Monthly Archives: January 2009

Kung Fu Panda Lessons

In our house we have debated many times why we like Kung Fu Panda the movie – mind you, our son Javier has perfume by the same name so I clarify. To some, it might seem we have analyzed the movie beyond any screenwriters original intent. We probably have.  But then that is the nature of art. The artist’s intention is only one dimension of the work’s communicative power. So here are some of our Kung Fu Panda lessons:
  1. Master Shifu acknowledges he cannot train Po like he did the others. – Teaching and training are not 1 size fits all.
  2. After earning his dumpling, Po gives it up – Exercise is a natural appetite suppressant.
  3. Po can do awesome kung fu when he is focused on food – We can achieve awesome results when we are singularly focused.
  4. Shifu: Read it and become the dragon warrior ! Shifu knew the truth but did not understand it. He saw his apprenticeship as to Oogway as a right and privilege. Shifu understood that he would be the trainer of Warriors and, more importantly, the Dragon Warrior. Aware of his place in history, Shifu aimed to be judicious and metered out his sharing of Kung Fu.  He was strict and selective.  Shifu wanted to ensure the worthiness of the recipient of the magic held by the Dragon Scroll.
  5. Shifu’s approach to training others shaped Tai Lung. Tai Lung was raised preparing for the next thing. Whatever he did it was not enough. He was always being trained so he could be worthy of the dragon scroll. This imprints Tai Lung with the acute message that he is not worthy as it is. He is waiting for external validation that never comes and is haunted by the void he feels inside. This void gave him insatiable rage and focus to earn or claim the dragon scroll. This rage was the key behind Tai Lungs outstanding Kungfu.
  6. Po: (Trying to read while blinded by the reflection of the scroll) it’s blank? ! So Oogway was just a crazy old turtle – This is Po’s most difficult moment. His childish faith has been shattered.  Po goes home.  In this nurturing environment he is able to come to terms with his faith and understand it more fully.
  7. Po’s father loves him,.this is easy to see to any parent. Po knows he is loved and will always have a place at home where he is needed and valued. This is captured consistently throughout the movie through Po’s Dad call out early on:  “Po! Your noodle cart!” and upon Po’s return and public failure. Po: Hey dad, Po’s Dad, Mr. ping: PO! Good to have you back son!   So for our next shop … Po’s Dad makes plans for him and his son. The Dad’s reaction is unchanged, Po’s Dad always has a future with Po in it, if Po chooses.
  8. Po’s Dad, Mr. Ping: The secret ingredient is… nothing! You heard me, there is no secret ingredient! To make something special you just have to believe it to be special. Po: There is no secret ingredient? This exchange highlight the redeeming power of faith. Our faith in each other unlocks the power with each of us to transform the world.  Soup made with ordinary ingredients becomes an experience for the senses because of the attention, focus and love that are part of the process.  The “magic” is in how we do things. We have a choice to assist in transforming the world around us or living and dying in a banal and meaningless sequence of events.
  9. Questions that we are inspired to ask after watching the movie: What do you love above all else? Do you dare be awesome? Who do you choose to be?
  10. Tai Lung: Finally,  (upon seeing his reflection on the glistening scroll) It’s nothing! Note that when Po sees the Dragon Scroll he assumes the scroll for some error is suddenly blank. This contrasts Tai Lungs response, whom upon seeing his own reflection says he sees nothing. Tai Lung was expecting magic, and does not see his own value otherwise.
  11. Tai Lung: The scroll has given him special powers! The Wuxi finger hold….skedoosh! – Your beliefs and you fears hold power over you.
  12. Po looks to others like a dragon warrior even when he is looking ridiculous himself with haggard fromt he battle with Po and wearing a cooking pot on his head.
  13. Maybe its because we are parents, but I see the Noodle Duck as an important unsung hero in the story. The Noodle Duck enables his protege’s with love and acceptance. But that would not be enough, the Noodle duck expresses his need – something we are so often told not to do these days…we should never be weak or needing of others -and it is through this need, that the protegé that is loved, feeling needed, finds a purpose, at least for that moment. Little by little the protegé is transformed through service to others and when the time is right, if the calling is heard, the protegé will again set on a new course confident that regardless of the success he meets he has a home.

Addressing Identity and Empowerment in Schools

I am sure I will find little argument when I say "schools and the education system of any population are the foundation for any sustainable economic development."  But then most people who agree would go on to talk about the importance of science and math, technology and global perspectives, and all these issues are important to the curriculum of schools in the 21st century as we each search for a way out of the current recession.  But there is another subject matter in need of reform which is often overlooked when discussing how to better prepare students for the new economic realities.  The development of empowered self aware individuals ready to add value on a local or supranational world stage requires more than math and science.  History and civics unattended may just be holding us back or if properly reviewed be factors of  innovation and economic development. 

