「わたし探し」より「かかし探し」。ピート小林さんのローカル線主義

 
「はなまるマーケット」を昨日、ひさしぶりに観た。ピート小林(小林直道)さんが出演していたからだが、『カカシバイブル』という書籍を出すほど、案山子(かかし)の追っかけにハマっているピートさんの姿が、実によかった。

 岐阜だったか、長野だっかで(どっちも違ったかも。記憶があいまいですいません)、1年ぶりくらいで再会した案山子に抱きつき、案山子の作者の女性とも顔なじみになっていたり。

 そもそも、案山子の発見方法がいい。ローカル線の各駅停車から車窓を眺め、案山子らしき人物(?)を見つけると、下車してあぜ道や地元の生活道路をてくてく歩く。インターネット全盛時代に、極めてローテクな、というかアナログな追っかけスタイルなのだ。

 ピートさんによる、案山子を探す旅の様子を見ていて、なんだか楽しい気持ちになった。ピートさんの案山子追っかけは、はっきりいって効率がわるいし、案山子になかなか出会えないこともあるだろう。ローカル線に端から端まで揺られる間に、何人の案山子に出会えるかもわからない。

 でも、そんなこといいじゃないか。そんな、非効率な旅があってもいいじゃないか。目的をあらかじめ明確にして、飛行機や新幹線で最短ルートで突き進むこともわるくないけど、のんびり速度の鈍行だから見えてくる景色もあるし、だからこそ出会える人も、もちろん案山子もきっといるはず。

 テレビを前に、なんだかホッとしている自分に気づいた。効率主義路線とは、別の路線をのんびり進む、ちょっと変だけど、かっこいいおじさん。ピート小林さんが、そんなふうに思えてきた。

「わたし探し」をして道に迷っている人もいるかもしれないけど、いい歳して、楽しそうに「かかし探し」をしているおじさんは、たぶん、ピートさんだけではないだろうか。なかなかマネのできない、かっこいい生き方だと思った。

 
 仕事に追われ、いろんなものが見えなくなっているような気がしたとき、小声で言ってみようかな。「効率主義なんて、くそくらえ!」

 あ、ピートさんが言っていたわけでもないのに、そんな言葉が出てしまった。
 
 

 
 
 


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“「わたし探し」より「かかし探し」。ピート小林さんのローカル線主義” への13,737件のフィードバック

