DRAFT: a theory on Good, evil, the Son, the trinity, and basically free will

I do not wish to not preface this post with someone else’s quote because this was born out of my own imagination relatively void of input: rather the musings of a wondering mind, hopefully guided by scripture. 

 

I have come to the belief that free will, good and evil forces, and all that it implies are not fantasies but rather the purest reality possible if good is chosen.  Good, being reality, and evil, being the fake reality and consequently a simulation of free will, are the only two options possible when faced with the “fork in the road.”  When there are two options to choose between and lead in different directions, I think it is undeniable and unsubstitutional that any choice is possible besides doing that of the will of the Christian Father, and that of the opposing force, the persuasive Evil that masquerades as a replica of the freedom God gave us, which when viewed from outside the self proves to be in actuality not a choice at all.  Where God is freedom to choose, Evil, or the Devil, or Satan, or Lucifer (synonymous for all intents and purposes: the fallen Angel who tempted man into the original sin) convinces us through our monoperspective that we indeed do freely choose to do his will when we choose him over God but in actuality are forced into his option, his path at the fork in the road, through learned example. 

 

Although it is very hard to conceptualize in the post-modern era frame of reference for viewing reality, a contradiction that disproves postmodernism to me in itself (but a side tangent that would merit a post all to its own), a reality in which we do not have a choice as to what we choose, this is ultimately the implication of choosing evil, or non-God actions.  Try to visualize it as such: in the center of a sheet of paper is an individual human being: you, or me, or anyone person.  There are two objects that the subject has free will to choose: God, or the Devil.  Because the original object, God, is what created the subject, he is the origin of free will in its pure sense. 

 

Now, some may be saying that given this choice, it is God who created evil as a result then if he created everything.  I disagree.  I believe he created Angels, who with the power of free will, one chose self worship using that free will over worship of God.  Therefore, God did not create evil, Satan did.  And he didn’t create it, so to say, because only the creator can create a created.  So Evil is not so much a thing as it is a choice, an option, that is real in as much as the void between my eyes and this computer screen is a reality.  To think of it another way, consider sound.  It is an “object” we base reality off of, yet it is a perceptual experience that we can’t really classify in our 3d construct of reality.  It has no length, width, or height; it has no substance; it doesn’t taste or smell like anything; yet we get meaning from it, sometimes even meaning from things that correlate to the “reality” or hard-facts of what that sound conveys (consider listening to a symphony and classifying it as happy or sad sounding).  God creates Angels with free will, one Angel chooses the free will to worship himself, while knowing what God is instead of worshipping God.  This is the great mystery to me: if the angel knows what omnibenevolence and all goodness and joy looks like, why did he choose the sin of pride and worship himself?  But that is not the question at hand, refer back to the paragraph previous to this current one. 

 

So there is the subject of the human entity being discussed.  He has been given free will in the pure sense by the creator.  He can choose this free will to choose the creator, or he can use this free will to choose the antithesis of the creator, the Devil, who seeks self worship.  The outcome of free will is worship, it’s just a matter of what you are worshipping.  You are either worshipping the creator, or the pride of a created object who chose self pride over glorifying God.  Consider free will the means by which the subject chooses to worship.  God, giving pure free will gives the subject the option of using that free will to choose him, or using that free will to choose the self serving wishes of the Devil.  After the first choice we are faced with subsequent choices which is where we have to consider the implications of the previous choice(s). 

 

Consider the relation of the subject to the two objects as a give and take or giving/receiving relationship.  In the first instance, we can choose to use the free will given to us by God to choose him, who in turn, in the subsequent choice or fork in the road, again gives us the free will to choose him or to choose the non-him.  The opposite action would be to choose the Devil, the non God, the prideful, selfworshiping fallen angel whose sole intent is to turn our actions away from God.  So when we give our free will to Satan, we in turn receive what we believe to be “pure free will” the type that God gave us originally before we made that first choice to choose Satan.  We will refer to the free will God gives us, the pure form, as Free will 1, and the fake free will, or illusionary free will that is actually predetermined action by Satan, as free will 2.

 

When we receive the free will 1 from God and are standing the precipice of the fork in the road, I’ve already discussed what happens when we choose to give back that pure free will type 1 to God, we get more in return.  But when we choose to give free will 1 to Satan, we get free will 2 in return.  It’s similar to a learned behavior.  We see the “benefits” of choosing Satan, either knowingly choosing him or blindly choosing him, which is an increase in our pride, which is synonymous with self pleasure.  Thus through this false type of positive reinforcement, Satan convinces us that when we choose through free will type 1 to glorify him, we get free will 1 in return when in reality it is free will 2: we perceive it as self glorification via pride when in reality we are glorifying Satan whose sole wish is to take glory away from God and focus it on him.  Pride is the method.  We think we are doing what makes us happy, but it is a lie because what we are doing is making Satan happy.  Ultimate, pure, happiness is by definition self sacrifice to glorify God.  Behavior, or the choice we choose to make with that free will 1 given to us, becomes more predictable based on how we choose to exercise it.  That is why we become like the idols we choose to worship. 

