Ms.Nazario in Norway and beyond

What Americans Keep Ignoring About Finland's School Success

2012-01-02T15:57:00.000+01:00

Scandinavia as a whole seems to have a very successful educational system. This is what drew me to study education in Oslo and then independent research in Denmark and Finland. I definitely had to hit Finland, which I knew was often ranked as #1 in the world, despite their shorter hours of schooling. It seemed they are more effective with the time they had. Although I barely scratched the surface, I did learn a lot and was shocked by some findings: school not mandated until age 7. Lots of time for play. Lots of outdoor time. LOTS of technology. Teachers revered and respected. Standardized test scores frowned upon, yet they still perform well on them. Individualized attention. We are burning our kids out, even at the best of schools. What could we be if we thought a bit differently???

I recently read this article and was motivated by what I read: What Americans Keep Ignoring About Finland's School Success.

A friend commented:

I find it ironic that the principle we champion, 'competition', when applied to education has the net opposite effect. Rich kids, bathed in the excesses of the education system given them under produce because, well they know they don't need to. Poor kids, already behind, see their example and conclude, we aren't going to work any harder than they are. End result? Less competition and a society spiraling downward. ( I know these are generalizations, but I've frequently heard and seen numerous examples supporting it.) In the end it comes down to the character of the people involved. Public or private, doesn't matter, never has.

And then I said:

In America, we're always talking about "leveling the playing field," especially in the program I did "NYC Teaching Fellows." With a focus on equity and absolutely no private schools, that's exactly what kids get in Finland, an equal opportunity everywhere. Haves / Have Nots . . . not as much an issue in education. I'm trying to imagine how this would work in America, a school in a low-income, gang-ridden area ranked with the same quality as in an affluent suburb? Are we dealing with different variables outside classroom doors, and aren't those made exponentially worse by the cycle of poverty? How do we break it? I also learned about "leveling the playing field" in Denmark. When I was in Copenhagen, I was asking a lot of questions about why they are often ranked so highly in quality of life. A local said, "our greatest resource is our people, so we invest in our people." And he continued, "in our schools, it doesn't matter if you are rich or poor, you will get the same education and have the same opportunities no matter where your family comes from or what your father does." He also was proud to say that, "The CEO of that shipping company over there has exactly the same health insurance as anybody in the country. We are happy because we take care of each other. In America, we pride ourselves on our rugged individualism and the "American Dream," the idea that we can make it big no matter what. But when the odds are stacked against some kids in this way (and I see the inequality every day . . .) I begin to wonder what would happen if we were more collaborative instead of competitive. Competition, in my mind, doesn't just ruin education at the student level, but also at the teacher level, with awards such as "Teacher of the Year," whatever that could mean. In a carefully orchestrated choir, all voices work together for a beautiful blend. At Midnight Mass, for example, as I hung out and struggled to blend with the professional egos in the alto section I could hear a hot mess of egos in the Soprano section. The choir director had to stop and say, "Blend. Calm down. This is a choir. It's too much. I shouldn't hear individual voices." In my mind, teaching is not just a solo act, but more like the blended efforts of that choir and everybody works together to blend and help each other out, even if you are alone standing in front of the classroom. But what about ineffective teachers??? In a system that reveres teachers, it would be about support and development. And I'm just thinking back to other jobs I have done. I was a lifeguard, and there was no "lifeguard ranking system." There was a job to do and we helped each other out. College Professor? There's an evaluation, but it's mostly to help us self improve, and when a boss observes me, has always been supportive and positive. Study Abroad Advisor? We worked together as a team with a common goal. No glorified individuals. Waitress. Food had to be served, and people had to be happy. Some restaurants even "tip share" pooling all the tips together, so a weak link would bring everybody down. Resolution, help that "weak link." We've got it so wrong in this country on so many levels. And instead of working together to fix this massive problem, we argue, point fingers, yell and still, at the end of the day, there are schools like mine with a 50% graduation rate.

2011-07-24T08:00:00.000+02:00

"The attack was squarely aimed at the values Norwegians treasure most. Their openness, freedom of expression and feeling of safety have all been shaken to the core," argues Norwegian journalist Liss Goril Anda in her personal viewpoint article on the BBC News website.

I can't stop thinking about Norway. We all felt so safe in such a peaceful and welcoming country. Wandering the streets, hiking through the woods, enjoying an ice cream cone outside government buildings. Such horror in the city that is proud to house the Nobel Peace Center. I can't imagine Norway ever being or feeling the same . . . something has been lost like something was lost and forever changed in America after 9/11. I just keep reading and thinking about the awful attacks. I'm heartbroken for the loss of life, the grieving friends and families and a nation in mourning.

My heart goes out to Norway at this awful time.

2011-07-23T23:05:00.001+02:00

My heart goes out to Norway. During my three weeks studying in Oslo last summer, I revered the peaceful, happy quality of life in this amazing city in a great and kind country. I am horrified and saddened by these attacks and wish everyone much peace, love and strength during this awful time.

For more information on the twin attacks.

"Only Connect!"

2011-06-10T17:26:00.002+02:00

In a previous post, I discussed the importance of "Only Connect," a key theme in literature and in philosophy. While in Denmark, I noticed how I was connecting with a crowd of strangers as we watched something, realizing that we are always looking for ways to connect with others -- that this is such a key component of a rich and fulfilling life.

Well, thanks to my Fund for Teachers Fellowship and my experience in Norway, I have made a fabulous connection with a former student, Gabrielle. Gabrielle studied "Philosophy for Children" in Oslo, then continued to study with a leading philosopher Oscar Brenifier in France -- eventually becoming a certified philosophical counselor and teaching at St. John's University in Philly. She saw this blog and eventually found me on facebook where she sent me the following message. I get to meet both Gabrielle and the philosopher Oscar Brenifier tonight. Thanks Fund for Teachers!

Subject: HIO connection

Hei Kristin,

So I just stumbled across your blog during a google search of "p4c in museums." It's funny because your blog doesn't address what I'm looking for but, believe it or not, I attended Beate and Bo's first summer course in 2008. What a great experience, right!?!

I had previously studied with the IAPC so the information they presented wasn't so new to me but I developed a deep appreciation for the manifold of methods, practices and approaches that make up the Norsk or Scandinavian version of filosofi med barn. Studying in Oslo had a huge impact on me overall, especially since Beate and Bo introduced me to the French philosopher Oscar Brenifier who I studied with in France the following year and that lead me to eventually becoming a certified philosophical counselor. Did they push Oscar's work when you studied with them?

Somehow what’s more important though is that I absolutely fell in love with Norway when I was there in 2008 - a country I never thought about visiting until I got involved with p4c. And now I anticipate living there at some point in the near future. I could continue to gush about it all but the real reason I decided to post aka write to you - (originally I was just going to post this under one of your pics but then I realized I’d have to make an account, blah blah, so this has become the extended version) - is that I think you and I must have been assigned the same room on Bjerregaardsgate, judging from the angle of your photos.

The sunsets from that student housing building were incredible during the period of the midnight sun. I have many versions of this same photo. ;) The view made me love that room and living in St Hans so much.

Actually so many of our pictures are similar.. eating the same foods, walking the same streets… having wonderful bonding adventures with classmates from all over the world….

But what probably made me the happiest in your pictures though was seeing Marit… lol… I was just waiting for a photo of her to pop up… the one-time-grill in her hand made me crack up…

When I arrived in Oslo in 2008, I was the first international student to show up and it was Marit’s first day working that job… Just after she met me at the bus stop it started pouring rain as we started walking up one of the steep hills toward student housing. One stupid, inconvenient thing happened after the next (like... hmm where'd the keys go?) and it was concerning her cause it was her first day on the job but it was the perfect situation for us to become friends and now almost 3 years later and many adventures behind us (I’ve gone back to Norway a few times), we’re BFF. She’s actually coming to the US this weekend to hang out in Philadelphia with me for 2 weeks so we can celebrate our birthdays together and we’re competing in a tough mudder 10 mile mud run next weekend… Haven’t seen her since I last left Oslo at the end of October… such are long distance friendships.

The other big similarity I noticed from your blog is that we both have a penchants for Rick Steves!! Lol… He too is my travel idol and has given me lots of confidence to explore regions on the world on my own. He did a book tour, I guess last year, for “Travel as a Political Act” and I went to hear him speak and met him in Philly that day. Such a cool guy and I loved that there’s a section of that book on Christiania… Marit and I backpacked through Denmark together in ’08 after the class ended and then I went back there this past summer. Love it there! Haven't made it to Finland but I went to Iceland this past September to study again with Oscar Brenifier and then teach philosophy to kids for a few days in a school there. It was Awesome.

Hmm … I did not intend to write this much but – oh well.. it’s very nice to make your acquaintance . I’d love to learn if or how you're utilizing what Beate and Bo taught you in whatever classroom environment you work in. (perhaps this info is in your blog… I really haven’t read much of it… just skimmed it and then pictures caught my attention. ) I’d also be curious to hear your feedback about the course and Beate and Bo’s delivery. They can be intense but are a very special pedagogical duo. ;)

Tusen Takk for the unexpected trip down memory lane!

cheers,

Gabrielle~

2011 Fellowship Deadline is Friday!

2011-01-27T04:37:00.000+01:00

The 2011 Fund For Teachers Fellowship Deadline is this Friday January 28! I strongly urge anyone who qualifies to submit an application. Dream big. I did! :)

www.fundforteachers.org

I admit I spent quite a lot of time on research, writing, and submitting my proposal. Yet with determination, there is definitely still time to write one (or finish one you have started). Last year after all the effort, I decided that even if I did not get in, it was worth it for the joy of dreaming and deciding what would be best for me. I vowed to try to find another way of financing this dream. I am very, very, very gratful to the Fund for Teachers and all the individual donors who made this possible. Sometimes I still can't believe it happened. I'm not crying because it's over. I'm STILL smiling because it happened. :) I have made lifelong friends, learned extremely valuable methods that I have already begun to incorporate in my classroom, and I have close connections with professors in Norway and memories in Denmark and Finland.

International Museum of Children's Art

2011-01-18T23:03:00.000+01:00

This summer, I posted about the International Museum of Children's Art in Oslo and how it was one of my favorite museums . . .ever. I wanted to share this video from their which takes you inside. Since photography was not allowed, this is a great way to catch a glimpse of what I experienced. But of course, nothing replaces walking around, reading children's explanations, and getting a chance to really analyze and enjoy the images as you wander and discover all the inspirational wonders.

Brand New Rick Steves episode of Oslo!

2011-01-12T01:16:00.000+01:00

While I was in Oslo this summer, Rick Steves was filming a new season, including a just-aired episode about the fjords and one about Oslo. I almost cried with nostaligic longing as I watched on my new DVD. Rick went to so many of the places we went with the Oslo University College program including the new harbor, the fortress, opera house, Vigeland sculpture park, viking ship museum, folk museum, National Gallery, Munch Museum, ferry rides on the Oslo fjord, and even the cemetary by our dorm in St. Hanshaugen . . . and the quaint, hill leading down through Akers River park towards trendy Grünerløkka, where we always walked to visit our other classmates. What a wonderful compliment to our special time there! In just 3 weeks, Oslo felt like home and I hope to spend more time living there one day. Rick Steves inspired my travel philosophy, I wove his words throughout proposal, and I ran into him in Helsinki during the second part of my fellowship. So cool. Thanks Rick! And thanks to the Philosophers for the wonderful memories.

All pictures are on the site!

2010-08-22T20:06:00.001+02:00

All of my pictures and captions are now available on my shutterfly site: http://nazarioinnorway.shutterfly.com/

Now you can see my entire journey. Enjoy!

Pictures, Pictures, Pictures!

2010-08-21T18:55:00.001+02:00

I finally uploaded my Oslo Pictures to Shutterfly. Please visit this site to see them: http://nazarioinnorway.shutterfly.com/ There are captions on some of the pictures. I will be uploading Helsinki and Copenhagen shortly. In Oslo, we explored our minds in the classroom and explored nature during our free time. It was a wonderful balance that I hope to bring back to my life in New York City.

Philip Cam - Philosophy for Children (P4C)

2010-08-21T14:44:00.002+02:00

Australia's Philip Cam is heavily inspired by New Jersey's "Father of Philosophy for Children" Matthew Lipman. Much of our class was based on Cam's thinking and practical applications in the classroom. The following video explains how philosophy works at the primary school level. Our instructors explained that the same tools and techniques apply when we work with older children at the high school level. Discussions can perhaps be more rich and deep, but the basic idea is the same. These are the same ideas and structures we used in our own class, as adults, this summer. The main idea is that philosophy is not just for university students. We all think philosophically. And students need to improve their ability to analyze and think critically.

Philosophy with Children - Final Paper

2010-08-21T14:08:00.004+02:00

When we were done with our inquiry sessions and lectures, it was time to begin the final paper. Our instructors, Beate and Bo, created 11 topics and put them into a box. We each blindly selected an assignment for our final. In a later post, I will insert the list of all the other topics. This paper is the best way to show what I have learned from my class and how I plan to apply it to my school. I am happy to report that I received an A.

* * *

Final Assessment:

5-day Philosophical Unit on Ethics

#3: Develop an exercise for philosophy with children from something you have read in Law or Nagel. You can present two or three events (for instance a short story, a statement or a question). Present also questions or statements that can help the students to deepen their inquiry. Say something about your choice of philosopher or philosophical theme, and present a context for the exercise. What kind of skills or themes do you want the students to work with and why.

Classroom Context:

This 5-day unit is designed for Juniors (11^th grade students) attending a public school in a poor neighborhood of the Bronx, New York. The median income is $20,000 per year, and 95% of our students qualify for free lunch programs, indicating that they are at a severe poverty level.

Based on my experiences with parent-teacher conferences, students’ parents are often not involved. During the year, I only see parents for 10-15 out of my 100 students. It is very clear that many of our students do not receive parental support for their education, and this lack of involvement may also apply to other areas such as ethics and morality.

