#thinking — Public Fediverse posts

https://www.fogolf.com/1402032/try-thinking-about-your-golf-grip-like-a-baseball-grip/ Try thinking about your golf grip like a baseball grip #baseball #Golf #GolfGrip #GolfGripVideos #GolfGripVlog #GolfGripYouTube #GolfSkills #GolfSkillsVideos #GolfSkillsVlog #GolfSkillsYouTube #GRIP #Thinking

https://www.fogolf.com/1402032/try-thinking-about-your-golf-grip-like-a-baseball-grip/ Try thinking about your golf grip like a baseball grip #baseball #Golf #GolfGrip #GolfGripVideos #GolfGripVlog #GolfGripYouTube #GolfSkills #GolfSkillsVideos #GolfSkillsVlog #GolfSkillsYouTube #GRIP #Thinking

https://www.fogolf.com/1402032/try-thinking-about-your-golf-grip-like-a-baseball-grip/ Try thinking about your golf grip like a baseball grip #baseball #Golf #GolfGrip #GolfGripVideos #GolfGripVlog #GolfGripYouTube #GolfSkills #GolfSkillsVideos #GolfSkillsVlog #GolfSkillsYouTube #GRIP #Thinking

Souvenir (I saw another page listing this as "Memory"), Marianne Von Werefkin

another twisting sort of scene. Interesting. There is I guess you could say a lot of the artist that comes through in her paintings imo, in an amazing way, a consistent way. Her scenes seem like they should be normal but they aren't, they're spooky and even seething. hahaha. I have the impression that the woman on the stairs is Thinking About Things, it isn't a carefree life for her. It isn't a carefree life for her, like it isn't a carefree life for us ❤️ 🙏

#art #twisting #suffering #compassion #thinking #life #concerns #dayByDay #oneThingAtATime #alive #human #today

Souvenir (I saw another page listing this as "Memory"), Marianne Von Werefkin

another twisting sort of scene. Interesting. There is I guess you could say a lot of the artist that comes through in her paintings imo, in an amazing way, a consistent way. Her scenes seem like they should be normal but they aren't, they're spooky and even seething. hahaha. I have the impression that the woman on the stairs is Thinking About Things, it isn't a carefree life for her. It isn't a carefree life for her, like it isn't a carefree life for us ❤️ 🙏

#art #twisting #suffering #compassion #thinking #life #concerns #dayByDay #oneThingAtATime #alive #human #today

(Writing is thinking, and takes time)

"It is a truth universally acknowledged that the undergraduate essay has little relevance to the world beyond college. Nowhere are the jobs that require a paper, anywhere from five to 15 pages, written in isolation for an audience of one to prove that you have digested something you’ve read for no immediately practical reason. Nonetheless, the undergraduate paper as it has been practiced for decades did signal something, both in general and to future employers: the student’s willingness to engage in the slow consideration of another’s writing and ideas and then respond to them over many hours of targeted attention. Writing a successful paper means rejecting one’s cursory reactions and forcing oneself to take and defend a position that doesn’t even appear for the (at minimum) first 50 minutes of consideration.

"Papers are the lab work of the humanities. They are the crucible for ideas invented, discarded, reanimated, rearranged and revised into sentences that reveal something to the writer that they didn’t know before. Papers communicate in ways that a 10-minute conversation or a 30-minute wrestling match with loose leaf can’t, because writing and rereading and rewriting and rethinking is fundamentally not a 10-minute or 30-minute activity. Has every student always done this? No. But I challenge anyone to find me the undergraduate who has produced a worthwhile (or even just honestly passable) six- to 10-page paper in 50 minutes, or even 100.

"No longer will an English or history or philosophy degree deliver on the promise of dedicated thinking and working sustained over time."

