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From YouTube: Woodblock: General Studies Proposal and Discussion
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A
Good
morning,
this
is
the
last
day
of
our
woodblock
2014,
our
first
conference
for
plairno,
we're
bringing
where
we
are
bringing
together
faculty
students
and
interested
parties
from
all
over
the
world
to
come
and
participate
in
both
a
conference
that
is
occurring
on
the
net,
but
also
a
conference
that
is
occurring
in
burlington
vermont.
A
B
A
And
what
we're
going
to
talk
today
is
in
our
final
session,
is
we're
going
to
have
a
discussion
again
about
our
general
studies
program
and
how
we're
starting
to
conceive
of
that
and
we're
we'd
love
to
take
questions
from
our
audience,
the
session's
going
to
go
about
a
half
hour
and
then
a
half
hour
maximum
45
minutes.
A
Although
the
two
of
us
I'm
a
little
tired,
because
we
do
tend
to
yak,
you
know
later
into
the
evening
about
all
kinds
of
stuff
which
is
good,
but
I'm
definitely
suffering
a
sleep
deficit
as
the
week's
gone
on.
A
A
After
a
while
yep,
so
I'm
going
to
look
forward
to
you
know
a
little
a
little
time
to
go
for
a
run
and
watch
tv,
but
enough
of
my
yakin,
let's
boogie,
to
quote
the
immortal
spinal
tap.
So
let
me
share.
Let
me
pull
down
on
our
clarinet
general
studies.
Wiki.
A
A
B
A
So,
a
few
days
ago,
in
some
of
our
earlier
sessions,
we've
talked
about
the
degree,
certificate
and
degree
development
guidelines
and
that
right
now
clear.
No
we're
working
hard
to
develop
all
kinds
of
different
courses
and
put
those
courses
within
the
context
of
starting
to
create
certificate
programs
which
are
groups
of
three
or
more
classes.
A
But
that
eventually
and
sometime
in
the
next
sometime
in
the
next
year.
But.
B
A
Going
to
put
our
we're
going
to
put
a
submit
a
letter
of
intent
to
the
state
of
vermont
to
become
a
degree
granting
institution
we're
going
to
have
degree
programs
that
students
can
enter.
A
But
first
we
need
to
build
out
more
courses,
create
the
certificates
and
the
degrees.
But
in
order
to
do
that,
we
have
to
really
understand
some
of
the
constraints
and
standards
that
we're
under
in
terms
of
in
the
us
and.
A
Be
really
this
section
in
in
the
law?
Okay,
which
is
schools
desiring
to
offer
an
associate
degree,
shall
provide
and
require
completion,
a
minimum
of
60
credit
hours?
Okay.
So
what
you
do
is
for
a
player.
Now,
courses
are
12
weeks
long
and
they
consist
of
three
credit
hours.
So
that's.
A
20
classes,
yeah,
okay
and
for
about
a
ba
degree,
worth
that's
40
classes.
Now
and
again,
if
you
go
to
our
certificate
and
degree
development
guidelines,
you
know
those
are
the
basics.
So
if
you
want
to
come
up
with
a
a
degree
program
in
a
in
a
subject-
and
it
can
you
know,
we
would
like
to
offer
as
bright
as
broader
curriculum
as
possible.
A
You
know
think
about
potentially
designing
a
starting
to
design
an
associate's
degree,
although
you
can
jump
straight
into
the
bachelor's,
but
remember
that
roughly
half
the
courses
in
a
degree
program
are
going
to
be
courses
in
that
specialty
area
of
studies
and
the
other
half
are
going
to
be
general
education
credits.
A
Now
we
may
modify
the
percentages
of
it,
but
we
want
to
provide
faculty
and
departments
and
groups
of
faculty
with
the
ability
to
kind
of
develop
a
really
in-depth
program
in
there
in
that
major
and
to
give
them
the
flexibility
to
have
the
wide
variety
of
classes
and
really
in-depth
knowledge
and
and
that
that
will
be
reflected
both
in
the
transcript.