Due to the poverty, lack of parental involvement, and living in a very dangerous area, many of our students turn to the solidarity of a gang. They feel that the streets are dangerous, and the gang will be there to protect them. Yet gangs are not like college fraternities, simply focusing on brotherhood. Gangs are violent, and are often characterized by high crime, random acts of terrorism, territorial rivalries with other gangs, and sometimes even murder.

Since my teenage students are so easily impressionable as they seek comfort and belonging, they are often tempted to follow the crowd in other ways besides gangs, such as drug usage, theft, vandalism, cutting school, unsafe sex and intentional teen pregnancy, and dropping out. With many ethical dilemmas facing my students each day, it’s important to help them to think for themselves-- to develop sound, rational reasons for their decisions, rather than blindly following others.

Why Philosophy?

Matthew Lipman is viewed as the father of Philosophy with Children. He views reflective education as “an historical movement” and philosophy with children is an upsurge of that movement (373). He wonders, “Why is it that the human mind is not a fit subject?” (Lipman 377). We teach students the care of their body but not of their minds. Just as it would be dangerous not to give sex education or hygiene, there are also very serious consequences for the lack of instruction in thinking. “Children are treated as if they were incapable of philosophical deliberation” yet with their innate urge to ask ‘Why’ all the time, they are “more philosophically inclined than most adults!” (Lipman 378). We need to utilize this inquisitiveness and keep it as a lifelong habit instead of squashing it. Lipman began this upsurge in the 70s, and many others have been influenced by his thinking.

Throughout the course of the year, I wish to develop critical thinking in general. I will not teach philosophy as a class, although Philip Cam does not say we need to do that. Influenced by Lipman, he advocates that we incorporate philosophy as a way of thinking within the curriculum. In his book Thinking Together, Cam explains the importance of thinking in all classes. He does not feel we should view philosophy as a separate subject, but rather it “has to do with the way we approach a topic or subject or engage in an activity. It applies to all areas of the existing curriculum. We want children to approach all their learning in a way that is productive and intelligent” (Cam Thinking 1). He wants teachers to enhance what they already do in their teaching, utilizing the structure of philosophical inquiry. He specifically recommends inquiry as something to build into the literacy program. This is most likely because an inquiry begins with an event (stimulus) that can be a story, excerpt from a book, or a quote in addition to visual texts such as an object or photograph.

According to Cam, we must “nurture good thinking in the classroom by encouraging children to inquire and reason together about things of significance” (Cam Thinking 2). As a result of working together in this way, students will eventually internalize the routines, procedures and methods. They will be able to think critically and evaluate their own ideas as well as those of others. These skills are at the heart of critical analysis necessary for so much of literature, especially at the college level. Unfortunately, so many of my colleagues tell my students what to think instead of asking them “what do you think?” It’s an important distinction.

Lipman says, “It is useless for us to complain that ours is a nation of sheep as long as we do not develop the capacity of independent judgment in children” (379). If we train our children to follow the herd in the classroom, they will do the same in their real lives. We must foster independent, critical thinking that students will take into adulthood.

11 years after writing Thinking Together, Cam wrote 20 Thinking Tools based on practical experience using his method in the classroom in Australia. Cam says,

there can be no doubt that the ability to think about the issues and problems that we face in our lives, to explore life’s possibilities, to appreciate alternative points of view, to critically evaluate what we read and hear, to make appropriate distinctions and needful connections, and generally to make reasonable judgments are among the attributes of anyone who has learnt to think effectively in life (Cam 20 1).

My students need these vital skills in and out of school. Unfortunately “virtually no attention is given to teaching people to think well in the context of their lives away from school, in those everyday social, familial and personal contexts in which the great bulk of decisions and actions take place” (Cam 20 2). Through philosophical inquiry, I hope my students can gain the tools necessary to make important decisions in their lives.

Throughout a classroom inquiry, it is important to develop skills such as “asking questions, giving reasons, sticking to the point, being fair-minded, listening to alternative points of view and exploring disagreement” (Cam Thinking 2). As a result of practicing these skills, thinking will eventually become routine as students internalize them, as suggested by Vygostky’s research and writing (5).

An outstanding feature of philosophical inquiry is that it is not passive. Students are “more effective participants in the learning process” (Cam Thinking 17). They do not just sit there and copy notes while the teacher lectures. Instead, they are talking, thinking, questioning and working with fellow students towards a resolution.

I wish to take a philosophical approach to my teaching of English throughout the year. This does not mean that we will have a philosophical inquiry every day, but I do hope to have inquiries at least once or twice a week, and to use philosophical thinking to probe and analyze our texts whenever we work with literature. I need to be more effective with my teaching of English. Lipman says, “While reading and mathematics are disciplines that contribute usefully to good thinking, they cannot suffice to produce it” (374). Just because students can do these things does not mean they can reason, think independently or judge on their own. “Something more is needed (374). Lipman also points out that teachers usually don’t teach “critical reading,” and when they do, it is not systematic. I realize this in my own classroom. I want my children to analyze a text, but how do I teach them how to analyze? What does it mean to look closely and to think about the big issues? I try to ask them questions to draw out those ideas, but it’s not enough. I need structure. I need to try to incorporate the philosophical model into my classroom as often as possible.

Incorporating philosophy into my curriculum can help increase academic rigor. Three years ago, when I began teaching at my school, it had a failing grade and—if it did not improve—it would be closed. While we have managed to raise our school’s score to a B, we still have many weaknesses and issues to address academically. Our graduation rate is at about 70%, and our students receive mediocre scores on state exams. Of the approximately 75% of students who enroll in a college, only about 60% attend and our retention rate is dismal. By their third year, only 1/3 of these students stay in college. We believe that part of the problem is inadequate preparation. Our students lack the critical, independent thinking and complex analysis skills necessary for the college classroom. Philosophy can help train students to internalize these vital skills.

Before we can increase academic rigor, however, we need to improve basic discipline. While things have greatly improved since when I first arrived at the school (where police offers would escort students out of the class in handcuffs after one of the frequent fights, and students would curse at the teacher and each other), students will still regularly talk throughout class and occasionally swear at the teacher. It is my hope that philosophical inquiry, particularly about ethics, can help students reflect on their behavior and explore other options.

In her book Creating Enquiring Minds, British primary teacher Sara Stanley explains that children will learn to think for themselves and therefore “begin to understand more about themselves and the world in which they live” (2). She has found that “where persistent immersion in collaborative inquiry has been implemented throughout a school, we see significant improvements in both academic outcomes and social attitudes and behavior” (28). If I want my students to improve in all classes, not just mine, philosophy can help. This will also help with our school’s discipline issues

Ethics

I was inspired to work with ethics by information in works by Thomas Nagel and Stephen Law. In What does it all mean? Nagel works with ethics in his chapter entitled “Right and Wrong,” presenting various ideas and viewpoints on ethics and raising several questions. Nagel explains that “there are many disagreements among those who accept morality in general, about what in particular is right and what is wrong” (68). Is morality universal or relative to the person and situation? As a class, we can discuss and explore various perspectives, hopefully leading students to become reflective on their own.

In his summary of the chapter, Nagel says “Moral argument tries to appeal to a capacity for impartial motivation which is supposed to be present in all of us. Unfortunately, it may be deeply buried, and in some cases, it may not be present at all “(Nagel 75). We need to think and reason in order to find out what our beliefs are and flush out this capacity. This reason, according to Nagel, “has to compete with powerful selfish motives and other personal motives that man not be so selfish, in its be for control of our behavior” (Nagel 75). We have to help them overcoming this. Our society, and particularly the “mean streets of the Bronx” can cloud students’ views and create confused motives. Hopefully we can help them to think to make better decision.

Yet as I run our ethical dialogue, I have to be careful to avoid moral instruction, telling students what to do. They have heard it their whole lives, from teachers, parents, police, the media, their houses of worship and their peers. As Cam says, “Ethical inquiry is quite different from moral instruction.” (Cam Thinking 28).

In ethical inquiry, you are not simply told. Answers are not closed. We are asked to think about these matters, to be more reflective instead of blindly following (or disobeying) a rule. In ethical philosophy, “We might consider a range of ideas about what makes an action right or wrong – whether it’s the consequences which matter, or society’s approval, or how the action stands in regard to some system of moral law” (Cam Thinking 28). We can find answers together through a dialogue and thus “contribute to their moral education [. . .] by helping them achieve a better understanding and awareness of such complex matters through inquiry” (Cam Thinking 58). They will have a better view of the foundation and nature of moral decisions.

In his chapter entitled “Moral Philosophy” Stephen Law describes morality as

“a guide to how we should live and act” (102). He presents various viewpoints that my students may touch upon in their analysis. Utilitarianists believe that we should do what makes us happy. Deontologists feel that we must obey duty when making moral decisions. Kant claims that we must use reason to decide what to do, saying, “Morality, he claimed, is universal: a set of rules that are the same for everyone” (Law 105). Aristotle claims that morality, grounded in virtue, is found as the means between the extremes. Finally, in Metaethics “philosophers debate whether there are universal moral truths, or whether morality is simply an expression of emotions or cultural customs” (Law 112). With all the different viewpoints, we have to decide -- what is morality?

Sara Stanley reflects on morality, explaining how children deal with questions such as:

Are we born knowing what is right or wrong? Do we choose to be good or bad? Do we have a conscience? Where does our conscience come from? How do we know what is right and wrong? Should people be punished? Are everybody’s ideas of right and wrong the same? Who decides what is right or wrong? Is it ever OK to break the law? Does doing the right thing make you truly happy? Does doing the wrong thing make you a bad person? Is there such a thing as pure evil or pure good? (24).

It is important for my students to reflect on these questions and to give reasons for their beliefs. Hopefully--through philosophy--they can “learn responsibility for their actions and views, and the relationship between accountability and such responsibility” (Stanley 12). They’ll realize and accept more responsibility for their behavior in class, in academics, in their relationships and other aspects of their lives. Since they are dealing with issues directly relevant to their lives, this is both practical and can help increase engagement, which is another struggle in my school.

As students begin to internalize moral reflection as a result of inquiry, they will become self reflective, thinking about their own beliefs and ideas. “This in turn validates for children the authority of their own experiences, so that they often develop a questioning nature, which can also provide a form of protection from abusers” (Stanley 12). Many of my students have suffered physical and verbal abuse from guardians, bullying from other students, and threats from gangs. Moral philosophy can “help children understand their relationship with peers, parents, teachers and other adults” (Stanley 12). As they reflect, they can better seek out good, trustworthy mentors. Ethical inquiry will hopefully lead my students to make wiser decisions.

Structure for the Inquiry

According to Cam, “there is no substitute for discussion” which should be “the primary means by which students learn to use the tools” (Cam 20 6). To ensure that everyone has a chance to speak, yet nobody dominates the discussion, I plan to toss dice as we did in class. Cam feels that inquiry should focus on class discussion mixed with small group activity, although students may not be ready for small group work until they have had some practice and internalized the procedures (34). Therefore, I must not do small group work in this first unit until students are comfortable with the procedures. These class discussions must be student centered, not teacher centered. Desks should be arranged in a circle so students converse with each other, rather than just stare at me. In addition, Michael Whalley recommends that, except when writing on the board, “the teacher should sit with the children as a member of the discussion group” (493). While it should be the students’ discussion, the teacher shall ensure that students pay attention, that nobody monopolizes, and that comments are relevant and on-task. (Whalley 493).

While we practiced philosophical inquiry at Oslo University College in “Philosophy with Children,” we only had 12 adult students. I wondered if it would be effective in a large group of teenagers, since my classes are often 30-32 students. Cam assures that “Even with 30 children, a well-run discussion will provide opportunities for everyone to speak” (Thinking 35). This means that maybe I will have some difficulties in the beginning, but once I have some practice and learn to facilitate the discussion better, all students will have a chance.

Eventually, I can move on to develop other tools with my students. Once we have become comfortable with the basic procedures, we can move on to questioning. At that time, children’s’ questions will set the agenda for the discussion plan. But for this particular unit of lessons, we are focusing on two basic tools, reasoning and agreement/disagreement. Once we have had ample time to practice these skills, we can move on to other tools.

The structure of the class will follow suggestions from Cam and Stanley as well as the procedure we practiced at Oslo University College. I will present an event, offer reflection time, and share ideas as I write student answers on the board. Next, we’ll engage in a dialogue (the inquiry) evaluating reasons and agreeing or disagreeing . Finally, we have a reflection time before the meta talk, which is a concluding activity.

*Event. According to Stanley, “There should be some ambiguity in stories to give a range and depth to questions” (30).

*Thinking Time. Sometimes this leads to questioning, although that is more advanced. For my purposes, we will begin with comments and reasons.

*“Dialogue/enquiry” – According to Stanley, “the children build their argument through reasoning, explaining, agreeing and disagreeing. The facilitator uses questing to bring out the philosophical dimension but does not steer the discussion” (30). This is something that I will need to have a lot of practice with because as a teacher, I think I inherently steer the class, despite my intent not to – particularly with moral discussions.

*Closure: To close the session, students share their thoughts during the final reflection time. At this time, “The facilitator uses a range of strategies to close a session, for example, summing up, finding the next question, asking for comments, setting homework, and so on” (Stanley 30).

In order to adequately plan for a rich and structured discussion, teachers may have to preplan questions to deepen inquiry. Cam again suggests purpose-written materials, especially in the beginning. Since this is my first attempt at inquiry, I have chosen to work with exercises closely modeled after things I did in class at “Philosophy in School,” exercises by Phil Cam, and finally, one of Lipman’s stories, Episode 21 featuring Lisa. Yet his work will just be a model. He explains that some times call for structuring discussions while other times call for letting the dialogue flow. A good teacher will know when to use which method. This is something that I will improve over time.

In the future, I can begin to create my own exercises and discussion plans after I have learned from the samples. Cam explains that “the most valuable aid to learning about philosophical inquiry with children is doing it in the classroom” (100). Once I begin to actually do philosophical inquiry with my students, I can devise better plans. Whatever I plan, Whalley says, “The children’s response should always be taken as the main guide to the content and extent of the discussion” (492).