#AI #Humanities #Thinking #Writing #AiAiAi

https://www.insidehighered.com/opinion/views/2026/09/17/cures-ai-are-killing-humanities-opinion

(Writing is thinking, and takes time)

"It is a truth universally acknowledged that the undergraduate essay has little relevance to the world beyond college. Nowhere are the jobs that require a paper, anywhere from five to 15 pages, written in isolation for an audience of one to prove that you have digested something you’ve read for no immediately practical reason. Nonetheless, the undergraduate paper as it has been practiced for decades did signal something, both in general and to future employers: the student’s willingness to engage in the slow consideration of another’s writing and ideas and then respond to them over many hours of targeted attention. Writing a successful paper means rejecting one’s cursory reactions and forcing oneself to take and defend a position that doesn’t even appear for the (at minimum) first 50 minutes of consideration.

"Papers are the lab work of the humanities. They are the crucible for ideas invented, discarded, reanimated, rearranged and revised into sentences that reveal something to the writer that they didn’t know before. Papers communicate in ways that a 10-minute conversation or a 30-minute wrestling match with loose leaf can’t, because writing and rereading and rewriting and rethinking is fundamentally not a 10-minute or 30-minute activity. Has every student always done this? No. But I challenge anyone to find me the undergraduate who has produced a worthwhile (or even just honestly passable) six- to 10-page paper in 50 minutes, or even 100.

"No longer will an English or history or philosophy degree deliver on the promise of dedicated thinking and working sustained over time."

#AI #Humanities #Thinking #Writing #AiAiAi

https://www.insidehighered.com/opinion/views/2026/09/17/cures-ai-are-killing-humanities-opinion

(Writing is thinking, and takes time)

"It is a truth universally acknowledged that the undergraduate essay has little relevance to the world beyond college. Nowhere are the jobs that require a paper, anywhere from five to 15 pages, written in isolation for an audience of one to prove that you have digested something you’ve read for no immediately practical reason. Nonetheless, the undergraduate paper as it has been practiced for decades did signal something, both in general and to future employers: the student’s willingness to engage in the slow consideration of another’s writing and ideas and then respond to them over many hours of targeted attention. Writing a successful paper means rejecting one’s cursory reactions and forcing oneself to take and defend a position that doesn’t even appear for the (at minimum) first 50 minutes of consideration.

"Papers are the lab work of the humanities. They are the crucible for ideas invented, discarded, reanimated, rearranged and revised into sentences that reveal something to the writer that they didn’t know before. Papers communicate in ways that a 10-minute conversation or a 30-minute wrestling match with loose leaf can’t, because writing and rereading and rewriting and rethinking is fundamentally not a 10-minute or 30-minute activity. Has every student always done this? No. But I challenge anyone to find me the undergraduate who has produced a worthwhile (or even just honestly passable) six- to 10-page paper in 50 minutes, or even 100.

"No longer will an English or history or philosophy degree deliver on the promise of dedicated thinking and working sustained over time."

#AI #Humanities #Thinking #Writing #AiAiAi

https://www.insidehighered.com/opinion/views/2026/09/17/cures-ai-are-killing-humanities-opinion

(Writing is thinking, and takes time)

"It is a truth universally acknowledged that the undergraduate essay has little relevance to the world beyond college. Nowhere are the jobs that require a paper, anywhere from five to 15 pages, written in isolation for an audience of one to prove that you have digested something you’ve read for no immediately practical reason. Nonetheless, the undergraduate paper as it has been practiced for decades did signal something, both in general and to future employers: the student’s willingness to engage in the slow consideration of another’s writing and ideas and then respond to them over many hours of targeted attention. Writing a successful paper means rejecting one’s cursory reactions and forcing oneself to take and defend a position that doesn’t even appear for the (at minimum) first 50 minutes of consideration.

"Papers are the lab work of the humanities. They are the crucible for ideas invented, discarded, reanimated, rearranged and revised into sentences that reveal something to the writer that they didn’t know before. Papers communicate in ways that a 10-minute conversation or a 30-minute wrestling match with loose leaf can’t, because writing and rereading and rewriting and rethinking is fundamentally not a 10-minute or 30-minute activity. Has every student always done this? No. But I challenge anyone to find me the undergraduate who has produced a worthwhile (or even just honestly passable) six- to 10-page paper in 50 minutes, or even 100.

"No longer will an English or history or philosophy degree deliver on the promise of dedicated thinking and working sustained over time."

