I loved all of the works in Shonibare's exhibit, but I was especially captivated by his series of works, "The Sleep of Reason Produces Monsters".  Based on a 1797-98 print of the same title by Spanish artist Francisco Goya, which was part of a series critiquing the Spanish society in which Goya lived, Shonibare's series features 5 photographs, identical to Goya's print except for the sleeping figure and the phrase written on the desk.  Shonibare's photographs are each focused on a continent- one each for Europe, Australia, Asia, Africa, and the Americas.  In each photograph, he features a person whose apparent race contradicts the expected race for someone from the continent being portrayed, and, while the words on the desk in Goya's print translate to "The sleep of reason produces monsters," the words in Shonibare's photos ask, for example, "Does the sleep of reason produce monsters in the Americas?"  The animals in Goya's print- owls, bats, and a large cat that I can't exactly identify- are reproduced exactly in each of Shonibare's photos, symbolizing the monsters that the human figure's sleep of reason is seen to produce.

Colors, Patterns, Stillness and Liveliness, Wheelchair and Stilts, Conflicts and Companionship. So much is happening simultaneously in the Shonibare’s Magic Ladders exhibit. It is difficult to narrow in on one element of such an intentional, “provocative examination of European colonialism and European and African identities” (Media Preview, scan 6), but I think what struck me most was the representation of children and adults, and the contrasts between the roles they embody. The adult figures are purely embodiments of their roles in society, pre-defined by their profession and achievements. Of the 24 adult figures (including the five men in the aluminum prints), 22 are seated. All of the adult statues are headless. Perhaps this is representative of their fixed roles in life. They have reached their destinations and rather than strive for progress and knowledge, they have relaxed into their roles, unporous to discovery.

Hello Eco folks,

Here are some readings about Camden suggested by Michael for our class; I'm also including Michael's notes.  I'm posting them now in case you want to browse in them as we work on the lesson plans you're developing for our 5th grade partners.  We may also use some of these readings in other ways...

In Ed class on Wed., we had a silent discussion in response to quotes from our readings.  As I read over all of our rich, provocative writings (I love the way 'silent discussion' stays in place for a minute!), I started to notice language that seemed related to economics... and decided to highlight these in a post, hoping to prompt more cross-disciplinary talk, including "difficult conversations" within and across our 360 classes!

Here are some quotes from our language ('representation') on the silent discussion poster pages (with my italics added):

Is referring to (certain urban spaces) as "denatured" good - what if they reflect the nature of the community they are located in or hold a certain value to the community?

I'm wondering is these (manufactured playground structures) cost less overall -- less upkeep?  More economically affordable...

...is it necessary that we get the voices of urban kids and adults?  Do they want more access to nature and wildlife?  What spaces are valued and where (for example) could a park go?

But also in the name of money, because the same people who forbid these environmentally harmful activities (restrictions placed on children climbing trees, etc.) allow things like mountaintop removal and fracking...

This is something interesting I came across that reminded me of what Anne showed us the first day of class!

http://adsoftheworld.com/media/print/nobuttsorg_anticigarette_butt_pollution_campaign_rabbit

ECON 136:  Week 5 Tasks 

Monday:  Catch Up Class

I worry that we’ve been pressing too much.   I want a chance to address any technical glitches you’ve run into in working with your preferred spreadsheet, drawing and word processing software.   I want to finish talking about the gains from voluntary exchange and I want to get your thoughts about the economic way of inducing cooperative resource allocation. 

Preparing for class:

Review your notes, make progress on Opportunity Cost paper  due Wednesday night.

Wednesday:  Demand and Surplus         

            Preparing for Class

            Read Taylor Ch. 8, pp. 154-158

            Read Taylor Ch. 4, pp.  59-64, 81-82

Before you retire Tuesday night (or by 3am  Wednesday)

            Complete the Demand and Surplus problem set in Sapling Learning 

By Wednesday night (or 3am Thursday), save your Opportunity Cost Memo (assignment attached) to your class Dropbox folder 

Friday:    Supply, profit and rent 

and on a more philosophical note...

alice lesnick just shared w/ our "internationalizing women's education" group a really wonderful essay
about "the right to research" which is focused on the needs and rights of poor global communities, but
which i think also has tremendous resonance for women inside. sara, it might go on the reading list
for your independent study, and sasha it might also help you w/ that thesis proposal!

Dear Students,

Please use this space to post comments, questions, connections, responses to one another. Happy snow!