27/05/2013

The universe is the home of the stars

Javier Naranjo is a Colombian poet and professor who some years ago had the bright idea to start asking children in a school of Antioch for the meaning of words. The result is ‘Home of the stars’, a kind of curious, poetic and nonsensical dictionary that surprises with its freshness and gives pause, because reflects what the little humans of the future think on the world we adults are building for them.

W_casadelasestrellas

The author left untouched the definitions of children, just correcting punctuation and spelling, and ensures that, beyond its obvious childish approach, the book is also an exploration of the world of words and the relationships of the world with the language: ‘Word associations were made ​​freely by the children, starting from creative writing games that came new definitions for existing words, and even new words for realities that were important to the children.’ Inevitable give some examples:

Adult: ‘Child who has grown a lot’ (Camilo Aramburu, 8 years)

Love: ‘Love is what makes children’ (Adelaida Restrepo, 10 years)

Old man: ‘Is a man that stays sitting out all day’ (Maryluz Arbeláez, 9 years)

Kiss: ‘Two to approach’ (Camila Mejía Gonima, 7 years)

Affection: ‘Tying people’ (Valentina Nates, 9 years)

Heaven: ‘Where the day rises’ (Arnulfo Duván Arango, 8 years)

School: ‘House full of boring tables and chairs’ (Simón Peláez, 11 years)

Body: ‘It’s like a thing that goes to one’ (Andrés David Posada, 6 years)

God: ‘He is all, is bearded, has a robe and slippers. He has a crown on his head’ (Miguel Ángel Múnera, 6 years)

Hand: ‘Grabs things, helps to write, but also gets tired. You have to let it rest’ (Paula Cristina Muñoz, 7 years)

Woman: ‘A person who falls in love with someone’ (Nelson Ferney Ramírez, 7 years)

Birth: ‘It is a time we have when we are small’ (Wilson Taborda, 11 years)

Nightmare: ‘Eat a lot and go to bed’ (Weimar Roman, 7 years)

Sex: ‘A person kissing each above the other’ (Luisa Fernanda Potes, 8 years)

Sun: ‘Who dries the clothes’ (Diego Alejandro Giraldo, 8 years)

Soledad: ‘Sadness that it gives you sometimes’ (Iván Darío López, 10 years)

Time: ‘Something that passes to remember’ (Jorge Armando, 8 years)

Universe: ‘Home of the stars’ (Carlos Gómez, 12 years)

