1 00:00:00,000 --> 00:00:00,500 2 00:00:00,500 --> 00:00:02,980 STEPHEN CARPENTER: So we have heard from the introductions 3 00:00:02,980 --> 00:00:06,820 and the backgrounds of the people 4 00:00:06,820 --> 00:00:09,820 sitting around the table, their numerous interests 5 00:00:09,820 --> 00:00:12,910 and numerous starting points or ways 6 00:00:12,910 --> 00:00:21,290 to connect to issues of water, of community, of access. 7 00:00:21,290 --> 00:00:24,400 And so the range of disciplinary interests 8 00:00:24,400 --> 00:00:26,200 I find quite fascinating. 9 00:00:26,200 --> 00:00:28,120 And in terms of the work that I've 10 00:00:28,120 --> 00:00:30,310 been doing with curriculum, it really 11 00:00:30,310 --> 00:00:32,350 speaks to this notion of interdisciplinarity, 12 00:00:32,350 --> 00:00:36,280 and some folks use the term transdisciplinarity. 13 00:00:36,280 --> 00:00:40,490 But in some ways, when we're interested in key issues, 14 00:00:40,490 --> 00:00:43,450 social issues, those disciplines go away. 15 00:00:43,450 --> 00:00:45,490 It's about people. 16 00:00:45,490 --> 00:00:48,190 It's about something beyond science or beyond art 17 00:00:48,190 --> 00:00:52,810 or beyond whatever that discipline might be. 18 00:00:52,810 --> 00:00:55,960 So our multiple areas of expertise 19 00:00:55,960 --> 00:00:58,420 really come into play quite nicely here. 20 00:00:58,420 --> 00:01:03,636 This year, not only do I have the pleasure 21 00:01:03,636 --> 00:01:06,100 and the good fortune to be able to visit three times here 22 00:01:06,100 --> 00:01:09,580 at MIT as a visiting artist. 23 00:01:09,580 --> 00:01:11,590 But I'm also a visiting artist and visiting 24 00:01:11,590 --> 00:01:14,912 learner at a local elementary school back home. 25 00:01:14,912 --> 00:01:16,370 And essentially, people were asking 26 00:01:16,370 --> 00:01:17,630 me, what are you doing at MIT? 27 00:01:17,630 --> 00:01:19,630 And what are you doing at the elementary school? 28 00:01:19,630 --> 00:01:22,680 And I said, I'm doing the same thing. 29 00:01:22,680 --> 00:01:23,620 Yeah. 30 00:01:23,620 --> 00:01:25,500 And the key is I'm going-- 31 00:01:25,500 --> 00:01:28,840 I want to know at the elementary school, 32 00:01:28,840 --> 00:01:31,210 specifically, what they can teach me about what I think 33 00:01:31,210 --> 00:01:32,740 I know about what I'm doing. 34 00:01:32,740 --> 00:01:34,281 And that's what we're doing here too. 35 00:01:34,281 --> 00:01:37,240 I'm eager to learn about what you can teach me 36 00:01:37,240 --> 00:01:39,042 about what I think I'm doing, but also what 37 00:01:39,042 --> 00:01:41,500 we can teach each other, what we can learn from each other. 38 00:01:41,500 --> 00:01:45,460 Quite often, in some educational spaces, 39 00:01:45,460 --> 00:01:49,090 administrators, teachers, other folks 40 00:01:49,090 --> 00:01:52,420 in various levels of making decisions 41 00:01:52,420 --> 00:01:56,380 forget, explicitly or otherwise, that learners 42 00:01:56,380 --> 00:02:00,700 bring knowledge with them to every single learning context. 43 00:02:00,700 --> 00:02:03,790 So there's as much learning going on in one direction 44 00:02:03,790 --> 00:02:05,510 as there are in multiple directions. 45 00:02:05,510 --> 00:02:07,650 So we all have valuable information to share. 46 00:02:07,650 --> 00:02:10,606 So I'm eager to have that conversation. 47 00:02:10,606 --> 00:02:11,980 So it's about the filters, right? 48 00:02:11,980 --> 00:02:16,660 It's about how these ceramic water filters inspire 49 00:02:16,660 --> 00:02:19,780 multiple curriculum possibilities, not just 50 00:02:19,780 --> 00:02:22,360 a curriculum or instructional possibilities 51 00:02:22,360 --> 00:02:25,250 for how do you make the filter, and how do you use them? 52 00:02:25,250 --> 00:02:29,110 But there are other ripples, pardon the pun. 53 00:02:29,110 --> 00:02:34,210 There are other ways that the filters might inspire learning. 54 00:02:34,210 --> 00:02:37,420 For example, the filters are designed 55 00:02:37,420 --> 00:02:39,880 to sit inside a plastic water receptacle 56 00:02:39,880 --> 00:02:42,710 like the one you see here and the one you saw in the video. 57 00:02:42,710 --> 00:02:48,160 But what if you asked artists to create a ceramic receptacle 58 00:02:48,160 --> 00:02:51,550 in their own style if you gave them the specifications, 59 00:02:51,550 --> 00:02:53,980 and they created the vessel in their own style? 60 00:02:53,980 --> 00:02:56,200 And then you could actually have an exhibition 61 00:02:56,200 --> 00:02:58,950 of these receptacles. 62 00:02:58,950 --> 00:03:03,220 And that exhibition could tour to different locations. 63 00:03:03,220 --> 00:03:06,100 And in doing so, you could promote the exhibition. 64 00:03:06,100 --> 00:03:08,740 But you could also then talk about the global water crisis. 65 00:03:08,740 --> 00:03:12,220 You could talk about lack of adequate access to water. 66 00:03:12,220 --> 00:03:14,950 You could talk about the ways that artists and other folks 67 00:03:14,950 --> 00:03:20,650 are engaging in work to respond to these issues. 