea Fox describes Wright as the teacher she’ll remember when she’s 85 years old.
In the video, Wright is a showman, using home-built hovercraft and exploding gas to demonstrate the laws of physics.
Ah, but that’s just the beginning.
A student who says she’s been on her own since 15 talks about how Wright is the person she goes to with her problems.
And Wright describes hearing about everything from violent neighborhoods to abusive parents to abortions to runaways in his students’ lives of quiet desperation.
It’s why, he says, a one-size-fits-all education approach doesn’t work.
Then he goes home to his own problem – his son Adam, 12, who has Joubert syndrome, an extremely rare disease that leaves his son’s brain encased in a body that won’t respond.
Once each school year, Wright gives a lecture about his son and his views on the meaning of life, and it’s tough to watch without getting emotional.
From the Times story:
Mr. Wright said he decided to share his son’s story when his physics lessons led students to start asking him “the big questions.” “When you start talking about physics, you start to wonder, ‘What is the purpose of it all?’ ” he said in an interview. “Kids started coming to me and asking me those ultimate questions. I wanted them to look at their life in a little different way — as opposed to just through the laws of physics — and give themselves more purpose in life.” Mr. Wright starts his lecture by talking about the hopes and dreams he had for Adam and his daughter, Abbie, now 15. He recalls the day Adam was born, and the sadness he felt when he learned of his condition.
“All those dreams about ever watching my son knock a home run over the fence went away,” he tells the class. “The whole thing about where the universe came from? I didn’t care. … I started asking myself, what was the point of it?” All that changed one day when Mr. Wright saw Abbie, about 4 at the time, playing with dolls on the floor next to Adam. At that moment he realized that his son could see and play — that the little boy had an inner life. He and his wife, Nancy, began teaching Adam simple sign language. One day, his son signed “I love you.”
The story itself is drawn from Conkle’s short film “Wright’s Law,” about Louisville Male High School teacher Jeffrey Wright.
“Wright’s Law“ won a gold medal in multimedia in the national College Photographer of the Year competition, run by the University of Missouri at Columbia.
Conkle, 22, a photojournalism graduate of Western Kentucky University and a former student of Wright’s, told the Times he made the film because he got frustrated when trying to describe his former teacher’s flamboyant, energetic style.
The piece starts by profiling Wright as an example of what an engaged teacher can mean to students in the classroom and in their extracurricular lives.
Richard Suh talks about how he manages to fall asleep in every class except physics, which Wright teachers. Chelsea Fox describes Wright as the teacher she’ll remember when she’s 85 years old.
In the video, Wright is a showman, using home-built hovercraft and exploding gas to demonstrate the laws of physics.
Ah, but that’s just the beginning.
A student who says she’s been on her own since 15 talks about how Wright is the person she goes to with her problems.
And Wright describes hearing about everything from violent neighborhoods to abusive parents to abortions to runaways in his students’ lives of quiet desperation.
It’s why, he says, a one-size-fits-all education approach doesn’t work.
Then he goes home to his own problem – his son Adam, 12, who has Joubert syndrome, an extremely rare disease that leaves his son’s brain encased in a body that won’t respond.
Once each school year, Wright gives a lecture about his son and his views on the meaning of life, and it’s tough to watch without getting emotional.
From the Times story:
Mr. Wright said he decided to share his son’s story when his physics lessons led students to start asking him “the big questions.” “When you start talking about physics, you start to wonder, ‘What is the purpose of it all?’ ” he said in an interview. “Kids started coming to me and asking me those ultimate questions. I wanted them to look at their life in a little different way — as opposed to just through the laws of physics — and give themselves more purpose in life.” Mr. Wright starts his lecture by talking about the hopes and dreams he had for Adam and his daughter, Abbie, now 15. He recalls the day Adam was born, and the sadness he felt when he learned of his condition.
“All those dreams about ever watching my son knock a home run over the fence went away,” he tells the class. “The whole thing about where the universe came from? I didn’t care. … I started asking myself, what was the point of it?” All that changed one day when Mr. Wright saw Abbie, about 4 at the time, playing with dolls on the floor next to Adam. At that moment he realized that his son could see and play — that the little boy had an inner life. He and his wife, Nancy, began teaching Adam simple sign language. One day, his son signed “I love you.”
giovedì 3 gennaio 2013
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mercoledì 2 gennaio 2013
Cartolina da Barcellona
In fondo alle Ramblas, durante le festività, ci sono delle bancarelle che vendono prodotti etnici, modernariato e artigianato locale come in qualsiasi altro posto del mondo. Stasera, rovistando tra i tavoli mi è capitato di prendere in mano un quadernetto che aveva questo titolo: "Neurobiologìa de la conducta amoral" tratto da una conferenza che Adolf Tobeña ha tenuto qui alla UAB e altrove.
Siccome me lo sono letto tutto d'un fiato, proverò a riassumerlo in poche righe.