A
But,
as
we've
said
before,
really
the
value
added
for
plano
and
for
education.
We
think
going
forward
is
in
the
skills
portfolio
piece.
So
that's
the
context
that
we're
talking
about
now.
If
we
go
back
and
we
take
a
look
at
and
this
wiki
is
going
to
be
updated,
we're
going
to
be
fixing
the
navigation
on
this
over
the
next
week.
A
We
need
to
talk
about
the
ba.
Oh
there.
It
is
general
studies
for
the
aaa
and
ba
so
general
studies,
education,
credits,
general
education
credits
are
kind
of
for
an
associates
or
a
bachelor
are
the
things
that
people
need
to
know
to
become
educated
in
the
21st
century.
That's
the
question
that
we're
kind
of
asking
okay.
Now
a
little
aside.
A
The
reason
why
there
have
to
be
a
lot
of
general
education
credits
is
because,
in
my
opinion,
we've
got
high
schools
who
are
doing
an
okay
job,
but
really
in
the
united
states.
A
A
lot
of
what
was
done
in
high
schools
20
30
years
ago,
is
now
being
done
by
colleges
as
remedial
classes,
you
know,
and
so
to
bring
people
up
and
give
them
those
basic
the
basic
skills
and
so
I've
I've
identified
the
five
areas,
five
areas
that
we
should
have
general
study
classes
in
again,
since
we
have
a
wiki
and
since
one
of
player
knows
big
operating
principles
is
openness,
transparency
and
participation.
A
You
know
we
can
have
discussions,
you
can
go
on
the
discussion.
Tab
and
chime
in
you
can
also
go
on
to
you,
know
I'll,
be
expanding.
This
obviously
yeah,
but
you
can
add
an
edit
and
you
can
also
disagree
hey.
You
know
we
might
have
very
different
ideas
about
what
you
know.
General
studies
can
needs
to
have
for
me
and
what
our
initial
proposal
that
we
can
work
off
of
is
that
you
know
everybody
has
to
have
knowledge
of
math
mathematics,
but
it's
not
just
the
computation
piece
but
being
able
to
apply
math.
A
You
need
to
read
and
write
in
your
native
language,
so
we're
not
going
to
say
at
a
player
now
we
can
already
offer
courses
in
all
kinds
of
different
languages,
sorry
in
all
kinds
of
different
languages
in
content
areas.
Okay.
So
if
you're,
if
you're
a
professor
and
you
teach
philosophy,
but
yet
your
native
language
is
chinese
or
spanish,
then
do
it
in
in
that
language,
and
you
know
people
need
to
be
able
to
read
and
write
well
in
their
their
their
first
language,
science
and
social
science.
A
I
mean
the
science
piece:
you
really
need
to
know
the
basics
of
science,
biology,
physics,
chemistry,
ecological
science,
but
it
is
so
science
in
general.
It's
a
way
of
thinking.
You
should
be
familiar
with
that
way
of
thinking
and
interacting
with
the
world,
and
then
the
social
sciences
which
are
kind
of
you
know
anthropology
economics
again
familiarity
that
should
be
part
of
what
a
standard
well-educated,
21st
century
human
being
has
some
knowledge
of,
and
these.
B
A
A
And
to
get
to
that
point
of
well
we'll
talk
a
bit
a
little
bit
about
that
later.
We're
not
trying
to
one
of
the
things
that
the
planet
is
doing,
we're
an
open
learning
organization.
So
we
have
to
create
protocols
that
allow
faculty
and
students
to
navigate
and
choose
what
kind
of
paradigms
what
kind
of
disciplines
and
approaches
to
things
they
want
to
take.
A
But
what
we
have
to
do
is
make
sure
that
you
know
there
are
sort
of
the
basic
guidelines
and
the
basic
standards
yeah
with
that,
but
not
be
prescriptive
in
terms
of
content
areas
or
methodological
approach.