68 00:03:20,650 --> 00:03:25,090 And so these exhibitions went on for a number of years. 69 00:03:25,090 --> 00:03:27,797 My colleagues and I were talking about reviving this practice. 70 00:03:27,797 --> 00:03:30,130 The idea is if someone purchases one of the receptacles, 71 00:03:30,130 --> 00:03:32,890 that money essentially is a donation back to a water 72 00:03:32,890 --> 00:03:34,180 project. 73 00:03:34,180 --> 00:03:38,800 This is a vessel that I created as part of that work. 74 00:03:38,800 --> 00:03:42,310 And it's inspired by the sanitation workers' 75 00:03:42,310 --> 00:03:46,090 strike in 1968, I Am a Man. 76 00:03:46,090 --> 00:03:48,880 And it relates in many ways to found 77 00:03:48,880 --> 00:03:54,300 object art, assemblage work from some of the modernist artists. 78 00:03:54,300 --> 00:03:59,320 That's a top of a trophy I found at a secondhand store 79 00:03:59,320 --> 00:04:00,710 with a guy with a little fedora. 80 00:04:00,710 --> 00:04:01,690 It was perfect, right? 81 00:04:01,690 --> 00:04:04,970 And I made these little signs. 82 00:04:04,970 --> 00:04:08,070 But the idea being, how can the work of art itself 83 00:04:08,070 --> 00:04:11,730 function as a way to speak out and speak back 84 00:04:11,730 --> 00:04:13,920 to social issues? 85 00:04:13,920 --> 00:04:16,290 Inspired by-- this one was inspired by the water filters 86 00:04:16,290 --> 00:04:17,498 and water filter receptacles. 87 00:04:17,498 --> 00:04:21,779 So those links become entangled. 88 00:04:21,779 --> 00:04:23,910 But they also allow for other trajectories 89 00:04:23,910 --> 00:04:26,196 of thinking to happen. 90 00:04:26,196 --> 00:04:27,570 Well, we can talk about protests. 91 00:04:27,570 --> 00:04:30,130 We can talk about, well, what is a basic human need? 92 00:04:30,130 --> 00:04:31,090 What is a human right? 93 00:04:31,090 --> 00:04:33,737 What is privilege? 94 00:04:33,737 --> 00:04:35,320 What do you need and what do you want? 95 00:04:35,320 --> 00:04:37,780 Those are two different things. 96 00:04:37,780 --> 00:04:40,400 And I think those kinds of conversations with students 97 00:04:40,400 --> 00:04:41,390 are quite powerful. 98 00:04:41,390 --> 00:04:44,240 Who has access? 99 00:04:44,240 --> 00:04:47,910 Who sets up the limitations? 100 00:04:47,910 --> 00:04:49,200 What is necessary? 101 00:04:49,200 --> 00:04:50,424 Who takes action? 102 00:04:50,424 --> 00:04:51,840 These kinds of questions, I think, 103 00:04:51,840 --> 00:04:56,620 are central to not only a curricula within art 104 00:04:56,620 --> 00:04:58,950 within education, but also curricula within the various 105 00:04:58,950 --> 00:05:01,770 disciplines that are represented around this table. 106 00:05:01,770 --> 00:05:04,040 AUDIENCE: I'm leaving on the 13th 107 00:05:04,040 --> 00:05:08,760 to go to Puerto Rico to a central mountain town, 108 00:05:08,760 --> 00:05:15,270 Cidra to bring solar lamps, water 109 00:05:15,270 --> 00:05:18,900 filters, and solar panels, and solar panel 110 00:05:18,900 --> 00:05:28,380 kits to a certain sector of a barrio in Cidra. 111 00:05:28,380 --> 00:05:33,600 So the idea of a filter that fits in a luggage, because I'm 112 00:05:33,600 --> 00:05:37,180 limited to what I can personally carry-- three 50-pound bags. 113 00:05:37,180 --> 00:05:40,640 And I'm paying $75 for the third one, two, three, 114 00:05:40,640 --> 00:05:46,560 whatever, to do that, because the bothersome part for me, 115 00:05:46,560 --> 00:05:48,390 this is not my background. 116 00:05:48,390 --> 00:05:49,710 I don't know. 117 00:05:49,710 --> 00:05:51,720 So we have rechargeable batteries at home 118 00:05:51,720 --> 00:05:53,790 that we've been very true to. 119 00:05:53,790 --> 00:05:55,500 We only use our rechargeable batteries. 120 00:05:55,500 --> 00:05:58,080 That's as far as that goes with us. 121 00:05:58,080 --> 00:05:59,700 And then the filter water inside it. 122 00:05:59,700 --> 00:06:01,230 But water is basically good. 123 00:06:01,230 --> 00:06:05,370 But seeing all these shipments of bottled water 124 00:06:05,370 --> 00:06:10,290 and the requests for batteries in an island and just the 125 00:06:10,290 --> 00:06:16,020 waste that that will create and that no one thinks about. 126 00:06:16,020 --> 00:06:19,290 And how can at least in one corner of the world-- 127 00:06:19,290 --> 00:06:24,220 or in this case, that island, can we try to do something? 128 00:06:24,220 --> 00:06:25,860 Because I talk to my family. 129 00:06:25,860 --> 00:06:28,890 And they go to a river, and that's where they bathe. 130 00:06:28,890 --> 00:06:31,140 And that's where they get water to clean. 131 00:06:31,140 --> 00:06:32,065 And clean and bathe. 132 00:06:32,065 --> 00:06:33,690 That's it, because they won't drink it, 133 00:06:33,690 --> 00:06:36,330 because they don't know if something died further 134 00:06:36,330 --> 00:06:39,310 up the mountain. 135 00:06:39,310 --> 00:06:41,750 And they don't have access to that. 136 00:06:41,750 --> 00:06:44,490 And then there's sun everywhere, right? 