hospitality   1680

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Masters of Scale — hosted by Reid Hoffman
Danny Meyer,
Shake Shack
Leadership  culture  hospitality 
6 days ago by jorgebarba
Reading hospitality mutually - Anthony Ince, Helen Bryant, 2019
This article addresses debates in geography regarding the nature and significance of hospitality. Despite increasingly inhospitable policy landscapes across the Global North, grassroots hospitality initiatives persist, including various global travel-based initiatives and networks. Drawing from research with these travel networks, we argue that hospitality is fundamentally based on a pervasive, mutualistic sociality in a multitude of forms. Such initiatives, and hospitality more generally, can be better understood in terms of their relationship to these wider mutualities. we therefore use Peter Kropotkin’s anarchist-geographic concept of mutual aid – in conversation with Jacques Derrida and other thinkers – to reimagine hospitality as ‘mutual hospitableness’; systemic, spatio-temporally expansive and underpinned by a conception of self that is constituted through, and gains its vitality from, intertwinement with the other.
care  hospitality 
12 days ago by shannon_mattern
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 
4 weeks ago by robertogreco
(3) PantheaCon
Thalassa Therese
Admin · January 18 at 11:58 AM

Hospitality Rooms, here is your opportunity to let attendees know what your groups will be doing!

Post descriptions, schedules, links, &c in the comments below.
PantheaCon  hospitality  suites  schedule 
5 weeks ago by Quercki
Home | Hotel Vermont
Hotel Vermont, Burlington Vermont's independent hotel, offering an authentic local experience in the heart of downtown between Burlington’s Church Street Marketplace and the Waterfront.
Web  design  inspiration  hotel  hospitality 
8 weeks ago by joshre
Hotel Rottner – Aktuell
Erholsam schlafen. Konzentriert tagen. Fein schmecken. Die Erfüllung Ihrer Wünsche ist unser täglicher Ansporn
Web  design  inspiration  hotel  hospitality 
8 weeks ago by joshre
86 Cannon - A boutique Inn in Charleston, SC
Nestled in the heart of Charleston, 86 Cannon is a luxury boutique inn located in a fully restored, three-story circa 1860’s single house.
Web  design  inspiration  hotel  hospitality 
8 weeks ago by joshre

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