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  34. Up to this point in time, the research surrounding this question has been quite clear that students can and do cognitively engage in academic content at a deep level (e.g., Wang, Bergin, & Bergin, 2014; Fredericks, Blumenfeld, & Paris, 2004; Darr, 2012). Historically, the argument has been that the tsunami of technological devices and means by which we stay connected through social media and Google has limited our quest for knowledge, transforming it into mere consumption of knowledge (Carr, 2010; Birkerts, 1994). Specifically, why should I commit anything to long-term memory when I can simply Google it? Thus, students have evolved into surface-level consumers of knowledge with decreasing attention spans and motivation to think critically, ask questions, or look for more than the correct answer. This hypothesis, too, is not supported by the most recent research on teaching, learning, and thinking (Bennett, Malton, & Kervin, 2008; Mayer, 2003).
    Our brains selectively engage in experiences or situations that are novel, relevant, and facilitate the closing of a knowledge gap (Litman, Hutchins, & Russon, 2005; Loewenstein, 1994). Put differently, students selectively engage in eye-catching, authentic experiences that fill-in their perceived gaps in their learning. Thus, what may be happening in our classrooms is that students are not sold (i.e., lack of novelty) on the relevancy or outcomes of the learning experiences offered in the classroom (Almarode & Miller, 2013).
    How would you monitor your own progress in putting these ideas or strategies into action? With regard to learning intentions and success criteria, if an outsider walked into your classroom and asked a randomly selected student what he or she was doing, could the student answer the question? What if the outsider also asked the student how he or she would know they were successful, could the student articulate the success criteria? Does your lesson provide opportunities for students to practice applying the content to different contexts? If you can answer each of the above questions with a definite yes, you have set the stage of deeper cognitive engagement in your classroom. Each of these ideas or strategies, when implemented into your classroom specific to your content, creates opportunities for your students to engage in novel, relevant learning experiences that closes a perceived knowledge gap (Almarode & Miller, 2013).
    For students to think critically, ask deep questions, and move beyond superficial responses, they must have content with which to work (Abrami et al., 2015; McPeck, 1981; Markman, 2012; Leslie, 2014). To return to the juggling analogy, the act of juggling would be a waste of time if you did not have any objects with which to juggle. Similarly, asking students to think critically, ask deep questions, and move beyond superficial responses is a waste of time if these students to do not have the background knowledge or content knowledge with which to deeply engage.
    Once your students do have the background knowledge or content knowledge in place, the act of deep cognitive engagement is not the next logical step. Returning to the juggler, to achieve even moderate levels of success tossing around bowling pins, rubber balls, or flaming torches, he or she must participate in deliberate practice. This is even truer if the juggler wanted to add a unicycle or a tight rope to the act, but I digress. The students in your classroom must participate in the deliberate practice of deep cognitive engagement over an extended period of time and across multiple contexts (Abrami et al., 2015; Markman, 2012; Leslie, 2014). And, guess what? This deliberate practice can be and should masterfully orchestrated by you through the use of intentional and purposeful strategies. From the specific nature of your questioning to the tasks and assignments you initiate in your classroom, you provide experiences that either foster, nurture, and sustain deep cognitive engagement or not.
    So, what are these intentional and purposeful strategies? Although the listing of specific strategies for the content areas and grade levels of each reader is not possible within the limits of this article, there are a few guidelines that are applicable to all classrooms. Your deep cognitively engaging task is to reflect on how your questions, tasks, and assignments reflect these guidelines. To promote deep cognitive engagement of content, questions, tasks, and assignments should:
    As you reflect on your own questioning approach, tasks, and assignments, does each instructional exercise incorporate at least one of the above six guidelines. Remember, with deep cognitive engagement, as in juggling, practice is required.
    So here is the final thought: not only can you lead students to class, but you can also make them think. The challenge resides in the fact that we must create engaging environments that provide relevant learning experiences, aimed at closing their perceived knowledge gaps, while at the same time orchestrating practice sessions that facilitate the development of critical thinking, good questioning, and the avoidance of superficial answers. Making them think, transitioning them from snorkelers to scuba divers is, in the end, up to us. After all, it is all about the teacher.
    Corwin has one mission: to enhance education through intentional professional learning. We build long-term relationships with our authors, educators, clients, and associations who partner with us to develop and continuously improve the best, evidence-based practices that establish and support lifelong learning.
    When we start to question the ideas and beliefs we live by, we start to think for ourselves. To think for ourselves involves a critical attitude of reflecting upon how we think and act. To think critically is to question the world and thus to engage critically with the possibilities and alternatives which the world offers.
    The following are some warm-up exercises to set your thought processes in motion before you embark on the journey to become a serious critical thinker (each question is a simplified version of a real critical reasoning question). Read the following statements and then answer the questions about them:
