Recent Posts (page 25 / 37)

by Quentin Lewis

Booknotes- Scatter, Adapt, and Remember by Annalee Newitz

Scatter, Adapt, Survive and Remember: How Humans Will Survive a Mass Extinction

by Annalee Newitz

Finished 6/3/21

A rich and readable popular science book on the end of the world and what comes after.

Annalee Newitz is a great writer, able to synthesize complex concepts with grace and humor. Newitz did this as the editor of the gawker blog io9, and also as a a novelist–I quite liked “the Future of Another Timeline” about time-travelling feminists seeking to edit history in a war with time-travelling violent patriarchs.

This book takes a concept Newitz explored as a journalist, and expands it into a broader interrogation of the history of extinctions on Earth, the possible sources of future extinctions, and the possible solutions that might help us avoid or adapt to them. Despite the stark subject matter, the tone of the book is hopeful and optimistic, with the overall theme being that extinctions are junctures, not endpoints, and that at every documented extinction in our history, “living creatures carried on, adapting to survive under the harshest of conditions.”

Part one surveys this history of extinctions, focusing on the great extinction events that characterize our periodization of Earth’s history prior to the arrival of hominins in the pleistocene. Newitz explores how the earliest life-forms in the Devonian periods created the circumstances of their own mass extinction by expanding too rapidly and spurring dramatic climate change. Not surprisingly, this theme recurs throughout the book. Her discussions of the K-T extinction that “killed the dinosaurs” is rich and nuanced, pointing out that many dinosaur species evolved into modern birds, and that such an extinction event made a path for mammalian evolution. In other words, the extinction of the dinosaurs wasn’t really an extinction, and the changes that it wrought were capitalized on by other species who survived.

Part two focuses on the Pleistocene and human “extinction events”. Newitz’s discussion of human evolution is rich and detailed while still quite readable. Newitz balances the competing interpretations of human migration out of Africa deftly, and their discussion of the “extinction” of Neanderthals is equally compelling, leaning heavily on the idea that homo sapiens and neanderthals likely interbred and formed a single population during the middle paleolithic. The section concludes with a discussion of diseases as extinction events, and foregrounds the idea that epidemics are socially rooted–that is, that the organization of a society will dictate how that society fares against a disease. There is a good discussion of the “columbian exchange” and the ways in which social historians like Paul Kelton (whose book on slavery and disease I also loved) have complicated the idea of “Virgin Soil” epidemics.

Part three focuses on people and other lifeforms who have survived, and draws lessons from that survival. Newitz focuses on the history of the Jewish people, who were scattered from their ancestral homelands around the Mediterranean by the Romans. This scattering and adaptation to new circumstances likely saved them from being wiped out. Newitz also juxtaposes the survival of cyanobacteria and whales, both of whom have unique and complex biology that allow them to survive in difficult circumstances. Finally, Newitz explores the writings of science fiction legend Octavia, who was fascinated with the idea of survival in the face of extinction or hardship, and the necessary costs of and trade-offs that survival required. But, Newitz draws from Butler the idea that we need stories about survival to help us adapt–storytelling is as much a survival strategy as photosynthesis is for Cyanobacteria, and social memories of safe and dangerous places are for whales. 

Part four focuses on urban survival, given that humanity, for the last ten thousand years, has lived in cities. Much of this section focuses on the idea of cities as a process; a form that is constantly growing and changing in some repeatable ways, and in some random ways. Sometimes this change is a function of social or ecological disaster, and Newitz looks at how contemporary disaster scientists are exploring how cities will be affected and impacted by floods, diseases, and other contemporary plagues. Newitz also examines some possible adaptations to such plagues, including underground cities that could help us survive surface disasters, and the growth of urban agriculture, utilizing city-scapes in more sustainable and equitable ways. 

Finally, part five shoots us into space, with a focus on how we will survive our next million years as hominins. Newitz explores how we might use technology to push back against the rigors of climate change, echoing the techno-optimism of books like Leigh Philips “Austerity Ecology and the Collapse-Porn Addicts”. They also examine the current state of the fight against exo-bodies, particularly asteroids, and how we might survive an asteroid crash similar to the one that likely led to the K-T extinction. The most likely feature of our long-term surival is getting off the planet and adapting to new environments, and Newitz explores how space travel, and particularly space-elevators might be utilized for this purpose. Finally, Newitz concludes with how our bodies, minds, and even consciousness might need to change if we are to spread out into the galaxy, possibly as cybernetic or even incorporeal beings. As it always has, survival will require change, perhaps even dramatic change.

This book was a lot of fun, thoughtful and hopeful.