B
A
The
other
piece
is
talking
about
you'll
notice.
What
isn't
in
there,
which
needs
to
be
which
I
unfortunately
just
deleted,
which
is
not
a
good
omen,
is
the
humanities
and
arts.
Okay,
that's
also
part
of
I'm
gonna.
B
Yeah,
as
I'm
looking
at
that,
I
was
thinking
about
our
conversations
about
literature,
there's
there's
one
other
thing
that
often
is
placed
in
humanities
that
I
think
would
be
good
to
set
as
its
own
area,
though,
because
its
methodology
is
often
using
some
of
the
same
tools,
but
its
methodology
is
often
different
in
the
the
reasoning
behind
it
and
that's
history.
You
know
there
should
be
some,
I'm
not
again.
B
B
I
would
actually
plump
for
for
two
other
areas
in
which
philosophy
is
sort
of
the
the
vanguard,
there's
plenty
of
others
that
feed
into
it
one
would
be,
and
these
are
both
based
not
only
on
what
what
should
be
in
a
general
studies
curriculum,
but
also
what
employers
are
really
looking
for.
It
comes
up
in
their
lists
every
time
one
would
be
critical
thinking
and
critical
thinking.
B
There
should
be
some
time
where
there's
some
sort
of
concentration
of
that
and
we
can
go
through.
You
know.
Besides
what
is
an
argument?
There's
a
lot
of
components
to
critical
thinking,
but.
A
You
were
mentioning
that
that
report,
the
apa.
B
Delphi
report
is
the
gold
standard
for
what
goes
into
critical
thinking
what
it
you
know,
and
it
distinguishes
between
dispositions
and
skills.
It
does
it
in
a
very
nice
way.
It's
been
out
there
for
about
20
years
now,
and
I
think
anybody
who
claims
to
be
teaching
critical
thinking
in
their
classes
should
familiarize
themselves
with
what
it
is
that
the
the
experts,
the
ones
who
are
teaching
critical
thinking.
B
B
That's
left
out
here
again
it's
something
that,
like
critical
thinking,
can
be
done
in
a
lot
of
these
different
contexts,
but
where
I
think
it's
great
to
have
an
emphasis
where
look
for
for
this
one
course,
or
these
two
courses
we're
actually
going
to
focus
just
on
that
and
that's
ethics,
and
you
could
put
it
in
terms
of
ethics
as
in
learning
moral
theories.
Ethics
is
in
learning
how
to
apply
them.
Ethics
and
learning
about
classic
text
approaches
thinkers
in
this
learning
about
well.
A
Let
me
know,
let
me
just
interject
for
a
second
one
of
the
things
that,
when
we're
talking
about
history,
we're
talking
about
especially
when
we're
talking
about
ethics
and
moral
theories,
is
that
we
have
to
make
sure
that
people
understand
that
we're
not
going
for
sort
of
an.
A
That,
for
example,
history
there
and
I
want
to
put
this
down.
This-
is
the
context
in
which
I'm
kind
of
looking
at
these
issues,
which
is
we
other
and
us?
Okay,
that's
actually
the
exact
opposite
of
what
I'm
trying
to
do.
We
is
that
the
different
people
come
from
different
social,
cultural,
religious
traditions,
yeah,
and
it's
really
important
to
understand.
B
Your
background
and
many
people
when
they
come
to
the
table,
they
think
that
they
know
all
about
x
because
they
grew
up
as
x,
like
with
when
I
teach
ethics
classes
and
we'll
just
use.
You
know
the
common
example
of
the
university
that
I'm
teaching
some
classes
at
right.
Now,
where
I
have
a
lot
of
culturally
catholic
students
who
will
say
yeah,
you
know
I
just
get
it
from
the
church
and
then
they
have,
they
actually
have
to
read
thomas
aquinas
who's.
You
know
supposed
to
be
a
big
guy
there
and
they're
like
wow.
B
I
I
didn't
know
about
this
stuff
and
I'll
say:
well,
that's
your
tradition.
