Curriculum Mapping Quotes

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The lesson of bells is that no work is worth finishing, so why care too deeply about anything? Years of bells will condition all but the strongest to a world that no longer offer important work to do. Bells destroy the past and future, rendering every interval the same as any other, as the abstraction of a map renders every living mountain and river the same, even though they are not. Bells inoculate each undertaking with significance.
John Taylor Gatto (Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling)
In school, we did not study world maps, because international geography, as a subject, had been long ago phased out of state curriculums. America was the world; there was no sense of America being one country on a planet of many countries. Even the Soviet Union seemed something more like the Death Star, flying overhead and ready to laser us to smithereens, than a country with people in it.
Suzy Hansen (Notes on a Foreign Country: An American Abroad in a Post-American World)
Indeed, the lesson of bells is that no work is worth finishing, so why care too deeply about anything? Years of bells will condition all but the strongest to a world that can no longer offer important work to do. Bells are the secret logic of school time; their logic is inexorable. Bells destroy the past and future, rendering every interval the same as any other, as the abstraction of a map renders every living mountain and river the same, even though they are not. Bells inoculate each undertaking with indifference.
John Taylor Gatto (Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling)
A curriculum map is exactly that—a map. And maps should inspire possibilities rather than limit options.
John Spencer (Empower: What Happens When Student Own Their Learning)
If you can deny your talents, if you can conceal them from others or, even better, persuade yourself that they weren’t even given to you, you’re off the hook. And being off the hook is a key element of the industrialized school’s promise. It lets parents off the hook, certainly, since the institution takes over the teaching. It lets teachers off the hook, since the curriculum is preordained and the results are tested. And it lets students off the hook, because the road is clearly marked and the map is handed to everyone. If you stay on the path, do your college applications through the guidance office and your job hunting at the placement office, the future is not your fault. That’s the refrain we hear often from frustrated job seekers, frustrated workers with stuck careers, and frustrated students in too much debt. 'I did what they told me to do and now I’m stuck and it’s not my fault.' What they’ve exchanged for that deniability is their dreams, their chance for greatness. To go off the path is to claim responsibility for what happens next.
Seth Godin
The fifth principle emphasizes another human strength: whenever possible, we should take measures to re-spatialize the information we think about. We inherited “a mind on the hoof,” as Andy Clark puts it: a brain that was built to pick a path through a landscape and to find the way back home. Neuroscientific research indicates that our brains process and store information—even, or especially, abstract information—in the form of mental maps. We can work in concert with the brain’s natural spatial orientation by placing the information we encounter into expressly spatial formats: creating memory palaces, for example, or designing concept maps. In the realm of education research, experts now speak of “spatializing the curriculum”—that is, simultaneously drawing on and strengthening students’ spatial capacities by having them employ spatial language and gestures, engage in sketching and mapmaking, and learn to interpret and create charts, tables, and diagrams. The spatialized
Annie Murphy Paul (The Extended Mind: The Power of Thinking Outside the Brain)
The disabling force of debt was recognized more clearly in the 18th and 19th centuries (not to mention four thousand years ago in the Bronze Age). This has led pro-creditor economists to exclude the history of economic thought from the curriculum. Mainstream economics has become censorially pro-creditor, pro-austerity (that is, anti-labor) and anti-government (except for insisting on the need for taxpayer bailouts of the largest banks and savers). Yet it has captured Congressional policy, universities and the mass media to broadcast a false map of how economies work. So most people see reality as it is written – and distorted – by the One Percent. It is a travesty of reality.
Michael Hudson (Killing the Host: How Financial Parasites and Debt Bondage Destroy the Global Economy)
Girls and young women are also starving because the women’s movement changed educational institutions and the workplace enough to make them admit women, but not yet enough to change the maleness of power itself. Women in “coeducational” schools and colleges are still isolated from one another, and admitted as men manqué. Women’s studies are kept on the margins of the curriculum, and fewer than 5 percent of professors are women; the worldview taught young women is male. The pressure on them is to conform themselves to the masculine atmosphere. Separated from their mothers, young women on campus have few older role models who are not male; how can they learn how to love their bodies? The main images of women given them to admire and emulate are not of impressive, wise older women, but of girls their own age or younger, who are not respected for their minds. Physically, these universities are ordered for men or unwomaned women. They are overhung with oil portraits of men; engraved with the rolling names of men; designed, like the Yale Club in New York, which for twenty years after women were admitted had no women’s changing room, for men. They are not lit for women who want to escape rape; at Yale, campus police maps showing the most dangerous street corners for rape were allegedly kept from the student body so as not to alarm parents. The colleges are only marginally concerned with the things that happen to women’s bodies that do not happen to the bodies of the men. Women students sense this institutional wish that the problems of their female bodies would just fade away; responding, the bodies themselves fade away.
Naomi Wolf (The Beauty Myth)
Rapid learning techniques like chunking, mapping, or outlining can be employed to create a well-structured and organized curriculum to facilitate understanding and retention.