137 00:06:44,490 --> 00:06:50,030 So just that immediate thing, and it's 138 00:06:50,030 --> 00:06:53,060 called Sector Bloquera, because at the bottom of the hill, 139 00:06:53,060 --> 00:06:57,260 there's a huge hardware type of like-- 140 00:06:57,260 --> 00:07:00,705 [SPEAKING SPANISH] just like a lumber yard type of thing. 141 00:07:00,705 --> 00:07:01,830 I was going to say sawdust. 142 00:07:01,830 --> 00:07:03,820 I'm like, oh, I can easily get-- 143 00:07:03,820 --> 00:07:04,340 [LAUGHTER] 144 00:07:04,340 --> 00:07:08,750 --I can get tons of sawdust from the [SPEAKING SPANISH].. 145 00:07:08,750 --> 00:07:11,520 146 00:07:11,520 --> 00:07:21,210 But yeah, the access and how, in a limited time frame can one-- 147 00:07:21,210 --> 00:07:25,830 as I look at that little one right there just 148 00:07:25,830 --> 00:07:29,220 to do that, because-- 149 00:07:29,220 --> 00:07:31,430 right. 150 00:07:31,430 --> 00:07:32,749 And that weighs nothing. 151 00:07:32,749 --> 00:07:34,290 STEPHEN CARPENTER: It weighs nothing. 152 00:07:34,290 --> 00:07:35,810 AUDIENCE: Yeah. 153 00:07:35,810 --> 00:07:38,510 So I guess that's my of this. 154 00:07:38,510 --> 00:07:42,380 And then I see [INAUDIBLE],, like [INAUDIBLE] Hartford. 155 00:07:42,380 --> 00:07:45,020 I'm from Hartford, so he has Hartford roots. 156 00:07:45,020 --> 00:07:50,410 And Dred Scott, it's a really exciting presentation. 157 00:07:50,410 --> 00:07:53,570 And he contextualizes it really incredibly. 158 00:07:53,570 --> 00:07:55,880 But this really drew me because of the immediacy 159 00:07:55,880 --> 00:07:57,410 of what's happening out there. 160 00:07:57,410 --> 00:07:58,910 STEPHEN CARPENTER: Absolutely, yeah. 161 00:07:58,910 --> 00:08:07,176 Well, what we're seeing in Puerto Rico right now is just-- 162 00:08:07,176 --> 00:08:09,050 for me, it's beyond words, beyond adjectives. 163 00:08:09,050 --> 00:08:10,800 I can't-- it's indescribable. 164 00:08:10,800 --> 00:08:15,180 I spoke with a colleague, and friend of mine a few days ago. 165 00:08:15,180 --> 00:08:16,820 His family is in Puerto Rico. 166 00:08:16,820 --> 00:08:18,405 And he says it's-- 167 00:08:18,405 --> 00:08:20,780 he talked about-- before we heard the reports in the news 168 00:08:20,780 --> 00:08:22,750 about the gas issues and the water issues, 169 00:08:22,750 --> 00:08:25,670 he told me about both of those. 170 00:08:25,670 --> 00:08:30,530 I also appreciate your comment about sending water bottles 171 00:08:30,530 --> 00:08:31,280 and batteries. 172 00:08:31,280 --> 00:08:32,654 And that just creates more waste. 173 00:08:32,654 --> 00:08:33,320 It's helpful. 174 00:08:33,320 --> 00:08:35,659 But unless you think about what happens 175 00:08:35,659 --> 00:08:39,590 beyond the life of that material, that's 176 00:08:39,590 --> 00:08:41,929 being irresponsible at some level, right? 177 00:08:41,929 --> 00:08:45,260 So the rechargeable, the recyclable, the renewable 178 00:08:45,260 --> 00:08:46,090 is important. 179 00:08:46,090 --> 00:08:49,760 Yeah, these little filters are made from the same mixture 180 00:08:49,760 --> 00:08:50,690 as the large filters. 181 00:08:50,690 --> 00:08:52,100 They're just on a smaller scale. 182 00:08:52,100 --> 00:08:53,516 You see in the back on that table. 183 00:08:53,516 --> 00:08:55,640 We made some mini filters yesterday. 184 00:08:55,640 --> 00:08:57,290 We still have some clay and sawdust. 185 00:08:57,290 --> 00:08:58,956 We can make some more today if you want. 186 00:08:58,956 --> 00:09:02,280 187 00:09:02,280 --> 00:09:05,240 They would need to be tested to make sure that they 188 00:09:05,240 --> 00:09:07,490 have the proper flow rate. 189 00:09:07,490 --> 00:09:09,380 But the other thing is we have to make sure 190 00:09:09,380 --> 00:09:12,710 that the water that is there, that these filters 191 00:09:12,710 --> 00:09:16,700 would filter out the bad stuff in the water that's there, OK? 192 00:09:16,700 --> 00:09:20,930 So I'm happy to make some small filters, if you'd 193 00:09:20,930 --> 00:09:23,480 like to take some with you. 194 00:09:23,480 --> 00:09:24,410 And you'd have to see. 195 00:09:24,410 --> 00:09:26,118 But you also need to take some test kits. 196 00:09:26,118 --> 00:09:27,230 And I have some test kits. 197 00:09:27,230 --> 00:09:29,660 If I don't have them here, I can get them. 198 00:09:29,660 --> 00:09:30,890 We can get them to you. 199 00:09:30,890 --> 00:09:33,410 But the idea is that you need to test the water. 200 00:09:33,410 --> 00:09:36,200 It would be equally irresponsible to say, 201 00:09:36,200 --> 00:09:39,336 oh, here's something to take with you and it doesn't work. 202 00:09:39,336 --> 00:09:41,210 So we have to figure out what's in the water. 203 00:09:41,210 --> 00:09:44,000 And that's the basis for setting up the filter facilities. 204 00:09:44,000 --> 00:09:46,460 But the idea of being able to take some of these 205 00:09:46,460 --> 00:09:50,200 in your backpack and on your carry-on 206 00:09:50,200 --> 00:09:54,050 and being able to distribute it and have immediate response, 207 00:09:54,050 --> 00:09:55,050 that's a big deal. 208 00:09:55,050 --> 00:09:56,810 And so what you're up to and the work 209 00:09:56,810 --> 00:10:01,100 that you're going to be doing is very important. 