The Good. The Bad. The Ugly.

This is the post excerpt.



1 / Natural history museums, like the American Museum, constitute one decisive means for power to de-privatize and re-publicize, if only ever so slightly, the realms of death by putting dead remains into public service as social tokens of collective life, rereading dead fossils as chronicles of life’s everlasting quest for survival, and canonizing now dead individuals as nomological emblems of still living collectives in Nature and History. An anatomo-politics of human and non-human bodies is sustained by accumulating and classifying such necroliths in the museum’s observational/expositional performances.


Natural history museums continue their journey to bring life to the objects and bones of dead animals and humans who once roamed the Earth. The remains are collected and reviewed in the museum’s observational/ expositional performances. These items are showcased for the humans of today educating and curating a reality that once was.


2 / The visual is essentially pornographic, which is to say that it has its end in rapt, mindless fascination; thinking about its attributes becomes an adjunct to that, if it is unwilling to betray its object; while the most austere films necessarily draw their energy from the attempt to repress their own excess (rather than from the more thankless effort to discipline the viewer).


What you see is what you get. To dig deeper for more information is taking away the mindless fascination of what is presented. The simplest films gather its details from within. Keep it simple. Keep one source.


3 / Operationally, teaching effectiveness is measured by assessing the levels of agreement between the perceptions of instructors and students on the rated ability of specific instructional behavior attributes which were employed during course instruction. Due to the fact that instructors come from diverse backgrounds and occupy different positions within a given university, both individual and organizational based factors may contribute to the variance in levels of agreement between perceptions.


Coming from all walks of life, teachers bring their individual educational background and upbringings to their classrooms. This creates a varied level of understanding or agreement, if you will, between pupil and teacher.

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