Asuni LadyZeal
As homeschooling moms we want the best for our children. We want to give them all that is offered out there. But when we fill up our homes with so much stuff, we are doing just that. Filling up. Then we need to constantly organize, and we find we are just moving piles around. Make a list of the things that are absolutely essential. For example core curriculum books, supplies, etc. Then look around and see what is just fluff-those extra maps, flashcards, games, puzzles {with missing pieces}, etc. Decide what is necessary. Then look around and see what is just taking up space.
Karen DeBeus (Simply Homeschool: Having Less Clutter and More Joy in Your Homeschool)
So when I went to school, I studied a Jordanian curriculum. We never studied anything about Palestine or its history. We never saw a Palestinian map. We studied the history of Jordan, of China, of Germany, of England—I remember learning about all the families who ruled England—but nothing connected to our history, nothing connected to our geography, nothing connected to our culture.
Cate Malek (Palestine Speaks: Narratives of Life Under Occupation (Voice of Witness))
we’ve been taught to think small, to stay within the lines, to fit in and follow the rules, other people’s rules. These rules are designed to help us fit into society, but they work counter to our innate desire to achieve Level 10 success. Nowhere in my formal education was I taught how to think outside the box, explore my unique gifts, or discover which rules the world’s most successful people played by, which would have given me a clear road map showing me the way to join them. Where was that curriculum? The standard life track is to go to school, get a steady job, and work until you’re sixty-five, when hopefully you’ll have enough money for a mediocre retirement. We are conditioned to be responsible, docile, and average—to fit in. But all of this behavior is learned. It has nothing to do with the person that you are or, rather, can choose to be. Eventually we learn to distrust our own instincts and become cynical toward ourselves. We see people who achieve extraordinary success as outliers. They are “different.” Starting from childhood and over many years, we are conditioned by other people’s beliefs about what is possible for us.
Hal Elrod (The Miracle Equation: The Two Decisions That Turn Your Biggest Goals from Possible, to Probable, to Inevitable)
If these preconditions are not met, success is unlikely. The first precondition is officer education and training that produces adaptive leaders. The schools must constantly place students in difficult, unexpected situations, then require them to make decisions and take action under time pressure. Schools must take students out of their comfort zones. Stress– mental and moral as well as physical – must be constant. War games, map exercises, and free-play field exercises must constitute the bulk of the curriculum. Drill and ceremonies are not important. Higher command levels overseeing officers’ schools must learn to view high drop-out and expulsion rates as indications that the job of preparing new officers is being done correctly. Those officers who successfully graduate from the schools must continue to be developed by their commanders. Learning cannot stop at the schoolhouse door.
William S. Lind (4th Generation Warfare Handbook)
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【V信83113305】:The École Nationale des Sciences Géographiques (ENSG-Géomatique) is France's premier institution dedicated to the advanced science of geomatics. As a vital component of the Institut National de l'Information Géographique et Forestière (IGN), it trains engineers and experts in topographic mapping, geographic information systems (GIS), remote sensing, and land surveying. The school's rigorous curriculum combines profound theoretical knowledge with intensive practical application, preparing its graduates to tackle complex spatial data challenges. ENSG-Géomatique is a cornerstone of France's geographic intelligence, driving innovation in fields from urban planning and environmental monitoring to autonomous navigation and data science, ensuring the nation remains at the forefront of geospatial technology.,终于找到哪里办ENSG国立地理科学学院毕业证书, ENSG成绩单国立地理科学学院毕业证快速办理方式, 加急办ENSG国立地理科学学院文凭学位证书成绩单gpa修改, ENSG学位证书办理打开职业机遇之门, 原版定制ENSG毕业证书案例, 网上办理ENSG国立地理科学学院毕业证书流程, 法国硕士毕业证, 办国立地理科学学院毕业证学位证书文凭认证可查, ENSG国立地理科学学院毕业证认证PDF成绩单
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【V信83113305】:Aoyama School of Cartography in Japan is a specialized institution dedicated to the art and science of mapmaking. It provides students with comprehensive training in both traditional cartographic techniques and modern digital technologies like GIS. The curriculum is highly practical, focusing on spatial data analysis, topographic mapping, and information design. Renowned for its industry connections, the school ensures graduates are well-prepared for careers in urban planning, environmental management, and the geospatial industry. It stands as a key institution for those seeking to master the precise and evolving field of cartography in Japan.,硕士博士学历青山製図専門学校毕业证-青山制图专门学校毕业证书-真实copy原件, 网上购买假学历青山製図専門学校毕业证书, 没-青山制图专门学校毕业证书青山製図専門学校挂科了怎么补救, 最佳办理青山製図専門学校毕业证方式, 办理Aoyama Drafting School青山制图专门学校毕业证文凭, 青山制图专门学校毕业证成绩单原版定制, 青山制图专门学校毕业证书-一比一制作, 青山制图专门学校毕业证成绩单-高端定制青山製図専門学校毕业证, 1:1原版Aoyama Drafting School青山制图专门学校毕业证+Aoyama Drafting School成绩单
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