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Mauro Servienti - Talk Session: All Our Aggregates Are Wrong - YouTube
Explore DDD 2018 - Denver, Sept. 11-14 It always starts well. At first glance the requirements seem straightforward, and implementation proceeds without hiccups. Then the requirements start to get more complex, and you find yourself in a predicament, introducing technical shortcuts that smell for the sake of delivering the new feature on schedule. In this talk, we'll analyze what appears to be a straightforward e-commerce shopping cart. We'll then go ahead and add a few more use-case...
ddd-patterns  oop  aggregates  boundaries 
13 days ago by kwbr
Women who gave "nice guys" a chance how did it work out? : AskWomen
Turned out to be an awful human being. Was a nice shy guy at first but upon getting into a serious relationship that was just for the public. Behind closed doors was a very insecure person.

Went on and on about what a great, compassionate guy he was. He was actually just your garden variety, abusive psycho. He once said to me, "I wish you had been abused so you would realise how great I am."
relationships  reddit  boundaries 
15 days ago by cmananian
can I use dark humor at work? — Ask a Manager
Sometimes, it’s just easier to stay away from the line instead of wondering exactly where it is.
comedy  boundaries 
5 weeks ago by UnchartedWorlds
Planetary boundaries: Guiding human development on a changing planet | Science
Crossing the boundaries in global sustainability
>> The planetary boundary (PB) concept, introduced in 2009, aimed to define the environmental limits within which humanity can safely operate. This approach has proved influential in global sustainability policy development. Steffen et al. provide an updated and extended analysis of the PB framework. Of the original nine proposed boundaries, they identify three (including climate change) that might push the Earth system into a new state if crossed and that also have a pervasive influence on the remaining boundaries. They also develop the PB framework so that it can be applied usefully in a regional context.
boundaries  planetary  sustainability  Stockholm  Resilience  Centre  Institute 
8 weeks ago by spencertree
Gnamma #7 - The Teacher's Imposition
"The world is full of bad teaching. And somehow we all get on with it, of course.

Still, I have found it typical that people perk up when they think of their favorite, electrifying teachers. These are people we think about for the rest of our lives, largely because they inform our interests and ways of looking at the world (ontology, value systems, networked ideas, etc) at early ages. Let's talk about teachers, and I want to be clear: everyone directs teachable moments in life (especially guardians and managers). I'm referring to people in explicitly assigned roles to teach. (This thus puts these thoughts largely outside of the realm of unschooling [ ], I think, but I do not know enough to say—would love to understand more in this realm.)

"Why Education is so Difficult And Contentious" [ ]: TL;DR because when we say education we mean indoctrination, and everybody—teacher, parent, politician, etc—has different opinions on how people should be. It's touchy to talk about forced indoctrination because it both engenders fascism and is the founding idea behind of public education. There are obviously gradients of imposition on the student. Illich supports the need for the pedagogue to connect student to resources, but not much more—a fairly "hands-off" view of the teacher by today's standards. Still, the connective moments are going to reflect the ideology of the pedagogue.

Are teachers necessary for learning? No. Learning is between the student and the world. A quippish phrase I heard a couple times working at RenArts [ ] was "you can lead a horse to water but you can't make it think." But education (structured learning with others) requires teachers, basically by definition. Teachers "lead to water" and apply social pressure to encourage partaking.

What makes for a good teacher? Well, I maintain the chief goals of structured learning are to build agency and cultivate awareness in the student (and maybe share specific skillsets). So, what kind of teacher builds agency in the student and cultivates awareness to the extent possible? Some modes of teaching quickly follow: I believe the teacher needs to support open-ended, coherent, and honest activities.

Without open-ended-ness, we lose exploratory and self-actualizing potential. Without coherence, students can get mired in lack of knowing where to start or end (but a little ambiguity isn't bad). Without honesty we lose touch with the world and how to work with our lived realities. By "honesty" here, I mean to be honest about application of material, about history of thought, and about context of the activity itself; as such, the best teaching acknowledges and works with its own context (/media) and the needs of the people in the room.

I am trying to recall where I heard the phrase that "teaching is making space." The teachers frames the room, the activities, the needs, the expectations, the discussions. In doing so, they embed indoctrination into the teaching. In the effort of honesty in the classroom, these framing decisions needs to be made explicit for the students. The effective teacher must constantly wrestle with their internalized epistemologies and ego in seeking to constantly be aware of and share their own framings of the world. (When I ran a workshop for the Free School of Architecture in Summer 2018 on alternative learning communities, I mostly brought with me a long list of questions to answer [ ] in seeking to understand how one is framing a learning space.)

This need for constant "pariefracture" (a breaking of the frame, expanding the conceptual realm, or meta-level "zooming out"—my friend D.V.'s term) in teaching gave me quite a bit of anxiety, as a teacher, until reading Parker J. Palmer's book "The Courage to Teach," in which he outlines six paradoxes of teaching. [ and OCRed below ] I like these paradoxes in themselves, but the larger concept that resonated with me was the ability to treat a paradox not as a dead end (as one does in mathematics, generally) but rather as a challenge that can be pulled out and embraced as the dynamo of an ongoing practice. Teaching never resolves: you just wake up tomorrow and give it another shot.

I think what I'm circling around, here, is how much of learning from a teacher involves inheriting their ways of looking, concurrent with the teacher's ways of looking being in constant, self-aware flux. We inherit snapshots of our teachers' worldviews, blend them together over our own substrate of grokking the world, and call it education."

[From Parker J Palmer’s “The Courage to Teach”:

“When I design a classroom session, I am aware of six paradoxical tensions that I want to build into the teaching and learning space. These six are neither prescriptive nor exhaustive. They are simply mine, offered to illustrate how the principle of paradox might contribute to pedagogical design:

1. The space should be bounded and open.
2. The space should be hospitable and "charged."
3. The space should invite the voice of the individual and the voice of the group.
4. The space should honor the "little" stories of the students and the "big" stories of the disciplines and tradition.
5. The space should support solitude and surround it with the resources of community.
6. The space should welcome both silence and speech.

I want to say a few words about what each of these paradoxes means. Then, to rescue the paradoxes and the reader from death by abstraction, I want to explore some practical ways for classroom teachers to bring these idea to life.“
lukaswinklerprins  teaching  howweteach  parkerpalmer  education  paradox  2019  indoctrination  ivanillich  exploration  boundaries  openness  hospitality  individualism  collectivism  community  silence  speech  support  solitude  disciplines  tradition  personalization  unschooling  deschooling  canon 
8 weeks ago by robertogreco
Planetary boundaries - Stockholm Resilience Centre
The planetary boundaries concept presents a set of nine planetary boundaries within which humanity can continue to develop and thrive for generations to come
# In 2009, SRC director Johan Rockström led a group of 28 internationally renowned scientists to identify the nine processes that regulate the stability and resilience of the Earth system. The scientists proposed quantitative planetary boundaries within which humanity can continue to develop and thrive for generations to come. Crossing these boundaries increases the risk of generating large-scale abrupt or irreversible environmental changes. Since then the planetary boundaries framework has generated enormous interest within science, policy, and practice.
Stockholm  resilience  planetary  boundaries  ecosphere  p33507 
january 2019 by spencertree

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