E' da millenni che i filosofi cercano di determinare se l'essere umano sia buono per natura, come credevano Russeau, Socrate o Montaigne, oppure abbia un'indole cattiva, come testimonia il pensiero di Hobbes, Machiavelli o la teologia cristiana attraverso il peccato originale.
Studi recenti di Neurobiologia testimoniano che solo un 20% delle persone è rispettosa delle norme e si dimostra compassionevole con gli altri. D'altro canto, soltanto un 4% agisce in modo sleale e socialmente pericoloso. Nel mezzo si colloca il 60-80% della gente che si comporta bene o male a seconda di come soffia il vento, molto attenta alle sanzioni in cui potrebbe incappare.
Negli anni '90 per ripulire New York, l'allora sindaco Rudoph Giuliani fece sua la "Teoria delle finestre rotte" secondo la quale la gente è più propensa a comportarsi in modo incivile quanto più l'ambiente circostante è degradato: edifici sporchi, vetri rotti, pareti scrostate etc. Giuliani iniziò dalla metropolitana. Diede ordine di cancellare immediatamente ogni scritta dai vagoni, e di sostituire i cristalli rovinati. I convogli nel giro di un paio di giorni tornavano a circolare rimessi a nuovo, tanto che i vandali e i "grafiteros" dopo pochi mesi gettarono la spugna.
Kees Keizer, un sociologo olandese, per verificare l'esattezza della teoria, fece questo esperimento nella sua civile Groningen: lasciò un depliant pubblicitario sulle centinaia di biciclette parcheggiate nei pressi di un grande centro commerciale. Constatò che il 20% dei ciclisti si liberava del pezzo di carta buttandolo a terra.
A questo punto fece degradare l'area con scritte sui muri, sporcizia non raccolta, asfalto rovinato etc., quindi ripetette l'esperimento. Stavolta i ciclisti che buttarono il volantino per terra era salito al 50%.
Il discorso è interessante e meriterebbe che si parlasse di Stanley Milgram e dei suoi esperimenti, ma non è questa nè l'ora nè la sede.
Per uscirne vivo metto un corto che cita appunto lo studioso appena nominato.
Muy buenas noches.
Siccome me lo sono letto tutto d'un fiato, proverò a riassumerlo in poche righe.
E' da millenni che i filosofi cercano di determinare se l'essere umano sia buono per natura, come credevano Russeau, Socrate o Montaigne, oppure abbia un'indole cattiva, come testimonia il pensiero di Hobbes, Machiavelli o la teologia cristiana attraverso il peccato originale.
Studi recenti di Neurobiologia testimoniano che solo un 20% delle persone è rispettosa delle norme e si dimostra compassionevole con gli altri. D'altro canto, soltanto un 4% agisce in modo sleale e socialmente pericoloso. Nel mezzo si colloca il 60-80% della gente che si comporta bene o male a seconda di come soffia il vento, molto attenta alle sanzioni in cui potrebbe incappare.
Negli anni '90 per ripulire New York, l'allora sindaco Rudoph Giuliani fece sua la "Teoria delle finestre rotte" secondo la quale la gente è più propensa a comportarsi in modo incivile quanto più l'ambiente circostante è degradato: edifici sporchi, vetri rotti, pareti scrostate etc. Giuliani iniziò dalla metropolitana. Diede ordine di cancellare immediatamente ogni scritta dai vagoni, e di sostituire i cristalli rovinati. I convogli nel giro di un paio di giorni tornavano a circolare rimessi a nuovo, tanto che i vandali e i "grafiteros" dopo pochi mesi gettarono la spugna.
Kees Keizer, un sociologo olandese, per verificare l'esattezza della teoria, fece questo esperimento nella sua civile Groningen: lasciò un depliant pubblicitario sulle centinaia di biciclette parcheggiate nei pressi di un grande centro commerciale. Constatò che il 20% dei ciclisti si liberava del pezzo di carta buttandolo a terra.
A questo punto fece degradare l'area con scritte sui muri, sporcizia non raccolta, asfalto rovinato etc., quindi ripetette l'esperimento. Stavolta i ciclisti che buttarono il volantino per terra era salito al 50%.
Il discorso è interessante e meriterebbe che si parlasse di Stanley Milgram e dei suoi esperimenti, ma non è questa nè l'ora nè la sede.
Per uscirne vivo metto un corto che cita appunto lo studioso appena nominato.
Muy buenas noches.
martedì 1 gennaio 2013
HAPPY 2013
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| Paige Bradley |
the world tends to have a
container already built for us
to fit inside: A social security
number, a gender, a race,
a profession or an I.Q. I ponder
if we are more defined by the
container we are in, rather than
what we are inside. Would we
recognize ourselves if we could
expand beyond our bodies?
Would we still be able to exist
if we were authentically
'un-contained'?
(Paige Bradley, sculptor)
Magdala ♫ Seiren
Artist: Magdala
Album: Magdala
Song: Seiren
Label: Kilk
Original Release Date: December 4, 2012
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