I admit to being skeptical at the beginning. This was the third course I signed up for (the other two having been cancelled for lack of interest). So I wasn’t really keen on the subject matter, which I anticipated being how to use the latest whizmos and hoohas in technology. The first unit was surprisingly meaty, however, and rife with controversial issues that piqued my interest. I enjoyed the reading material, even though I felt the quantity rather copious, and especially enjoyed thinking about the problems in education.
I received my McCain book late and loved it from the first page, and the more we read and learned, the more I sought to apply what I was learning in my classroom. The timing was great – we were beginning a new unit that presented a wonderful opportunity to implement McCain’s strategies, as well as some of the technologies, we were learning about. I had a real-life opportunity to apply my learning, and I must say so far I have been very happy with the results. My students are the real beneficiaries of this course – rather, I hope they are! – and I am excited to see how their projects turn out in two weeks.
Three things that bothered me throughout the process:
1) balanced views of the state of American education are woefully lacking not only in what we read for the class, but in the public arena. Where are the moderate voices? Everyone is bemoaning our pitiful mathematics education, yet our workers rank among the most productive in the world, and we continue to give the world innovative, paradigm-shifting products and technologies like no one else. Having witnessed education in a few other places, I can at least anecdotally testify that our education system, while flawed, is one of the best in the world regardless of standardized tests (which, as we’ve learned, measure a very limited set of skills).
2) I felt disconnected from the other members of the class, at least in comparison to how I felt in my previous 2 online courses (one through UW-Stout, one through UW-River Falls). I felt a much greater sense of community in those courses. Part of my problem was I started this class while finishing up another one, so maybe I never had my initial bonding, and that affected me throughout. I don’t think this was detrimental, just something I wish had been different.
3) The amount of reading. I had serious questions about whether or not I would be able to complete the reading and assignments in the time I had to do it. Not that the deadlines were too close together, just the circumstances of my life not easily allowing time to do the work.
Overall, I felt I gave this course my best effort. I didn’t really use the online library much, except to do what was required, nor did I avail of my colleagues much. I did what I had to do, and that kept me plenty busy! I have come away with a vision for what education should be providing our students, and a desire to affect the changes necessary in my school.
Monday, April 7, 2008
Tuesday, April 1, 2008
How I created my apocalyptic Quickquest
This exercise has by far been the most challenging and frustrating thus far in this class. I decided I´d exhausted my Paul´s Letter activities (see previous posts and activities). Since that project is already in motion, anything I created related to that content would be strictly academic. I wanted to create something useful, something related to the next unit of tsudy: namely, apocalyptic literature in Ezekiel, Daniel, and Revelation. Admittedly, I have not taught (or studied) that subject matter to the extent I have Paul, but why not give it a shot!
After reading through the material for this unit (which I finished Thursday or Friday) I began studying the material for my next teaching unit. Since our current project will not end unti late April, I haven´t really spent a lot of time looking through it. So after several hours of reading through it and getting a grasp on what I will be teaching, I began asking myself, "What do I really want my students to know when they finish this unit?" I wasn´t sure, so I began asking pastors that I work with about apocalyptic literature. However, with Sunday looming large over all of us, there wasn´t much time for these conversations. I decided perhaps I´d let it all simmer awhile (like from Saturday night to Sunday afternoon). Internet was dead on Sunday, so I decided to simmer some more.
Monday morning I went online at the office and read some about apocalyptic literature. I liked the idea of visions, of trying to envision a vision, so I began searching for apocalyptic artwork. Found some OK videos. I thought it might be fun to show the students a piece of art depicting one of the visions, or even an animation or video of one of the visions and then have them interpret it by researching the cultural and historical context in which the prophet receieved it. But I didn´t find a video or piece of art I liked, so I scrapped that idea.
I had lunch on Monday with a friend and conversed extensively about what I could do with the unit, what I wanted my students to learn, and came to some great conclusions. However to turn the ideas into a quickquest would have required much more time and study then I had time to devote. I needed one workable idea. I left lunch feeling like I had a brain full of ideas that weren´t aligning right. I came back to the office, put some things in a word document, but none of it really made sense - there was no unity.