That's
an
integral
part
of
it
and
we
hunker
down
and
we
we
plow
through
parts
of
the
summer
and
they
come
out
of
it
understanding
much
better
about
who
their.
A
We
is
and
and
then,
when
you
understand
who
the
the
we
is
you
can,
then
you
need
to
branch
out
and
understand
another,
and
another
is
something
that
you
know.
We
are
all
human
beings
and
we
share
that
in
common,
but
it's
really
important
to
have
in-depth
knowledge
of
another
culture
outside
your
own
yeah.
B
A
Yeah,
no,
I
mean
it's
a
real,
you
know
I.
I
have
a
sort
of
a
dream
that
you
know
rather
than
if
I.
B
A
To
study
in
college
I
was
really
lucky
in
my
one
of
my
favorite
teachers
was
a
man
named
hiroshi
miyaji,
he
was
japanese,
he
learned,
he
knew
japanese,
chinese,
german
sanskrit,
really
amazing
polymorph.
He
knew
both
japanese
and
chinese
philosophy
really
really
well,
but
he
also
loved
schopenhauer,
hegel
and
nietzsche,
and
I
think
that
what
made
him
an
incredibly
powerful
scholar
is
he
was.
A
He
had
full
knowledge
of
of
his
own
tradition
and
intellectual
background
and
history.
He
also
had
an
amazing
knowledge
of
something
that
was
outside
of
what
he
grew
up
in
I
mean
he
grew
up.
He
was
an
officer
in
the
japanese
imperial
army
yeah,
and
he
had
a
great
understanding
of
his
culture,
but
also
an
amazing
understanding
of
another
culture
that
he
was.
A
Yep
and
it's-
and
I
think
it
also
allows
you
today
to
be
a
successful
human
being,
because
we're
always
going
to
encounter
people
who
have
very
different
takes
on
the
world
on
morality,
religion,
ethics,
history,
but
if
we
don't
have
the
ability
to
kind
of
access
where
they're
coming
from
okay
you're
not
going
to
be
able
to
generate
what
is
the
last
piece
of
the
of
this,
which
is
the
us?
Okay?
A
I
don't
know
how
to
properly
articulate
this,
but
it's
a
kind
of
a
you
know
a
cosmopolitanism,
not
a
not
an
elitist
cosmopolitanism,
but
a
notion
of
of
trying
to
figure
out
well
what
are
some
of
the
common
things
that
humanity
shares
because
experiences
or
whatever,
because
they're
human
beings-
and
I
don't.
A
Get
that
if
you
ju,
if
you
don't
understand
where
you're
from
yes,
you
know
what
you
you
don't
understand.
The
traditions
in
the
history
that
you're
a
product
of
okay-
and
you
don't
understand,
at
least
in
in
some
depth
where
another
person
may
come
from
I'd.
B
Say
another
important
part
of
the
developing
the
skills
of
the
us
is
learning
how
to
be
able
to
disagree
with
other
people.
Well,
because
you
know
if
there
are
reasons
why
dialogue
can't
just
be
this
kind
of
wishy-washy.
Well,
we're
all
really
on
the
same
page,
we
just
have
different
content
kind
of
stuff.
You
know
to
be
able
to
respectfully
disagree
takes
a
lot
of
practice
and
we
don't
have
a
lot
of
good
models
for
that.
You
know,
certainly
not
the
talking
headsets
that
we
have
on
tv.
B
That's
like
you
know,
counterproductive,
learning
that
people
are
going
through
and
how
to
to
disagree,
and
you
know
when
you
can
actually
articulate
here's
what
I
here's,
where
I'm
coming
from
here's
our.
Are
we
and
start
to
be
able
to
engage
other
people's
other?
You
can
figure
out
where
the
interference
areas
are
where
it's
tough
to
communicate.
Well,
sometimes
even
for
people
in
the
same
tradition,
there
can
be
interference
areas
there.