 

It may seem like this would result in an exponentially growing net gain for evil.  Where we are given free will 1 for choosing God, we receive free will 2, which is predetermined action for choosing Satan.  So the more we choose Satan, the more the pathways for choosing God become shut off.  God leads to a God/Satan Choice, Satan leads to a Satan choice which subsequently can only lead to more Satan-minded choices.  Good and evil behavior become a learned habit, with Evil being more highly favored the more it is chosen. 

 

IMPLICATIONS:

 

I feel like we’ve discussed the nature of what Evil is (worship of the Devil disguised as pride or selfworship/glorification) but not what God is.  God, according to doctrine, is good.  He is omnibenevolent, so all good.  He is also Love, according to the New Testament.  So since God=good and God=love, love must equal good.  Good=God=Love.  Choosing Evil is like clipping the wires that can lead to good, leaving only wires that can complete the circuit of evil.  Eventually, it would appear as if Evil would replace Good completely. 

 

When good is fully consumed by free will 2, we become completely controlled and lack all free will.  We become devoid of love.  But this is not possible because God is love.  God created his creation to bring him glory (again from the Bible).  This means he is willing to do what it takes to make love the option again.  When free will 1 is chosen for evil, God needs to intercede in order that free will 1 doesn’t become completely overwhelmed by our growing desire for free will 2.  How can this be done? 

 

This would require a sort of reversal of action.  This is impossible to us, you cannot undo what has been done.  So the alternative is defeating evil.  How can God do this?  God cannot choose evil, he knows what the ultimate good is, being self aware, and thus cannot choose something other than that being fully aware of what good is.  Why would ultimate knowledge of Good choose something that is not good?  Thus It would need to place itself in a human’s shoes to understand how to defeat evil.  God would need to become fully man while maintaining his fully God nature.  100% God and 100% man.  That way, the subject stays the same as outlined before: He has the option to choose Good or Evil.  But, he is fully aware of what Good looks like, what God is, because he is God.  He can be tempted to choose free will 2 but chooses free will 1 out of knowledge of who he truly is (God).  This is how evil choices are cleared away when chosen and man can be reconciled with God given his impure nature.  God, in the form of man, was destroyed by death, the wages of evil or free will 2.  His flesh was given up to evil, his body died on the Cross.  What remains then is purely God.  Thus flesh died and God remained.  The pureness that appeared to succumb to Evil triumphed over it because in love, which is the opposite of pride, used evil’s pride to free the flesh.  Evil cannot ultimately triumph over Good because good is a thing, while evil is not.  Good in it’s purest form, which is equal to pure God, which is equal to pure love, is the complete willingness to suffer complete evil (or utter lack of pure-God) so that conscious, freewill 1 us can continue to have free will 1, and not the imaginary, prideful kind of free will 2.  When the truth becomes clear to us of this pure love, we can only see pure love as an option, which means choosing free will 1 for the gift of free will 1.  But, because we are of flesh, we cannot directly perceive the boundless love of God.  There are limitations to our consciousness.  What we perceive as complete is in reality a fraction of complete.  But we are told God is within us because God the Spirit enters us at baptism.  So, when the flesh dies, the spirit is free to experience complete love and thus choose it for eternity.  That’s why hell is a personal choice.  It is a subsequent outcome of consistently choosing evil or pride.  The opposite of pride, Jesus, self sacrifice for those who choose free will 2 willingly, is what can liberate one from free will 2.  The limitations of perception imposed by flesh make us limited in our ability to perceive God, in the same way we are limited in perceiving sound.  But, when flesh’s limitations are laid aside, we are left with the sum of the actions of the soul and ultimately our free will predestined us to our outcome of our actions on this earthly arena.    