210 00:10:01,100 --> 00:10:03,140 But these things are fragile too. 211 00:10:03,140 --> 00:10:05,630 So the packing that it would take 212 00:10:05,630 --> 00:10:08,370 would require taking up some space as well. 213 00:10:08,370 --> 00:10:12,410 So there's always give and take, push and pull. 214 00:10:12,410 --> 00:10:15,740 I was talking to someone yesterday 215 00:10:15,740 --> 00:10:18,380 about a very similar part of the conversation. 216 00:10:18,380 --> 00:10:23,230 And one of things we started to do when I was at Texas A&M, 217 00:10:23,230 --> 00:10:25,490 before I moved to Penn State, was revolving 218 00:10:25,490 --> 00:10:26,896 around this very thing. 219 00:10:26,896 --> 00:10:28,145 And we thought, you know what. 220 00:10:28,145 --> 00:10:30,140 May I borrow your bottle for just a second? 221 00:10:30,140 --> 00:10:33,380 This opening is about the same size as larger bottles. 222 00:10:33,380 --> 00:10:36,800 I don't have one here, so like a liter bottle. 223 00:10:36,800 --> 00:10:41,550 What if we turned it over, and you cut it right here? 224 00:10:41,550 --> 00:10:44,345 Or you cut it just enough that you could have a little flap, 225 00:10:44,345 --> 00:10:45,700 all right? 226 00:10:45,700 --> 00:10:50,350 And then what if we took the same material, and instead 227 00:10:50,350 --> 00:10:53,320 of what some folks are doing with making disks-- 228 00:10:53,320 --> 00:10:58,510 they look like hockey pucks that you can put inside PVC piping-- 229 00:10:58,510 --> 00:11:00,315 what if we made little corks? 230 00:11:00,315 --> 00:11:01,690 They look like little wine corks, 231 00:11:01,690 --> 00:11:03,148 but it's made out of this material. 232 00:11:03,148 --> 00:11:04,495 That could fit into this bottle. 233 00:11:04,495 --> 00:11:05,411 So you lift the hinge. 234 00:11:05,411 --> 00:11:06,760 You put the cork down there. 235 00:11:06,760 --> 00:11:10,450 And then we have our own little portable receptacle. 236 00:11:10,450 --> 00:11:13,772 So it would take this bottle that then gets 237 00:11:13,772 --> 00:11:14,980 discarded that creates waste. 238 00:11:14,980 --> 00:11:20,007 Maybe it becomes a repurposed individual? 239 00:11:20,007 --> 00:11:21,340 Yeah, you're just creating cork. 240 00:11:21,340 --> 00:11:24,820 How many wine corks could you take in your backpack? 241 00:11:24,820 --> 00:11:26,740 Hundreds, right? 242 00:11:26,740 --> 00:11:29,860 So it's that notion of scale and responsibility and access 243 00:11:29,860 --> 00:11:30,670 and immediacy. 244 00:11:30,670 --> 00:11:34,450 Maybe after a couple of weeks or maybe 245 00:11:34,450 --> 00:11:38,580 in this case, unfortunately, a couple of months, 246 00:11:38,580 --> 00:11:40,182 there would not be that need. 247 00:11:40,182 --> 00:11:42,140 And you'd have ways to deal with the recycling. 248 00:11:42,140 --> 00:11:43,900 But anyway, what you're talking about 249 00:11:43,900 --> 00:11:48,410 is a very important issue and set of concerns. 250 00:11:48,410 --> 00:11:52,810 I first became familiar with the term "creative disruption" 251 00:11:52,810 --> 00:11:57,580 from David Darts, who is an art educator, 252 00:11:57,580 --> 00:12:02,200 and his doctoral dissertation and work looking 253 00:12:02,200 --> 00:12:06,520 at the practice of culture jamming, which grows out 254 00:12:06,520 --> 00:12:11,350 of an entire practice of responding 255 00:12:11,350 --> 00:12:15,500 to capitalism and advertising. 256 00:12:15,500 --> 00:12:19,990 So David looked at this idea of visual culture jamming, 257 00:12:19,990 --> 00:12:21,480 where you add-- 258 00:12:21,480 --> 00:12:23,950 instead of looking at culture-specific broadly-- 259 00:12:23,950 --> 00:12:28,240 visual culture, more specifically, and the way one 260 00:12:28,240 --> 00:12:32,800 might look at the visual components of a culture 261 00:12:32,800 --> 00:12:34,690 differently through some sort of what 262 00:12:34,690 --> 00:12:36,880 he called creative disruption. 263 00:12:36,880 --> 00:12:41,200 Creative meaning, his sense, coming 264 00:12:41,200 --> 00:12:44,100 from an artistic or cultural production perspective, 265 00:12:44,100 --> 00:12:47,380 but yeah, you can be disruptive. 266 00:12:47,380 --> 00:12:49,930 267 00:12:49,930 --> 00:12:52,600 One might argue, you know, any kind of disruption is creative. 268 00:12:52,600 --> 00:12:54,670 But certainly, the creative in this sense 269 00:12:54,670 --> 00:12:59,570 comes from a more generic notion of artistic or cultural 270 00:12:59,570 --> 00:13:00,070 production. 271 00:13:00,070 --> 00:13:02,500 AUDIENCE: How many decades ago, approximately, for that? 272 00:13:02,500 --> 00:13:03,708 STEPHEN CARPENTER: About one. 273 00:13:03,708 --> 00:13:08,110 [LAUGHS] Well, no, yes, the term is about 15, 20 years old, 274 00:13:08,110 --> 00:13:11,290 in the sense that I understand it to be. 275 00:13:11,290 --> 00:13:13,320 AUDIENCE: It's been a very popular term 276 00:13:13,320 --> 00:13:14,609 in business management. 