My brother Nick turned 38 this year. Because he is so old=so many candles=a cake that was more like the 4th of July sky at the river than a sweet, candyland like, cute lil' birthday cake. "Honey, where's that fire extinguisher?!"
Friday, February 4, 2005
Ahhh, ACTING!!!!
Meet the new Borishnikoff, the Fred Astaire of the theatre, welcome to the debut writing of my debut performance in the 2005 production of the Off Broadway/RiverPark Center Production of Peter Pan...... Ok, if I knew then what I know now, I may not be writing this!
Well, I've wanted to get on stage, in performance mode as opposed to janitor mode, for quite sometime. I'm taken back to my high school days like a return flight to New Orleans when I had the opportunity to act, but passed for fear of public reprisal....of my friends no longer being my friends, and from becoming one of the 'weirdos' in school.
But ahhh yes, how nice it is to be a weirdo. So I have finally grown up, to the point of a seventeen year old. Whaaa? You ask. It's nice to be taken back to replenish my need to be creative. All in the name of growth. Sometimes we must return to a previous time in order to find ourselves in the middle of that futuristic state that seemed unatenable.
Well, it's not like my role in Peter Pan is going to be improvisational. Well, improvisational at the least. Even though our choreographer, Marcus from Atlanta, let me choreograph the flag scene!!!
So this is a new thing for me, but something I've wanted to do for a long time. I have officially begun my rehearsals for my debut performance in theatre. Would you believe me if I told you I would be doing the worm at center stage during Scene 8??? I think that's the right scene. It's either 8 or 4. Geez there are lots of scenes in this show......
I so hope I don't forget those dance moves.
Well, I've wanted to get on stage, in performance mode as opposed to janitor mode, for quite sometime. I'm taken back to my high school days like a return flight to New Orleans when I had the opportunity to act, but passed for fear of public reprisal....of my friends no longer being my friends, and from becoming one of the 'weirdos' in school.
But ahhh yes, how nice it is to be a weirdo. So I have finally grown up, to the point of a seventeen year old. Whaaa? You ask. It's nice to be taken back to replenish my need to be creative. All in the name of growth. Sometimes we must return to a previous time in order to find ourselves in the middle of that futuristic state that seemed unatenable.
Well, it's not like my role in Peter Pan is going to be improvisational. Well, improvisational at the least. Even though our choreographer, Marcus from Atlanta, let me choreograph the flag scene!!!
So this is a new thing for me, but something I've wanted to do for a long time. I have officially begun my rehearsals for my debut performance in theatre. Would you believe me if I told you I would be doing the worm at center stage during Scene 8??? I think that's the right scene. It's either 8 or 4. Geez there are lots of scenes in this show......
I so hope I don't forget those dance moves.
Crazy Wisdom
The following is a couple of paragraphs from "In defiance of gravity: writing, wisdom, and the Fabulous Club Gemini", by Tom Robbins found in the January 2005 edition of Harper's Magazine. I found it highly ironic that I found the courage to post the definition of wisdom to the Owensboro Blog, and found this definition shortly thereafter. Mr. Robbins offers insight on what Tibetans call "crazy wisdom".
"Crazy wisdom is, of course, the opposite of conventional wisdom. It is wisdom that deliberately swims against the current in order to avoid being swept along in the numbing wake of bourgeois compromise; wisdom that flouts taboos in order to undermine their power; wisdom that evolves when one, while refusing to avert one's gaze from the sorrows and injustices of the world, insists on joy in spite of everything; wisdom that embraces risk and eschews security; wisdom that turns the tables on neurosis by lampooning it; the wisdom of those who neither seek authority nor willingly submit to it."
"Crazy wisdom is, of course, the opposite of conventional wisdom. It is wisdom that deliberately swims against the current in order to avoid being swept along in the numbing wake of bourgeois compromise; wisdom that flouts taboos in order to undermine their power; wisdom that evolves when one, while refusing to avert one's gaze from the sorrows and injustices of the world, insists on joy in spite of everything; wisdom that embraces risk and eschews security; wisdom that turns the tables on neurosis by lampooning it; the wisdom of those who neither seek authority nor willingly submit to it."
Dialogue and Deliberation: Part I, An Introduction
I have been involved in exploring the dynamics of dialogue and deliberation in the Owensboro community proper for several years. I have also served as a facilitator in various forms, particularly as an adjunct instructor in sociology for close to ten years. There have been many opportunities for dialogue and deliberation in the Owensboro community for the past six to seven years, particularly led by Community Conversations and the Public Life Foundation.
As vice chair of Community Conversations, I know all too well the challenge of maintaining neutrality in addressing community issues, particularly with a focus on providing the opportunity for all voices to be heard. To develop this process and approach to individual communication, intra-group dialogue, community dialogue, and subsequent deliberation on each of these levels, it becomes important to establish a foundation of theoretical justification for initiatives to proceed. The dialogue/deliberative work in the Owensboro community for many years has been characterized as "an experiment". Suffice it to say, the experiment has yielded some positive results (e.g., national attention to the community, our efforts have been nationally recognized in a published book by the Pew Partnership for Civic Change, substantial local media coverage for the ongoing Conversation Cafes, preliminary local media coverage on our immigrant Study Circle, commentary after the immigrant Study Circle had completed, coverage by the Kettering Foundation and National Issue Forums for the local work on race and ethnicity and our police forums, and others) for the community and for the participants in these efforts.