Related posts
901
1
array(2) { [0]=> int(901) [1]=> int(1) }
array(4) { [0]=> object(WP_Post)#1680 (24) { ["ID"]=> int(3017) ["post_author"]=> string(4) "2049" ["post_date"]=> string(19) "2012-07-23 00:01:37" ["post_date_gmt"]=> string(19) "2012-07-22 22:01:37" ["post_content"]=> string(3321) "Ken Robinson es un educador, escritor y conferenciante británico, experto en asuntos relacionados con la creatividad, la calidad de la enseñanza, la innovación y los recursos humanos. Doctor por la Universidad de Londres desde 1981, fue nombrado Sir por la Reina Isabel II de Inglaterra en 2003 debido a la relevancia de su actividad en el estudio de las relaciones entre la educación y el arte. Actualmente es profesor emérito de la Universidad de Warwick, en Reino Unido. En 1998 el gobierno británico lo puso al frente del comité consultivo nacional sobre educación creativa y cultura, donde realizó la mayor investigación nacional sobre la importancia de la creatividad en la educación y la economía del Reino Unido. Fruto del trabajo en dicho comité se publicó el llamado 'Informe Robinson', que tuvo un gran impacto al poner de relieve el escaso apoyo que hasta entonces había recibido la creatividad y destacar la importancia que esta tenía en el futuro, ya no sólo del país, sino de la propia humanidad. Además del británico, durante su carrera ha trabajado para otros gobiernos como el de Hong Kong, el de Singapur o la Comisión Europea. Sus obras principales son 'El elemento: cómo encontrar tu pasión puede cambiarlo todo', libro traducido a más de 20 idiomas, y 'Fuera de nuestras mentes: aprende a ser creativo'. En este vídeo, que recoge su conferencia íntegra en The School of Life en marzo de 2011, Robinson explica que todos y cada uno de nosotros tenemos una pasión, que es difícil ser feliz sin encontrarla y que la educación es fundamental para reconocerla y potenciarla.Ken Robinson is a British educator, writer and lecturer, expert on issues related to creativity, quality of education, innovation and human resources. PhD from the University of London since 1981, he was knighted by Queen Elizabeth II in 2003 because of the relevance of his activity in the study of the relations between education and art. Currently, he is a professor emeritus at the University of Warwick (UK). In 1998, the British government put him in charge of the national advisory committee on creative education and culture, where he carried out the greatest national research on the importance of creativity in the education and the economy of the United Kingdom. As a result of his work at such committee, the 'Robinson Report' was published, which had a great impact by highlighting the lack of support that had previously received creativity and noted the importance of this in the future, not only of the country but of Humanity itself. Besides the British government, during his career he has worked for other governments like that of Hong Kong, Singapore and the European Commission. His main works are 'The element: How finding your passion changes everything', translated to more than 20 languages, and 'Out of our minds: Learning to be creative'. In this video, which includes his full lecture at The School of Life in March 2011, Robinson explains that each and every one of us has a passion, it's hard to be happy without finding it and education is crucial to recognize it and enhance it. " ["post_title"]=> string(103) "La pasión según Ken RobinsonThe passion according to Ken Robinson" ["post_excerpt"]=> string(0) "" ["post_status"]=> string(7) "publish" ["comment_status"]=> string(4) "open" ["ping_status"]=> string(4) "open" ["post_password"]=> string(0) "" ["post_name"]=> string(37) "the-passion-according-to-ken-robinson" ["to_ping"]=> string(0) "" ["pinged"]=> string(0) "" ["post_modified"]=> string(19) "2020-03-09 16:23:59" ["post_modified_gmt"]=> string(19) "2020-03-09 15:23:59" ["post_content_filtered"]=> string(0) "" ["post_parent"]=> int(0) ["guid"]=> string(29) "http://whatonline.org/?p=3017" ["menu_order"]=> int(0) ["post_type"]=> string(4) "post" ["post_mime_type"]=> string(0) "" ["comment_count"]=> string(1) "0" ["filter"]=> string(3) "raw" } [1]=> object(WP_Post)#1674 (24) { ["ID"]=> int(914) ["post_author"]=> string(3) "420" ["post_date"]=> string(19) "2012-05-18 00:09:32" ["post_date_gmt"]=> string(19) "2012-05-17 