Tools for this Unit

Since my students are older, I would like to establish two introductory tools in this short 5-day lesson plan. I have chosen reasoning and agreement/disagreement because they are fundamental tools for a good basic inquiry. If I tried to have inquiry session without working on these from the toolkit, as Cam calls it, the discussion would most likely fall flat and I risk disillusioning my students when it comes to philosophy. I want to hook them right from the beginning, so I must at least try.

REASONING

Reasoning is vital for philosophy. In “Philosophy as Critical Thinking,” Maurice A. Finocchiaro says that “reasoning is used in all disciplines and in everyday life, but that what distinguishes the philosopher is his readiness and willingness always to engage in reasoning” (674). I’d like my students to be more like philosophers, learning to habitually use reason when making judgments and decisions.

Before we have our first inquiry, I will spend a day working on reasoning skills with my students, utilizing an exercise inspired by Cam’s 20 Thinking Tools. As he says, “Reasoning is an extensive topic that forms the matter of both formal and informal logic” yet it is “hardly touched upon in school education” (21). These are vital thinking skills that students need not only for their classes but also their lives. Cam says that this absence of formal education in reasoning “would not be such a disaster if poor reasoning skills did not get people into all sorts of difficulties in their lives” (21)

My students are certainly victim to poor or faulty reasoning in their lives, citing such actual reasons as “Everybody else is doing it,” “I can’t snitch [tell on someone] because it goes against the code,” “I don’t need to stay in school because I’m not going to be anything anyway,” “I have to buy these $200 sneakers because I won’t fit in otherwise,” “I must always do what the gang tells me to do, no matter what,” “She must be dating my boyfriend because I caught her looking at him; I’m going to beat her up.” Each of these real examples has very dire consequences for my students and others.

Cam points out that “muddle-headed and fallacious reasoning, and such things as jumping to conclusions, acting on unwarranted assumptions, and failing to appreciate consequences, can be costly and dangerous “(Cam 20 21) as explained in my intro.

Cam explains that students will work with reasoning in inquiry and will become more and more familiar with it as a tool. They will acquire skills such as

learning to probe around in a situation where there may be more than one live possibility, rather than assuming that the most saliently possibility is the only one. It involves learning to take the full range of circumstances into account, rather than focusing on a single aspect or looking at something from only one point of view. It includes learning to trace out the likely consequences of different possibilities in order to properly compare and evaluate them. It involves learning to be critical rather than gullible in judging reasons and evidence that are proffered by sources that may not be reliable. It extends to students learning to look for evidence in their own experience and that of their classmates, and not just to accept blindly what is handed down on authority from the adult world. (Cam Thinking 22-23)

My students need to realize there are different perspectives and different possibilities. They need to consider consequences as they learn to effectively evaluate options. As students practice their reasoning, “They will be less susceptible to manipulation and better able to judge the evidence for themselves. In learning to explore reasons and evidence through collaborative inquiry, they will become both less dogmatic and more balanced in their judgments”(23). He feels that it’s important to develop inquiring minds and active listeners. Students can be fascinated and surprised by what others say and vice verse (43). By sharing, listening and evaluating reasons, students will become better at reasoning on their own.

AGREE/DISAGREE

The second important tool I wish to introduce and work with is agreement and disagreement. We will do this as an exercise on the second day as a worksheet (students will agree or disagree with statements). Then we can discuss students’ answers in our first classroom inquiry. According to Cam, “disagreement plays an important role in inquiry. It brings children into dialogue, while presenting an issue or problem in a lively, dramatic form which heightens their interest “ (Cam Thinking 45) Disagreement causes students to see and evaluate different perspectives. It helps students to open their minds and to rethink things they once took for granted. It can make them realize that what they previously thought may not actually be true.

Throughout the session, “in exploring a disagreement, children will also need to compare and evaluate the reasons that they give” (45).

· Why do you say that?

· Why do you think that you are right?

· What makes you think that she is wrong?

· Can you justify your answer?

· Why do you think that is a poor reason?

· Can anyone think of a better reason?

· Why is that a better reason? (45)

I plan to use questions such as these to guide my students through the process of

agreement and disagreement. This will help them to be “open-minded and flexible in their thinking. This is vital to good thinking in almost any field” (Cam Thinking 47).

Introduction to the Unit

These exercises will take place in the beginning month of the year, when it’s important to build a community and emphasize correct rules for thinking, etc. During the first week of school, we will have covered rules and expectations for the class as well as a few teambuilding activities. The second week, I will introduce students to the idea of purpose and idea of philosophy as well as set some ground rules for behavior. I plan to build anticipation so when we finally dive into philosophy, students will hopefully be curious, eager, and excited.

The lesson plans follow a format that I have been instructed to use in my classroom, featuring an Essential Question (a larger goal that transcends the basic in-class work), Objective, New York State Standards, a Warm Up, and the steps throughout the lesson plan as well as notes for the instructor. I have added an evaluation at the end of each lesson plan in order to present my thoughts and concerns about the lesson plan. This helps me to be critical and reflective and to prepare for possible problems during the lesson.

Ethics

Day 1 of 5

High School English – Bronx, NY

Grade Level: Juniors (11^th Grade)

Length of Lesson: 45 minutes

Essential Question:

1. What is philosophy?

2. Why is it important to provide reasons for our beliefs?

Objectives:

1. Students will learn to give thoughtful reasons for their answers.

2. Students will practice speaking to each other in a group setting.

New York State English Standards:

1. Students will read, write, listen and speak for information and understanding.

2. Students will read, write, listen and speak for critical analysis.

3. Students will listen and speak for social interaction.

The Lesson Overview:

The lesson is designed for students to learn and practice an introductory tool necessary for philosophical inquiry – reasoning. The structure of the lesson will help guide students through he process so they feel more comfortable when giving reasons in philosophical inquiry. Phil Cam uses a similar activity in 20 Thinking Tools where he asks students to provide reasons for or against the existence of Bunyips. (40).

In all the lessons in this unit, I have tried to give approximate timings for certain activities. However, I had to leave timing open for other areas because I would have to see how it goes. I will keep an eye on the clock and adjust accordingly – ensuring that we are where we are supposed to be at the conclusion of the 45-minute lesson.

Warm Up: On the board, I will write the following assignment. “What is your favorite place? Why?” Students will have 5 minutes to respond in detail.

Next Steps:

1. Students will count off to find their numbers for the day. Then I will toss the dice to see who goes first. The first student will share their response while I type it on the computer, which will project it on the screen so everyone can see. This typed log will also be available on the school website later. 10 minutes

2. If time permits, we will go around the room to collect answers from everyone. If it looks very time consuming, we will continue tossing the dice. I do think it’s important to see many perspectives, although this is something I will have to try out first to know how it will run.

3. After everyone speaks, I will have a reflection time. In their log books (which will be introduced the previous week), students will write any words they think students use when explain a “magic word” people use when they explain why something is their favorite. 2 minutes

4. Brief share out. Hopefully the students will realize the word is “because,” although as they answer, I may try to emphasize it when writing it on the board if they are not getting it on their own. 10 minutes

5. Say: We have been “Giving reasons.” It is important to give reasons in class, in our papers, in life and in philosophical inquiry. Now we will try to give reasons for a belief.

6. Project an image of an alien on the board, along with the question “Do aliens exist?”

In Phil Cam’s exercise, he has students work in a group and then share out to everyone, although I feel that it is important to work as a whole class at first, especially since many different perspectives in one group could cause chaos and arguments. 3 minutes

7. I will toss the dice and begin collecting reasons on the screen -- for or against the existence of aliens Hopefully, this will naturally lead to students evaluating each other’s answers. I will use guiding questions such as “Why do you feel that is a good answer?” Or “How effective is this answer?” Following ideas suggested by Cam and Stanley 10 minutes

8. 2 minute reflection time. What makes a good reason?

9. Toss the dice to get a few answers then see if there are any pressing suggestions, and can all on a few students.

Homework: What is your favorite food? Why? Try to give good, thoughtful reasons.

Evaluation of Lesson Plan:

I am wondering if I should link it to ethics. I chose to use something else to practice reasoning in order to keep students’ minds fresh about ethics tomorrow. I want the tool to be familiar but not the content. Although students are practicing a skill, based on Phil Cam, it looks like it is becoming an inquiry. I’m not sure whether or not this is a risk, since tomorrow’s lesson will lead into the first official inquiry. Since this is all very new and unfamiliar for me, the only way to really see how things can run is to try it and adapt from there. I try to make good decisions with my planning, although my inexperience with this material is evident.

Ethics

Day 2 of 5

High School English – Bronx, NY

Grade Level: Juniors (11^th Grade)

Length of Lesson: 45 minutes

Essential Question:

1. How can we think critically about decisions?

2. Why is it important to provide reasons?

3. What is philosophy?

Objectives:

1. Students will learn to agree or disagree and to give reasons for their position.

2. Students will evaluate each others’ reasons.

2. Students will practice speaking to each other in a group setting.

New York State English Standards:

1. Students will read, write, listen and speak for information and understanding.

2. Students will read, write, listen and speak for critical analysis.

3. Students will listen and speak for social interaction.

The Lesson Overview:

This lesson builds upon the previous lesson, where students practiced reasoning. Now, they will decide whether they agree or disagree with a statement and be prepared to give good, solid reasons to support their belief. I chose general ethical statements from Lipman’s lesson materials for the story with Lisa, “Episode 21.” I will use the story as an event tomorrow, yet these overarching thematic questions can help stimulate their thinking and provide a point of entry for tomorrow’s discussion.

As students share and evaluate their reasoning, they will begin to see which types of reasons are strongest and most sound. Since this is the first inquiry, I do not want to rush students as they are getting used to procedures. I want them to enjoy the inquiry, and therefore have decided to extend the lesson to two days. Tomorrow we will continue with the Meta Talk. It may even be necessary to continue the actual inquiry the following day if things felt unresolved.

Warm Up: Playing with opposites. “Hands and Thumbs.” This warm up will be the same as we did in “Philosophy with Children” with Bo on June 29, 2010. 10 minutes.

Next Steps:

1. On each desk, students will have a sheet of paper featuring 5 statements about ethics (handout on following page). Students will have to agree or disagree with each statement. 5 minutes

2. We will go through each statement. Students will rise if they agree. I will record the answers. Then students will rise if they disagree. I will record the numbers on the board.

3. 7 minute reflection time. Students will go back to their statements and give reasons for why they agree or disagree with the statement.

4. Next, I will ask students to vote for the statement that was most difficult for them to answer. Once we narrow it down, I will write that statement on the board and we will first collect all the reasons to agree with the statement. I will record answers on the board next to students’ names.

5. If there are too many students agreeing, I will use the dice to collect a sample.

6. Next, I will ask students to evaluate the statements. Is this a good statement? Why not? This kind of evaluating might be too advanced for the inquiry – although by questioning my students, I hope to lead them to this kind of thinking.

7. We will do the same for disagree, although spending a bit less time.

8. We will have a reflection time before the meta talk. 1. What went well? 2. What was difficult? Also, any other questions or comments? 3 minutes.

Homework: Continue reflections, questions and comments to prepare for tomorrow’s meta talk.

Evaluation of Lesson Plan:

This lesson plan is heavily based on our first inquiry with Beate and Bo in “Philosophy in School” at Oslo University College. I thought it worked well to introduce us to the process as well as facilitate our thinking in a structured way. I hope it can work the same with my students, even though they will be 16, not adults.

I hope I chose good questions to stimulate thinking about ethics but I worry that discussion may fall flat or that students won’t be intrigued. As is the case with philosophy lessons, much of the actual agenda cannot be pre-planned. I have to see how it goes as it begins.

Log Sheet: Ethics

Warming Up: Playing with opposites. “Hands and Thumbs.”

Event: Five statements about Ethics (Right and Wrong).

Reflection time: Take a stand to each statement. Write whether you agree or disagree.

1. If something feels good, it must be right.

2. It can be right for one person to do something and wrong for another person to do the very same thing.

3. Something feels good because it’s right.

4. Success is the criteria for what is right and failure is the criteria for what is wrong.

5. Each person is entitled to live his own life the way he wants to as long as it doesn’t prevent other people from living the way they want.

Reflection Time: What statement was most difficult to take a stand for? Number ___, because ___________________________________________________________.

Choice of statement for inquiry: We find out how many agree and disagree. Then we choose the most important statement among those it was most difficult to decide upon. Or we let the dice choose.

Reflection time: Write down your reason for agreeing or disagreeing. I agree/disagree with statement ___, because _______________________________________________________________________________

_____________________________________________________________________________________.

Conversation: What is the right standpoint? Which argument is best?

Meta Talk:

Reflection time.

1. What went well?

2. What was difficult?

Conversation: We seek good answers to question 1 and 2.

Ethics

Day 3 of 5

High School English – Bronx, NY

Grade Level: Juniors (11^th Grade)

Length of Lesson: 45 minutes

Essential Question:

1. What is Philosophy

2. Why should we think about thinking?

Objectives:

1. Students will learn to reflect on a philosophical session.

2. Students will learn from others’ viewpoints.

New York State English Standards:

1. Students will read, write, listen and speak for information and understanding.

2. Students will read, write, listen and speak for critical analysis.

3. Students will listen and speak for social interaction.

The Lesson Overview:

Today’s lesson is a continuation of yesterday’s philosophy session on ethics. Students will have had the evening to continue thinking and reflecting, hopefully giving them plenty of time to think and process before today’s meta talk. Extending the lesson to a second day also gives us the chance to continue the actual inquiry, if necessary.

Warm Up: Since we are continuing with yesterday’s lesson, I’ve decided to do a warm up that will help students to work well with each other, rather than any questions or images. I will present the “stand up” game we did with Bo in “Philosophy with Children” on June 29, 2010. The goal is for everyone to be standing, yet students must not speak to each other or make signals. 10 minutes.

Reflection time: Questions or comments about this warm up. 2 minutes. Then toss the dice to get 3-4 answers. 5 minutes.

Next Steps:

1. I will toss the dice and begin going around the room so every student can share their answer for what went well. I will type answers on the screen (to be viewable online later). I will do the same for steps 2 and 3. 10 minutes.

