Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.

Lesson Plans


Fw: Message not deliverable

[ Thread ][ Subject ][ Author ][ Date ]
Bob Beeching (robprod)
Mon, 26 Jul 1999 10:11:16 -0700


----- Original Message -----
From: Administrator <administrator>
To: Bob Beeching <robprod>
Sent: Monday, July 26, 1999 9:00 AM
Subject: Message not deliverable

> This is a multi-part message in MIME format.
>
> ------=_NextPart_000_0014_01BED6CE.A439A1C0
> Content-Type: multipart/alternative;
> boundary="----=_NextPart_001_0015_01BED6CE.A439A1C0"
>
>
> ------=_NextPart_001_0015_01BED6CE.A439A1C0
> Content-Type: text/plain;
> charset="iso-8859-1"
> Content-Transfer-Encoding: quoted-printable
>
> Gena wrote:
>
> Hi,
> Saw your post on Artsednet. I was fascinated by the subject matter as =
> here in Australia this sort of debate is not being pushed in the media. =
> I would really like to read more about it but have not been able to find =
> the Edward Miller article in the New York Times. I was wondering if you =
> could let me know if it is on the net or what the date was that it =
> appeared so that I could try and look it up in the archives. Thanks for =
> the thoughtful article.
> Gina Grant...
>
> Bob's reply:
>
> As teachers, we are sometimes at a loss for words when combating the =
> on-slaughter of any bureaucracy, and particularly when defending our =
> role as teacher. Here is an article (extended) from the original - =
> published in the Sierra Star, Oakhurst, CA. You may want to make copies =
> as a pass-out for a discussion item for your next faculty meeting? Here =
> is the article in full. I have mailed the article as both a post and as =
> an attachment for those who use them.
>
> Incidentally, this fear of opening attachments is grossly over-blown. =
> You receive attachments everyday from the Internet. Perhaps, you are not =
> aware of them. Attachments are quicker to send and to receive than are =
> regular posts....enjoy!
>
> 3 M's to OBLIVION
>
> By
>
> Robert B. Beeching
>
> Excerpted from author Edward Miller
>
>
>
>
> "WHAT WILL AMERICAN EDUCATION LOOK LIKE IN THE NEXT CENTURY?" asks =
> author Edward Miller. "For one thing, you can forget about the 'Three =
> R's,' student-teacher interaction, and make way for 'Multi-Tasking', =
> 'Materialistics,' and 'Mind Management.' " where computers will create =
> the learning environment, sans teacher.
>
> "Unleashing the Killer Application: Digital Strategies for Market =
> Dominance was the subject of a recent meeting of school text publishers =
> who are looking at a current $640 billion-a-year market, and wondering =
> what is in store for books in 2000 and beyond."
>
> It is not only the publishers who are worried about where technology is =
> taking us, but thoughtful parents and teachers who are caught in a =
> dilemma of what will comprise future learning modes. Will they be real =
> or virtual?
>
> Many parents "fear that their children won't get into the best schools =
> or classrooms," states Mr. Miller. "A recent survey indicates that many =
> Americans believe that computer training has out-classed the study of =
> history, literature, foreign languages, science, the arts, and even =
> physical education. In their place, business and industry looks forward =
> to employees who are able to do many things at once. Productivity =
> suffers when employees are undone by information overload or the demands =
> of multi-media, hypertext, and inter-active office."
>
> Employers are more interested in processing their accounts than they are =
> in developing thinking individuals. Profits are their motivation, not =
> education. This corporate Orwellian approach to education must be =
> seriously questioned.
>
> When learning - anything - children tend to concentrate on one task or =
> object at a time. That is how they learn to appreciate nature, science, =
> and the arts. "A butterfly in the hand" is worth more than any =
> computer-generated imagery, as neurologist Frank Wilson states in the =
> preface to his latest book: The Hand. "How its use shapes the brain, =
> language, and human culture," no manipulation of a keyboard can match.
