4 ms·
>Its 1963. It is raining. I'm dawdling which Mum doesn't like but I'm coming home by my self now. I have my yellow raincoat, wellies and souwester on. I like th
by fierarul 11y ago
>Its 1963. It is raining. I'm dawdling which Mum doesn't like but I'm coming home by my self now. I have my yellow raincoat, wellies and souwester on. I like those because they look like the seamen on the tugs.
>I'm watching the rain running down the gutter on the side of the road - the road cambers gently to the curb so the cross section of flow is wedge shaped with a slight curve - water running fast but there is a stable pattern of waves at an angle to the kerb that stays the same. The water is running through the structure of waves. How does the structure of waves stay there if the water is moving? I drop leaves in the water and watch them race down the hill under the waves that stay still. I stay for what seems a long time (probably about 2 minutes!) and listen to the rain on my hat - little rattling sound. Then carry on home.
>Most of my work in physics was (in one way or another) to do with that question. I don't think you can schedule that kind of experience. In praise of dawdling.
This was beautiful.
- keithpeter 11y agoWell, thanks, but this memory has been re-remembered a lot (recent work on memory suggests that we tell ourselves stories and sort of retain the structure of the story), and is an important part of my identity as you can probably tell. My point was: are we scheduling/measuring children a little too much? I have no answers. Just a gut feeling that the algorithm of 'measure - intervene - remeasure' is getting a bit out of hand in education. See the BBC News article below... http://www.bbc.co.uk/news/education-32682280 http://www.bbc.co.uk/news/education-32682280