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Showing posts from October, 2012

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The art of authenticity

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  The Struggle for Authenticity in Art I want to speak today about authenticity . And about what we quietly give up to be accepted. We’re told that contemporary political art values autonomy . That artists are free. That inquiry sits at the centre of practice. But autonomy, in reality, is often something we *perform*— not something we’re allowed to exercise. Freedom is celebrated rhetorically, while legitimacy is granted only when work conforms to approved languages , approved theories , approved causes . Autonomy isn’t denied outright. It’s curated. This system doesn’t fail artists by accident. It functions mechanically. It rewards work that aligns with predetermined frameworks and filters out work that doesn’t speak the sanctioned dialect . Many voices are excluded not because they lack skill or meaning, but because they refuse to translate their experience into institutionally legible language. I’m not saying all excluded work is good. I am saying much of it is never heard. An...
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Project Management - celebrate small achievements

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Purpose of this Blog To encourage professional workers to recognize their small achievements, celebrate the small achievements, and share the small achievements across the work unit. Project Management - the importance of celebrating small wins at work Managing projects can be a complex process involving time, risk, and priority management. Managing multiple projects that involves working with a multitude of clients and within a hierarchy of positions, over distance, and involves "wicked problems" requires strong hard and soft management skills. Soft management is more difficult to identify and yet it has a significant impact on the success of a project. This blog discusses soft management skills. It focusses on enabling achievement recognition to benefit the individual and the work unit. Recognizing achievements and failures affect the personal attachment to the project and in general the potential successful outcomes. Most importantly it affects the ...
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21st Century: The Learning Challenge Part 2

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PISA (Programme for International Student Assessments) results are aligned with 21st-century skills (critical thinking and problem solving) The future of learning will focus on problem-centered instruction and will dismiss the 20th-century methods and curricula that are based on basic skills. Teachers need to dismiss instruction that outputs master memorizers, regurgitation, and fact toters (testing for the correct answers). Teachers need to enable instruction that outputs problem solvers.   Teachers need the skills to manage “ill defined" problem-based learning programs. Students as problem-solvers need to have critical and creative skills. Students need to access technologies that support problem-solving. Technologies cannot be limited to a standardized "one size fits all". The present situation in schools is that instruction is largely 20th century based.  Most teachers prerequisite learning ...
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