A
A
So
in
in
one
of
the
teachers
and
the
people
that
I
like
to
read
is
a
robert
as
a
guy
named
robert
nash,
and
he
talks
about
the
art
of
moral
conversation,
and
that
means
it
stems
from
an
idea
of
that
listening
and
you
don't
have
to
agree
with
someone
yeah
okay,
but
you
have
to
hear
what
they
say.
So
we're
not
talking
about
that
sort
of
you
know
warmed
over
for
lack
well,
the
warmed
over.
A
A
Okay
and
you
have
to
figure
out
a
way
to
navigate.
You
know
not
everyone
in
the
world
thinks
like
you
do,
and
there
are
going
to
be
situations.
B
A
B
Be
more
rational
or
well
grounded
than
I've
been
giving
it
thought
and
then
sometimes
things
that
seem
to
be
the
hard
sticking
points
that
can
never,
you
know
never
be
brought
into
question
they
can
they
can
people
can
decide
them
for
themselves?
This
is
empowering
they
can
decide
for
themselves.
Do
I
want
to
retain
this
this
part
of
what
I
think
is
my
my
old.
We,
you
know
often
turns
out
not
to
be
a
wee,
but
rather
part
of
the
ego.
A
Yeah,
I
mean
you
know
we'll
and
pardon
the
pun,
but
we
shall
see,
but
in
terms
of
these
distribution,
these
general
education
credits
we
have
to
create
a
planner
is
really
committed
to
creating
the
maximum
flexibility.
A
For
so
we're
not
going
to
have
a
we're
not
going
to
require
our
intro
to
history,
class
yeah,
okay,
we're
not
going
to
design
one
and
then.
A
B
When
colleges
do
that,
they
avoid
the
culture
of
work
by
saying
everybody's
going
to
take
intro
to
history
and
then
they'll
leave
it
up
to
the
instructors.
Just
teach
it.
However,
the
hell
you
want
yeah,
that's
not
going
to
work
either,
because
then
you
can't
say
that
you're
actually
teaching
the
same
skills
right.
A
So
we
want
people
embedded
in
the
skills,
but
we
want,
for
example,
if
you
know
I'm
sort
of
a
product
of
scottish
english,
probably
a
little.
You
know
dashes
of
french,
canadian
and
apnaki.
I
should
be
able
to
know
and
take
history
classes
on
all
those
particular
areas
and
as.
A
A
curriculum
expands,
there's
the
ability
for
me
to
start
accessing
an
understanding
of
the
of
of
where
I
come
from
et
cetera,
but.
B
A
Need
to
as
an
undergraduate,
I've
really
got
to
be
familiar
with
the
history
of
other
cultures
and
other
major
major
world
cultures.
You
know
for
me,
I
think
it's
critical.
You
know
we
understand
about
chinese,
indian
and
latin
american
history,
but
that's
you
know
what
I
was
interested
in
yeah.
If
another
student
is
going
to
be
another
person
living
in
a
particular
place
is
going
to
be
engaged
with
other
cultures
and
other
belief
systems
and,
as
it
focuses
on
sub-saharan.
A
And
you
know
I
mean,
wouldn't
it
be
great
to
be
able
to
take
a
course
with
a
course
on
islamic
history
with
an
imam
in
in
iran
or
in
within
them
with
an
imam
in
you
know,
saudi
arabia,
you
know
a
real.
We
have
to
be
able
to
create
spaces
where
we're
engaging
much
more
in
depth
with
people
and
and
really
getting
a
sense
of
what
their,
how
they
perceive
the
world
and
what
their
history
is
and
respecting
that,
but
also
again
having
you
know,
we
all
have
bottom
lines.
A
We
all
need
to
practice
both
moral
conversation
and
that
and
understanding
that
we're
also
not
going
to
agree
with
everything
all
the
time.
Yeah.
B
Something
that
comes
to
mind
and
I'm
thinking
about
the
expansion
of
the
curriculum
and
this
a
lot
of
state
schools
will
actually
have
like
indiana
in
a
lot
of
the
state
schools
of
indiana
history.