22:09:32" ["post_content"]=> string(4371) "Esta es una de las importantes preguntas que el ser humano se ha hecho desde el principio de los tiempos. Quién sabe con qué propósito, acaso el de convertirnos a todos en potenciales genios. ¿Sería eso posible? Al hablar sobre ello, uno siempre piensa en Mozart, Einstein, Picasso o, últimamente, en Bill Gates o Steve Jobs. ¿Cómo vamos a compararnos con ellos? Parece algo impensable. Y eso es debido, en parte, a los numerosos trabajos científicos que se han llevado a cabo sobre la cuestión. Sí, parece que con la educación adecuada, y en un entorno favorable, todos podemos desarrollar unas increíbles habilidades. Pero ¿podríamos hablar de genialidad? La mayoría de los estudios realizados hasta la fecha aseguran que, para poder hablar de genialidad, además de estudio, trabajo y tesón, hace falta además algo innato. Concluiríamos, entonces, que los grandes nacen y se hacen, aunque la proporción de lo uno y lo otro se desequilibra hacia lo segundo. El documental Mi gran cerebro, producido por National Geographic, en el que colabora el norteamericano Arthur Toga, profesor del Departamento de Neurología en la Universidad de California, apunta en esa dirección. Pero hay algunas voces que discrepan. El escritor, periodista y cineasta David Shenk, en su libro El genio que todos llevamos dentro, se enfrenta a este determinismo imperante y niega que exista eso que llamamos talento innato. Shenk trata de probar que los estímulos del medio o nuestros propios nervios son capaces de activar o desactivar la influencia de los genes. De ahí que nuestro talento esté definido por la manera en la que utilizamos la herencia que hemos recibido, más la interacción con el mundo que nos rodea. No podemos explicar por qué un niño de tres años es capaz de tocar una melodía de Beethoven, pero sí entendemos que una joven que no nació con un cerebro privilegiado puede convertirse en maestra de ajedrez a base de una educación excepcional, disciplina y entrenamiento. De eso se trata: de potenciar y conseguir lo que está en nuestras manos, lo que depende de nosotros. Eso exige dedicación y cierto sacrificio. Sólo hace falta que estemos dispuestos a ello.This is one of the important questions that human beings have been thinking about since the begging of time. Who knows for what purpose, perhaps that of turning us all into potential geniuses. Would that be possible? Talking about the issue, one always thinks of Mozart, Einstein, Picasso and lately Bill Gates or Steve Jobs. How are we going to compare to them? It seems impossible. And that is due, in part, to the many scientific researchs that have been carried out on the issue. Yes, it seems that with proper education, and in a favorable environment, everyone can develop incredible skills. But, can we talk about genius? Most of the studies say that in order to speak about genius, something innate is needed in addition to study, work and determination. We will conclude then that the great are born and made even though the proportion of one and other it is majorly unbalanced to second. The documentary My big brain, produced by National Geographic, and in which the American Arthur Toga, Professor of Neurology at the University of California, collaborates, points in that direction. However, there are some voices, which disagree with this opinions. In his book The genius in everyone, the writer, journalist and filmmaker David Shenk faces this prevailing determinism and denies what we call innate talent. Shenk tries to prove that environmental stimuli or our own nerves are able to activate or deactivate the influence of genes. Hence, our talent is defined by how we use the inheritance we have received, plus the interaction with the world around us. We cannot explain why a three year old is capable of playing a melody by Beethoven, but we understand that a young woman, who was not born with a privileged intelligence, can become a chess teacher based on an outstanding education, discipline and training. That’s the point: to enhance and achieve what is in our hands, which depends on us. This requires commitment and some sacrifice. You only need to be willing to do so." ["post_title"]=> string(94) "¿Los grandes nacen o se hacen?Are the great born or