final blog post

So I forgot the last blog post is supposed to sum up this semester, so today is your lucky day! you get TWO posts from me!  Where to start? hmmm…. well I guess I’ll start with my favorite assignment.  That is definitely the inspiration project.  It was so cool taking something I enjoy and making a graphic organizer out of it.  I’m 22 years old and I still don’t know how I learn best.  I guess it depends on the context.  But when I’m given an assignment that asks me to compare things, like I did with the inspiration project, I totally got into making a visual representation.  I also learned about so many things that existed on the internet that I couldn’t even conceptualize before being introduce to them.  Take for example, voicethread.  That was another fun assignment.  I really enjoyed getting to discuss a fun topic.  I never thought of there being software that could combine audio, visual, and allow for responses in such an easy-to-set-up fashion.  The ideas behind these software programs seems simple but again, it never occurred to me that they existed.  Finally, the podcast was suppperrr cool.  I really enjoyed the assignments where I was allowed to talk about whatever interested me.  It didn’t feel like the typical assignment where I was asked to just spit out information that I was able to remember.  It was application.  Obviously I’m not going to remember how to do everything I learned in this class five years from now when I’m a teacher.  But I did learn about resources where I can find the information I need to use voicethread, garageband, and inspiration on the internet.  I guess that’s what I really took away from this course: what’s out there and how to the find the information I need to use it.  I’m thinking about keeping this blog going, but making it a little more random.  I enjoy playing the guitar, talking about philosophy and just having general discussions.  Maybe I can start incorporating that stuff into my blog and keep the process rolling.  As hard as it is to believe the semester is already over, I am ready for the break! This class was not just about learning facts like so many courses are, but how to apply them.

Skype Interview

Sorry about the delay on the post! It’s been a crazy couple weeks of assignments.  So I didnt hear back from the guy I originally wanted to interview so I decided to Skype my aunt who is a teacher in Florida.  We had a really interesting conversation on why she became a teacher.  Our conversation only lasted for about 10 minutes but I learned a lot about what it takes to be a good teacher and why one would want to go into the field.  She said the reason she became a teacher is because she loves kids.  She wanted to help them.  Growing up, she didn’t know she wanted to be a teacher.  Instead, she thought she wanted to be a doctor, but when she was 19 she got a job working at a daycare and realized she wanted to work with children.  I told her the reason I wanted to be a teacher was because I remember how hard being an adolescent could be sometimes and that I wanted to help students through those difficult times and help them reach their full potential.  She said she believed in that idea and that to her, education is about teaching values.  I asked her how much she uses technology in her classroom and she said not a whole lot.  she said that she had not received much instruction on how to use the technology that is in the school and that because of her age it’s just not something she is familiar with.  My aunt feels that she is a successful teacher and the reason for her success is that she is constantly revising her lessons.  Every year she takes the lessons she has from the previous years and looks at her notes of what worked and what didn’t work and adjusted accordingly.  I think this is really important.  Although I’ve already heard that you need to revise your practice, you can’t just stagnate in your profession.  To be the biggest help to your students you need to do what will be best for them and that requires reflection and adaptation.   

Should schools censor websites?

I’m going to state my opinion up front on this one: yes.  But it’s not as black and white as it seems.  There is a lot of “bad” websites out there: stuff you don’t want a teenager getting into.  Giving a student free range on the internet assumes that they have the skills to know how to use it.  This is not always the case.  It doesn’t mean they’re devoid of common sense; it means they can do the wrong thing but won’t necessarily. 

Youtube has some great teaching material on it.  You name it, there is probably a video on it.  Hulu can have some appropriate TV clips that may assist your learning unit too.  But these are often the first two cites to get blocked, well maybe 2nd and 3rd after social networking sites.  Yes, there is inappropriate stuff on these media outlets, but just because that’s so doesn’t make them all bad.  By completely blocking them students are missing out on an opportunity to learn something.

But then again schools have the responsibility to protect students.  And part of that responsibility is protecting them from information on the internet that they should not access or may be damaging.  There is a line between trusting your students and protecting them.  Students need some liberties in school but they also need parameters.  If you have a class of 30 students and they are all using computers there is no way to monitor what everyone is doing.  Obviously some form of monitoring is needed.  But maybe there is a middle ground that protects students and can allow for exposure to new information at the same time?  What if these websites were blocked and the teacher had an override code so that the students could see this information in class? 

Cool homework Idea

I’ve been doing this for a while, I’m surprised I didn’t come up with this sooner!

I like to listen to Nigel Warburton’s podcasts.  He’s a philosophy and ethics professor at the Open University.  He has some informative guests on his show, including leading continental philosophers and other scholars from all over the world.  You probably don’t care, because you’re probably not into philosophy and ethical questions (it’s not exactly very fast pace or exciting), but hey, we all have our hobbies.  I also listen to podcasts on how to play the guitar, photography, and travelling: all things that reflect my interests. 