Monday afternoon a crisis erupted in another area of life, so I had to put the Apocalypse on hold. I went to bed frustrated that I hadn´t completed the assignment on time, wondering if I shouldn´t have just done something easy and rehashed than original. Ideas continued bouncing around in my head like Captain Kangaroo´s pingpong balls.
Then today, when I came in and started afresh, it all fell into place. I basically created what I was envisioning the day before, but I found a missing piece that all made it fit together. I felt like I had direction and knew what I wanted to achieve. I finished the assignment today at 2:30, in just a couple of hours.
After reading through the material for this unit (which I finished Thursday or Friday) I began studying the material for my next teaching unit. Since our current project will not end unti late April, I haven´t really spent a lot of time looking through it. So after several hours of reading through it and getting a grasp on what I will be teaching, I began asking myself, "What do I really want my students to know when they finish this unit?" I wasn´t sure, so I began asking pastors that I work with about apocalyptic literature. However, with Sunday looming large over all of us, there wasn´t much time for these conversations. I decided perhaps I´d let it all simmer awhile (like from Saturday night to Sunday afternoon). Internet was dead on Sunday, so I decided to simmer some more.
Monday morning I went online at the office and read some about apocalyptic literature. I liked the idea of visions, of trying to envision a vision, so I began searching for apocalyptic artwork. Found some OK videos. I thought it might be fun to show the students a piece of art depicting one of the visions, or even an animation or video of one of the visions and then have them interpret it by researching the cultural and historical context in which the prophet receieved it. But I didn´t find a video or piece of art I liked, so I scrapped that idea.
I had lunch on Monday with a friend and conversed extensively about what I could do with the unit, what I wanted my students to learn, and came to some great conclusions. However to turn the ideas into a quickquest would have required much more time and study then I had time to devote. I needed one workable idea. I left lunch feeling like I had a brain full of ideas that weren´t aligning right. I came back to the office, put some things in a word document, but none of it really made sense - there was no unity.
Monday afternoon a crisis erupted in another area of life, so I had to put the Apocalypse on hold. I went to bed frustrated that I hadn´t completed the assignment on time, wondering if I shouldn´t have just done something easy and rehashed than original. Ideas continued bouncing around in my head like Captain Kangaroo´s pingpong balls.
Then today, when I came in and started afresh, it all fell into place. I basically created what I was envisioning the day before, but I found a missing piece that all made it fit together. I felt like I had direction and knew what I wanted to achieve. I finished the assignment today at 2:30, in just a couple of hours.
Apocalyptic Literature: an introduction
Scenario
Your friend gives you a call and asks what you have going on today – you tell her nothing, although you really had plans to spend the day reading a book. But you feel a little sorry for your friend – she just had a major eye operation and isn´t seeing yet, and so you ask her what´s up. She tells you there´s an art show in town and she really wants to go to it, explaining that even though she can´t see, she has heard a lot about this artist, has seen some of his stuff online, and can´t miss this opportunity to go to the show and be that close to his stuff. Besides, she says, you can be her eyes. Your friend is not a Christian, and you see this as an opportunity to be Jesus to her, so you decide to go.
The art show features the artist David Miles, a modern, graphic designer. You enter the show and are impressed with his work. “That´s strange,” you say, as you see his piece entitled The Woman Clothed With the Sun.
“What´s it look like?” she asks.
“Weird. Very weird,” you reply.
“I mean describe it to me! Please?”
Task one
Look at the piece The Woman Clothed With the Sun. Open up a Word document, and take five minutes to describe this piece. Remember your friend has never seen it, has never read the Bible, and is not a Christian.
When you have completed the task, read on…
What you have just done is what many of the prophets of God had to do: describe what they´d seen in visions and dreams to people who had absolutely no reference point for what they´d seen. The prophets had to carefully record what they saw without understanding what it meant, sometimes without knowing what they were seeing.
