...MATURITY: the distance between Perception and Action...that is why the light (reason) is so important to see...The Little Prince called Hart the Reason:
Friday, May 1, 2015
the parable of the cave...redux
as simple as that...
...MATURITY: the distance between Perception and Action...that is why the light (reason) is so important to see...The Little Prince called Hart the Reason:
...MATURITY: the distance between Perception and Action...that is why the light (reason) is so important to see...The Little Prince called Hart the Reason:
Saturday, April 25, 2015
Thank you TO THE CUBE
This is what we want to build: learning platforms (aka in the XXth century as schools) that can trigger "Thank yous to the cube" !! When you learn to read, you read to learn...same with coding!
Así, cuando los niños como Víctor crean proyectos como éste, aprenden conceptos importantes, como las variables, pero eso es solo el comienzo. Como Víctor trabajó en este proyecto y creó las secuencias de comandos, también estaba aprendiendo sobre el proceso de diseño, cómo empezar con la chispa de una idea y convertirla en un proyecto completo y funcional como el que ven aquí. Así que estaba aprendiendo muchos principios básicos de diseño diferentes sobre cómo experimentar con nuevas ideas, cómo tomar ideas complejas y descomponerlas en partes más simples, cómo colaborar con otras personas, cómo encontrar y arreglar los bugs cuando las cosas salen mal, cómo mantenerse perseverar frente a las frustración cuando las cosas no funcionan bien. Esas con habilidades importantes que no solo atañen a la codificación. Son relevantes para todo tipo de actividades diferentes.
14:17Ahora, ¿quién sabe si Víctor crecerá y se convertirá en programador o en un informático profesional?Quizá no es muy probable. Pero, independientemente de lo que haga, será capaz de utilizar esas habilidades de diseño que aprendió. Independientemente de si crece y se convierte en gerente de marketing o en mecánico o en un organizador comunitario, estas ideas son útiles para todos. De nuevo, es útil utilizar la analogía con el lenguaje. Cuando dominan la lectura y escritura, no es algo que haganpara convertirse en escritores profesionales. Muy pocas personas se convierten en escritores profesionales. Pero es útil para todos aprender a leer y escribir. Lo mismo con la codificación. La mayoría de las personas no se convertirá en informático profesional o en programador, pero esas habilidades de pensar creativamente, razonar sistemáticamente y trabajar en colaboración...habilidades que desarrollan cuando codifican en Scratch... son cosas que la gente puede utilizar sin importar el trabajo que tengan.
...100% GSB
"We all die. But not all of us live"
Bruce Feiler in two TED talks, to be watched in this order.
Be traveler, not tourist...
...talking about WECs...hehehe
Be traveler, not tourist...
...talking about WECs...hehehe
...100% GSB
MATURITY = RESPONSE - STIMULUS
Is to live like a human to cultivate the ability (skillful!) to chose our responses to stimuli?
Three podcasts that came one after the other (literally) because of one of those amazing, inexplicable coincidences go around Covey's measure of maturity: the ability to put a pause between stimulus and response. It is well thought out for wise people; it is short/non existent when there are big maturity gaps.
1/ Michael Hyatt
2/ Letting go reactive emotions
3/ Right Effort
Three podcasts that came one after the other (literally) because of one of those amazing, inexplicable coincidences go around Covey's measure of maturity: the ability to put a pause between stimulus and response. It is well thought out for wise people; it is short/non existent when there are big maturity gaps.
1/ Michael Hyatt
2/ Letting go reactive emotions
3/ Right Effort
...100% GSB
HOW TO SOLVE BULLYING? 911!
Two questions:
1/ What is the relationship between bullying and poverty? (hint: material, mental and spiritual poverty) and,
2/ how to eradicate bullying? (hint: think about police, prosecutors, courts and social workers)
ok, here are the answers:
1/ bullying does not allow to break the (vicious) cycle of poverty
2/ 911!
is it clear the parallelism?
1/ What is the relationship between bullying and poverty? (hint: material, mental and spiritual poverty) and,
2/ how to eradicate bullying? (hint: think about police, prosecutors, courts and social workers)
ok, here are the answers:
1/ bullying does not allow to break the (vicious) cycle of poverty
2/ 911!
is it clear the parallelism?
...100% GSB
NAIVETE AND GRIT...
"But there was a problem. At age eighteen, I had absolutely no gifts. I could not sing or dance, and the only acting I did was really just shouting. Thankfully, perseverance is a great substitute for talent."
"Despite a lack of natural ability, I did have the one element necessary to all early creativity: naïveté, that fabulous quality that keeps you from knowing just how unsuited you are for what you are about to do."
"I did stand-up comedy for eighteen years. Ten of those years were spent learning, four years were spent refining*, and four were spent in wild success."
- Steve Martin
*: boy, how important is doing (vs. just seeing)...fourteen years on that...
"Despite a lack of natural ability, I did have the one element necessary to all early creativity: naïveté, that fabulous quality that keeps you from knowing just how unsuited you are for what you are about to do."
"I did stand-up comedy for eighteen years. Ten of those years were spent learning, four years were spent refining*, and four were spent in wild success."
- Steve Martin
*: boy, how important is doing (vs. just seeing)...fourteen years on that...
...100% GSB
Saturday, April 18, 2015
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