And
I
don't.
I
don't
know
that
that
plarner
would
actually
want
to
offer
classes
in
rhode,
island,
history
and
texas
history,
but
perhaps
histories
of
regions.
A
A
If
a
faculty
member
wants
to
offer
a
course
in
rhode,
island
history,
go
ahead,
that's
the
that's
the
that's
the
thing
about
the
academic
freedom
piece
is
that
you
know
it's
not.
I
I
think
it's
not
up
to
it's
up
to
us
to
make
sure
the
quality
is
good.
Yeah,
it's
up
to
us
to
talk
a
little
bit
to
have
these
conversations
about.
You
know
what
are
sort
of
the.
What
are
the
protocols,
the
context
in
which
a
general
education
course
should
happen,
but.
B
A
Think
it's
a
good
idea
for
us
to
be
saying:
okay,
you
know
claire,
you
know
we're
not
gonna
have
a
course
we're
not.
A
Like
that,
let's
let
the
people
decide,
let's
let
the
people
decide
and
the
students
decide
and
the
faculty
decide
how
they
want
to
navigate
these
particular.
I.
B
A
B
Clean
some
more
like
an
incentive
system
rather
than
a
guardrail
system,
you
can
think
of
it.
A
Yeah,
I
think
one
of
the
things
that
you
know
will
come
up
I'll,
create
the
desire
for
the
list.
A
B
List
of
desired
classes,
list
of
desired
classes.
Well,
you
have
one,
it's
just!
That's
gonna
change
over
time
right.
A
Yeah
absolutely
well,
I
yeah
it's
it's
a
little
tricky
desired.
A
There
we
go,
it's
a
little,
create
the
list.
B
A
There
we
go
one
of
the
things,
though,
that
has
people
a
little
bit
stumped
about
the
about
what
we're
doing
at
a
plano
is
they
come
in
a
lot
of
faculty
come
in
with
being
socialized
in
a
particular
way
about.
When
you
think
about
it,
you
know
you
get
assigned
a
particular.
I
wanted
you
to
teach
history
yeah.
B
B
A
And
so
the
notion
that
level
of
academic
freedom
and
agency
has
been
eroding
over
the
past.
You
know
a
couple
of
decades
where
what
we're
trying
to
do
is
reverse
the
trend.
In
other
words,
I'm
the
only
thing
about
having
a.
We
need
a
list
of
desired
classes,
but
I'm
already
getting
in
terms
of
feedback
from
faculty.
Where
they'll
ask
us
a
question
of
so
how
do
you
want
me
to
teach
yeah.
A
And
it's
really
funny
to
say:
no,
I'm
not.
You
know
you're.
A
In
in
such
and
such
a
field,
we
have
you
know
as
long
as
as
we
for
right
now,
yeah
I
want
to
be,
as
least
I
want
to
be
the
least
prescriptive
in
terms
of
methodological
and
subject
area
questions
yeah,
and
I
want
to
concentrate
on
just
for
the
associates
in
the
va.
A
You
know.
Here's
you
know
here
are
some
basic
things
that
we
need.
I
think
also
the
biggest
piece
is.
You
know
the
discussion
of
transfer
credits.
A
Okay,
we
had
a
nice,
you
know
discussion
last
night,
it's
a
no-brainer
that
you're
going
to
accept,
transfer
credits
from
institutions
that
have
state
regional
state,
national,
regional
accreditation,
yeah.
A
A
And
then
they
get
their
degree
from
a
clerk,
even
though,
however,
the
the
barriers
that
institutions
put
up
to
transfer
credits-
yeah
is
really
you
know,
I
I
don't
like
it,
because
one
of
the
big
issues
we
have
is
people
with
a
lot
of
of
credits
in
different
places,
they're
perfectly
competent.