>
> "Children glued to a computer terminal are not outdoors," neither are =
> they in direct contact with their immediate environment. They are not =
> learning to read, write, and solve mathematical problems, sing, dance, =
> act, or how to play a musical instrument. They have, instead, become =
> passive slaves to the television and computer screens - thereby avoiding =
> the process of becoming effective and productive members of their =
> communities.
>
> If we - as parents and teachers - allow business to have its way with =
> general public school instruction, the writing is on the wall where the =
> tangible field trip - that alerts all the senses - will eventually be =
> replaced by virtual reality field trips on CD's. Instead of hands-on =
> arts and science experiments children will become passive observers of =
> life. There will be no need of the classroom teacher because computer =
> programs will become surrogate teachers with the ability to score tests, =
> spew out computer-generated lesson plans, student guides, and report =
> cards - all efficient, cost-effective and depersonalized.
>
> "Teachers are often seen as the stumbling block in efforts to digitize =
> education" states Miller. In many instances, the classroom teacher has a =
> better grip on how children learn than many educational psychologists - =
> who along with their business cohorts - have painted a rosy and =
> subjective picture of how computer literacy can advance the learning =
> process.
>
> >From daily experience, teachers are in constant touch with a child's =
> actions and emotions, ready to step in with a personal observation, a =
> soothing touch, or a voice of reassurance; something a computer is =
> incapable of performing.
>
> Unfortunately these teachers rarely speak up at a faculty or PTA meeting =
> in fear of sounding old fashion. They are feeling the enormous weight =
> and expense of wiring up their schools; monies deliberately taken away =
> from essential classroom realia, materials and supplies, and replacing =
> books in the school library with computer stations.
>
> In the rush toward the information super highway, we tend to forget how =
> people learn to develop a culture. A machine can never replace the =
> awareness, flexibility, sensitivity, and originality of the human =
> spirit. Neither can it replace the human inter-action of a teacher =
> reading and discussing a story to his or her students, or reacting to =
> the spark in a student's eyes.
>
> As with the introduction of the Underwood typewriter in the late 1800's, =
> let us hope that electronic computing will eventually settle down to =
> become another tool - not the be-all many of its proponents claim - but =
> a valuable information and distribution source for the next century.=20
>
> ______________________________________________________________rb
>
>
>
>
>
>
>
>
>
>
> ------=_NextPart_001_0015_01BED6CE.A439A1C0
> Content-Type: text/html;
> charset="iso-8859-1"
> Content-Transfer-Encoding: quoted-printable
>
> <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">
> <HTML><HEAD>
> <META content=3D"text/html; charset=3Diso-8859-1" =
> http-equiv=3DContent-Type>
> <META content=3D"MSHTML 5.00.2314.1000" name=3DGENERATOR>
> <STYLE></STYLE>
> </HEAD>
> <BODY bgColor=3D#ffffff>
> <DIV><FONT size=3D2>Dana wrote:</FONT></DIV>
> <DIV>&nbsp;</DIV>
> <DIV><FONT size=3D2>
> <DIV><SPAN class=3D420043807-25071999><FONT color=3D#000000 face=3DArial =
>
> size=3D2>Hi,</FONT></SPAN></DIV>
> <DIV><SPAN class=3D420043807-25071999><FONT color=3D#000000 face=3DArial =
> size=3D2>Saw=20
> your post on Artsednet.&nbsp; I was fascinated by the subject matter as =
> here in=20
> Australia this sort of debate is not being pushed in the media.&nbsp; I =
> would=20
> really like to read more about it but have not been able to find the =
> Edward=20
> Miller article in the New York Times.&nbsp; I was wondering if you could =
