Showing posts with label 9-11. Show all posts
Showing posts with label 9-11. Show all posts

Tuesday, September 13, 2011

Tuesday Poem - Folding the World


In March this year, my youngest son, Tomas, (twenty-one-going-on-six-hundred-and-seventeen) left New Zealand to seek his fortune on the other side of the world. He has just returned to the UK after a three-week adventure in Morocco - an adventure his whanau back home are looking forward to hearing about! Tomas is easily the most self-contained person I know - a quality I admire and celebrate - and (yes, 'and' not 'but') one I very occasionally lament; he's, shall we say, unconventional when it comes to staying in touch - an opportunity for some us to practice patience? In time Tomas will regale us with his stories; his way is to fully inhabit the present moment, to dwell in the vivid details of a place or experience, absorbing the subtler textures of it all so that when he comes to write about it further down the track, everything's 'right there' as if it just happened. His letters, when they come, are well worth waiting for.

(As an aside. . . have you noticed how when we live in time, we worry less about all manner of things - and that living in time, we are generally on time?) 

When we was a very small boy, Tomas developed a passion for All Things Egypt and - a year or two after that - for paper and paper-construction. He tended to take to things on an all-or-nothing basis, which basically meant there was no stopping him if he was engaged and no starting him if he wasn't! Paper-folding pushed his 'on' button. Over many months of intense engagement, he developed methods that were exacting and delicate; sometimes his creations were closer to engineering than origami. I loved - loved - watching his complex constructions taking shape. He'd spend hours measuring, tearing, folding, unfolding, glueing, reinforcing, adding bits, removing others, building, dismantling, rebuilding. . . such patience! The addition of wire, balsa wood, batteries and small motors allowed him to animate them and take his ideas in fanciful directions. For him, construction, function and process were what it was all about - he seldom, if ever, spent time decorating or embellishing the things he made.  He'd make them, get them to work then move on to the next project. We shared our space with a cast of eclectic, eccentric things. 

Anyway, this is a very long introduction to this week's Tuesday Poem! Tender memories have a way of taking us on unexpected detours. . .   


         FOLDING THE WORLD
            for Tomas, aged six

            My boy is captive to paper, mesmerized
            by the crisp wafer crackle and bright
            wrapper wrinkle of his tissue paper
            playground; abandoned old telephone
            books, corrugated cardboard fortresses, 
            towering newspaper pyramids.

            He wraps, creases, folds his world.

            His bedroom walls are busy sky
            grazed by paper darts. A hundred planes
            fly head-to-tail in a steady clockwise
            stream; West to East they score
            lines of latitude behind blue
            unblinking eyes.
                                                          
           Seams in our old yellow wallpaper
           are time-keepers marking strict, straight
           lines of longitude. He crosses one, two
           three time zones in a single journey
           around the room - no instruments
           required to fly his tri-planes, bi-planes,
           classic and boxoid gliders, parrots,
           hawks, level-track deltas, fighter jets
           and - every now and then - an airborne
           origami elephant.


                   Tomorrow - perhaps - he will fold
                   winged sycamore seeds, construct a camel,
                   design a paper boomerang.

        
           Tonight he will crumple in sleep, dream
           of Tutankhamun and a flimsy shrine
           of gold leaf and turquoise.
           He will wake with the desert wind
           on his breath, whisper tales of Osiris,
           Isis, papyrus and dates. He does not falter
           in his fondness for scarabs nor question
           his small boy's thirst for the deep wet
           fragrance of pomegranates.

           CB 1998/2011



For this week's Tuesday Poems, please click on the quill. 





In recognition of the tenth anniversary of 9/11 this week, TP curator Mary McCallum has posted a film on the hub; listen to New Jersey poet Deborah Garrison reading four poems she wrote in response to this life-altering event. 


May Peace Prevail 


Sunday, September 11, 2011

Deep Educational Responses - Ten Years On



We have all been reflecting on 9/11 - the event that ten years ago brought us and our global community to our knees in profound, painful and heart-opening ways. Two essays that especially moved me are these - - -

(1) A piece titled Formulating a Deep Educational Response to Tragedy: Reflections on the Eve of 9-11, by Tony Jenkins, Director of Education at the National Peace Academy.

Jenkins writes ". . . 'Our quickest responses are those that use the least of our imagination and are framed in unquestioned and familiar ways of looking at the world. Human tragedy and suffering will always be shocking, but the increasing frequency with which these violent events occur is evidence that our responses have not gone deep enough.'

Articulating further what I mean by a "deep" response is where I return today in my reflections about 9-11.   "Going deep" is a provocative metaphor.  In ecological terms we talk about digging deep below the surface to reveal the roots.  While we may see and appreciate a tree from the trunk up, we know that it cannot survive without the root system that delivers water and nutrients to each leaf and branch. Belief, cultural, political and institutional systems operate similarly: there are often ideas, principles and values at the core of these systems that are poorly examined and invisible to the naked eye. 

Facilitating learning that capacitates citizens to see and feel deep below and inside is one of the roles education can play in responding to tragedy.  Providing opportunities that engage learners in processes of reflection, relating, re-conceptualizing, futures thinking, and rebuilding should be at the heart of that deep response.  While not exhaustive, these processes are the building blocks of a transformative educational response to tragedy. . . " 


The second piece is a challenging and deeply reflective essay written by Timothy Cahill, Director for the Center for Documentary Arts at the Sage Colleges (Troy & Albany campuses) in Upstate New York. Timothy writes ". . . after the cruel destruction of that day and the bloodshed and destruction that followed, the one incontrovertible truth it has demonstrated is that aggression never works. Not in the long run. It will not affect the change you imagine and cannot set you free. Aggression is slavery, and if we are not to destroy ourselves as a race we must, must, must reject it. We must rise above our baser instincts to fight and accept our human capacity to cooperate, to collaborate, to experience empathy and feel compassion. Love—only love—is the hope at the bottom of Pandora's box. . . " 

This link will take you to the full entry on Timothy's blog, Art & Document. 

It is good to gather around the table with you again. Soon I'll be ready to return to more regular blogging. . .  things are starting to pick up again in the studio, though more in the way of quiet and steady industry than wild flurries of activity - which feels good. 

Blessings all -