Visions of the future fit into a larger body of work often referred to as Apocalpytic literature. The purpose of this lesson is to introduce you to various devices used in this genre. First, however, let´s define apocalyptic literature. Read the paragraphs related to “What is Apocalyptic Literature” on this page. Now open a word document and write a one sentence definition of apocalyptic literature.
Now let´s revisit your description of David Miles´ artwork. Would this qualify as apocalyptic? Why or why not? Use your definition to explain your answer in your word document.
As stated before, prophets often had to describe what they´d seen in visions and dreams to people who had absolutely no reference point for what they´d seen. The prophets had to carefully record what they saw without understanding what it meant, sometimes without knowing what they were seeing.
This is important to understand when reading apocalyptic literature: men living before or shortly after the time of Christ had to describe things that would take place in the future. God may have explained to the prophet or visionary what the vision meant, just as you may know about the dragon and the woman from Revelation 12. But the people to whom the prophets spoke had no idea what the prophets were speaking of, just as your friend would have no idea what the beast, Revelation, the dragon, etc. are.
Task two
Imagine that one day you´re sitting at your desk in school, when all of a sudden God speaks into your mind, “I have something to show you.” Then, the picture at your left flashes in front of your eyes. For a full minute the image burns into your brain. Then the voice says, “Now go and tell the people what you have seen.” What do you tell them?
In your Word document, take a minute or two to describe the object. Then explain to the people what it is.
Now find out what it really is.
How close were you?
Sometimes the prophets of God were shown things that neither they nor the people they were to tell would understand – all they could do was describe what they saw. Much of apocalyptic literature is written this way, and can only be understood in hindsight. For example, read Revelation chapter 9:1-10. Is the locust plague literal, or is it John (the author of Revelation) describing something futuristic in terms of what makes sense to him? What else could the locusts be? Write your thoughts in the Word document.
Task Three
Sometimes apocalyptic is literal, describing events exactly as they would happen. Check out Ezekiel 9:16. This is something God is literally going to do. Sometimes it´s much more figurative, using metaphor and simile. Brush up on what metaphor and simile are. Then read this example: Ezekiel 9:2-3. Is this a simile or a metaphor? Write your answer in your word document.
Sometimes the vision would involve symbolism, where what God showed the prophet was representative of what he would do. Read this example. Do you think God means this, or this? Or could it mean something else? Write your answer in the word document.
It´s important that we understand whether a passage is using literal or figurative language. Sometimes it´s clear, sometimes not. Sometimes the figures of speech make no sense to us in modern times, but would have made perfect sense in the time for which they was written. For a humorous look at some literal interpretations of figurative language, check out this song, which references portions of this passage of the Bible.
Now copy the references below into your word document. As you read each one, write in your word document whether this is a simile or metaphor. Further note if the passage utilizes any symbolism.
Ezekiel 38:9
Revelation 2:27
Revelation 6:12-14
Revelation 8:6-12
Daniel 7:7-8
Now that you are aware of some of the contexts and literary devices found in apocalyptic literature, you´re ready to practice understanding it! Don´t worry, we´ll save that for next time.
For Fun
This is how one creative person depicted the vision Ezekiel describes in chapter 1 of his book. Cool, huh?
For more images from the apocalyptic literature, you can check out Biblical Art.
Your friend gives you a call and asks what you have going on today – you tell her nothing, although you really had plans to spend the day reading a book. But you feel a little sorry for your friend – she just had a major eye operation and isn´t seeing yet, and so you ask her what´s up. She tells you there´s an art show in town and she really wants to go to it, explaining that even though she can´t see, she has heard a lot about this artist, has seen some of his stuff online, and can´t miss this opportunity to go to the show and be that close to his stuff. Besides, she says, you can be her eyes. Your friend is not a Christian, and you see this as an opportunity to be Jesus to her, so you decide to go.