2.We will go around a second time for things that were difficult. I will remind students not to share their answer if it’s already been shared. 10 minutes.

3.Everyone will have a chance to share comments or questions. I will allow this to turn into a bit of an open, unstructured dialogue. Although this could be risky, so I’ll have to use the Oscar Brenifier Police Man approach (as we used on July 7, 2010) to ensure that students don’t monopolize the conversation or go off task. 7 minutes.

Homework: I would like to pick a question for students to reflect upon based on something for the discussion. If nothing comes up, however, I may ask students to pick one of the five statements and come up with a specific situation for how it is applied in life.

Evaluation of Lesson Plan:

It could be a bit difficult to continue a lesson from the day before, although extremely necessary for time purposes. I am slightly worried that students might be bored of the topic, although I have to trust that they will be engaged and interested in each others’ feedback. If necessary, I can guide them a bit through appropriate questioning. I hope I can explain the warm-up effectively. I also worry about the slightly unstructured plan for the meta talk dialogue. I devote a large portion of the class to the meta talk so I have to be prepared if conversation falls flat. I am not used to using a policeman approach, although I know I need to try it to enforce our rules for a good discussion.

Ethics

Day 4 of 5

High School English – Bronx, NY

Grade Level: Juniors (11^th Grade)

Length of Lesson: 45 minutes

Essential Question:

1. What is Philosophy

2. What is the connection between philosophy and literature?

Objectives:

1. Students will learn how to think philosophically using literature as a stimulus.

2. Students will learn from others’ viewpoints.

3. Students will practice their reasoning skills.

New York State English Standards:

1. Students will read, write, listen and speak for information and understanding.

2. Students will read, write, listen and speak for critical analysis.

3. Students will listen and speak for social interaction.

4. Students will read, write, listen, and speak for literary response and expression.

(This lesson hits all 4 of the New York State standards).

The Lesson Overview:

Today’s lesson utilizes a Lipman story as an event. While much of his writing may seem to be too childish for my students, this particularly story seems like it would work well. It’s not an advanced reading level, but it doesn’t have to be. The content is a rich and appropriate framework to start ethical discussion. Afterwards, discussion is centered around questions in his discussion plan.

Warm Up: I will distribute the story, Episode 21, to students. We will first read it together as a choral reading. 7 minutes

Next Steps:

1.Next students will have 10 minutes to read it on their own, look over it and jot down any notes. If there is something they don’t understand, they must write that down so we can explain and address it later.

2.Address any questions and clear up any confusion. 5-10 minutes

3.I will distribute a list of statements to agree or disagree with, based on the story. Students will have 10 minutes to fill out the sheet, then a reflection time to write reasons for their opinion.

4.Part II of the lesson will continue tomorrow as we begin an inquiry based on students’ feedback.

Homework: Continue writing reasons for your opinion about the statement. Feel free to use real life and personal examples in your reasons.

Evaluation of Lesson Plan:

I am glad that I am using Lipman’s prepared materials, although I have only chosen pieces from his discussion guide. I think it could work because the story may get students thinking. However, it is always a risk that the students may not be interested in the story. In this case, hopefully the log sheets will help flush out important information and ideas. It’s about the philosophy, not the event.

In addition, I have decided to use the choral reading as the warm up and the independent reading as the event. I’m not sure if this will work, but I wanted to maximize class time.

Ethics

Day 5 of 5

High School English – Bronx, NY

Grade Level: Juniors (11^th Grade)

Length of Lesson: 45 minutes

Essential Question:

3. What is Philosophy

4. Why should we think about thinking?

Objectives:

1. Students will practice their inquiry skills, including reasoning and agreement/disagreement as well as behavior.

2. Students will learn from others’ viewpoints.

New York State English Standards:

1. Students will read, write, listen and speak for information and understanding.

2. Students will read, write, listen and speak for critical analysis.

3. Students will listen and speak for social interaction.

The Lesson Overview:

Today we conduct our second philosophical inquiry in part II of the Lipman lesson.

Warm Up: To continue with familiarity, I will follow a similar structure utilizing a log sheet like we did for the previous inquiry. I feel it will help students to follow along better. Students will first reflect on which statement was most difficult to choose to agree or disagree with. (Log sheet is on following page). What statement was the most difficult in yesterday’s event? Why? 5 minutes.

Next Steps:

1. I will call out the number of each statement. Students will raise their hands if they have chosen that statement as the most difficult. 5 minutes.

2.Based on feedback, we will choose the statement to work with, the one that the most people found the most difficult. I will write that statement on the board.

3.I will toss the dice and begin collecting reasons for agreeing, writing

answers on the board next to students’ names. 10 minutes

4. Next, students will evaluate which reason is the best for agreeing.

Then students will share out reasons for disagreeing, as I write answers on the board next to students’ names. 10 minutes.

5. Finally, we evaluate the best reason for disagreeing.

6. Reflection time. Based on these answers, which is the right answer, to agree or disagree? 2 minutes.

7. Share out. Toss the dice and collect answers.

8. Questions for Meta talk. What went well? What was difficult? 3 minutes

9. Toss the dice and collect answers for each of the meta questions.

Homework: What did you learn about ethics as a result of this inquiry?

Evaluation of Lesson Plan:

The homework continues the discussion and could be used as a bridge to the next unit plan, depending on what that is.

Log Sheet: Ethics and Lisa

Warming Up: Choral and then quiet reading of “Episode 21 – Lisa” – by Matthew Lipman

Event: Independent reading and reflections upon “Episode 21 – Lisa.”

Reflection time: Take a stand to each statement. Write whether you agree or disagree.

1. Benjamin said, “I enjoy my work in the soup kitchen, where we give food to people who are malnourished or starving. But I don’t think it’s the right thing to do just because it feels good: it makes me feel good because it’s right.”

2. Charles said, “I enjoy beating up on kids smaller than me. I know it’s wrong to do so, so I would enjoy it even more if it were right.”

3. Monica said, “Doing what’s right means to me doing my duty. But I never enjoy doing my duty. So nothing ever feels good to me because it’s right, although lots of things seem right because they feel good to me.

4. Hope said, “There’s no connection between what’s right to do and what feels good to do.”

5. Felicia said, “The sort of person I want to be is a good person. A good person is one who always tries to do the right thin and who is satisfied only if he or she succeeds in doing the right thing. So in my opinion, feeling good is the result of being good, not the cause or the criterion.

Reflection Time: What statement was most difficult to take a stand for? Number ___, because ___________________________________________________________.

Choice of statement for inquiry: We find out how many agree and disagree. Then we choose the most important statement among those it was most difficult to decide upon. Or we let the dice choose.

Reflection time: Write down your reason for agreeing or disagreeing. I agree/disagree with statement ___, because _______________________________________________________________________________

_____________________________________________________________________________________.

Conversation: What is the right standpoint? Which argument is best?

Meta Talk:

Reflection time.

1. What went well?

2. What was difficult?

Conversation: We seek good answers to question 1 and 2.

Reflections on Unit as a Whole:

Although I have been making lesson plans for three years, I felt it was very difficult to make lesson plans for philosophy with children because it was so new to me. I know a lot of the skills will come from experience, although I do need to plan before I begin. While the lessons themselves could certainly be improved, I hope they will provide a good framework to introduce my students to philosophical inquiry. I am ready and excited to begin. As Beate quoted Lipman in one of our sessions, “Bad philosophy is better than no philosophy at all.”

Works Cited

BØrresen, Beate and Malmhester, Bo. “Philosophy with Children.” Class at Oslo

University College International Summer School. Oslo, Norway. 29 June, 30

June, 2 July and 7 July , 2010.

Cam, Philip. Thinking Together: Philosophical Inquiry for the Classroom. Camberwell

Victoria Australia: Acer Press, 1995.

Cam, Philip. 20 Thinking Tools. Camberwell Victoria Australia: Acer Press, 2006.

Law, Stephen. Philosophy: History, Ideas, Theories. How to Think. London: Darling

Kindersley Ld, 2007.

Lipman, Matthew. “Philosophy for Children.” From Thinking Children and Education,

(Ed. Lipman M.) Dubuque: Kendall/Hunt Publishing Company.

Nagel, Thomas. What does it all mean? New York: Oxford University Press, 1987.

Stanley, Sara. Creating Enquiring Minds. London: PocketPAL Network Continuum,

2006.

Whalley, Michael J. “The Practice of Philosophy in the Elementary School Classroom.”

From Thinking Children in Education, (Ed. Lipman M.). Dubuque: Kendall/Hunt Publishing Company.

The Nobel Peace Center

2010-08-04T23:31:00.002+02:00

Nestled at the edge of a vibrant harbor, with spectacular views of City Hall and Oslo's islands, lies the Nobel Peace Center. The other Nobel prizes are awarded in Stockholm, yet for unconfirmed reasons the Peace Prize is awarded here. Throughout my three whirlwind weeks in town, I passed by often, whether walking for a movenpick ice cream cone, or enjoying an al fresco dinner by the fjord. The yellow building called to me but something else always came up. The second to last day, July 17, was my last chance.

I arranged my visit to coincide with the free English tour at 12pm. The admission was not free, so my friends opted to walk around instead. They were curious, but wanted to save their money for other museum fees. I had always been impressed and inspired by the idea of a Peace Prize, and now that President Obama has received it (with much controversy) I wanted to learn more about it and to see the Obama exhibit. There was also a great exhibit on the first floor about apartheid in South Africa. Ever since I read J.M. Coetzee's novel Disgrace, which focuses on the hardships in post-apartheid South Africa, I have been extremely interested to learn more.

Our guide, wearing the staff t-shirt featuring notable recipients (Al Gore in the largest letters) took us first through the South Africa exhibit, featuring art, photographs, and sculptures. One image really struck me, an important metaphor for what was happening in South Africa during apartheid.

How long could this small minority continue to control a population large, powerful and angry. This could not last. Something was going to happen . . .

Our guide explained more about the art. Next, we saw a sample of the peace prize:

We moved upstairs to the Obama Exhibit "A Call to Action." When Obama received the Peace Prize, he was surprised and humbled while many people wondered "Why?" A large sampling of the reactionary news and magazine articles are posted in the exhibit along with several explanations from the Peace Prize Committee, explaining how Obama fulfills the ideals for the prize as stated in Nobel's will. Obama accepted the prize as a call to action.

Reactions

It's interesting to post this today because it's Obama's birthday.

There were some very cool features of the exhibit. In fact, you could pick up Obama's blackberry and call Nobel's phone (answered by a friend) to discuss options for peace. TVs played several clips of Obama's speeches, and a giant book was set up for children (and I suppose the young at heart) to record their thoughts and images of peace. I spent over a half hour looking through the book, uplifted and moved by the ideas.

A sample:

I added to the book on a page with other teachers . . . but accidentally misspelled Mark Twain. Oops!

After the Obama exhibit, we were led to an interactive wall with information about past recipients. I spent time looking at information about Elie Wiesel (I teach Night and I had the honor to hear him speak at City College in 2008). I could have spent hours with the interactive board, but that can be saved for future visits. I also took a look at the interactive book (a real book used with a projector -- you touch the pages and videos play, you can move things, etc). Uplifted and inspired by everyone's work and dreams for peace, I went through the exit where they had star stickers and blue curtains. I added a sticker with my own wish as I left.

Wishes

The International Museum of Children's Art

2010-08-04T04:45:00.001+02:00

On July 18, my last day in Oslo, I had an evening flight -- leaving time for one last excursion. Two of my classmates from Madrid, also with a late flight, suggested the International Museum of Children's Art. When they first suggested it, I was too worried about finishing the final paper before heading to Helsinki, so I declined. Then I realized, I can finish the paper on the road and don't want to ruin my last day in Oslo. I decided to check it out with them. Great choice.

I have to be honest. I was expecting endearing scribbles and sketches, a collection of work you'd find on fridges around the world. Upon entering the quaint house in a suburban area of Oslo, I realized I had grossly underestimated the talent of children.

The decor was child (and inner child) friendly. Every inch of the house turned museum was covered with art, crafts, and toys. We paid a reasonable student entry fee of $6, traded shoes for slippers, and were free to roam around the carpets, admiring the artwork in each carefully arranged room. Within minutes, I felt it was my favorite museum . . . ever. I'd gaze at an intricate painting of animals and, to my shock, discover it was painted by a 5 year old in Thailand. 5! I couldn't even do anything like that now.

I saw an abstract piece with a detailed explanation of the thought process that went into it, as a teenage student in Malaysia explained all the existential concerns, identity, and soul searching that are so prevalent in the teenage psyche - and how he chose certain patterns, colors and symbols to represent these emotions. Many pieces were accompanied by an explanatory essay, reminding me of the important and natural connection between art and literature. I try to bring art into my English classroom. This reminded me that I can do it more often and to greater extent.

There were many pictures of cats, families, spiritual views, paintings of pain, sculptures . . . and color. Children's art seemed colorful and vibrant. Children's art serves an important purpose for any age -- allowing children to express themselves as they find themselves. As I wandered from room to room, completely overwhelmed by the astounding array of talent, I realized that children's art, whether by a 5 or 14 year old, is just as relevant as art by an adult. Talent is talent. And in many ways, I feel that children are more creative, more free spirited, more inquisitive, more philosophical and less jaded by expectations . . . there was a raw purity to their work. This was certainly touching on a theme in our "Philosophy with Children" work in Oslo . . . that children are natural inquisitive thinkers and philosophers. We need to tap that, to encourage it before it is lost. Yes!

I began to regret that I couldn't bring my students to this unique museum and vowed to find something similar in New York. The museum holds workshops where, surrounded by all this art and inspiration, students can create their own work. There was even an area to learn traditional African drumming. cool!

Finally we made it to the last area of the museum, on the top floor. In one section, there were several pieces about the events of 9-11. These were by students in Sweden. There were a few paintings and a 3 foot sculpture of the towers with planes hitting them. It was moving . . . that someone in a country so far away could be so moved by the horrible events and express these emotions through art. It was a touching connection across countries and cultures.