made?" ["post_excerpt"]=> string(0) "" ["post_status"]=> string(7) "publish" ["comment_status"]=> string(4) "open" ["ping_status"]=> string(4) "open" ["post_password"]=> string(0) "" ["post_name"]=> string(26) "are-the-great-born-or-made" ["to_ping"]=> string(0) "" ["pinged"]=> string(0) "" ["post_modified"]=> string(19) "2021-06-13 14:56:24" ["post_modified_gmt"]=> string(19) "2021-06-13 12:56:24" ["post_content_filtered"]=> string(0) "" ["post_parent"]=> int(0) ["guid"]=> string(30) "http://what.dealfil.com/?p=914" ["menu_order"]=> int(0) ["post_type"]=> string(4) "post" ["post_mime_type"]=> string(0) "" ["comment_count"]=> string(1) "0" ["filter"]=> string(3) "raw" } [2]=> object(WP_Post)#1682 (24) { ["ID"]=> int(2417) ["post_author"]=> string(4) "2049" ["post_date"]=> string(19) "2012-06-04 00:04:18" ["post_date_gmt"]=> string(19) "2012-06-03 22:04:18" ["post_content"]=> string(5379) "En muchas partes del mundo, estar horas sentado frente al televisor se ha convertido en una de las principales actividades de la vida diaria. Los europeos emplean el 40% de su tiempo libre de cada día, unas tres horas, mirando la televisión; los australianos el 50%, cuatro horas, y los estadounidenses casi el 60%, aproximadamente cinco horas. Según el estudio realizado por un equipo de científicos de la Escuela de Salud Pública de la Universidad de Harvard, que analiza los resultados de ocho investigaciones en las que habían participado más de 175.000 personas, esta costumbre tan cotidiana y aparentemente inofensiva acarrea graves problemas físicos. Los resultados revelaron que quienes pasaban más de dos horas frente al aparato cada día tenían un mayor riesgo —20%— de diabetes tipo 2 y enfermedad cardiovascular —15%—, y aquellos que le dedicaban más de tres horas diarias mostraron un mayor riesgo —13%— de morir prematuramente. W_poltergeist
'Poltergeist', Tobe Hooper, 1982
El profesor Frank Hu, director del estudio, advierte que 'el problema no es la televisión en sí misma, sino que la gente que pasa horas mirando programas tiene menos oportunidad de llevar un estilo de vida activo y, como resultado, más probabilidades de tener sobrepeso o ser obeso'. En cuanto a lo psicológico, el estudio de la Universidad de Otago, en Nueva Zelanda, sobre los efectos a largo plazo del abuso de la televisión, publicado en la revista Pediatrics, indica que los niños que la ven menos de dos horas al día no aumentan su riesgo de sufrir trastornos de atención en la adolescencia, pero a partir de la tercera hora el riesgo se incrementa en un 44% por cada hora adicional transcurrida. Estudios anteriores al neozelandés ya habían detectado que ver desmesuradamente la televisión en la infancia conlleva problemas de déficit de atención, mientras los niños aún cursan Primaria. Pero ningún gran estudio había analizado si estos problemas perduran hasta la adolescencia, y ahora se sabe que los efectos de la televisión sobre la capacidad de atención son duraderos. Los investigadores alertan contra la costumbre de algunas familias de encenderla para que los niños estén tranquilos y recomiendan tratar de reducir las horas que se le dedican. Mientras tanto, un estudio del CIS —Centro de Investigaciones Sociológicas, España— asegura que los niños españoles de entre 4 y 12 años pasan al año prácticamente las mismas horas delante del televisor que en el colegio.In many parts of the world, spending hours sitting in front of the television has become one of the main activities of daily life. Europeans employ 40% of their free time every day, about three hours, watching television; Australians 50%, about four hours and Americans almost 60%, approximately five hours. According to the study conducted by a scientific team from the School of Public Health from Harvard University, which analyzes the results from 8 investigations that involved more than 175.000 people, this so common and seemingly harmless habit carries serious physical problems. Results revealed that those who spent more than two hours each day in front of the TV had a higher risk of suffering type 2 diabetes —20%— and cardiovascular disease —15%—, and those who spent more than three hours showed a higher risk of dying prematurely —13%—. W_poltergeist
'Poltergeist', Tobe Hooper, 1982