The objectification of Puerto Rican culture ­

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Poison Pills and Miracle Cures in Education

The many in Puerto Rico’s working class will do most anything to avoid putting their children in the public education system. The reputation earned in the community at large and the media is of a bloated, broken bureaucracy that suffers a drop out rate by 7th grade of over 40% and results in systematic failure to prepare its students.  If this sounds unrealistic take the real life cases of Sonia, 37 and Mildred, 44. These are two of the many stories I hear. Some of the stories come from friends, members of my community and from people I casually start talking to in public settings.

Sonia has worked her entire life primarily as a housekeeper, earning under $17,000 a year while raising 3 children. Sonia lives in one of our recently dubbed metro area "special communities" she had a public elementary school just a couple of blocks away. When her eldest son was close to becoming another statistic, she was able to enroll him in a National Guard program designed to help at risk youth. As her second child finished middle school Sonia grew skeptical of the main public school system and enrolled her daughter in a vocational school. For her third child, Sonia was a mom with a plan. With great sacrifice her third child was enrolled in an inner city catholic school. Among the Sonia’s complaints were racism in the schools that victimized her children and resulted in lack of commitment to her children’s progress.

Lets change the setting to a gated working class community.  Mildred’s story is similar, public school is a working parent’s last choice. Eight years ago, Mildred’s husband lost his job at a hotel, leaving the family with only her wages as a secretary. In this period of uncertainty and financial duress 3 of her children were still in school.The parents fretted over the decision but keeping up with the mortgage and rising utility bills, they opted to pull out of the private catholic school her two boys who seemed to be underperforming,  leaving only the youngest in the catholic school elementary.  The eldest of these was enrolled in a vocational school and the younger brother in a public elementary school just a mile away.  As soon as it was practical, the younger brother was enrolled in the same vocational school.

Both stories illustrate that to many parents relying on Puerto Rico’s public school system is a  choice they are forced to consider and try to avoid making if it is at all possible.  Oakland, New York City, St. Louis, have all had failing school district, there like here, right now, against this backdrop, the timing seems right for the institution of charter schools. This new educational offer would be available only in places where the community came together in a grassroots movement that activated parents, teacher and administrators and rallied them around a common set of principles and rules. These new community charter schools would best be suited for failing schools as a dramatic measure of restoring the hope of a better educational offer. The introduction of these schools would be only one part of a plan regain the public trust in public education. 

Charter schools are not a magical pill. Public education needs to be reformed and strengthened, but like many teachers and administrators today know, public schools cannot work in a vacuum. They need the support of parents and the community, but the climate for cooperation has been poisoned, not by Charter schools, as the teachers unions suggest but by an unresponsive bureaucratic system, exhaustion, fear and despair.

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I dreamt I had my life

Interpret me this: I was having a happy dream. I did not want to wake up I wanted­ to keep the dream going.

I had just gotten out from hanging out a hotel pool with Javier and Jaimito. We had been sitting on the steps,  chatting, playing having fun. I remember thinking I love these two little boys they are so darn cute. Next thing I know we were out of the pool, kids had gone up to the room to change and go down for the evening. I was hanging out at an outdoor bar in plain clothes waiting for Jim to come down and meet up with me.

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The Role of Parents and Community in Education

In reading Charles Glenn’s book "Educational Freedom in ­Eastern Europe" (1995) I delve into the world of totalitarian states, regimes that looked to education to perpetuate a carefully tailored ideology that would ensure the perpetuation of the state.  Slowly as I read on, current day issues distract me and compel me search for implications this work has for understanding and rethinking problems in our education system. ­

Glenn himself draws parallels between the focus of his study and western educational systems:

 "While an authoritarian regime may be satisfied with obedience, a totalitarian regime seeks devotion that will be self-perpetuating….the nation-building elites who made popular education a priority in the United States and other industrializing nations throughout the 19th century had something similar in mind. Without intending to suggest a ‘moral equivalence’ between the educational goals of totalitarian regimes and those of liberal democracies, it is appropriate to recognize that few political leaders in times of rapid social change can resist the temptation to seek to promote their own agenda through schooling…" (p 11-12)

While Glenn sees a shared trend in governments wanting to use education to promote a common ideology, the problem I see is not with the goal -many examples attest to the lack of efficacy of large bureaucracies-, but the growing lack of balance of power, not by design but by happenstance. Many questioned whether the Communist regime would be successful in destroying civil society. When I paraphrase this question I see a bridge between bodies of work and analysis. I understand this question about civil society to be whether individual agency and the will and freedom to organize and collaborate could be eradicated, supplanted by a top down state control.

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