As I walked down the staircase, my friend Clara saw me looking at a work featuring silhouettes created with different backgrounds. She said, "did you read the explanation? You should." The student had chosen a different background for each silhouette. A brick wall for his father who was strong, organized and traditional. A flowery pattern for his mother who loved nature and was a free spirit, etc. Then there was one dark black female silhouette, removed from the others. The student explained that he recently discovered he had a half sister. He doesn't know anything about her, so it must remain black. Profound. I believe he was 10 or 11.

As we chose some postcards of works in the shop, a man dressed in traditional African costume approached us and said, "Want to drum!?" I nodded my head vigorously, gazing at my two friends to see their opinion. "Why not?" They said. We followed him upstairs and sat in a drum circle, in a cozy room filled with about 30 different types of djembes and several giant drums with stools around them, so several people could share. It was just us and the instructor, who was from the Ivory Coast. We each grabbed a djembe and awaited instruction. Our instructor, however, only seemed to know French and Norwegian. But you don't need much language outside the language of music and rhythm.

We did have a translator, though. Veronica attended a French language school in Madrid, so she seemlessly switched from French to Spanish to English throughout our time in the drum circle. It made me wish I was fluent in more than one language -- although spending so much time with the girls from Spain, I grew more and more comfortable attempting to use my high school Spanish skills . . . and the more I practiced, the more I realized I actually knew. Anyways, we drummed for about an hour, hitting moments of unity and transcendence in the way that only a drum circle can do. He pushed us to our limits, increasing speed and complexity until we were unable to keep up. We left inspired and uplifted. I felt as if my third eye was wide open and receptive, ready for my next adventure as I left for Finland.

A peak into our classroom in "Philosophy in School"

2010-07-29T17:25:00.001+02:00

While we were studying "Philosophy in School" at the Oslo University College International Summer School, our teachers posted information, links, and pictures from the sessions online. I have taken some samples from these folders to show you what our class was like.

One of our teachers, Beate, writes on the board to help us see our discussion. Our other teacher, Bo, photographs the board so we can use it for reference later as we write our papers and plan our lessons this fall. This discussion was about "rules." I have decided to do a similar type of philosophical inquiry with my students in the beginning of the year as we analyze the reasons and purpose of rules in the classroom.

This photo was taken during one of our 2 minute reflection times. Instead of just asking a question, Bo and Beate would have us take some time to think, reflect and write about it. Afterward, they tossed the dice to see who would go first. It was a great way to organize a discussion. Also, notice our name tags, which ensured that we learned each others' names very quickly. 4 of us decided to use our laptops in class, and those notes were extremely helpful for our papers. Masha, who is to my left, is from Russia and really appreciated reading my notes as I typed them because it helped her with her language. Our class was eclectic. Going around the room, starting on the left, we have Baiba from Latvia, Vicky from Spain, Kristin from NYC (that's me), Masha from Russia, Clara from Spain, Kamal from Palestine (now studying in Denmark), Andrey from Russia, Sofia from Greece, Veronica from Spain, and Maggie from Maine. (Marjan from Slovenia and Viktoriia from Ukraine are not in this picture). It was a great to do philosophy with all these different perspectives. Plus, many of us were teachers, so we brought insight from our classroom experiences.

After discussion of 5 statements about rules, we decided as a class that the most difficult statement to agree or disagree with was "There is one rule that is the most important." As a result of thinking and discussing, we had to decide which was the best reason to agree with that statement. Through our discussion and work, the class selected the statement "There is one rule that is the rule of the rules." That is just above the work in this picture, but you can see how we tried to formulate a statement that works as one rule that regulates all the rules. (Love, respect, etc).

A pedagogical technique apparent here is writing students' answers on the board with their name next to them. This helps students to feel very involved, proud of their work, and also provides a lasting record of the discussion after class. Teachers made this available online. Another way to do this is to type on a computer that projects this information onto a screen. Then this material can be made available later.

Home.

2010-07-26T15:56:00.000+02:00

As Dr. Seuss said, "Do not cry because it's over. Smile because it happened." This has been an incredible experience. I learned so much and am still overwhelmed by everything that I did and saw. I want to continue my education and training in "Philosophy in School." (I finally handed in my final paper last night!) And I have formed priceless new friendships with fellow teachers around the world. It has been amazing.

Farewell

2010-07-25T09:37:00.001+02:00

‎"Start spreading the news, I'm leaving today. I wanna be a part of it. New York, New York." Farewell Europe. Off to the USA. I thought it was appropriate that last night at Tivoli Gardens, the band played a live version of "New York, New York." :)

This is definitely not the end of my updates. I'll be posting regularly for the next several weeks as I deepen my reflections. I'll also be adding pictures and videos to previous posts. Finally, I will make all of my pictures available online for viewing. I'll have plenty of projects to keep me busy upon my return. Stay tuned.

Mike's Bike tours

2010-07-24T19:17:00.001+02:00

My third day in Copenhagen and final day in Europe was very informative and productive. I joined Mike's Bike tours for a 3.5 hour ride around the city, featuring many stops and excellent commentary on ancient and modern Copenhagen. We saw many sites in a different way, learned how to navigate the bike lanes together, and learned what makes the Danes the "happiest people on earth" according to many world polls. Our guide, born and raised in Copenhagen, explained the government, high taxation, the strong welfare state, and the extremely low crime rate. I took notes on some of this commentary (to the amusement of my fellow riders) so I could provide a more detailed write up later on (most likely upon my return home). This is what I came here for, information like this.

I saw the residence of Hans Christian Anderson, where he wrote the famous fairytales we grew up hearing. I also saw Soren Kirekegaard's residence, and Mike gave us a wonderful commentary on his work Either/Or, which he feels is a great guide to people, especially as they hit middle age. "I can only read about 15 lines or so at a time, but that's enough to keep a guy's mind spinning for weeks." He explained that it's his favorite work. As a result of the discussion, many fellow riders wrote his name down. An Aussie beside me pulled out her Rick Steves Denmark book and jotted down the book title inside, saying "I'd like to read that."

"Kirekegaard is great," I replied. Although I'd only read The Present Age, way back in college . . .11 years ago. It's time to read some more Kierkegaard, especially with my interest in philosophy and, of course, my impending 30th birthday next month.

Christiania

2010-07-24T09:08:00.000+02:00

In my proposal for this fellowship, I explained that I

hope to spend a day exploring Christiania, a non-conformist commune. “Fighting a rising tide of materialism and conformity,” says Steves, “they want to raise their children to be not cogs, but free spirits.” This experience will enhance my philosophy course as I teach my students to think for themselves.

After a 1.5 hour jump on / jump off sightseeing, I had a good idea of the location of sites in town. I took a peak at Christiania as our bus stopped there briefly to unload and load passengers. I didn't want to jump off, though, because I didn't know when I could get back on. The tables were not published. (Not like in London where those sightseeing buses come very frequently). I was very curious, so after I completed the full tour, I walked over towards Christiania. I knew I was getting close when I saw bicycle taxi drivers with colorful clothing and long dreads. Meanwhile, the buildings were decorated with colorful graffiti and stickers were posted on bus stops saying things like, "Still don't <3 the police." Christiania has had a history of difficulties with the police due to their alternative viewpoints.

I wandered inside, almost feeling like I was intruding. Yet as different as it was -- it was very familiar. The best way to describe this hippie place is -- imagine a Phish festival or the parking lot scene for a Bob Weir concert (or back in the day -- The Grateful Dead). These types of concerts attracted the same type of crowd, where art, music, djembe drums, colors, and a peaceful lifestyle dominated along with the scent of marijuana. This type of scene is both interesting but also a little offputting because I wasn't sure what the rules were or if they hated when visitors come in. They must be used to it, though, because it is a huge tourist attraction.

I took out my camera to snap a photo and then I ended up on Pusher Street, the main drag, and saw "No Photo" signs everywhere. It wasn't long before I realized why not. In the audio tour, they mentioned that until a few years ago, you could buy hash on Pusher street, although hard drugs were not tolerated. It was very clear that the audio tour was wrong, however, because there were stalls everywhere, right alongside organic cafes and clothing booths. I really felt like I was intruding, and tried not to gawk - but I had entered an alternate world.

Dogs roamed freely, and there were no advertisements for commercial things, just events like drum performances or parties. Some houses seemed nice, but there were a lot of ramshackle huts, some with tarps as roofs. I was trying to figure it all out. How does one move here? What are the rules? Advantages and disadvantages. How is it different than living just outside the gates? Do you have to live there to feel free? Just what kind of freedom do they have? With all my questions, I was torn. I wanted to investigate, but I did not want to gawk. I saw a sign for live guided tours at 3pm (it was too late for this day) so I decided to try again today if the schedule permits.

Away from Pusher Street, I no longer saw "No Photo" signs, but I was still weary of taking any pictures because I wasn't sure if it was ok. I think it would have been -- and I'm amazed that the travel show was able to get so much coverage. That was carefully planned. There are sculptures and artwork around, reminiscent of the work in Gaudi's Park Guell in Barcelona. I was trying to decipher who was a tourist and who actually lived there -- I figured the people on their front porches were inhabitants. As I walked further into the land, I saw a lake, with boats and a pier. A sign said "You can use the new grass, but take your litter with you." It was in English, so clearly a welcome to tourists. I kept walking, though, still trying to take it all in. After the lake, I saw some more huts, one house had a trampoline, some houses had a little narrow base and were raised high above the ground -- looking a bit like a tree house. I need the tour to understand all of this better.

To come back home, I realized the sightseeing busses were not running. The bus stops did not have detailed maps and I wasn't sure which bus to take home. I walked until I found a metro, and took it to an area at the end of the Stroget, then walked back from there. This city is best on a bike -- I should have rented one after my tour. Walking just feels weird when there are hundreds of people happily whizzing by you on the large and plentiful bike lanes around the city.

Today at 10:30 I'm doing a bike tour, and we'll see where the day goes from there. This is my last day in Copenhagen and my last day of this fellowship adventure. I leave for the U.S. tomorrow, my mind still spinning as I try to reflect and process everything I've learned, done, and seen.

Copenhagen is amazing!

2010-07-23T11:10:00.002+02:00

I loved this city right from the train station. I felt a special vibe -- a great energy that I have been trying to pinpoint so I could articulate it. Hopefully by the end of my time here, I will be better able to express what makes this city special and magical.

First observations: The architecture is splendid. It is similar to buildings in Amsterdam and Bruges (one of my favorite cities) -- yet distinctly its own place. There is a grand outdoor pedestrian mall -- the first in Europe -- called Strøget. To quote Rick Steves, "Strøget is a series of lively streets and inviting squares that bunny-hop through the old town, connecting the City Hall Square with the harbor, a 15-minute walk away. When this was established, in 1962, a pedestrian street was a novel and very experimental notion. Though merchants were initially skeptical, Strøget has become the model for pedestrian malls throughout the world."

Last night, physically exhausted from a travel day -- I was comfortable instead of overwhelmed when I arrived in Copenhagen. Helsinki had tourists, of course, but Copenhagen seemed to attract many more -- and all in the mood for fun, from families to college students. Usually I want to avoid the tourist crowds, but somehow in Copenhagen, it all seems to work -- everyone out to enjoy the summer, tourists and locals mingling on the Strøget. I was impressed by the array of original boutiques, shops and restaurants. Sure, there was the familiar chain -- such as McDonald's or several British flagship stores such as NEXT and Accessorize -- but also unique places such as "Extreme Fashion," crepe and waffle shops, everything with its own vibe and flavor. I followed the crowds, admired the many spires that poked through the flat skyline, and eventually ended up near a harbor.

I kept following the tourists, refusing to look at my map, and ended up strolling along a delightful canal flanked by beautiful sailboats, tourists and locals enjoying a beer or snack as they dangled their feet over the edge while tour boats glided by. Cool! I remember seeing this area on a travel show, but it was so nice to see and feel it in person. Without an agenda and looking for my next adventure, I saw a sign for a 1 hour live guided canal tour. I hopped on, and our guide David explained the history of Copenhagen in Danish, German and English as we cruised through various neighborhoods awed by the boats and the modern and old architecture.

Sadly, the Little Mermaid is not in town for 2010. She is in Shanghai for the World Expo. Where she used to sit on the rock, there is now a screen broadcasting a live image of her in China. They flew a lot of North Sea water from Denmark over to Shanghai -- and you can put on a Danish colored wet suit and swim around the Little Mermaid in China. It would have been wonderful to see her, although I suppose this is special and unique.

At the conclusion of our tour, I strolled back down to the pedestrian area again, but I made a mistake and ended up on a different street. It was quiet and the sun was sinking low. Since I'm further south, I was back to the land of night for the first time in almost a month. Without looking for my map, I just followed instinct and ended up back in the lively area.

Shortly afterward, a magician was trying to draw a crowd. Magic Mike from NYC. He has spent the last 9 years traveling around the world from city to city -- making a living through his magic and comedy. He was very funny and entertaining -- so I couldn't help but watch. At the end, he explained that he brought together people from all over the world, from different cultures, backgrounds, and religions for this experience. He did. Although of course it was touristy -- and did I come to Denmark to see an American?-- I enjoyed the connection.

In Howard's End, E.M. Forster's main theme was "Only Connect": how humans are social beings, always looking for meaning through connection with others. This is just like John Donne's idea that "No Man is an Island." Traveling alone -- especially after such an intensely social and interactive experience in Norway-- has forced me to reflect and appreciate connection with others. Although I didn't talk to anyone in the group during the magic show, it was special to be a part of the same thing, at the same time. This idea is also in Virginia Woolf, who is always looking for the moments where people are not just in the same place but also in the same mindset. For example, in Mrs. Dalloway, she writes about an airplane skywriting overhead and everyone is united as they try to decipher it. Next, a fancy car drives by as everyone tries to figure out who is inside. Could it be the Queen? In contrast to these moments that unite strangers, Woolf reflects on times where friends or spouses may be in the same place, but their minds are completely lost elsewhere -- disconnected. She always seemed preoccupied with the search for connection, the unity of the spirit.

Yes, "Only Connect." As I continue my travels in Copenhagen, I'll be seeking moments where I can connect with others and the culture. I'm off for some more guided sightseeing on a hop on / hop off bus. I may join a 2:30 bike tour and at some point today or tomorrow I'll visit Cristiania -- a free state, hippie commune right here in Copenhagen. More details about that after my visit.