    Critical reasoning or critical thinking is a basic skill that all humans are born with, but which can be sharpened with practice. The better your ability to think critically, the better you will be at making good decisions in your life. The skills involved in critical reasoning will assist you in every area of life and study, whether it is deciding which political candidate to vote for or which job to take.
    For this activity use your journal and write down what the difference in meaning is between the following statements. It is important to write your opinion down; often we think we have an opinion, but once we have to write it down, we discover that it might be flawed.
    The ability to form and articulate opinions is extremely important in all facets of life. As citizens, people need to form opinions about political issues and leaders in order to vote responsibly. We must form opinions about social issues, and we form opinions about the people we work and interact with on a daily basis. However, simply having an opinion about a given topic is not enough. In this age of information, if we want to effectively share our opinions with others, we must be educated about the topics we are discussing.
    In our opinion critical self-reflection entails the ability to reflect critically on your own assumptions, and to critically evaluate your own prejudicial attitudes and biases. Critical self-reflection relates to self-knowledge and self-awareness. Furthermore, the enterprise of critical self-reflection is liberating in that it allows us to think for ourselves instead of being indoctrinated and manipulated by stereotypical beliefs.
    As a starting point for developing your competence at critical self-reflection, it would be useful to express your views on the following issues. Use your journal to write down a paragraph or two on each of the following controversial topics. In each case, ask yourself why you hold this particular view. Keep a record of your responses because you will revisit them when you do the critical self-reflection activity in Learning Pathway 2, Pre-conceived ideas.
    It might be hard for her to hold onto her thinking. Long enough to write it out. Try letting her record it on a device. You could also use speech to text software so she can print it out and turn it in like everyone else.
    Wow, great post. It came at a time when I really needed it. Question: What to do when the refusal to not work spreads like a little wildfire? I had that happen yesterday in my class. One boy on the table refused to participate because he wanted to draw instead. Promptly the whole table group decided that they were not going to participate in the game.
    i,m wondering about when the child takes it further, without any intervention concerning his refusal and starts making noises, and moving his chair, desk and basically anything while I,m still circulating or returning to the whole class lesson?
    Thanks for the tips. I will be teaching a very challenging year 5 boy this year and, as I am a beginning teacher in my second year, am feeling a little anxious about how i will deal with him. Your article is very helpful and I will print it and keep it in my draw at school to read when I need to.
    I have been trying to work with the school but it is a battle every step. He on a 504 plan but I am yet to see this school follow it in full and have tried to find outside help so my son can learn. When I question anything about the school and if there is anyone else available to help teach my son I get this defense response.
    What a truly amazing article! I stumbled upon it as I am currently writing an article about my blog, I am a foreign language teacher, located in Athens, Greece. The whole country has been under quarantine for more than a month as a means of prevention for covid-19 virus and all teachers are having Skype lessons. I have organised everything right, however I see one by one my students underperforming and being in denial to study. Usually, I am a demanding teacher but I have become more understanding, highly more encouraging and motivating teacher than ever before. Your article provides excellent advice on how to deal with our students now that circumstances are indeed unprecedented. https://drive.google.com/file/d/1_z3JsOnkffMKxQdH91wBjg0synIVHDq0/view
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    The Order: 1886 is set in an alternate history 1886 London, where an old Order of Knights keeps the world safe from half breed monsters, which are a combination of animal and human. Around the seventh or eighth century, a small number of humans took on bestial traits, the majority of humans feared these half-breeds and war broke out. Despite the humans outnumbering the half-breeds, their animal strength gave them the upper hand in centuries of conflict.
    Humanity finds new hope in King Arthur and the Knights of the Round Table. King Arthur and his like-minded knights take the fight to the half-breeds, but Arthur realizes it is a losing battle. Through a mysterious turn of fate, the Knights discover Blackwater, a mystical liquid that significantly extends their lifetimes and gives them healing abilities. Despite this advantage, the half-breeds continue to win battle after battle, until the Industrial Revolution turns the tide. Engineers are far ahead of their time, inventing technologies such as thermal imaging, railguns, zeppelins, and wireless communications. New weapons belch electricity, ignite clouds of thermite on top of enemies, and fulfill dual functions as fragmentation grenades and proximity mines. Additionally, the events involving Jack the Ripper have taken place two years earlier.
    During the autumn of 1886 London is plagued by both attacks by half-breeds and an anti-government insurgency. After fighting off rebels in Mayfair, Sir Galahad (Steve West) pursues the survivors into the Underground where he encounters a number of werewolf-like half-breeds known as Lycans. Galahad’s mentor, Sir Percival (Graham McTavish), one of the Order’s most veteran knights, suspects that there is a correlation between the two and requests permission to investigate the rebel stronghold of Whitechapel. His concerns are dismissed by the Lord Chancellor, who believes that the Order should remain dedicated to fighting half-breeds.
