Oh Dear What Can the Matter Be

Dear Gary & Colleagues.

I wonder if IT

(teaching/pedagogy/evaluation/measurementalism,
clear goals & discern-able aims, howm-I-doing?
how-you-doon, how-we-doon? do you like my
driving? take one shot at the basket and come
over here and let's workshop, every shot counts...

or however you characterize the ongoing
heavy-handed (?) regulatory  & accountability
framework of classroom (as opposed to, not to
be conflated, collapsed, and confused with
homeschooling and low-residency non-classroom)
learning--

me: trying to  spell IT out here but it's a terrible
reduction  and adequacy: you can fill in the omissions)

is a matter of ENVIRONMENT. The overall
LEARNING ENVIRONMENT that we swim in--
us all wet and can't conceive of damp, IT is so
pervasive and we are so saturated in it.

Do I have to spell ENVIRONMENT out? 
Not the clean  air and streams concerns.:Leeds etc.

The OTHER environment. 

Take a walk thru the classroom halls and look inside at the
habits &  habitats of our  humania.  Take a dead-to-live,
deadening-to-deadly, order-to-random ratio reading
Crunch the numbers..
Write a report.

Strategery ..

IT's an environmental issue, concern.
You can run IT off in the gym all you want.

The kind of thinking that generates the problem, says Albert,
is not the kind of thinking that resolves.

Aside from the technology which just boosts the status quo
habits of minding, there's no substantial difference in school
room learning then when I was a young boy in college in the
1950's  My Royal desk typewriter had green sponge rubber
caps on all the keys & I had to use wite out. .

Same old same old the more things change etc.

Do I overstate? Or Under?  How would I know if
you didn't tell me?  .

xxxooo, Sam