277 00:13:14,609 --> 00:13:16,150 Harvard Business School, they've been 278 00:13:16,150 --> 00:13:18,850 teaching courses in creative destruction 279 00:13:18,850 --> 00:13:21,190 as a strategy for entrepreneurship. 280 00:13:21,190 --> 00:13:25,720 So if you want to take on the big companies, 281 00:13:25,720 --> 00:13:31,840 you need to do something that disrupts the whole logic of how 282 00:13:31,840 --> 00:13:34,792 whatever that service or product is is organized and presented. 283 00:13:34,792 --> 00:13:36,250 STEPHEN CARPENTER: Part of the work 284 00:13:36,250 --> 00:13:39,550 that I do at my current university 285 00:13:39,550 --> 00:13:41,650 and previous universities in art education 286 00:13:41,650 --> 00:13:50,320 is to prepare teachers of art, but even K-12 teachers. 287 00:13:50,320 --> 00:13:52,670 And so with that preparation, there 288 00:13:52,670 --> 00:13:58,000 are methods courses or curriculum development courses 289 00:13:58,000 --> 00:14:01,180 that essentially are structured to respond in many ways 290 00:14:01,180 --> 00:14:04,990 to very specific skills or content. 291 00:14:04,990 --> 00:14:09,400 And that's all fine and good, except, what 292 00:14:09,400 --> 00:14:11,680 I find more interesting are the questions 293 00:14:11,680 --> 00:14:15,340 that emerge that can be center points for curriculum. 294 00:14:15,340 --> 00:14:18,040 So instead of thinking of curriculum development 295 00:14:18,040 --> 00:14:20,740 and management, it's the idea of theorizing curriculum. 296 00:14:20,740 --> 00:14:28,030 So spinning it around in terms of the questioning, most 297 00:14:28,030 --> 00:14:32,380 teacher preparation programs that I'm familiar with, 298 00:14:32,380 --> 00:14:34,240 because there are these standards 299 00:14:34,240 --> 00:14:37,480 and points for accreditation, students 300 00:14:37,480 --> 00:14:40,360 must meet specific responses. 301 00:14:40,360 --> 00:14:44,800 And they're pretty rigid, those curricula. 302 00:14:44,800 --> 00:14:49,210 But I think that there are ways to play in and around. 303 00:14:49,210 --> 00:14:51,860 I've worked this way for a while. 304 00:14:51,860 --> 00:14:56,620 Around, by still responding to those expectations 305 00:14:56,620 --> 00:14:58,750 for certification, but at the same time, 306 00:14:58,750 --> 00:15:00,700 open it up so that teachers become 307 00:15:00,700 --> 00:15:03,790 knowledgeable and prepared and have experience 308 00:15:03,790 --> 00:15:10,596 to have an ongoing engagement with learning and developing 309 00:15:10,596 --> 00:15:12,220 interesting and exciting curricula that 310 00:15:12,220 --> 00:15:13,610 responds to social practices. 311 00:15:13,610 --> 00:15:14,110 For 312 00:15:14,110 --> 00:15:23,790 Example, the idea of focusing on a theme or a concept 313 00:15:23,790 --> 00:15:29,780 or a question, rather than on a specific outcome or skill. 314 00:15:29,780 --> 00:15:36,150 Just making that shift is a big challenge for a lot of teacher 315 00:15:36,150 --> 00:15:38,490 preparation programs, because what you're doing 316 00:15:38,490 --> 00:15:41,192 is you're essentially saying, the predetermined content 317 00:15:41,192 --> 00:15:42,900 that we have and the predetermined skills 318 00:15:42,900 --> 00:15:46,530 that we have is not all there is to our discipline, 319 00:15:46,530 --> 00:15:47,980 that there could be more to it. 320 00:15:47,980 --> 00:15:53,970 And it also suggests that it's not really the idea of learning 321 00:15:53,970 --> 00:15:55,330 that's important in education. 322 00:15:55,330 --> 00:15:57,750 It's about teaching content. 323 00:15:57,750 --> 00:16:00,480 So I like to turn also the shift from teaching 324 00:16:00,480 --> 00:16:04,670 to learning, to making the project about learning. 325 00:16:04,670 --> 00:16:07,080 And so this is how I'm going about it myself, Larry, 326 00:16:07,080 --> 00:16:09,930 working with undergrads and grad students 327 00:16:09,930 --> 00:16:13,240 to put questions at the center of their curriculum. 328 00:16:13,240 --> 00:16:16,460 So it becomes an inquiry-based approach. 329 00:16:16,460 --> 00:16:20,070 Or it becomes a thematic approach. 330 00:16:20,070 --> 00:16:22,470 And often, it's inspired by social issues. 331 00:16:22,470 --> 00:16:24,420 I can show you an example or two, 332 00:16:24,420 --> 00:16:27,310 if you'd like, and specifically to water. 333 00:16:27,310 --> 00:16:32,020 So one of the things that I've enjoyed doing is using-- 334 00:16:32,020 --> 00:16:35,850 we've had a back and forth, Larry, about access 335 00:16:35,850 --> 00:16:37,800 to education in broad spaces. 336 00:16:37,800 --> 00:16:39,520 Online is one way that that happens. 337 00:16:39,520 --> 00:16:42,390 So MindMeister is a free application. 338 00:16:42,390 --> 00:16:45,060 And so my early work in curriculum theorizing 339 00:16:45,060 --> 00:16:50,760 and development looked at spatial hypertext. 340 00:16:50,760 --> 00:16:53,960 So what if you took a concept like-- 341 00:16:53,960 --> 00:16:54,960 and more than a concept. 