> let me=20
> know if it is on the net or what the date was that it appeared so that I =
> could=20
> try and look it up in the archives.&nbsp; Thanks for the thoughtful=20
> article.</FONT></SPAN></DIV>
> <DIV><SPAN class=3D420043807-25071999><FONT color=3D#000000 face=3DArial =
> size=3D2>Gina=20
> Grant...</FONT></SPAN></DIV>
> <DIV><SPAN class=3D420043807-25071999></SPAN>&nbsp;</DIV>
> <DIV><SPAN class=3D420043807-25071999>Bob's reply:</SPAN></DIV>
> <DIV><SPAN class=3D420043807-25071999></SPAN>&nbsp;</DIV>
> <DIV>As teachers, we are sometimes at a loss for words when combating =
> the=20
> on-slaughter of any bureaucracy, and particularly when defending our =
> role as=20
> teacher. Here is an article (extended) from the original - published in =
> the=20
> Sierra Star, Oakhurst, CA. You may want to make&nbsp;copies&nbsp;as a =
> pass-out=20
> for a discussion item&nbsp;for your next faculty meeting? Here is the =
> article in=20
> full. I have mailed&nbsp;the article as both a post and as an attachment =
> for=20
> those who use them.</DIV>
> <DIV>&nbsp;</DIV>
> <DIV>Incidentally, this fear of opening attachments is grossly =
> over-blown. You=20
> receive attachments everyday from the Internet. Perhaps, you are not =
> aware of=20
> them. Attachments are quicker to send and to receive than are regular=20
> posts....enjoy!</DIV>
> <DIV>&nbsp;</DIV>
> <DIV><B><FONT size=3D5>
> <P align=3Dcenter>3 M's to OBLIVION</P></B></FONT>
> <P align=3Dcenter>By</P>
> <P align=3Dcenter>Robert B. Beeching</P><FONT size=3D2>
> <P align=3Dcenter>Excerpted from author Edward Miller</P>
> <P align=3Dcenter>&nbsp;</P>
> <P></P>
> <P></FONT><FONT size=3D5>"W</FONT><B>HAT WILL AMERICAN EDUCATION LOOK =
> LIKE IN THE=20
> NEXT CENTURY?" </B>asks author Edward Miller. "For one thing, you can =
> forget=20
> about the 'Three R's,' student-teacher interaction, and make way for=20
> <I>'Multi-Tasking', 'Materialistics,' </I>and <I>'Mind Management.' " =
> </I>where=20
> computers will create the learning environment, <I>sans </I>teacher.</P>
> <P>"Unleashing the Killer Application: Digital Strategies for Market =
> Dominance=20
> was the subject of a recent meeting of school text publishers who are =
> looking at=20
> a current $640 billion-a-year market, and wondering what is in store for =
> books=20
> in 2000 and beyond."</P>
> <P>It is not only the publishers who are worried about where technology =
> is=20
> taking us, but thoughtful parents and teachers who are caught in a =
> dilemma of=20
> what will comprise future learning modes. Will they be <I>real </I>or=20
> <I>virtual</I>?</P>
> <P>Many parents "fear that their children won't get into the best =
> schools or=20
> classrooms," states Mr. Miller. "A recent survey indicates that many =
> Americans=20
> believe that computer training has out-classed the study of history, =
> literature,=20
> foreign languages, science, the arts, and even physical education. In =
> their=20
> place, business and industry looks forward to employees who are able to =
> do many=20
> things at once. Productivity suffers when employees are undone by =
> information=20
> overload or the demands of <I>multi-media, hypertext, </I>and =
> <I>inter-active=20
> office."</P>
> <P></I>Employers are more interested in processing their accounts than =
> they are=20
> in developing thinking individuals. Profits are their motivation, not =
> education.=20
> This corporate <I>Orwellian </I>approach to education must be seriously=20
> questioned.</P>
> <P>When learning - <I>anything -</I> children tend to concentrate on one =
> task or=20
> object at a time. That is how they learn to appreciate nature, science, =
> and the=20
> arts. "A butterfly in the hand" is worth more than any =
> computer-generated=20
> imagery, as neurologist Frank Wilson states in the preface to his latest =
> book:=20
> <I><U>The Hand</I></U>. "How its use shapes the brain, language, and =