The art show features the artist David Miles, a modern, graphic designer. You enter the show and are impressed with his work. “That´s strange,” you say, as you see his piece entitled The Woman Clothed With the Sun.
“What´s it look like?” she asks.
“Weird. Very weird,” you reply.
“I mean describe it to me! Please?”
Task one
Look at the piece The Woman Clothed With the Sun. Open up a Word document, and take five minutes to describe this piece. Remember your friend has never seen it, has never read the Bible, and is not a Christian.
When you have completed the task, read on…
What you have just done is what many of the prophets of God had to do: describe what they´d seen in visions and dreams to people who had absolutely no reference point for what they´d seen. The prophets had to carefully record what they saw without understanding what it meant, sometimes without knowing what they were seeing.
Visions of the future fit into a larger body of work often referred to as Apocalpytic literature. The purpose of this lesson is to introduce you to various devices used in this genre. First, however, let´s define apocalyptic literature. Read the paragraphs related to “What is Apocalyptic Literature” on this page. Now open a word document and write a one sentence definition of apocalyptic literature.
Now let´s revisit your description of David Miles´ artwork. Would this qualify as apocalyptic? Why or why not? Use your definition to explain your answer in your word document.
As stated before, prophets often had to describe what they´d seen in visions and dreams to people who had absolutely no reference point for what they´d seen. The prophets had to carefully record what they saw without understanding what it meant, sometimes without knowing what they were seeing.
This is important to understand when reading apocalyptic literature: men living before or shortly after the time of Christ had to describe things that would take place in the future. God may have explained to the prophet or visionary what the vision meant, just as you may know about the dragon and the woman from Revelation 12. But the people to whom the prophets spoke had no idea what the prophets were speaking of, just as your friend would have no idea what the beast, Revelation, the dragon, etc. are.
Task two
Imagine that one day you´re sitting at your desk in school, when all of a sudden God speaks into your mind, “I have something to show you.” Then, the picture at your left flashes in front of your eyes. For a full minute the image burns into your brain. Then the voice says, “Now go and tell the people what you have seen.” What do you tell them?
In your Word document, take a minute or two to describe the object. Then explain to the people what it is.
Now find out what it really is.
How close were you?
Sometimes the prophets of God were shown things that neither they nor the people they were to tell would understand – all they could do was describe what they saw. Much of apocalyptic literature is written this way, and can only be understood in hindsight. For example, read Revelation chapter 9:1-10. Is the locust plague literal, or is it John (the author of Revelation) describing something futuristic in terms of what makes sense to him? What else could the locusts be? Write your thoughts in the Word document.
Task Three
Sometimes apocalyptic is literal, describing events exactly as they would happen. Check out Ezekiel 9:16. This is something God is literally going to do. Sometimes it´s much more figurative, using metaphor and simile. Brush up on what metaphor and simile are. Then read this example: Ezekiel 9:2-3. Is this a simile or a metaphor? Write your answer in your word document.
Sometimes the vision would involve symbolism, where what God showed the prophet was representative of what he would do. Read this example. Do you think God means this, or this? Or could it mean something else? Write your answer in the word document.
It´s important that we understand whether a passage is using literal or figurative language. Sometimes it´s clear, sometimes not. Sometimes the figures of speech make no sense to us in modern times, but would have made perfect sense in the time for which they was written. For a humorous look at some literal interpretations of figurative language, check out this song, which references portions of this passage of the Bible.
Now copy the references below into your word document. As you read each one, write in your word document whether this is a simile or metaphor. Further note if the passage utilizes any symbolism.
Ezekiel 38:9
Revelation 2:27
Revelation 6:12-14
Revelation 8:6-12
Daniel 7:7-8
Now that you are aware of some of the contexts and literary devices found in apocalyptic literature, you´re ready to practice understanding it! Don´t worry, we´ll save that for next time.
For Fun
This is how one creative person depicted the vision Ezekiel describes in chapter 1 of his book. Cool, huh?
For more images from the apocalyptic literature, you can check out Biblical Art.
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