342 00:16:54,960 --> 00:16:58,410 I mean, water is a broad idea, a big-- 343 00:16:58,410 --> 00:17:01,800 so what if we put water at the center here? 344 00:17:01,800 --> 00:17:05,910 And what I did was, I said, look, at a group of students, 345 00:17:05,910 --> 00:17:08,130 we said, if we put water at the center, what 346 00:17:08,130 --> 00:17:12,720 are the ideas and questions and concepts that emerge from just 347 00:17:12,720 --> 00:17:14,980 us thinking about water? 348 00:17:14,980 --> 00:17:19,579 So there might be technology concerns and issues 349 00:17:19,579 --> 00:17:21,130 related to pollution. 350 00:17:21,130 --> 00:17:26,150 There are contemporary artists who are looking at and thinking 351 00:17:26,150 --> 00:17:28,195 about water. 352 00:17:28,195 --> 00:17:33,260 There's information then at the next level that relates 353 00:17:33,260 --> 00:17:36,600 to our understandings of water. 354 00:17:36,600 --> 00:17:41,660 And so what you're seeing here is an interconnected web 355 00:17:41,660 --> 00:17:45,870 of information inspired by the simple notion of water. 356 00:17:45,870 --> 00:17:47,289 What if you as a teacher-- 357 00:17:47,289 --> 00:17:49,080 you can be a teacher, you can be an artist, 358 00:17:49,080 --> 00:17:50,510 you can be whatever-- 359 00:17:50,510 --> 00:17:52,100 what does water make you think of? 360 00:17:52,100 --> 00:17:53,090 What questions emerge? 361 00:17:53,090 --> 00:17:56,070 What do you know about water? 362 00:17:56,070 --> 00:17:58,410 What are you curious about about water? 363 00:17:58,410 --> 00:18:01,562 If you start curriculum in that place-- 364 00:18:01,562 --> 00:18:02,270 what do you know? 365 00:18:02,270 --> 00:18:03,103 What don't you know? 366 00:18:03,103 --> 00:18:04,880 What would be interesting to know? 367 00:18:04,880 --> 00:18:09,140 And you go off in these various dimensions. 368 00:18:09,140 --> 00:18:12,110 And you start to learn along the way. 369 00:18:12,110 --> 00:18:13,850 And you're not doing it by yourself. 370 00:18:13,850 --> 00:18:16,160 You're learning with a group of people. 371 00:18:16,160 --> 00:18:18,950 So everyone in class has access to this web. 372 00:18:18,950 --> 00:18:20,420 Everyone in class, over the series 373 00:18:20,420 --> 00:18:21,878 of days that we're working on this, 374 00:18:21,878 --> 00:18:24,830 can see how it continues to be populated. 375 00:18:24,830 --> 00:18:27,740 And we all have access to everybody else's information. 376 00:18:27,740 --> 00:18:30,200 This is a curriculum right here of water 377 00:18:30,200 --> 00:18:36,740 that could be navigated, that could be-- 378 00:18:36,740 --> 00:18:39,020 and again, I'm not showing you all of the details. 379 00:18:39,020 --> 00:18:41,046 But you could select certain components of it, 380 00:18:41,046 --> 00:18:42,170 highlight those components. 381 00:18:42,170 --> 00:18:43,250 There might be some key questions. 382 00:18:43,250 --> 00:18:44,624 You might like some of the things 383 00:18:44,624 --> 00:18:46,015 that one person looked at. 384 00:18:46,015 --> 00:18:48,140 All right, so here are some issues about pollution, 385 00:18:48,140 --> 00:18:50,420 sanitation in civilizations. 386 00:18:50,420 --> 00:18:53,360 This piece also allows us to put embedded video 387 00:18:53,360 --> 00:18:54,600 and other content. 388 00:18:54,600 --> 00:18:58,850 So the idea would be, if the preparation of teachers 389 00:18:58,850 --> 00:19:02,300 or the work that teachers do as they prepare to be certified 390 00:19:02,300 --> 00:19:07,570 and licensed moves away, in my view, from only focusing 391 00:19:07,570 --> 00:19:11,140 on discipline content, only on discipline skills, 392 00:19:11,140 --> 00:19:15,700 but privileges the questioning and the nurturing of inquiry 393 00:19:15,700 --> 00:19:17,952 and learning, I think what we have is 394 00:19:17,952 --> 00:19:19,285 we have a different sensibility. 395 00:19:19,285 --> 00:19:21,070 You have teachers who aren't limited 396 00:19:21,070 --> 00:19:23,410 by their own disciplines and are seeking ways 397 00:19:23,410 --> 00:19:24,820 to make those connections. 398 00:19:24,820 --> 00:19:27,790 And in doing that, a curriculum that 399 00:19:27,790 --> 00:19:30,040 comes from this mode of development 400 00:19:30,040 --> 00:19:33,310 can then respond to any state or local standards of learning, 401 00:19:33,310 --> 00:19:36,520 any national curriculum concerns. 402 00:19:36,520 --> 00:19:38,800 The example I want to show you-- 403 00:19:38,800 --> 00:19:42,550 you ever been to an elementary art exhibit, 404 00:19:42,550 --> 00:19:44,990 and you see all of the images look very similar? 405 00:19:44,990 --> 00:19:47,860 You see all the paintings and the drawings, whatever. 406 00:19:47,860 --> 00:19:49,810 Rarely, do we see art criticism. 407 00:19:49,810 --> 00:19:51,910 Rarely, do you see young children's art 408 00:19:51,910 --> 00:19:53,955 historical papers on display. 409 00:19:53,955 --> 00:19:55,330 It happens every once in a while. 410 00:19:55,330 --> 00:20:00,040 This is a water filter display at the Chesterfield County 411 00:20:00,040 --> 00:20:01,180 Exhibition. 412 00:20:01,180 --> 00:20:02,560 So this is just one teacher. 413 00:20:02,560 --> 00:20:03,610 Sean Collins did this. 414 00:20:03,610 --> 00:20:06,880 And so he used the water filters as part of his curriculum 415 00:20:06,880 --> 00:20:10,420 but also as part of the art exhibition. 416 00:20:10,420 --> 00:20:12,790 He got comments from teachers, like, wow, what? 417 00:20:12,790 --> 00:20:14,572 How does this-- art? 418 00:20:14,572 --> 00:20:16,030 This is part of your art curricula? 419 00:20:16,030 --> 00:20:17,149 Well, yeah, why not? 420 00:20:17,149 --> 00:20:18,190 This is what we're doing. 421 00:20:18,190 --> 00:20:20,890 And he linked it to Greek vases. 422 00:20:20,890 --> 00:20:23,830 And he linked it to expressionist painting. 423 00:20:23,830 --> 00:20:26,360 He linked it to all sorts of other components. 424 00:20:26,360 --> 00:20:31,300 But by making the art curriculum or the space in which an artist 425 00:20:31,300 --> 00:20:34,960 might think inclusive of appropriate technology 426 00:20:34,960 --> 00:20:37,707 and social issues and social responsibility, 427 00:20:37,707 --> 00:20:39,040 that's a disruption right there. 428 00:20:39,040 --> 00:20:40,330 So can elementary kids do it? 429 00:20:40,330 --> 00:20:41,800 Absolutely, they can. 430 00:20:41,800 --> 00:20:44,440 This is a page from the Reservoir Studio, 431 00:20:44,440 --> 00:20:46,510 including names of the art teachers 432 00:20:46,510 --> 00:20:49,690 who have agreed to work with me or found interest 433 00:20:49,690 --> 00:20:53,590 or that have invited me to do water filter performances 434 00:20:53,590 --> 00:20:55,810 but also work on curricula with them. 435 00:20:55,810 --> 00:20:56,990 And this list keeps growing. 436 00:20:56,990 --> 00:20:57,940 I haven't updated it yet. 437 00:20:57,940 --> 00:21:00,065 But I have several others who have been interested. 438 00:21:00,065 --> 00:21:03,181 Here's a person who came to a curriculum conference, Denise 439 00:21:03,181 --> 00:21:03,680 Gordon. 440 00:21:03,680 --> 00:21:06,120 She was a science educator in Texas. 441 00:21:06,120 --> 00:21:08,410 She came to this curriculum and pedagogy conference. 442 00:21:08,410 --> 00:21:10,930 And instead of presenting a paper 443 00:21:10,930 --> 00:21:14,500 on the water filters, my colleague, my mentor Richard 444 00:21:14,500 --> 00:21:18,280 Wukich and I, we set up a water filter production facility. 445 00:21:18,280 --> 00:21:22,950 And we made filters as our conference presentation. 446 00:21:22,950 --> 00:21:25,240 And so people coming in expecting to see a paper 447 00:21:25,240 --> 00:21:28,240 presented, they helped me sift sawdust. 448 00:21:28,240 --> 00:21:30,195 And [CHUCKLES] we made the filters. 449 00:21:30,195 --> 00:21:32,890 The reason I'm telling you that is because Denise Gordon showed 450 00:21:32,890 --> 00:21:35,039 up to that presentation. 451 00:21:35,039 --> 00:21:36,580 And she said, I am a science teacher, 452 00:21:36,580 --> 00:21:38,800 but I think in these interdisciplinary ways. 453 00:21:38,800 --> 00:21:41,180 And I like these experiential, hands-on approaches. 454 00:21:41,180 --> 00:21:45,270 And so I sent her four mini-filters at her request, 455 00:21:45,270 --> 00:21:49,390 two that had silver embedded in them and two that did not. 456 00:21:49,390 --> 00:21:53,110 And her advanced science students, 457 00:21:53,110 --> 00:21:56,500 middle school students, did tests on those water filters. 458 00:21:56,500 --> 00:21:58,720 They tested the water from two local sources. 459 00:21:58,720 --> 00:22:01,690 They did research on the production of the filters. 460 00:22:01,690 --> 00:22:03,160 And they set up-- 461 00:22:03,160 --> 00:22:04,780 they found other commercial filters, 462 00:22:04,780 --> 00:22:06,430 and they ran the results. 463 00:22:06,430 --> 00:22:08,770 And they found that these little filters 464 00:22:08,770 --> 00:22:12,266 worked as well or better than those commercial filters on two 465 00:22:12,266 --> 00:22:13,390 different sources of water. 466 00:22:13,390 --> 00:22:16,030 One was, I think, the local river. 467 00:22:16,030 --> 00:22:18,820 And the other was some other sewage space. 468 00:22:18,820 --> 00:22:21,640 But my point is that she empowered her students 469 00:22:21,640 --> 00:22:25,207 to take control and to lead the inquiry. 470 00:22:25,207 --> 00:22:26,290 And this is middle school. 471 00:22:26,290 --> 00:22:28,150 So can middle school students think in these ways 472 00:22:28,150 --> 00:22:30,775 and consider their place in the world and their responsibility? 473 00:22:30,775 --> 00:22:31,420 Absolutely. 474 00:22:31,420 --> 00:22:34,812 And again, these are just two of many possible ways 475 00:22:34,812 --> 00:22:35,770 that this might happen. 476 00:22:35,770 --> 00:22:39,640 But just responding specifically to that question. 477 00:22:39,640 --> 00:22:42,700 AUDIENCE: How do we place for the disruptive 478 00:22:42,700 --> 00:22:45,030 way of doing things and incremental way 479 00:22:45,030 --> 00:22:46,530 of doing that thing? 