> human=20
> culture," no manipulation of a keyboard can match.</P>
> <P>"Children glued to a computer terminal are not outdoors," neither are =
> they in=20
> direct contact with their immediate environment. They are not learning =
> to read,=20
> write, and solve mathematical problems, sing, dance, act, or how to play =
> a=20
> musical instrument. They have, instead, become passive slaves to the =
> television=20
> and computer screens - thereby avoiding the process of becoming =
> effective and=20
> productive members of their communities.</P>
> <P>If we - as parents and teachers - allow business to have its way with =
> general=20
> public school instruction, <I>the writing is on the wall</I> where the =
> tangible=20
> field trip - that alerts all the senses - will eventually be replaced by =
>
> virtual<I> reality field trips</I> on CD's. Instead of hands-on arts and =
> science=20
> experiments children will become passive observers of life. There will =
> be no=20
> need of the classroom teacher because computer programs will become =
> surrogate=20
> teachers with the ability to score tests, spew out computer-generated =
> lesson=20
> plans, student guides, and report cards - all efficient, cost-effective =
> and=20
> <I>de</I>personalized.</P>
> <P>"Teachers are often seen as the stumbling block in efforts to =
> digitize=20
> education" states Miller. In many instances, the classroom teacher has a =
> better=20
> grip on how children learn than many educational psychologists - who =
> along with=20
> their business cohorts - have painted a rosy and subjective picture of =
> how=20
> computer literacy can advance the learning process.</P>
> <P>From daily experience, teachers are in constant touch with a child's =
> actions=20
> and emotions, ready to step in with a personal observation, a soothing =
> touch, or=20
> a voice of reassurance; something a computer is incapable of =
> performing.</P>
> <P>Unfortunately these teachers rarely speak up at a faculty or PTA =
> meeting in=20
> fear of sounding <I>old fashion.</I> They are feeling the enormous =
> weight and=20
> expense of wiring up their schools; monies deliberately taken away from=20
> essential classroom <I>realia, </I>materials and supplies, and replacing =
> books=20
> in the school library with computer stations.</P>
> <P>In the rush toward the <I>information super highway, </I>we tend to =
> forget=20
> how people learn to develop a culture. A <I>machine </I>can never =
> replace the=20
> awareness, flexibility, sensitivity, and originality of the human =
> spirit.=20
> Neither can it replace the human inter-action of a teacher reading and=20
> discussing a story to his or her students, or reacting to the spark in a =
>
> student's eyes.</P>
> <P>As with the introduction of the <I>Underwood </I>typewriter in the =
> late=20
> 1800's, let us hope that electronic<I> computing</I> will eventually =
> settle down=20
> to become another tool - not the <I>be-all</I> many of its proponents =
> claim -<I>=20
> </I>but a valuable information and distribution source for the next =
> century.=20
> </P>
> <P>______________________________________________________________rb</P></=
> DIV>
> <DIV>&nbsp;</DIV>
> <DIV>&nbsp;</DIV>
> <DIV><SPAN class=3D420043807-25071999></SPAN>&nbsp;</DIV>
> <DIV><SPAN class=3D420043807-25071999></SPAN>&nbsp;</DIV>
> <DIV><SPAN class=3D420043807-25071999></SPAN>&nbsp;</DIV>
> <DIV><SPAN class=3D420043807-25071999></SPAN>&nbsp;</DIV>
> <DIV><SPAN class=3D420043807-25071999></SPAN>&nbsp;</DIV>
> <DIV><SPAN=20
> class=3D420043807-25071999></SPAN>&nbsp;</DIV></FONT></DIV></BODY></HTML>=
>
>
> ------=_NextPart_001_0015_01BED6CE.A439A1C0--
>
> ------=_NextPart_000_0014_01BED6CE.A439A1C0
> Content-Type: text/html;
> name="3 M's to OBLIVION.htm"
> Content-Transfer-Encoding: quoted-printable
> Content-Disposition: attachment;
> filename="3 M's to OBLIVION.htm"
>
> <HTML>
> <HEAD>
> <META HTTP-EQUIV=3D"Content-Type" CONTENT=3D"text/html; =
> charset=3Dwindows-1252">
> <META NAME=3D"Generator" CONTENT=3D"Microsoft Word 97">
> <TITLE>3 M's to OBLIVION</TITLE>
> <META NAME=3D"Template" CONTENT=3D"C:\PROGRAM FILES\MICROSOFT =
> OFFICE\OFFICE\html.dot">
> </HEAD>
> <BODY LINK=3D"#0000ff" VLINK=3D"#800080">
>
> <FONT SIZE=3D2><P>Robert Beeching First Serial Rights</P>
> <P>44655 Femmon Ranch Road Copyright</FONT><FONT FACE=3D"Symbol" =
> SIZE=3D2>&Oacute;</FONT><FONT SIZE=3D2> 1999</P>
> <P>Ahwahnee, CA 93601 Approximate Word Count: 766</P>
> <P>559 683 8293</P>
> </FONT><B><FONT SIZE=3D5><P ALIGN=3D"CENTER">3 M's to OBLIVION</P>
> </B></FONT><P ALIGN=3D"CENTER">By</P>
> <P ALIGN=3D"CENTER">Robert B. Beeching</P>
> <FONT SIZE=3D2><P ALIGN=3D"CENTER">Excerpted from author Edward =
> Miller</P>
> <P ALIGN=3D"CENTER">&nbsp;</P>
> <P>&#9;</P>
> <P>&#9;</FONT><FONT SIZE=3D5>"W</FONT><B>HAT WILL AMERICAN EDUCATION =
> LOOK LIKE IN THE NEXT CENTURY?" </B>asks author Edward Miller. "For one =
> thing, you can forget about the 'Three R's,' student-teacher =
> interaction, and make way for <I>'Multi-Tasking', 'Materialistics,' =
> </I>and <I>'Mind Management.' " </I>where computers will create the =
> learning environment, <I>sans </I>teacher.</P>
> <P>&#9;"Unleashing the Killer Application: Digital Strategies for Market =
> Dominance was the subject of a recent meeting of school text publishers =
> who are looking at a current $640 billion-a-year market, and wondering =
> what is in store for books in 2000 and beyond."</P>
> <P>&#9;It is not only the publishers who are worried about where =
> technology is taking us, but thoughtful parents and teachers who are =
> caught in a dilemma of what will comprise future learning modes. Will =
> they be <I>real </I>or <I>virtual</I>?</P>
> <P>Many parents "fear that their children won't get into the best =
> schools or classrooms," states Mr. Miller. "A recent survey indicates =
> that many Americans believe that computer training has out-classed the =
> study of history, literature, foreign languages, science, the arts, and =
> even physical education. In their place, business and industry looks =
> forward to employees who are able to do many things at once. =
> Productivity suffers when employees are undone by information overload =
> or the demands of <I>multi-media, hypertext, </I>and <I>inter-active =
> office."</P>
> <P>&#9;</I>Employers are more interested in processing their accounts =
> than they are in developing thinking individuals. Profits are their =
> motivation, not education. This corporate <I>Orwellian </I>approach to =
> education must be seriously questioned.</P>
> <P>&#9;When learning - <I>anything -</I> children tend to concentrate on =
> one task or object at a time. That is how they learn to appreciate =
> nature, science, and the arts. "A butterfly in the hand" is worth more =
> than any computer-generated imagery, as neurologist Frank Wilson states =
> in the preface to his latest book: <I><U>The Hand</I></U>. "How its use =
> shapes the brain, language, and human culture," no manipulation of a =
> keyboard can match.</P>
> <P>&#9;"Children glued to a computer terminal are not outdoors," neither =
> are they in direct contact with their immediate environment. They are =
> not learning to read, write, and solve mathematical problems, sing, =
> dance, act, or how to play a musical instrument. They have, instead, =
> become passive slaves to the television and computer screens - thereby =
> avoiding the process of becoming effective and productive members of =
> their communities.</P>
> <P>&#9;If we - as parents and teachers - we allow business to have its =
> way with general public school instruction, <I>the writing is on the =
> wall</I> where the tangible field trip - that alert all the senses - =
> will eventually be replaced by virtual<I> reality field trips</I> on =