    With tacit approval from Sir Lucan (Matthew Waterson), the Order’s Knight Commander and adopted son of the Lord Chancellor, Percival and Galahad undertake a mission into Whitechapel accompanied by the other two members of their team, Lady Igraine (Alice Coulthard) and the Marquis de Lafayette. After encountering fierce resistance they reach the rebel headquarters in the abandoned Royal London Hospital, to find it occupied by Lycans. Galahad and Igraine discover evidence of a rebel plot to infiltrate the Agamemnon, flagship of the United India Company’s airship fleet, and assassinate the company chairman Lord Hastings, a frequent guest to the Round Table. The team boards the airship and foils the assassination attempt before a bomb detonates on board. Hastings and most of the passengers are evacuated, but Galahad and Percival remain on board to search for the rebel leader. A second explosion sends the Agamemnon crashing into Hyde Park, destroying the Crystal Palace in the process. Galahad survives but discovers that Percival has been killed.
    In council at the Palace of Westminster, Lafayette is knighted and assumes Percival’s seat at the Round Table. The Lord Chancellor is highly critical of the mission, asserting that Percival’s death and the extensive collateral damage were in vain. The council is interrupted when rebels stage a major attack on Westminster Bridge aimed at killing Hastings, who is saved by the knights.
    Enraged by Percival’s death, Galahad returns to Whitechapel seeking a confrontation with the rebel leader, who is revealed to be an Indian woman named Lakshmi who is later revealed to be the hitherto presumed dead Queen Lakshmibai of Jhansi of the princely state of Jhansi in the Indian subcontinent. Pleading with Galahad that the United India Company is the true enemy, she leads him to the company’s warehouses in Blackwall where they discover a large number of hibernating vampires packed in crates bound for the northeastern United States. According to Lakshmi, Lord Hastings is a vampire (known to the general public as “Jack the Ripper”) and is acting in response to the Order’s recent success.
    At Westminster, Galahad’s concerns fall on deaf ears. Lucan sympathizes with him however, and joins Galahad and Lakshmi in infiltrating the United India Company headquarters in Mayfair. They find evidence of a conspiracy to traffic half-breeds overseas and encounter Hastings in his vampire form. Before Galahad can act against Hastings, Lucan reveals himself to be a Lycan and attacks Galahad. The two fight, but Lucan flees as the authorities arrive. Galahad is taken into custody by Lafayette and Igraine, charged with treason, and sentenced to death.
    After several weeks, Galahad escapes captivity in the Westminster Catacombs and attempts to flee only to be cornered. Facing re-imprisonment, Galahad throws himself off a ledge into the River Thames and is recovered by Nikola Tesla (Yuri Lowenthal), the Order’s armourer with help from an old man. Tesla seeks help from Lakshmi to help take care of him. Lakshmi reveals to Galahad, upon being questioned about her having blackwater, that she was bestowed a knighthood by Sir Bors de Ganis. Fearing that Tesla has come under suspicion, Galahad returns to Westminster in an attempt to extract him. He finds Tesla alive but also encounters Lucan in the laboratory. The two fight a second time with Galahad emerging the victor. The mortally wounded Lucan expresses regret for having betrayed the Order, claiming that he did so in order to save his race from extinction. The two are discovered by the Lord Chancellor, who confesses his knowledge of Lucan’s true nature. He reveals to Galahad that centuries before he had fought and destroyed an entire tribe of Lycans, but could not bring himself to kill the infant Lucan, who he adopted as a son instead. The Lord Chancellor orders that evidence of Lucan’s betrayal may not be used to exonerate Galahad and must be kept a secret for the sake of the Order. Unwilling to kill his son, he leaves Galahad to administer the coup de grace, then banishes Galahad from London. The two former comrades reconcile, and a remorseful Galahad raises his weapon and fires, killing Lucan, as the screen cuts to black.
    In a post-credits scene, Galahad is seen on the roof of a building overlooking London, which has been put under martial law. He is warned by Tesla over the radio that the police could strike anytime and that they should leave the city immediately. Galahad reminds Tesla that he is “Galahad no more”.
    “I hope people who do like these kind of games [games with short length], do play them. But I also want to be in an industry where me as a gamer, I’m given the choice to do that. I’ve played games that lasted two hours that were better than games that I played for 16 hours. That’s the reality of it. Gameplay length for me is so relative to quality. It’s just like a movie. Just because a movie is three hours long, it doesn’t make it better”[12]
    On June 11, 2013, The Order: 1886 was announced at the Sony Computer Entertainment E3 2013 conference as a new intellectual property for the PlayStation 4. In a post on the PlayStation Blog, Ready at Dawn CEO and creative director Ru Weerasuriya reveled that the game was in the works since 2010.[13] The studio’s internal proprietary RAD Engine 4.0 was used for the game’s development.[14] On August 29, 2013, Weerasuriya revealed that the decision to go ahead with The Order: 1886 was influenced by Uncharted 2: Among Thieves. On February 6, 2014, it was announced that the game would be single-player only and that the game will run at 30 FPS.
    A video of the game’s full-length playthrough, with a duration of about 5 hours, was leaked online before the game’s release.[16] As a single-player only and full-priced game at launch, concern was raised about the value of the game.[12] Weerasuriya defended the game, saying that “it’s a matter of quality, not quantity.”[12] Technical officer Andrea Pessino responded to the actual length of the game, saying that the game will take eight to ten hours to finish if the player plays it at normal pace and difficulty level.[17] https://drive.google.com/file/d/1NUFi1E3emg5MZrL_dJjTCsa4tT-d0xa3/view
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