They,
the
classes
that
they're
asking
to
transfer
in
are
perfectly
good,
but
the
university
or
college
won't
accept
them,
they're,
not
accepting
them,
because
I
mean
basically,
they
want
the
students
to
take
credits
in
their
institution
and
be
paying.
B
A
And
we're
not
up
for
that.
Our
goal
is
we
want
the
maximum
amount
of
students,
we
want
faculty
teaching,
okay,
and
so
it's
not
that
the
money
needs
and
the
revenue
and
the
capital
need
to
go
to
the
faculty.
So
if
we
can
figure
out
ways
in
which
to
make
it
easier
for
someone
to
transfer
into
a
player
now
transfer
credits
for
a
degree,
and
so
that's.
A
Take
classes,
and
so
the
faculty
can
get
paid
and
teach
teach.
Then
that's
what
we're
up
for
so
the
whole
question
of.
Are
we
going
to
accept
coursera
and
edx
credits?
I'm
going
to
be
talking
a
little
bit
with
the
agency
of
of
education
in
the
state
of
vermont
of
whether
that
would
even
be
you
know,
feasible,
feasible
and
I'm
going
to
really
make
the
argument
that
that
it
that
it
should,
because,
after
all,
if.
A
So
I
mean
they
either.
It
is
either
meets
a
standard
for
a
class
yeah
or
it
doesn't,
and
if
it
doesn't,
then
what
is
coursera
and
nx
doing
putting
out
those
classes
on
you.
B
A
Also
think
it's
a
great
I
mean
coursera
and
netix
are
great
hooks.
You
know
to
get
people
back
into
the
eye.
Oh
excuse
me,
I'm
kind
of
sneezing
all
the
time
to
get
get
it
out.
Okay,
to
get
people
hooked
back
into
education
and
self-improvement.
There's.
B
A
lot
of
okay,
probably
yeah,
there's
a
hunger
out
there
for
education
and
having
free
classes.
Some
people
you
know
are-
are
doing
it
by
just
going
to
youtube,
and
you
know
looking
at
videos
and
saying
I'm
going
to
study
this
on
my
own,
but
a
lot
of
people
do
need.
You
know
there
to
be
a
program
for
there
to
be.
B
A
Yeah-
and
I
also
like
the
fact
that
in
lots
of
places
in
the
world
where
there's
not
a
great
access
to
education,
yeah
again,
it
creates
a
hook,
you
know
it.
It
is
exactly
what
you
know:
paulo
ferreira,
you
know
talked
about
in
terms
of
engagement
and
pedagogy
of
the
oppressed
and
about
agency
I
mean
now
you
have
people
taking
the
steps.
B
B
B
B
A
For
free
yeah
it
does
it
does,
as
they
said,
but
so.
A
A
B
A
B
And
you
can't
have
the
sort
of
engagement
that
the
student
needs
from
the
professor
for
a
lot
of
these
things,
particularly
and
again,
I'm
going
to
talk
about
my
own
discipline,
so
we
don't
teach
critical
thinking
or
ethics
in
our
k-12
system
here
in
the
united
states.
They
do
in
other
places
because
they
have
a
philosophy
component,
say
in
the
portuguese
national
curriculum
they're.
Actually
using
some
of
my
videos
for
that
on
kamu,
you
know
so
they're
out
there.
B
It's
not
just
like
watered
down
stuff,
it's
it's
real
stuff,
but
in
america
you
come
out
of
the
average
high
school
and
you've.
Never
your
teachers
have
talked
about
critical
thinking,
for
example,
but
they've
never
actually
done
in
any
rigorous
way
that
so
then
you
get
to
the
critical
thinking,
class
and
you're
lost
right.
That's
when
you
actually
need
to
have
the
class
size
under
25,
so
that
the
instructor
can
actually
give
you
a
lot
of
assignments,
actually
read
those
assignments,
not
machine
grade
them.
Not
not.
B
B
A
Know
it's
it.
A
couple
of
people
have
sent
emails
asking
whether
high
school
students
could
take.
You
know,
classes
and
and
start
working
on
their
degrees
is.