I ran into Rick Steves today - my travel idol!

2010-07-21T20:56:00.006+02:00

Today was a beautiful, busy and overall great day. More details later, but first -- a fun encounter. I was at Suomenlinna, an island with a fortress right here in Helsinki. I stopped for an ice cream cone and sauntered lazily towards the ferry to see when the next departure would be. I got there just as another ferry was unloading and walked right by Rick Steves. I said hello, and we chatted very briefly. I expressed regret that I only had his Norway book with me on this trip. He said he hoped the Norway book was helpful and I told him it was and that we did Norway in a Nutshell. He said "We're filming a TV show in Helsinki." And was on his busy way. That will be a great show because the weather was superb today.

As you may have noticed, I've posted two video clips from Rick Steves on this blog. I also mentioned him a lot in my proposal for this fellowship because his travel philosophy and his writing is a big inspiration for me, especially his book Travel as a Political Act.

Let me show you some excerpts from my proposal so you can see . . .and it can also help show you why I'm here:

Last summer, Rick Steves inspired me with his book, Travel as a Political Act. As he explains, “Travel has taught me the fun in having my cultural furniture rearranged and my ethnocentric self-assuredness walloped. It has humbled me, enriched my life, and tuned me in to a rapidly changing world.” I hold the same philosophy. While others look forward to the typical tourist sites, I try to travel “through the back door,” as Steves would say. The Coliseum and Eiffel Tower are worthy and beautiful destinations, but I’ve always been more excited by my own cultural discoveries, such as an invitation to a Belgian birthday party or a visit to a middle school in Japan. Through my backpacking adventures, I try to live like a local, gaining new perspectives.
My most fulfilling experience was when I studied at a small college in the English countryside for a semester. As a temporary resident, I was both delighted and frustrated while adapting to the cultural nuances. According to Italian novelist Cesare Pavese, “Traveling is a brutality. It forces you to trust strangers and to lose sight of all that familiar comfort of home and friends. You are constantly off balance. Nothing is yours except the essential things – air, sleep, dreams, the sea, the sky – all things tending towards the eternal or what we imagine of it.” Steves and Pavese made me realize that I need to challenge myself again.

I also quote him later in a section about benefits for the school and community: As Rick Steves says, “Travel becomes a political act only if you actually do something with your broadened perspective once you return home.” I have been looking into Scandinavian culture and the educational system as well as their integration of technology. What can I bring back for my students? I am looking forward to sharing my ideas and experiences with others -- both about education and about Scandinavian culture. This blog will continue to expand and grow as I will put more time into deeper reflections based on my experiences. I have countless ideas for the classroom, both through philosophy and also the great connection between literature and art. As I've been to so many museums, I began to sketch English lesson plans for my students. My mind is brimming with new ideas and I'm refreshed and energized. Running into one of my idols was just the cherry on top of this sweet fellowship sundae.

Cash and Culture

2010-07-20T19:53:00.001+02:00

I finally got my cash at the Western Union. Then I hopped onto the tram for the National Museum of Finnish history, which was really nicely done. Next, I rode the trams around town, trying to get a sense of place . I've been here a couple of days and still didn't feel I understood the layout of the city. I do now. I got off at a random stop, took photos and walked back. Now I'm going to spend the next two hours trying to finish my final paper.

Tomorrow is going to be a busy day. Leaving in the am for a 1.5 hour guided sightseeing around the city. Next, I might take a ferry to Soumolinna (spelling?) which has another museum and a lot of history. Finally, many museums are open late, so I'll try to visit one or two. I have a Helsinki pass, which means that all of these events are free. I have to make use of it.

Quick Observations about Helsinki:

*People are super friendly and very helpful, especially going out of their way to help me find a place to get money.

*The architecture is colorful and beautiful -- with many influences from St. Petersburg.

*Nearly every Finnish person speaks really good English, in my experience so far. I know this is true for many Nordic countries.

*Like in Oslo, the Fins are taking advantage of their short but beautiful summer. People were picnicing in the park, enjoying a drink in several area parks, sunbathing lakeside, taking cruises to the many islands, and strolling around in the beautiful, warm sunshine. It's been much warmer here in Helsinki than Oslo -- that was a surprise.

Off to the paper.

Western Union to the rescue

2010-07-20T15:25:00.001+02:00

I will repost this link again about how to protect yourself from ATM thieves.

I spent most of today trying to get cash. Yes, I have a credit card -- but you can't buy everything with a credit card and it was very limiting. I felt ridiculous buying a diet coke and a Mars bar this morning on a credit card at the grocery store. And the vending machine in the hostel is taunting me. Also, I can't buy breakfast or any other meals here without a credit card. It's been difficult.

My bank was unsuccessful in unfreezing my bank account. Although there was fraud, they tried to unfreeze it for an hour (twice) while I was at the ATM. I used up all my cell phone minutes in the process and had to go back to my hostel and try to call them on skype. They tried again another time, and it was still declined. I then asked the hostel, and they sent me to a bank by a huge, beautiful church with gilded figures perched upon large domes. I would have liked to be a tourist at that time, but I was following my map for a bank instead. I walked into one bank and the very friendly girl told me it was not that kind of bank and sent me around the corner to a bank called Nordea. Inside, it was beautiful with a very efficient system for seeing a teller. I gazed at a display of antique handbags and pins while I waited just a few minutes. When I saw a teller, she said it was impossible to get money from my credit card without a pin code or to have my bank transfer money since I do not have an account there. It was possible 10 years ago, but not anymore. Probably because of security.

She suggested I go to Western Union, which was on the top floor of a very famous department store in the city center. I went there and they told me to contact someone at home to send funds and then return later with the control number. I also tried Forex exchange, but they said the same thing -- with no pin number on my credit card, I could not take out money.

Ahh, I had thought of that. I called my credit card company to get a pin, but they would have to send it to my home address and it would take 7 days. Too late. I don't have a pin for my credit card because when I used to have one, I'd be tempted to take cash advances at the awful 19% fee. Once I had an ATM card, I stopped doing that.

Many travel lessons learned. Although I travel all the time, I've been pushing my luck by not having a good backup option for hard cash. For now, I contacted my father who sent me funds via Western Union, something I've never had to do before.

I know this song is about a telegram, but I still felt it was relevant for another Western Union service. :)

I will obviously pay him back when I come home because all of my money from the fellowship (and direct deposits from work) are sitting there in the bank account I cannot access. But I guess I should breathe a sigh of relief because if they didn't notice the fraud, they would have cleared out my account and it would have taken months to get the money back. Yeah, I'm lucky.

Travel isn't always supposed to be comfortable. It's also a challenge. While this isn't exactly fun, I've learned and will grow from the experience.

Education Department closed

2010-07-20T10:13:00.001+02:00

The city of Helsinki education department is closed, so I am unable to meet with any teachers or to visit any classes. I have also contacted the university, but that appears to be closed as well. I am disappointed that I can not conduct that part of my research, although the city has a lot of culture to explore.

Unlike in Oslo, though, where I was with a large international community -- it's harder to meet people here. Usually I can meet people in the hostels, but this hostel doesn't have that kind of vibe. People are typically going their own ways, and nobody is really hanging out and chatting in common areas. Once I take care of my money situation, I'll see what else I can learn today and share that information. I am going to take a city tour to get better oriented.

ATM info stolen

2010-07-20T10:10:00.000+02:00

A few days ago, I posted information about ATM information being stolen in Oslo. When my friend's info was stolen, they were using her card in Peru. The bank, unfortunately, did not notice and they emptied her account. She is working on getting her funds back now.

I tried to withdraw money when I landed at 9:30pm in Finland, tired after packing and traveling to a new place. I walked all over the airport until I finally found a machine, but it wouldn't let me take money. Same with the next one. I was curious, but not yet concerned. I paid for my transportation with credit card and went to sleep at the hostel.

The next day, I tried to use my card for an archipelago dinner cruise --I was hungry and it was only 40 Euros for 2.5 hours. Seemed like a great deal. But the ATM card was declined. Then I knew I was in trouble. I used my credit card and called my bank from my international cell. Then I found out that somebody tried to use my card in a Walmart in Texas and somewhere in California on July 13th. I was definitely in Norway at that time. Since I had enough money with me, I didn't need to make any withdrawals until here in Finland. They told me the account was closed and they could not reactivate it.

I'm now trying to find ways of getting cash. I do not have a pin code for my credit card (and they cannot give me one over the phone). If I can't work something out today, I think I need to go to western union. My credit card said they could wire money from my card -- but that is very expensive. My bank said to call them today because they had an idea about something.

This is all part of the travel experience. It can't always be good, and these challenges push you and are good learning experiences. In the future, I should travel with one of those refillable AAA cards or something that would allow me to get cash. It is too risky to rely on that one card. What if I lost it? Or of course, what if this situation happens again. I'm not sure if they got my money in Oslo or back in NY . . . but I know to be more careful now. You have to cover you hand as you enter the pin code. If they don't have the pincode, they can't use your card in other atm machines and stores. Apparently . . . a camera records the pin code and they insert a device into the atm machine that reads your magnetic strip. And they reproduce the card.

Out to explore Helsinki!

2010-07-19T15:29:00.002+02:00

I have no idea what to expect. I know their education is great (often #1 in world rankings). I watched a few travel shows, but since our society is not saturated with information and images from Helsinki, I'm not sure what to expect. I think it's so much better to explore a place without preconceived notions. Everything is new and exciting. I felt a little like that in Oslo, and even more so here.

I do know that I spent a lot of time blogging today and catching up on other work I had planned. I really need to see this city from outside my hostel room. (This hostel is very nice, beautiful and clean by the way. Although it does seem harder to meet people than in other hostels. That's sometimes a characteristic of the Hostelling International chain, although it seems to be the best and cleanest hostel with the best location for my needs). We'll see.

Also, a fellow teacher friend just wrote to me, "Enjoy! Just read that Finland is one of the happiest countries in the world according to Forbes.com poll." I replied, "Very cool! I'm going to try to see why . . . and also learn a bit about their culture. The hard part is finding teachers who are in town so I can research and talk with them. (That was what I planned in my proposal). But there is so much to learn besides that. :)"

I have contacted both the Department of Education and the University of Helsinki Faculty of Education -- but since it is summer, it's hard to find people. I was told many are on vacatation. While I was in Oslo, I was unable to see a school in session because there was no summer school at that time of midsummer. I did, however, feel like I was a part of many classrooms from Norway to Italy since our excellent and well-travelled professors showed us images and videos of sessions in classes in these countries. It's been very helpful.

My friend just wrote back, "I hope you get a chance to talk with teachers! I love hearing about your stories about education and travel.

If you are interested in reading the poll, here is it. Norway is ranked third, I believe.

http://www.forbes.com/2010/07/14/world-happiest-countries-lifestyle-realestate-gallup.html"

Anyways, this city is calling for me to explore it! Let's see what I learn. :)

farewell celebration

2010-07-16T15:32:00.000+02:00

We have the closing ceremonies for the International Summer School, then we're all going out on the town. Since we haven't spent much money because it's expensive to go out here, we figured we would go out these two nights. It's interesting people watching and it should be fun to be with everyone.

ATM THIEVES

2010-07-16T12:34:00.000+02:00

This just happened to my friend here in Oslo -- in the Grunerlokka neighborhood. I've heard about this in the States, too. Be careful. 4 Tips to Protect you from ATM Thieves.

2010-07-16T01:23:00.000+02:00

Ok, done with writing for the day. Made a lot of progress! Back to work on it tomorrow morning. But now it's time to relax. :)

2010-07-15T20:33:00.000+02:00

Had a great day at the museums (and fell even more in love with Munch), then capped the night off making Mexican with the gang. So sad to leave them as they head out to a shisha bar (with Kamal who works at one in Denmark), but this paper needs to be written so I can enjoy the rest of my stay here. Also, although I think it would be an important cultural experience -- I don't smoke and I have asthma. It just didn't seem like the best idea.

[Will insert more details about the museum later]

Museums

2010-07-15T12:20:00.001+02:00

Visiting the Munch Museum and the National Gallery. Only 3 days left here in Oslo. :( But then off to Helsinki and Copenhagen. :)

Philosophy for Children (P4C)

2010-07-14T22:30:00.000+02:00

This website shows some of what we've been learning and training about during our course. I just registered. There is so much more to learn and I want to attend additional classes and training as well as to become active in the P4C community.

The great outdoors

2010-07-14T22:24:00.003+02:00

We enjoyed a full day outdoors in nature. Swimming in Sognsvann -- super clean, awesome lake--hiking a bit, bbq in Sofienberg park with classmates (in Grunerlokka), then biking home. :) The Norwegian lifestyle is all about being outdoors and in nature, year round. I like that.

[pictures and more details later]

Sognsvann Lake tomorrow

2010-07-13T22:45:00.000+02:00

We're going to Sognsvann tomorrow, end of T-Bane (subway) Line #2. There is hiking around the lake and an option to hike to Frognerseteren, where we can take another train line back to the National Theatre. Weather should be 21 and sunny. Even though we all have a major paper to write, we figured we could do some reading and planning on the beach and enjoy the nature Oslo has to offer. This is the area of the Oslomarka where we were supposed to hike this weekend. Sadly, that was cancelled because of rain. This will be one of our last chances to go.

Paul the Octopus Retires

2010-07-13T17:45:00.002+02:00

After much success and a 100% streak for the World Cup, Paul retires.

2010-07-13T13:12:00.000+02:00

Mom and Aunt Minnie left this morning. I got up to have breakfast with them at 6:30 and make sure they got onto the bus without any problems. I am proud of them (even if "babysitting" was hard sometimes) and I miss them already. We all had a great time. :)

Vigeland Park

2010-07-13T00:30:00.020+02:00

The school organized a tour of Vigeland Park for us. In the morning, we did not have class because the professors gave us time to finish our second paper. Luckily, I had time to work on mine yesterday. I had breakfast with my mom and aunt in the morning then sent them on their way for shopping and exploring. I went to class at 2:15, where I received my paper topic (and we left the room for the last time) and then met up with my mom and aunt again.

We walked over to the school to meet up with the group. They finally got to meet the rest of my classmates and more people in our school, and they enjoyed speaking with everyone, shocked by their kindness and open personalities. I think you have to have that kind of personality to be in a program like this, otherwise you would be miserable. They really wanted to hear them talk about New York and America and also just funny stories.

It was funny to bring my conservative mother and aunt into a park filled with hundreds of naked sculptures and statues, although they enjoyed it. Vigeland associated with Edvard Munch and a related group of artists and thinkers of the time, exploring feeling and emotions through art. Vigeland chose to leave the statues nude so they would be timeless. Clothing would date them. I also learned that Vigeland promised to donate all the artworks to the city of Oslo in exchange for studio space and the promise that they would display the statues in the park he designed. It never closes and is always free. A very famous aspect of Oslo.

We also had fantastic weather (insert pictures later). It was a nice experience for our last day.

Mom and Aunt Minnie went back on their own, a bit earlier since they were tired. I was proud of the way they could navigate the tram and bus system (which is quite efficient). We enjoyed some sandwiches in the hotel, I went for a swim and to try the sauna (I can't handle the heat), read some philosophy book for my upcoming paper, and then walked back to my dorm. I was so glad they could come and visit -- to be a part of my international experience and to learn alongside me. I was also very proud of my aunt who had a hard time getting used to thinks like the kroners, but eventually felt like very comfortable and at home.

home

2010-07-13T00:12:00.000+02:00

It's amazing how fast a place can feel like home.

SPAIN! :)

2010-07-12T01:17:00.000+02:00

Spain won the World Cup! Congrats!

We watched and celebrated at the outdoor cafe by the fountain again. There were Spaniards in their underwear in the fountain tonight (not my friends though) and all kinds of fun events post victory. I learned some cheers "Campaone, Campaone, Ole, Ole, Ole . . ." I think that's how it goes. We cheered and celebrated in the streets. I stopped by my mother's hotel room, and they had watched the entire game and knew we won. Aunt Minnie mentioned that she had a crush on the player, Torres (nice choice). They were surprised I didn't stay out later to celebrate, but my cell phone had died and I was worried they would be worried that I didn't stop by as promised. It was a good thing, too -- because I realized I left my dorm keys there.

It was a great international party, and I was happy to be part of it.

Paul predicts Spain! Let's see . . .

2010-07-11T17:32:00.000+02:00

Too much coffee

2010-07-11T10:00:00.000+02:00

I did not nap because I had too much coffee at breakfast. It was worth it, though. Since it is pouring rain, I've decided to join my mother and aunt on their trip to the Viking Ship museum. I'd like to see that again, and I wanted to buy a book for my friend who is a 5th grade teacher. She's doing a unit on the explorers in the fall and asked if I could find something for her. I think I know which book I want.

Norway in a Nutshell

2010-07-11T09:15:00.000+02:00

Exhausted from Norway in a Nutshell or "Norway with a Hassle." It was soooo beautiful and worth it, but Murphy's law really attacked us. We really did have amazing weather, though! Details and photos later.

I got up early for breakfast this morning with my mom and aunt, enjoying the delicious buffet at the hotel. I have a paper to write later today and we are supposed to go hiking in the Oslomarka. I think I need a little nap now.

Our final inquiry

2010-07-09T22:43:00.000+02:00

We had our final inquiry session today, and it was bittersweet. We have really enjoyed working with each other, testing out various activities, tools, and methods for running philosophical inquiries in the class -- using anything from a picture to an excerpt from a novel as a stimulus for our thinking and questioning. We have all improved drastically as a group and although it was hard sometimes as Bo was quite a probing gadfly with us, we really got a lot out of it. I wish the class was longer, but now I know for sure that I want to do more research and training in this area. As I work on my final papers, I can begin to brainstorm ways to use this in my classroom this fall. I also know I will have an excellent support network to refer to as I attempt to implement this kind of thinking.

After our last class, we had another trip to the islands--this time organized by the school. I invited my mom and aunt to join us on the boat, and they enjoyed meeting my classmates and speaking with them . Since they were feeling a bit tired, they did not walk on the islands with us, but they enjoyed the boat ride. I returned to visit them at their hotel for a little bit before coming back to my dorm.

I'm excited for the "Norway in a Nutshell" trip tomorrow. Since I'm getting up at 5am, I'm off to sleep. :)

Norway in a Nutshell

2010-07-08T22:46:00.000+02:00

Mom, Aunt Minnie and I along with a few classmates are going to do this on Saturday. It leaves at 6:30am and comes back at 10:30pm -- a full day of beauty. It's 1,500 kroners ($250 USD) but so worth it. As Rick Steves says, "if you go to Oslo and don't get out to the countryside, you should have your passport revoked." ;) I am not using fellowship money for this experience because it was too expensive and not directly related to my research. However, I still feel it is very important to go. My mother was very kind and is treating me to the trip as a gift for being their tour guide. :)

A school led by teachers, not principals -- interesting!

2010-07-08T22:21:00.000+02:00

A classmate from Palestine (currently studying in Denmark) shared this link with us about a school led by teachers. Very interesting.

Mom and Great Aunt Minnie are here!

2010-07-08T21:56:00.015+02:00

When my mother knew I'd be in Norway for this amazing fellowship, she decided to visit along with her 77-year-old aunt. Aunt Minnie used to be grandma's twin sister. While I no longer have my grandmother, Aunt Minnie is like a grandmother to me. This trip was extremely special because it was Aunt Minnie's first international trip, other than Niagra Falls. It was also special because this was my mother's first time traveling abroad without me (I'm usually her tour guide). I tried to give them as much information as possible and I was so proud of them for finding their way without a problem. They are really excited to be here. I am also touched because my classmates volunteered to cook them dinner tonight, an international dinner where they would get to know them and present different aspects of their cultures. Unfortunately, Mom and Aunt Minnie are so tired that they had to decline.

We finished class at 1 this week (an hour earlier, which was great for us to have more time). After the inquiry, I went straight to my mom's hotel (around the corner from the school) and was happy to see they were eager to see the city. We went onto a tram (Aunt Minnie's first tram ride) and I brought them to an area called Akkr Brygge, a new harbor-side shopping, eating, and housing development. It will be completed in a few years, but it is still impressive today. This area also features the Nobel Peace Center.

Aunt Minnie treated us all to an excellent Al Fresco meal along the water. We sat under heat lamps, with blankets on our laps as we enjoyed a fine meal. I was very eager for this since I could not afford to eat out here in Oslo -- just sandwich shops, fast food and groceries. Aunt Minnie was suprrised because she had heard that the food quality was terrible in Norway. Not true. It's excellent, just expensive. Perhaps some years ago options were limited, but modern Norway has great culinary options.

Afterwards, we walked back to the hotel-- although I feel bad because although it seemed very close to me, it was a lot of walking for Aunt Minnie. She did appreciate all the people watching and sites, though. They went to bed early, and I went back to my dorm to relax and perhaps get some work done. The days are flying by. So much to do all the time. In a good way!

Spain Wins!

2010-07-08T01:25:00.000+02:00

{insert video here -- upload from file]

España! España! España! :)

2010-07-08T00:00:00.002+02:00

The Octopus was right again!

We had another special night watching the World Cup Semi-Finals against Germany. We were, however, unable to get into our normal viewing spot due to extremely large crowds. My friends were funny, saying they were Spanish and to please let them in. Instead, we tried a smaller viewing area at a park by my dorm (the one I saw my first night while walking around the city). We began to watch, but then it started to rain and eventually we lost the signal. We hopped back on our Oslo City bikes and headed towards Karl Johans Gate, a very fun, lively pedestrian area with an outdoor cafe next to a fountain. We were able to peer at those tvs and enjoy a great evening as Spain won. I was beginning to feel that Spain was my team now.

I'm not sure if news hit the states much about Paul the Octopus with mystical powers, but it's been crazy how accurate his predictions have been. It's all over the news here in Europe.

All of us at the international school

2010-07-07T20:03:00.000+02:00

Here is our first group picture, taken at the Holmenkollen ski jump. They just built a new one, and it opened on the day of the photo. The press was there earlier that day, and we were lucky to have a guided tour.

There was also a great museum inside, tracing the history of skiing back 4,000 years.

[insert pictures later]

NYC heat wave - Over 100 degree?

2010-07-06T23:04:00.000+02:00

I'm sooooo glad I'm in Oslo and not NYC. :) Weather here is in the mid 70s and low humidity.

island hopping

2010-07-06T21:36:00.000+02:00

After class, we got most of the group out on the ferries with us, for hiking, swimming and sunbathing on the islands! I ♥ oslo! :)

[insert pictures later]

This week, we have a guest professor teaching us about a lot of the history of philosophy -- which is a refresher for me since I was a philosophy minor. It was good to revive that information and explore it from different perspectives. It was also helpful to reflect, with my classmates, how I can approach these issues with my students. After class, which was an intense amount of information, we were glad to have our trip to the islands where we could catch up on our reading, continue discussions, and foster our friendship. We began to feel like a family, which is important when you are away from home. It's so wonderful that my new family consists of a Palestinian, a Russian, a Greek, some Spaniards, an American, a Ukranian, a Latvian, and a Slovenian.

I am learning so much on this trip -- about Norway, about Oslo, about philosophy with children, about educational practices in Norway and all over the world, about life in various countries through the eyes of my classmates. And of course I have been sharing experiences from my own life and teaching. It's been an impressive and special cultural exchange.

I ♥ the Oslo Fjord.

2010-07-06T01:19:00.004+02:00

Although it's not technically a fjord like they have in the west, carved by glaciers -- with towering cliffs beside it. In Norway, they tend to use fjord to refer to any large body of sea water. The Oslo Fjord certainly is beautiful and accessible. It's right there, in the city. Oslo is so amazing for it's great mix of city and nature. Take a short 15 minute bus or tram ride, and you will be in the woods and rolling mountains. Very nice.

Cool laundry reservation system

2010-07-05T23:07:00.002+02:00

Student Laundry Reservation System:

When we want to do laundry, we can just go down and use a vacant one, or we can pre-book them. What a great idea. That would have been great at Fordham, when I had to do laundry in the middle of the night to get an open machine.

Done!

2010-07-05T18:40:00.000+02:00

Philosophy paper is done! Now I'm free to enjoy a night out with the crew, AND my afternoon is free tomorrow for swimming!

Hand in Log #1

2010-07-05T15:42:00.001+02:00

Writing a philosophy paper, hoping to finish before tonight's cafe get together. :)

Best day ever!

2010-07-04T21:22:00.000+02:00

Best day ever! Great weather, fun museums, great people, and . . . finally -- swimming in the Oslo Fjord, with lots of waves from the wind. And then a $11 beer in a trendy, seaside beach house with a live techno dj. The good life.

First, we met up with the group at the school, where they bussed us over to a beachside area of Oslo, jutting into the fjord. There, we visited the Norwegian Folk museum, an outdoor museum where they brought about 80 historic buildings to the site for others to visit in convenience. The highlight was a wooden stave church, beautifully preserved and perched on top of a hill. We also were able to visit a farm house from the 1700s, with a hole in the roof (no chimney), apartment buildings from the beginning of the 19th century, cute huts where you could Lefse bread (potato bread) hand made on the fire while you wait. They had animals, traditional Norwegian dance, a great doll and children's toy museum, and an excellent exhibit on Sami culture, the indigenous people of Northern Norway and Sweden. I did not know anything about Sami culture previously, so it was important and fascinating for me to learn. Sadly, the Sami culture have experienced some discrimination in the past, although are still working towards equality in modern Norway.

Afterwards, we walked next door to the very impressive and special Viking Ship museum. They had two intact Viking Ships and the remains of another. These boats were from around the year 809! Amazing sense of awe and history. They were bured in clay by the sea, which preserved them. one ship, with the more ornate decoratioins, was used as a pleasure ship -- primarily cruising around the Fjords. But the other, heartier and slightly larger ship made overseas passages. They made an exact replica of this ship and sailed it to Boston and back. Of course, with a small boat, waves are difficult and the journey could not have been pleasant for the Vikings as they traveled in the open air. It was very intersting to learn and think about the very different lifestyle of these explorers.

Next, we went to one of the most popular beaches in Oslo, Huk. I asked the ticket agent for help at the museum, and he showed us where to go, so we said farewell to most of the group as they went back on the bus. The rest of us saw the beautiful beach with impressive coves, inlets, and rocks. The bright blue sky dotted by puffy clouds provided a stunnning frame for the mountains and islands all around us. It was quite special.

It was wonderful to people watch and relax with young local Norwegians alongside my international group of friends. At our table, we had two guys from Romania, a guy from Britain, teaching at a charter school in Sweden, a girl from Turkey, two girls from Spain, and girl from Greece earning her PhD in "Philosophy with Children" at a school in Wales. We talked about our jobs, our countries, and how much we were enjoying this wonderful day.

Oslo certainly maximizes its close proximity to nature, with gorgeous beaches just a short bus or ferry ride away. People enjoy picnics by the water (those one time grills again), while children dig in the sand and the adventurous braved the large waves to swim to the cleverly placed pontoon just off shore. Instead of taking the pier, I walked in over the jagged rocks, which really hurt my feet. I was also afraid of falling. But I did notice that the water was so warm. Even though the temperatures in Oslo rarely climb above 75, this water was very comfortable. A group of us enjoyed the water and the waves. My friend Clara from Spain said, "I feel so much better now. There is something about the water." It's so true. Nature can really make you feel great. I was so happy and relaxed. Bliss.

It was a nice 4th of July Celebration. I did miss the traditional American celebration, although I celebrated in my own way. I also think it's funny because the Vikings are thought to be the first explorers to America, so it seemed almost fitting.

[insert pictures later]

Happy 4th of July!

2010-07-04T12:46:00.009+02:00

Happy 4th of July! To celebrate, I'm going to the Viking Ship Museum and the Norwegian folk museum with our school (part of the wonderful social program), then swimming. I must! I still haven't been in the water. :0

Sadly, I got lazy and slept in this morning -- and hence missed out on a chance to see a Norwegian 4th of July Celebration. I have been a bit tired and run down here since I fly out right after my school's graduation, which I organized. I haven't had time to decompress after a long year, and I've been trying to do and see as much as possible. I guess my body just begged for some much needed sleep.

The other American in our program (Maggie, from Maine) went to the celebration in the morning. She said it was cool because they had Marines, an American flag up, and many booths where you could buy items like pancakes and brownies. I'm sad that I missed it. Maggie has pictures, so I'll try to include them in this post later.

España!

2010-07-04T00:02:00.003+02:00

Spain won! Moving along in the world cup. So exciting! I feel like a fan now, and it was great to share the experience with locals and tourists in the park. There was even live news coverage while we were there.

[insert photos and videos later]

Weather didn't cooperate.

2010-07-03T17:32:00.000+02:00

Weather never got nice enough for a swim, so I went for a long bike ride (my first time using my Oslo bike card -- free!) and am now getting ready to cook and party with the classmates who live in another neighborhood, Grunerlokka. Grunerlokka is sometimes called the Greenwich Village of Oslo. It certainly has that cool, alternative, young vibe with a great social scene. It is expensive to go out there, like everywhere else, but it will be nice to hang out with new friends and see what the student dorms are like there. They are making Tortillas and watching the World Cup games. I think we'll be going out to the public viewing spot to watch Spain!

Agenda for today:

2010-07-03T12:48:00.002+02:00

Chillax and do NOTHING for a while. What's that like? I want to see. Then off to the ferry where I'll chillax and swim on one of the fjord's islands. Read some stuff for class. Maybe hop on one of the free Oslo City bikes. We'll see. :)

A Norwegian style picnic

2010-07-03T12:16:00.011+02:00

Our school organized a nice picnic/bbq in the park as part of our social program. All food and drinks were covered by the school. We met in the courtyard and shared the responsibility of carrying the grocery bags to the beautiful park nearby, St. Hanshaugen. We rolled out blankets on a grassy slope right by a reflecting pool, just into the park. Meanwhile, several group members set up the one-time use grills. These grills are a very popular (if envirnomentally unfriendly) tradition -- especially with the high cost of foods in restaurants. Bring some meats, veggies, drinks, salads and cook your food on this ready to light grills. As the flames shot up, I worried a bit about safety. I also had to fight the Smoky-the-bear induced instinct within me. "Only YOU can prevent forest fires!" I worried something would happen, but it was ok. I did notice that there was a black, charred square under each of the grills when we removed them. If you look around the park, there are square, bare patches all over the grass -- a side effect of this custom.

At the picnic, we continued to socialize, getting to know people from the other classes and learning about our own classmates better. We were already friends at this point, as what happens when you live, study and play together in such an intense environment. Our class was particularly close because philosophy really does bring you together in a special way. I think my students will really love philosophy if I can teach it right.

[Insert pictures later]

Time to chillax

2010-07-02T15:53:00.000+02:00

After a week of intense philosophy sessions, it's time to chillax. Our school has organized a picnic in St. Hanshaugen park tonight (St. John's Garden). Then we are going to an after party with new friends in our class and the rest of the program. It should be a great night.

No Fjords this weekend

2010-07-01T21:27:00.000+02:00

We were supposed to go hiking and camping by Stavanger, on the South Western coast of Norway in the beautiful fjords. You can rent affordable cabins, and enjoy the breathtaking scenery. Unfortunately, the plan is off because the weather will be cold and rainy -- and none of us have the equipment to make that tolerable. :( but it will be warm and sunny here, so hiking and swimming in oslo!

Live from my room

2010-07-01T01:11:00.000+02:00

Cheap Sushi!

2010-06-30T21:32:00.000+02:00

‎$15 for 11 pieces of beautiful sushi. hurrah! The quality of the fish here is amazing - - not fishy at all. Smooth and very tasty. I was so starving and very glad I found something affordable, delicious and nutritious.

[insert photo later]

foraging for fiscally feasible food

2010-06-30T21:02:00.000+02:00

The $15 Whopper

2010-06-30T20:57:00.001+02:00

My, my -- it's hard to find food here. Student cantine is closed for summer. I've been going on tiny grocery trips, buying things such as yogurt, bread, cheese, etc -- and each trip has been about $50. I tried to grab an affordable full meal to go: Kebab shop cheeseburger and fries ($13), Foccacia bread with mushrooms, feta and lettuce ($13), and last night's basic small whopper meal: $15. (after a hunt for the cheapest meal before the Spain vs. Portugal game). There are so many levels of guilt -- paying $15 for a whopper meal . . . I don't even know where to begin.

You know how in fancy restaurants you pay for atmosphere? I keep trying to use that excuse-- that I'm paying for the awesome atmosphere of Norway. Nobody even goes out for a beer, 'cause that's way too expensive. In the kitchen, a British bloke said, "I just spent 10 euros for a beer last night . . ."

I spoke with some friends in the group, and we have decided to save up for our 10 euro beer, and choose the most beautiful, wonderful spot in all of Norway, and then drink our beer for hours. :)

Some things the prices do for us: we find cheap / free activities. I'm usually ok at this, but now that's virtually all I do. Walks in parks, through town, people watching, chatting with friends over coffee we made ourselves after class. Stuff like that. This weekend we are going hiking in the fjords, quite far away on the west coast. We are stuffing a car with 5 of us, and splitting the cost of our cabin and car. The whole thing will cost under $100 each. Meanwhile, to see this scenery by train would be well over $300 , . . . and that doesn't include the hike or accomodation.

Prices keep me from shopping, and therefore accumulating more things that I do not need.

Prices keep me from eating too much unnecessary food, but since I'm walking about 2-5 hours a day depending on where I'm going, I got very cranky today-- probably from being a bit malnourished. I passed out for several hours after class. I think I saw quasi-affordable sushi around the corner (cheap availability of good fish . . .) so let me see if that's still open at 7:50.

These are all part of the adjustments and frustrations that come with living and studying in a place, rather than just visiting. Even if it is only 3 weeks, this is very different than popping in for 3 days on a euro tour, where you won't be much affected by these things. I don't think Helsinki and Copenhagen will be as bad (the places I spend my final weeks). Although I do know that I'm hitting up all my fave spots in NYC when I return, so I hope some of you are ready for some drinks and good food (which will seem unbelievably affordable to me). No whoppers, please.

Overall, I still love it.

World Cup

2010-06-30T00:08:00.004+02:00

I just had a great night watching Spain win on the big screen in an Oslo park, cheering alongside some new Spanish friends from class. We had a guided bus tour of the city today, which was a great chance to see and learn more about some of the places I strolled by yesterday. We went up to the fortress for commanding views of the harbor and watched some of the guards. It was different than in other countries, where hordes of tourists can almost ruin events like these. The city is compact and manageable, and everything seems friendly and accessible.

We saw an outdoor viewing area by the fortress for the Twilight Movie release (Eclipse) and the youth were already lining up excitedly. Then we heard there was a public viewing area up on a hill by the harbor, where we could watch the Spanish World Cup game that evening. Since three of my classmates were from Madrid, Spain, I wanted to root for Spain. We queed on a line to get in, and then sat on the grass right in front of a giant screen. It's so wonderful that the city provides several viewing areas around the city for people to get together and enjoy the game in a communal environment. I did not have a TV in my dorm, and I definitely wanted to be a part of World Cup action, which is always so feverishly exciting in Europe.

Spain won, and my friends taught me a few cheers. "Vamos Casilla!" whenever the goalie made a great move. It was a long but fun day, and I was clearly forming new and important international friendships.

Our first philosophical inquiry

2010-06-29T16:05:00.002+02:00

This city has such a vibrant, positive energy. People are happy. Not overly nice, just happy and pleasant. I had a three hour class today, and the time just flew by! My classmates were great, and we really enjoyed thinking with each other as we had our first philosophical inquiry. We picked and probed at philosophical issues, then gave sound reasons for our thoughts. Then we had to agree or disagree.

The discussion was about rules. We had a log sheet where we were given 5 statements about rules. [I will insert those later] Then we had to agree or disagree and give reasons for our answers. Once we did this, we voted on which rules were the hardest to decide. We eventually narrowed it down to "There is one rule that is the most important." This led into a philosophical discussion where we gave reasons for agreeing or disagreeing with it, keeping the dialogue going as we analyzed different perspectives. It was very interesting (and a little bit headache inducing--but in a good way). We broke for lunch, and at the end we had a meta talk, where we reflected on the entire process. Could I do similar things with my students? I hope so. Our teachers were prepared to give us skills, tools, and techniques for guiding these types of discussions in the classroom--working on our critical thinking and analysis skills, so vital for English and all classes.

I'm very glad I chose this course and this program. I never knew there was such a field as "Philosophy with Children" before. All Norwegian students have philosophy as part of their curriculum, and it is not a separate class.

Opening Celebration and City Exploration

2010-06-29T01:18:00.018+02:00

Today we met at the school for the opening ceremonies for the Oslo University College International Summer School. There are about 50 students in 4 classes, representing 32 countries! Being with people from all over the world will certainly be an important international component of my experience here.

At the opening ceremony, we were first welcomed with coffee, cookies, and warm greetings as we had a change to mingle with the staff and our classmates. Soon I had met many of my classmates from the course entitled "Philosophy in School," meant to help train educators to incorporate philosophy into the curriculum. Although I was still a bit tired and jet lagged from yesterday's journey, I was so happy to be there.

The ceremony was a nice surprise. A professor played a traditional Norwegian folk song for us on his flute. I accidentally left my camera in the dorm room, so that was quite a disappointment. I think I can find somebody who has it, though. Next, a professor (who specializes in storytelling) entertained us with traditional Norwegian folk stories. She presented them in such an entertaining way and had us laughing. A professor from the Globalization course welcomed us and told us what to expect over the next few weeks, including new friendships, intellectual discoveries, and even longing for home. I got very excited because although it was only 3 weeks, Oslo was going to be our home. We were not staying in a hostel or hotel -- but in dorm rooms. We'd be living and studying together for the next three weeks, as well as participating in a very active social program which was actually included in our fee. Cool!

At the conclusion of the ceremony, we met our philosophy teachers Bo and Beate. They said we'd begin class at 1, so we had some free time. I went around to see if I could find affordable lunch (very difficult in Oslo) then returned for class.

For the rest of the week, class would be 4 hours with a 45 minute break for lunch -- a necessary thinking break so we could reflect on the events of the morning and allow our minds to rest a bit before proceeding with the afternoon session. At first, our classmates were a bit upset because we thought we would be out at 12pm each day like the other classes. Instead, the teachers chose to start later and we'd be 1 extra hour longer. This would certainly change the plans I had created in my proposal since I'd have much less free time to travel during the day and explore. Yet starting later could be nice as well.

In the classroom, we put our names on a folded piece of paper to facilitate getting to know each other quickly. Our teachers said not to introduce ourselves to each other -- we must get to know each other through philosophy. He then came around and took a picture of each of us to upload to the school's online system, Fronter. This is like Blackboard in the U.S. Unfortunately, there was a minor error with the school, and we were not yet enrolled in the Fronter system -- but hopefully this would be fixed soon.

Our teachers lectured a bit, presented some information, and then we were out for the day. I knew that I had to get to know this city, especially since I just arrived -- so I went out for a very long walk, exploring my neighborhood. I went down a hill and saw a field filled with many people. (I later found out they were watching one of the World Cup Games). Next I passed through a very diverse and thriving immigrant neighborhood. Following this street led me to the center of Oslo where I finally saw the harbor, the central station, and a beautiful white building with a sloped roof leading into the water. This was the new opera house, and it was absolutely impressive. There was even a stage in the water several feet from the Opera House for outdoor concerts. I wondered if I'd be able to go to one.

As I looked around, I noticed how everyone was enjoying the brief yet wonderful summer weather. Families and friends had picnics on the roof, couples were holding hands as they walked along the water, and ships glided to and from Sweden and Denmark. I was so happy to be here and knew there was so much to explore and learn about, both inside and outside the classroom. Eventually, I walked back home, trying to follow the harbor. I saw much new development, and this area of the city was clearly changing -- become more modern and vibrant instead of just industrial wharfs. I strolled past an impressive fortress and another harbor with even more splendid views of distant mountains and many little islands dotting the Oslo Fjord. Finally, I found may way towards the school and from there, I knew how to get to my apartment, just consulting my map a few times. The city of 550,000 is compact and walkable, yet filled with many different and interesting neighborhoods. There didn't seem to be just one area where things happened -- there were many great neighborhoods, and I looked forward to exploring them and meeting the people within them.

Afterwards, I made it back to my dorm to gaze at the lovely view from my window. I am very lucky to be here.

View from the balcony / fire escape

2010-06-28T17:07:00.000+02:00

There's a balcony / fire escape just outside the kitchen, a few steps down the hall. If I go one more floor up, I can sit outside in the sunshine, since it's the top floor. I especially love the fjord views. Enough posting -- it's time for me to go explore more of this city. I haven't been down to the harbor yet and it's so beautiful out.

The view from my room.

2010-06-28T16:56:00.000+02:00

I was quite happy when I saw the view from my room in the student housing. Nice breeze coming through, and always something to look at. The dorm is a short walk from campus, and close to the city center as well. If I walk out to the balcony on our floor, I can see the harbor of the Oslo Fjord, which is quite beautif...ul. I really like it here, and have met some great people from all over the world: Greece, Spain, Germany, England, Norway, Palestine, Ukraine, Latvia . . .

Class seems fun, and I really love the city, which is quite walkable. There are mountains, rivers, lakes, forests, islands, and the salt water fjord all nearby. Weather-wise, it is comfortable humidity and temperatures, like late May / mid-September . . . my favorite times of year. Happiness!

[I'll embed a video here shortly]

Exploring Oslo. The weather is so beautiful here, like permanently frozen in late May / mid September.

2010-06-28T16:45:00.000+02:00

Greetings from Oslo!

2010-06-27T20:21:00.000+02:00