To provide more clarity on this perspective of dialogue and deliberation, I have decided to focus on the discipline, highlighting models and techniques, and the underpinnings that make such efforts failures and successes in our community and state. This will be an academic, as well as an applied exercise that will bridge theory with practice, and vice versa.
I begin part one of this project, which I expect to take several months, with some common definitions and perspectives on what is dialogue and deliberation.
From the National Coalition for Dialogue & Deliberation:
"Someone who works with these processes of public talk might explain that dialogue is a process that allows people, usually in small groups, to share their perspectives and experiences with one another about difficult issues. Dialogue is not about judging, weighing or making decisions, but about understanding and learning. Dialogue dispels stereotypes, builds trust and enables people to be open to perspectives that are very different from their own.
They might then explain that deliberation is a related process with a different emphasis. Deliberation promotes the use of critical reasoning and logical argument in decision-making. Instead of decision-making by power, coercion or hierarchy, deliberative decision-making emphasizes the examination of facts and arguments and the weighing of pros and cons of various options."
As vice chair of Community Conversations, I know all too well the challenge of maintaining neutrality in addressing community issues, particularly with a focus on providing the opportunity for all voices to be heard. To develop this process and approach to individual communication, intra-group dialogue, community dialogue, and subsequent deliberation on each of these levels, it becomes important to establish a foundation of theoretical justification for initiatives to proceed. The dialogue/deliberative work in the Owensboro community for many years has been characterized as "an experiment". Suffice it to say, the experiment has yielded some positive results (e.g., national attention to the community, our efforts have been nationally recognized in a published book by the Pew Partnership for Civic Change, substantial local media coverage for the ongoing Conversation Cafes, preliminary local media coverage on our immigrant Study Circle, commentary after the immigrant Study Circle had completed, coverage by the Kettering Foundation and National Issue Forums for the local work on race and ethnicity and our police forums, and others) for the community and for the participants in these efforts.
To provide more clarity on this perspective of dialogue and deliberation, I have decided to focus on the discipline, highlighting models and techniques, and the underpinnings that make such efforts failures and successes in our community and state. This will be an academic, as well as an applied exercise that will bridge theory with practice, and vice versa.
I begin part one of this project, which I expect to take several months, with some common definitions and perspectives on what is dialogue and deliberation.
From the National Coalition for Dialogue & Deliberation:
"Someone who works with these processes of public talk might explain that dialogue is a process that allows people, usually in small groups, to share their perspectives and experiences with one another about difficult issues. Dialogue is not about judging, weighing or making decisions, but about understanding and learning. Dialogue dispels stereotypes, builds trust and enables people to be open to perspectives that are very different from their own.
They might then explain that deliberation is a related process with a different emphasis. Deliberation promotes the use of critical reasoning and logical argument in decision-making. Instead of decision-making by power, coercion or hierarchy, deliberative decision-making emphasizes the examination of facts and arguments and the weighing of pros and cons of various options."
Sunday, January 30, 2005
Saturday, January 22, 2005
wis·dom
wis·dom
Pronunciation: 'wiz-d&m
Function: noun
Etymology: Middle English, from Old English wIsdOm, from wIs wise
1 a : accumulated philosophic or scientific learning : KNOWLEDGE b : ability to discern inner qualities and relationships : INSIGHT c : good sense : JUDGMENT d : generally accepted belief
2 : a wise attitude or course of action
3 : the teachings of the ancient wise men
wis·dom
Pronunciation: 'wiz-d&m
Function: noun
Etymology: Middle English, from Old English wIsdOm, from wIs wise
1 a : accumulated philosophic or scientific learning : KNOWLEDGE b : ability to discern inner qualities and relationships : INSIGHT c : good sense : JUDGMENT d : generally accepted belief
2 : a wise attitude or course of action
3 : the teachings of the ancient wise men
wis·dom
wis·dom
wis·dom
Pronunciation: 'wiz-d&m
Function: noun
Etymology: Middle English, from Old English wIsdOm, from wIs wise
1 a : accumulated philosophic or scientific learning : KNOWLEDGE b : ability to discern inner qualities and relationships : INSIGHT c : good sense : JUDGMENT d : generally accepted belief
2 : a wise attitude or course of action
3 : the teachings of the ancient wise men
wis·dom
Pronunciation: 'wiz-d&m
Function: noun
Etymology: Middle English, from Old English wIsdOm, from wIs wise
1 a : accumulated philosophic or scientific learning : KNOWLEDGE b : ability to discern inner qualities and relationships : INSIGHT c : good sense : JUDGMENT d : generally accepted belief
2 : a wise attitude or course of action
3 : the teachings of the ancient wise men
wis·dom
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