 

by Quentin Lewis

Quentin's Weeknotes 5/23/21-5/29/21

This Week:

  • I concluded the legal aspects of a repatriation effort with the Stockbridge-Munsee Band of Mohican Indians, involving a set of brooches that belonged to their Sachem John W. Quinney. There’s a lot more to be done, but we completed the legal transfer this week, and we have some interesting plans for future collaboration efforts.
  • It was finals week at Hartwick, and I am proud of the work that the students in my collections management class did this year. Great job, Elizabeth and Carrie!
by Quentin Lewis

Booknotes: Ungrading, edited by Susan Blum

Ungrading: Why Rating Students Undermines Learning (and What to Do Instead)

edited by Susan D. Blum

Finished 5/15/21

A book exploring alternatives to grading in classrooms, based on the premise that grading, as traditionally practiced, hinders learning.

I’m not primarily an educator, though I’ve spent a lot of time in classrooms as a student and as an instructor. But like the contributors to this book, I want my few experiences as a teacher to be meaningful and help the students I work with learn skills, facts, and ways of thinking that will stay with them throughout their lives. The educators who wrote chapters of this book are drawn from K-12 and collegiate environments, as well as from across science and humanities disciplines. What they have in common is a dissatisfaction with grading as a means of evaluating and promoting learning, and a diverse set of alternatives to grading.

The dissatisfaction stems from Threebasic problelms. First, grading leads to a focus on metrics rather than learning. Both students and teachers focus on grades and performance rather than content or enrichment, leading to least-cost strategies and for getting through classes, including cheating, plagiarism, and short-term memorization over engagement. Second, grading is a poor way to evaluate course performance. Grading all performance along a single metric (letters, percentage, etc…) flattens student experience and background–i.e. a student with pre-existing subject knowledge slacks off in a class and gets the same grade as a student with no knowledge who works their butt off. In other words, there is no clear consensus about what grades are actually measuring. Third, grades transform the complexity of student-teacher relationships into an abstract one that can produce anxiety, suspicion, rule-making and rule-evasion. The hierarchy inherent in grading leads even the best educators to force students to treat them as an oppositional gatekeeper, rather than as a partner in learning, growth, and enrichment.

The chapters of the book, written by a diverse group of educators, articulate different practical solutions to these problems, but all under the broad umbrella of doing away with grades entirely, or as much as possible in a given institution. What generally replaces individual grades on classroom assignments is a narrative or qualititave evaluation of student work, most often in consultation with the student. The goal is constructive improvement of existing skills and knowledge rather than a finalized and abstract assessment of work. It also requires building a relationship with each student such that they embrace or at least accept some responsibility for guiding themselves through the class rather than an instructor taking them from graded-assignment to graded-assignment. In several cases elaborated here, instructors have students choose their grades, based on their own assessment of their performance rather than one externally derived from a syllabus, rubrics, and instructor evaluation of both.

Several chapters in the book include excerpts of syllabi, evaluative material, and assignments to provide a framework for how to practically implement nongrading. Others discuss ungrading in philosophical or historical terms, locating it within progressive or radical pedagogical frameworks. All in all, it was a very inspiring collection, and got me thinking about how to utilize its insights in the small amount of teaching that I do.

Leaving aside the idealism and morality of ungrading as a pedagogical goal, there are a number of tensions and uncertainties in the implementation of ungrading. First, every chapter made clear that ungrading, no matter how it’s done, is a lot of work. The simplicity of grading makes it relatively straightforward, particularly for large classes–you build a grading rubric, students submit their assignments or tests, and you assign them a ranked number or letter based on how well they fit that rubric. Redesigning a class around qualitative assessment and regular feedback is daunting in its own right, and then actually doing it for large classes sounds completely exhausting, especially for instructors who are already burning every candle at both ends. Every contributor talked about how much work they put in, though all spoke of how much more rewarding such classes eventually became upon doing the work.

Another point of tension was around instructor autonomy versus the hierarchical nature of educational institutions. Many instructors worked in institutions where grading formed an integral part of student experience and instructors who wanted to implement ungrading were forced to do so quietly or in a limited way. And all of that is leaving aside contingent or employment-insecure instructors who have little control over what they teach and how. In other words, ungrading seemed to work best for instructors who already had some kind of institutional power to change their pedagogy. Others, with less power, might find a book like this of little use.

Third, the book’s attempt to flatten the hierarchy of instructors and students might not find receptive ears for students who see education as a commodity, purchased with the goal of future employment. The neoliberalization of higher education in particular (not to mention the standardized testing that has been institutionalized in US K-12 education) has had the cultural effect of making education into an exchange of tuition for grades, and many students have embraced this (entirely reasonable though contridictory) logic in their dealings with instructors. Beyond this, the neoliberal model of higher education has increased the total number of college students, decreased tenured faculty, and increased contingent/adjunct faculty, leading to an exascerbation of all of the previous problems heretofore mentioned. I came from reading this book inspired by the righteousness and genuine humanity of the contributors, but daunted by the prospect of implementing their vision in an increasingly inhumane and hierarchical higher education landscape.