> CD's. Instead of hands-on arts and science experiments children will =
> become passive observers of life. There will be no need of the classroom =
> teacher because computer programs will become surrogate teachers with =
> the ability to score tests, spew out computer-generated lesson plans, =
> student guides, and report cards - all efficient, cost-effective and =
> <I>de</I>personalized.</P>
> <P>&#9;"Teachers are often seen as the stumbling block in efforts to =
> digitize education" states Miller. In many instances, the classroom =
> teacher has a better grip on how children learn than many educational =
> psychologists - who along with their business cohorts - have painted a =
> rosy and subjective picture of how computer literacy can advance the =
> learning process.</P>
> <P>&#9;From daily experience, teachers are in constant touch with a =
> child's actions and emotions, ready to step in with a personal =
> observation, a soothing touch, or a voice of reassurance; something a =
> computer is incapable of performing.</P>
> <P>&#9;Unfortunately these teachers rarely speak up at a faculty or PTA =
> meeting in fear of sounding <I>old fashion.</I> They are feeling the =
> enormous weight and expense of wiring up their schools; monies =
> deliberately taken away from essential classroom <I>realia, =
> </I>materials and supplies, and replacing books in the school library =
> with computer stations.</P>
> <P>&#9;In the rush toward the <I>information super highway, </I>we tend =
> to forget how people learn to develop a culture. A <I>machine </I>can =
> never replace the awareness, flexibility, sensitivity, and originality =
> of the human spirit. Neither can it replace the human inter-action of a =
> teacher reading and discussing a story to his or her students, or =
> reacting to the spark in a student's eyes.</P>
> <P>&#9;As with the introduction of the <I>Underwood </I>typewriter in =
> the late 1800's, let us hope that electronic<I> computing</I> will =
> eventually settle down to become another tool - not the <I>be-all</I> =
> many of its proponents claim -<I> </I>but a valuable information and =
> distribution source for the next century. &#9;</P></BODY>
> </HTML>
>
> ------=_NextPart_000_0014_01BED6CE.A439A1C0--
>
>
> Received: from hp877.odedodea.edu by ccmail.odedodea.edu (SMTPLINK V2.11)
> ; Sun, 25 Jul 99 21:59:39 EST
> Return-Path: <owner-artsednet.edu>
> Received: from orpheus.Getty.EDU (gateway.pub.getty.edu [192.215.101.254])
by hp877.odedodea.edu with ESMTP (8.8.6 (PHNE_14041)/8.7.3) id VAA04168 for
<Carole_Osman_at_~KADE-HS>; Sun, 25 Jul 1999
21:56:39 -0400 (EDT)
> Received: from web1.pub.getty.edu (web1.pub.getty.edu [192.215.101.9])
> by orpheus.Getty.EDU (8.8.8+Sun/8.8.8) with ESMTP id SAA13776;
> Sun, 25 Jul 1999 18:55:17 -0700 (PDT)
> Received: (from majordom@localhost)
> by web1.pub.getty.edu (8.8.8+Sun/8.8.8) id SAA04636
> for artsednet-outgoing; Sun, 25 Jul 1999 18:50:55 -0700 (PDT)
> X-Authentication-Warning: web1.pub.getty.edu: majordom set sender to
owner-artsednet using -f
> Received: from sierratel.com (mail1.sierratel.com [209.155.26.9])
> by web1.pub.getty.edu (8.8.8+Sun/8.8.8) with SMTP id SAA04632
> for <artsednet>; Sun, 25 Jul 1999 18:50:52 -0700 (PDT)
> Received: from beeching [209.155.31.145] by sierratel.com
> (SMTPD32-4.07) id A089288D00C2; Sun, 25 Jul 1999 18:57:29 PDT
> Message-ID: <001a01bed709$65380440$911f9bd1@beeching>
> From: "Bob Beeching" <robprod>
> To: "artsEdnet TALK" <artsednet.edu>
> Subject: Re: 3 M's to OBLIVION reprint
> Date: Sun, 25 Jul 1999 18:51:01 -0700
> MIME-Version: 1.0
> Content-Type: multipart/mixed;
> boundary="----=_NextPart_000_0014_01BED6CE.A439A1C0"
> X-Priority: 3
> X-MSMail-Priority: Normal
> X-Mailer: Microsoft Outlook Express 5.00.2314.1300
> X-MimeOLE: Produced By Microsoft MimeOLE V5.00.2314.1300
> Sender: owner-artsednet.edu
> Precedence: bulk
>
>