480 00:22:46,530 --> 00:22:50,920 Probably what is existing, taking it ahead and improving 481 00:22:50,920 --> 00:22:55,000 on it may be quite incremented and disruptive where 482 00:22:55,000 --> 00:22:57,700 you put a full stop and start with something new. 483 00:22:57,700 --> 00:22:59,770 In fact, ceramic filter itself, I 484 00:22:59,770 --> 00:23:01,540 don't know whether to call it disruptive, 485 00:23:01,540 --> 00:23:03,370 because a filter existed. 486 00:23:03,370 --> 00:23:06,700 And it was modified in some ways. 487 00:23:06,700 --> 00:23:09,150 So I'm really confused about these definitions 488 00:23:09,150 --> 00:23:10,990 about disruptive, incremental. 489 00:23:10,990 --> 00:23:12,280 What is it? 490 00:23:12,280 --> 00:23:14,410 And how do you go back, especially 491 00:23:14,410 --> 00:23:17,980 in terms of disasters, where I think the need is 492 00:23:17,980 --> 00:23:19,672 to go back to basics? 493 00:23:19,672 --> 00:23:21,880 STEPHEN CARPENTER: For me, disruption is incremental. 494 00:23:21,880 --> 00:23:22,520 It's a process. 495 00:23:22,520 --> 00:23:25,810 It's a verb in my thinking. 496 00:23:25,810 --> 00:23:29,432 Certainly one can disrupt with a specific action. 497 00:23:29,432 --> 00:23:31,640 And it seems like it's only happening in that moment. 498 00:23:31,640 --> 00:23:34,980 But we can think more broadly that once that moment happens, 499 00:23:34,980 --> 00:23:38,050 there are continuing echoes from that. 500 00:23:38,050 --> 00:23:42,160 So I think it's also site-specific too, 501 00:23:42,160 --> 00:23:45,910 the degree of incremental change or disruption that happens. 502 00:23:45,910 --> 00:23:46,840 But I don't-- 503 00:23:46,840 --> 00:23:49,780 I'm not thinking about disruption, necessarily, 504 00:23:49,780 --> 00:23:51,850 as one specific moment. 505 00:23:51,850 --> 00:23:57,910 I think of it in a longer term, in a moving, time-based way. 506 00:23:57,910 --> 00:23:59,410 So that's one part of your question. 507 00:23:59,410 --> 00:24:01,493 I think the second part had to do with the filters 508 00:24:01,493 --> 00:24:03,940 and seeing them as disruptive. 509 00:24:03,940 --> 00:24:07,270 And certainly, for folks who didn't have adequate access 510 00:24:07,270 --> 00:24:10,960 to clean water and now they might have access, 511 00:24:10,960 --> 00:24:13,900 the filters have disrupted that previous narrative 512 00:24:13,900 --> 00:24:18,150 of inaccessibility, and have disrupted 513 00:24:18,150 --> 00:24:21,340 a longstanding-- a generational experience 514 00:24:21,340 --> 00:24:26,290 with being sick and having disease. 515 00:24:26,290 --> 00:24:32,280 So it's disrupting that health issue and that human issue. 516 00:24:32,280 --> 00:24:33,380 And so there's that. 517 00:24:33,380 --> 00:24:35,160 And then going back to basic, absolutely. 518 00:24:35,160 --> 00:24:36,890 I mean, you do what you need to do. 519 00:24:36,890 --> 00:24:40,580 And certainly, the water's coming down. 520 00:24:40,580 --> 00:24:42,860 Let's get some plastic and collect the water. 521 00:24:42,860 --> 00:24:47,450 I mean, that seems like the most appropriate technology 522 00:24:47,450 --> 00:24:50,480 that we've talked about today. 523 00:24:50,480 --> 00:24:53,450 I think your examples are right on. 524 00:24:53,450 --> 00:24:55,644 And I hope it clarified a little bit how 525 00:24:55,644 --> 00:24:57,560 I'm thinking about disruption, not as an idea. 526 00:24:57,560 --> 00:25:00,050 I didn't clarify-- disruption for me is not a moment. 527 00:25:00,050 --> 00:25:01,020 But it's an ongoing-- 528 00:25:01,020 --> 00:25:02,145 AUDIENCE: It's a continuum. 529 00:25:02,145 --> 00:25:04,280 STEPHEN CARPENTER: It's a continuum, absolutely. 530 00:25:04,280 --> 00:25:04,780 Yeah. 531 00:25:04,780 --> 00:25:05,544 And it's variable. 532 00:25:05,544 --> 00:25:06,710 AUDIENCE: It was my job too. 533 00:25:06,710 --> 00:25:09,360 I mean, it's a job for us to do that. 534 00:25:09,360 --> 00:25:12,590 So even though it's disruptive or not disruptive, 535 00:25:12,590 --> 00:25:15,617 my job is to provide clean water to people out there. 536 00:25:15,617 --> 00:25:16,700 And that's what I'm doing. 537 00:25:16,700 --> 00:25:19,280 [CHUCKLES] So whether it is disruptive or not, 538 00:25:19,280 --> 00:25:20,360 it's that simple. 539 00:25:20,360 --> 00:25:21,901 STEPHEN CARPENTER: Well, yeah, it is. 540 00:25:21,901 --> 00:25:24,470 Yeah, yeah, and I think sometimes I 541 00:25:24,470 --> 00:25:26,895 like to be a bit more dramatic, maybe, than necessary. 542 00:25:26,895 --> 00:25:28,340 [LAUGHTER] 543 00:25:28,340 --> 00:25:32,480 And to think more broadly or differently, 544 00:25:32,480 --> 00:25:34,810 folks didn't have the water. 545 00:25:34,810 --> 00:25:36,500 And you allow water to be available. 546 00:25:36,500 --> 00:25:38,749 You disrupted their lack of access, so-- 547 00:25:38,749 --> 00:25:40,040 AUDIENCE: I think I did my job. 548 00:25:40,040 --> 00:25:40,540 [CHUCKLES] 549 00:25:40,540 --> 00:25:42,370 STEPHEN CARPENTER: You did your job. 550 00:25:42,370 --> 00:25:56,037