#AI #Humanities #Thinking #Writing #AiAiAi

https://www.insidehighered.com/opinion/views/2026/09/17/cures-ai-are-killing-humanities-opinion

(Writing is thinking, and takes time)

"It is a truth universally acknowledged that the undergraduate essay has little relevance to the world beyond college. Nowhere are the jobs that require a paper, anywhere from five to 15 pages, written in isolation for an audience of one to prove that you have digested something you’ve read for no immediately practical reason. Nonetheless, the undergraduate paper as it has been practiced for decades did signal something, both in general and to future employers: the student’s willingness to engage in the slow consideration of another’s writing and ideas and then respond to them over many hours of targeted attention. Writing a successful paper means rejecting one’s cursory reactions and forcing oneself to take and defend a position that doesn’t even appear for the (at minimum) first 50 minutes of consideration.

"Papers are the lab work of the humanities. They are the crucible for ideas invented, discarded, reanimated, rearranged and revised into sentences that reveal something to the writer that they didn’t know before. Papers communicate in ways that a 10-minute conversation or a 30-minute wrestling match with loose leaf can’t, because writing and rereading and rewriting and rethinking is fundamentally not a 10-minute or 30-minute activity. Has every student always done this? No. But I challenge anyone to find me the undergraduate who has produced a worthwhile (or even just honestly passable) six- to 10-page paper in 50 minutes, or even 100.

"No longer will an English or history or philosophy degree deliver on the promise of dedicated thinking and working sustained over time."

#AI #Humanities #Thinking #Writing #AiAiAi

https://www.insidehighered.com/opinion/views/2026/09/17/cures-ai-are-killing-humanities-opinion

New slogan just dropped: ABAB, all bosses are bastards! 😜😂

@philosophy @psychology
@[email protected] @[email protected] @aiop

#Thinking #Meme #Philosophy #Psyhology #Humor #Humour #Funny #Boss

New slogan just dropped: ABAB, all bosses are bastards! 😜😂

@philosophy @psychology
@[email protected] @[email protected] @aiop

#Thinking #Meme #Philosophy #Psyhology #Humor #Humour #Funny #Boss

New slogan just dropped: ABAB, all bosses are bastards! 😜😂

@philosophy @psychology
@[email protected] @[email protected] @aiop

#Thinking #Meme #Philosophy #Psyhology #Humor #Humour #Funny #Boss

New slogan just dropped: ABAB, all bosses are bastards! 😜😂

@philosophy @psychology
@[email protected] @[email protected] @aiop

#Thinking #Meme #Philosophy #Psyhology #Humor #Humour #Funny #Boss

5 weeks in

and the year is going well. I do have one block of the day that is a high needs class and I occasionally feel like a pinball bouncing from kid to kid helping them out, but at least they’re asking for help and trying to complete the work. The other two blocks are filled with kids who are much more self-sufficient but still ask for help when they need it. Still waiting to see if this is a “honeymoon” period or if this class has settled into our expectations and matured since last year. I’m leaning towards the latter.

I was able to spend Thursday learning from two of my favorite teacher educators: John Antonetti and Darbie Valenti Huff. I’ve already added two of the strategies they taught us into my plans for next week. Add that into the other strategies I’ve learned from them over the past six years and I’ve got my kids engaged and thinking regularly and having fun on top of it.

Next week, I’m going to do generative sentences with both my classes and my intervention group. Then we’ll be doing because, but, so. If we have the time on Friday we’re going to do an open sort.

I’m already excited to see how I can continue to raise the rigor in my classroom by planning activities that cross the rigor divide on the rigor matrix (wow I just used that word an awful lot) and help my students succeed. Every time we do these activities and the kids are engaged and participating I can’t help but smile.

5 weeks in

and the year is going well. I do have one block of the day that is a high needs class and I occasionally feel like a pinball bouncing from kid to kid helping them out, but at least they’re asking for help and trying to complete the work. The other two blocks are filled with kids who are much more self-sufficient but still ask for help when they need it. Still waiting to see if this is a “honeymoon” period or if this class has settled into our expectations and matured since last year. I’m leaning towards the latter.

I was able to spend Thursday learning from two of my favorite teacher educators: John Antonetti and Darbie Valenti Huff. I’ve already added two of the strategies they taught us into my plans for next week. Add that into the other strategies I’ve learned from them over the past six years and I’ve got my kids engaged and thinking regularly and having fun on top of it.

Next week, I’m going to do generative sentences with both my classes and my intervention group. Then we’ll be doing because, but, so. If we have the time on Friday we’re going to do an open sort.

I’m already excited to see how I can continue to raise the rigor in my classroom by planning activities that cross the rigor divide on the rigor matrix (wow I just used that word an awful lot) and help my students succeed. Every time we do these activities and the kids are engaged and participating I can’t help but smile.

5 weeks in

and the year is going well. I do have one block of the day that is a high needs class and I occasionally feel like a pinball bouncing from kid to kid helping them out, but at least they’re asking for help and trying to complete the work. The other two blocks are filled with kids who are much more self-sufficient but still ask for help when they need it. Still waiting to see if this is a “honeymoon” period or if this class has settled into our expectations and matured since last year. I’m leaning towards the latter.

I was able to spend Thursday learning from two of my favorite teacher educators: John Antonetti and Darbie Valenti Huff. I’ve already added two of the strategies they taught us into my plans for next week. Add that into the other strategies I’ve learned from them over the past six years and I’ve got my kids engaged and thinking regularly and having fun on top of it.

Next week, I’m going to do generative sentences with both my classes and my intervention group. Then we’ll be doing because, but, so. If we have the time on Friday we’re going to do an open sort.

I’m already excited to see how I can continue to raise the rigor in my classroom by planning activities that cross the rigor divide on the rigor matrix (wow I just used that word an awful lot) and help my students succeed. Every time we do these activities and the kids are engaged and participating I can’t help but smile.

5 weeks in

and the year is going well. I do have one block of the day that is a high needs class and I occasionally feel like a pinball bouncing from kid to kid helping them out, but at least they’re asking for help and trying to complete the work. The other two blocks are filled with kids who are much more self-sufficient but still ask for help when they need it. Still waiting to see if this is a “honeymoon” period or if this class has settled into our expectations and matured since last year. I’m leaning towards the latter.

I was able to spend Thursday learning from two of my favorite teacher educators: John Antonetti and Darbie Valenti Huff. I’ve already added two of the strategies they taught us into my plans for next week. Add that into the other strategies I’ve learned from them over the past six years and I’ve got my kids engaged and thinking regularly and having fun on top of it.

Next week, I’m going to do generative sentences with both my classes and my intervention group. Then we’ll be doing because, but, so. If we have the time on Friday we’re going to do an open sort.

I’m already excited to see how I can continue to raise the rigor in my classroom by planning activities that cross the rigor divide on the rigor matrix (wow I just used that word an awful lot) and help my students succeed. Every time we do these activities and the kids are engaged and participating I can’t help but smile.

5 weeks in

and the year is going well. I do have one block of the day that is a high needs class and I occasionally feel like a pinball bouncing from kid to kid helping them out, but at least they’re asking for help and trying to complete the work. The other two blocks are filled with kids who are much more self-sufficient but still ask for help when they need it. Still waiting to see if this is a “honeymoon” period or if this class has settled into our expectations and matured since last year. I’m leaning towards the latter.

I was able to spend Thursday learning from two of my favorite teacher educators: John Antonetti and Darbie Valenti Huff. I’ve already added two of the strategies they taught us into my plans for next week. Add that into the other strategies I’ve learned from them over the past six years and I’ve got my kids engaged and thinking regularly and having fun on top of it.

Next week, I’m going to do generative sentences with both my classes and my intervention group. Then we’ll be doing because, but, so. If we have the time on Friday we’re going to do an open sort.

I’m already excited to see how I can continue to raise the rigor in my classroom by planning activities that cross the rigor divide on the rigor matrix (wow I just used that word an awful lot) and help my students succeed. Every time we do these activities and the kids are engaged and participating I can’t help but smile.