Finally, (and perhaps most pettily), many of the contributors are from humanities and social science backgrounds where narrative and qualititative evaluation of student work is already commonplace. I can imagine that for STEM educators, or technical educators finding ungrading a more complex task, though both groups are represented among the contributors and offer novel solutions to ungrading in those contexts. Still, it’s an easier sell for people who are already doing some of the methods described.

All in all, I came away impressed and inspired, and found myself wondering about how to do ungrading strategies in some of my teaching contexts. I suspect others who find themselves frustrated with their experiences with students or unhappy in their pedagogical methods will relish the opportunity to rethink or reflect on them using ungrading as a framework.

by Quentin Lewis

Quentin's Weeknotes 5/16/21-5/22/21

via GIPHY

 

This Week:

  • Mercifully, it’s the last week of classes at Hartwick, and my students finished up their collections projects with gusto. Everyone I know here is tired and dragging themselves across the finish line of this long, long semester.
  • I wrote a letter of recommendation for student to go to graduate school in Museum studies.
  • I started doing some planning for Fall events at the Yager Museum.
  • I did some work on the Masks Exhibit.
  • I finished reading a book about alternatives to traditional classroom grading that I’m still ruminating on.
  • I picked up a copy of the Current 93 album “Black Ships Ate the Sky." I don’t have a lot of familiarity with Current 93’s weird and exhaustingly long back-catalog, but this album is filled with multiple wonderful interpretations by different guest singers of the old Sacred Harp song Idumea, and it’s worth it for that. [youtube https://www.youtube.com/watch?v=uRGVrkhBaQA&w=560&h=315]
by Quentin Lewis

Quentin's Weeknotes 5/9/21-5/15/21

This Week:

by Quentin Lewis
by Quentin Lewis

Quentin's Weeknotes 4/25/21-5/1/21

This Week:

via GIPHY

 

by Quentin Lewis

Quentin's Weeknotes 4/18/21-4/24/21

This Week:

 

  • And last week too–I have to take four weeks off from my job, and last week won the prize,  so this kind of smushes things together.
  • I finished reading “Wool” by Hugh Howey. It was good, especially the thrilling second half, but it definitely took its time getting there.
  • I read the brilliant first volume of Gail Simone’s “Clean Room” which is a story about conspiracy, trauma, and the supernatural. It’s as weird as anything I’ve read from a mainstream comic publisher in a long time.
  • This week, my students in MUST204: Collections Management are starting the project period of their course, where they do a collections project in the Yager Museum.
  • The Yager Museum, with the support of other people and programs on campus, submitted an application to the Haan Fund for Native American Studies to bring Haudenosaunee speakers to campus to talk about acknowledgement and recognition of Hartwick’s place on Indigenous Land.
  • I started and finished Kameron Hurley’s award-winning novel “The Stars are Legion”–a wild and imaginative space opera/single-gender sci-fi epic that is almost too weird to easily explain. Suffice it to say, it’s about a series of living space-ships orbiting each other, and the women (only women) who live and work and die on them,  and what happens to two of the women who try to change that arrangement. I couldn’t put it down, and its accolades are well-deserved, imho.
  • I finished Cinzia Arruzza, Tithi Bhattacharya, and Nancy Fraser’s “Feminism for the 99%: A Manifesto”, which I liked both as a piece of rhetoric and as a platform. Arguing for an intersectional vision of contemporary feminist activism, the authors helpfully parse how contemporary neoliberalism has continued and expanded contradictions between production and reproduction, as well as culturally segmenting identity from the structural conditions that birth and organize it. I still have a hard time thinking through the complex relationships of race and class and gender in abstract ways, but this short book is a good model for how to do it.
by Quentin Lewis

Quentin's Weeknotes 4/4/21-4/10/21

This Week:

via GIPHY

 

  • Not sure what happened, but this didn’t get published on schedule. Oh well.
  • I taught care for works on paper, photographs, and paintings in collections management. We also started zeroing in on the final class projects.
  • I finished reading the short essay “The Old is Dying and the New Cannot be Born” by political theorist Nancy Fraser.  It gave me some language for thinking about the janus-face of neoliberalism’s emphases on economic freedom and “identity politics” but (perhaps because it’s meant to be short and readable) gave a short shrift to some of the rich intersectional thinking that is often cast as “identity politics.” Still, easily digestible and good to think with.
  • Thanks to the Museum of Care, I re-read David Graeber’s brilliant and thoughtful essay “What’s the point if we can’t have fun?" which ponders why so many of our basic scientific metaphors are rooted in capitalist thinking, and instead wonders how we might think differently if we say the natural, physical world as held together by play and freedom. I came to Graeber very late in my intellectual life, but his clear and evocative writing, deeply anarchist commitment to freedom and joy, and his vast intellectual reach continue to inspire me.
by Quentin Lewis

Quentin's Weeknotes 3/28/21-4/3/21

This week: