thunderfish

Tonight Maggie and I went to a "town hall" event with Wyoming's sole national "representative," Harriet Hageman. I have to put both "town hall" and "representative" in quotes because, in the 20 minutes before we walked out, it wsa clear that Hageman was neither interested in actually hearing from citizens who are raising concerns nor in representing those concerns. After a fifteenish-minute overview of some recent national activity, Hageman opened the floor for questions. Incredibly--at a session apparently meant to leave a good bit of time for Q&A -- there was no mic for audience questions. It appeared that Hageman's mic might've been wireless, meaning that she or a staffer could've allowed speakers to ask their question in a way that would've allowed the whole audience -- an entirely packed house, with dozens standing in the back of the space -- to hear the question.  HERE'S THE THING. There can not be a civic dialog...

Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland is a book about a Hamburg-based police force's involvement in the mass killing of Jews during WWII. It is, in part, a historian's effort to understand how relatively "ordinary men" (conscripted into the war effort relatively late in the overall timeline) became willing participants in execution. "Willing" is perhaps not the right word, and in fact many did not participate on account of deep ideological values -- but the interviews on which the book is based do point to the variety of justifications and manipulations that made it possible for these ordinary men to become killers. Here's what I've learned so far: Collapse the distance between "police" and "military." Make killing legal. Create conditions of economic uncertainty. Create promotion ladders (or, alternately, threats against career promotion for non-participants) Make opportunities for "con...

"there are no general recipes or designs that can be applied to all contexts, but certain principles and experiences that must be adjusted to the predominant theoretical and pedagogical traditions, to the profiles of instructors and students, and to the institutional resources and to the curricular spaces available." -- Federico Navarro, "Think Globally, Act Locally: How to Design an Academic Writing Course for Students Entering University," p. 112 (https://doi.org/10.37514/INT-B.2025.2739.2.04) as Rose and Martin (2012) point out, if students are not taught to read and write independently, educational institutions will only reproduce the underlying social and cultural inequalities of their students. (Navarro, p. 119) Writing encourages a slowing of thinking. That slowing down is good when it allows for inspection and growth. To the extent that a process approach encourages inspection, it is good for writers' development. A process approach that produces change ...