Professor Frank Hu, the study’s director, warns that 'the problem is not television per se, but the people who spend hours watching programs have less opportunity to take an active lifestyle and as a result are more likely to have overweight or be obese'. Regarding the psychological side, the University of Otago's, in New Zealand, study on long-term effects of television abuse, published in Pediatrics journal, shows that children who watch less than two hours a day do not increase their risk of attention disorders during their adolescence but from the third hour, the risk increases 44% for each hour elapsed. Previous studies to the latter had already detected that watching television inmeasurably during childhood leads to attention deficit problems, while children are still in elementary school. However, no big study had analyzed before whether these problems persist until adolescence, and now it is known that television has long-lasting effects on attention capacity. Researchers warm against the habit that many families have of turning it on so kids remain quiet and recommend trying to reduce the hours devoted to it. Meanwhile, a CIS's —Spain Social Research Center— study assures that Spanish children between 4 and 12 years old spent in front of the television, around 960 hours per year, virtually the same amount as in school." ["post_title"]=> string(82) "¿Puede una caja ser tonta?Can a box be idiot?" ["post_excerpt"]=> string(0) "" ["post_status"]=> string(7) "publish" ["comment_status"]=> string(4) "open" ["ping_status"]=> string(4) "open" ["post_password"]=> string(0) "" ["post_name"]=> string(18) "can-a-box-be-idiot" ["to_ping"]=> string(0) "" ["pinged"]=> string(0) "" ["post_modified"]=> string(19) "2020-03-09 16:26:41" ["post_modified_gmt"]=> string(19) "2020-03-09 15:26:41" ["post_content_filtered"]=> string(0) "" ["post_parent"]=> int(0) ["guid"]=> string(29) "http://whatonline.org/?p=2417" ["menu_order"]=> int(0) ["post_type"]=> string(4) "post" ["post_mime_type"]=> string(0) "" ["comment_count"]=> string(1) "0" ["filter"]=> string(3) "raw" } [3]=> object(WP_Post)#1808 (24) { ["ID"]=> int(2593) ["post_author"]=> string(4) "2049" ["post_date"]=> string(19) "2012-06-18 00:03:03" ["post_date_gmt"]=> string(19) "2012-06-17 22:03:03" ["post_content"]=> string(1553) "'Ha desaparecido de nuestro horizonte la idea de que el orden social del mundo podría ser otro'. Filósofo, catedrático de filosofía contemporánea en la Universidad de Barcelona y profesor visitante en numerosas universidades de México, Argentina, Uruguay, Cuba, Estados Unidos e Italia, es además director de la revista Barcelona Metrópolis y de varias colecciones de libros sobre filosofía y pensamiento: Pensamiento Herder —Herder—, Pensamiento contemporáneo, Biblioteca del presente y Biblioteca iberoamericana de ensayo —Paidós— o Filosofía hoy —Santillana—. También es colaborador habitual en revistas científicas especializadas y en periódicos como El País, La Vanguardia o El Periódico en España y La Nación y Clarín en Argentina.'It has disappeared from our horizon the idea that the social order of the world could be another'. Philosopher, professor of contemporary philosophy at the University of Barcelona and visiting professor at numerous universities in Mexico, Argentina, Uruguay, Cuba, United States and Italy, is also director of the Barcelona Metropolis magazine and several collections of books on philosophy and thought: Pensamiento Herder —Herder—, Pensamiento contemporáneo, Biblioteca del presente y Biblioteca iberoamericana de ensayo —Paidós— o Filosofía hoy —Santillana—. He is also a regular contributor to scientific journals and newspapers such as El País, La Vanguardia or El Periódico in Spain and La Nación and Clarín in Argentina." ["post_title"]=> string(110) "WHAT ABOUT: El futuro por Manuel CruzWHAT ABOUT: The future by Manuel Cruz" ["post_excerpt"]=> string(0) "" ["post_status"]=> string(7) "publish" ["comment_status"]=> string(4) "open" ["ping_status"]=> string(4) "open" ["post_password"]=> string(0) "" ["post_name"]=> string(36) "what-about-the-future-by-manuel-cruz" ["to_ping"]=> string(0) "" ["pinged"]=> string(0) "" ["post_modified"]=> string(19) "2021-05-05 17:59:57" ["post_modified_gmt"]=> string(19) "2021-05-05 15:59:57" ["post_content_filtered"]=> string(0) "" ["post_parent"]=> int(0) ["guid"]=> string(29) "http://whatonline.org/?p=2593" ["menu_order"]=> int(0) ["post_type"]=> string(4) "post" ["post_mime_type"]=> string(0) "" ["comment_count"]=> string(1) "0" ["filter"]=> string(3) "raw" } }