gasp II

PS: as it turned most of those "standards" concerns
("necessary" teacher prep) were side-lined so as
to accommodate what was called Lateral Entry--
a kind of certification that would employ "teachers"
with little or none of the Standard Rubric Conditions
because of a teacher shortage & a kind of on-the-job
training became acceptable because necessary .

Exigency.

I continue to hold-in-mind our Eng/Theatre/Writing
departmental concerns re resources and subject-matter
content coverage and requirements, crunching numbers
and how to fit it all in, most of the teachers in the
department also carrying administrative duties and
funds-in-general not sufficient and all the adjuncts
etc etc etc.

And as usual: a holy ghost of Albert Einstein and his
claim that the kind of thinking that generates the problem
can not be the kind of thinking that resolves it comes
to mind. .

Easy for him to say.
He insists imagination counts more than knowledge.

If I'm used to thinking the way I'm used to thinking
and it's got me into the pickle I'm in, how can that
thinking recalibrate, reformat & reconfigure for
crying out loud, hoist itself up by its own petard,
mid-wife itself so to speak: jump down its own
throat and turn itself inside out?

I'm liable to think my thinking didn't generate the
pickle I'm in, that the pickle is environmental,
damnit: and my thinking is sustainable, needing
to preserve appearances, naturally. Holding on
to what I got, the ways I know.

Or I might think I'd like to change my thinking but
that don't change it. I'm inclined to work harder and
do more of the same. That's my habit and I'm sticking
to it--not knowing any better, not stuck enough yet to
pray for new ideas, immaculate conceptions, bolts from
the blue, improvised cerebral explosive devices and
noetic lateral entry exigency: you know brain storms. .

Critical thinking about critical thinking.
It's at least worth thinking about.
Arguing even. Putting IT in
play.