I enjoy reading, but it’s cool to actually listen to the information, rather than just see it.  I am not much of a visual learner, instead I do better when I hear something or interact with it.  A lot of in class instruction is geared towards people like me: lecturing with note taking.  But homework often takes on the form of reading, which is not everyone’s strength.  Maybe this would be a good alternative to simply having reading as homework?  Not everyone reads at the same pace, some readings may take one student 15 minutes and another student an hour.  But a half an hour podcast is a half an hour (that is if you listen to the whole thing and don’t go back and replay anything).  It’s also a great opportunity for guided listening.  This would keep the students focused while they were doing their homework and would help make sure that they actually did it and listened to it, rather than just saying they did. 

 I think the best way to keep students involved in a topic is to switch it up: if you just try to teach it one way, they’re going to get bored.  Libravox has audiobooks of entire books online, for free!  If you’re an English teacher you can have students listen to Shakespeare or Orwell if that’s easier for them then reading it.  With such a push on individualizing lesson plans for meeting each student’s needs, here is a great opportunity to do that.  I’ve stressed in previous blog posts that we should be doing everything we can to help a student succeed, and using technology is one way of doing that.  By offering more than one way of receiving information we are creating more opportunities for acquiring new knowledge.

Internet News

I was just reading an article online about the recent uncovering of over 2 dozen spies in Iran.  I don’t know what saddens me more, how the people are surely to be executed, or how unimportant the CIA makes it sound.  I don’t read the physical news paper.  The nature of my news intake is logging onto yahoo and if something sparks my interest in the news clicker, I’ll read it.  I think yahoo has a tracker of what news articles I click on because most of them tend to revolve around:A- international news, or B-the stupid things our elected politicians or GOP candidates say (sorry, I’m a die-hard liberal).  There are soooo many ways to get the news over the internet.  You’ve got the big ones, like the New York Times, USA today, and the Washington Post.  And then you’ve got smaller local papers like the D & C.  Basically the access to cutting info is endless.  I think its great that there is access to all this free information.  But not all of it is good. 

Before we get to that point, let’s talk about how this can be used in class.  How many high schoolers do you think read the paper?  I know I didn’t when I was in school.  If I did, it was about the Sabres.  Let’s be honest, whether Roy has a good game or not has a huge impact on my life, and subsequently, overall happiness.  But I wasn’t much of a global citizen or even a local participant.  I think this is a great opportunity to turn that around though.  There are many benefits to letting kids look at the news online:

1- It’s technology.  This appeals to a lot of students.  Students are really good at scanning websites for the essential information so they would be good at reading the articles quickly

2-They get to choose what they are reading.  They can let their interests guide them as they acquire new knowledge.

3-Students will become more aware of the things that are affecting them and hopefully become a more involved member. 

What are some negatives?

1-If you let kids read what they want to, they may just stick to one subject like sports and ignore other important issues.

2-The advertisements can be distracting.

3-They will run across biases and not necessarily know it. 

These are just a few of the +/-‘s of internet news but it still can be useful.  But before we set kids loose and have them read anything they want, for it to be successful parameters need to be set.  1, there should a topic or set of topics for the students to read about.  This way the boys don’t go straight to ESPN and the girls to the latest hollywood headlines (just generalizing, don’t worry).  Also, you need to teach students to read more than one source on a topic so they get more than one viewpoint.  Students should be given a direction or an assignment for reading the news so that they are successful.  This can be a very successful project if the students are given direction through the process.

Technology and assessment

So this is a question that, to me, has an obvious answer but to others may seem a little complicated.  If you are a history major, you know your writing hand starts to tremble the second you walk into the room for your midterm or final: why?  It’s not because you don’t know what you are talking about.  It’s because it knows it has to write three essays in three hours and thus over 10 pages.  You’ve been doing calisthenics for the past week, trying to strength train your hand muscles.  Still, you know what is coming and mentally you are prepared, physically you are not.  My last history final of my undergrad days was three essays and 10 identifications in 3 hours… just because you went to Yale does not mean I am capable of your superhuman mental capabilities Dr. W!

Ok, maybe that’s a little bit of an exaggeration, but essay exams still hurt!  And I find it so much harder to sit down and plan out an essay for a test by hand rather than on a computer.  What I mean is it’s way easier for me to organize my thoughts on a computer screen than in writing. 

So the question is, is it far to let kids use Microsoft Word for written assessments when possible?  I think so.  The point of assessment is not to punish but to give them the opportunity to succeed.  I know personally that the ligaments in my hands are too close, it makes writing for a long time painful, and I can’t hold a pencil the proper way (I also can’t snap my fingers, in case you were wondering).  My left hand has gotten better as I have learned to play the guitar, but my right hand, my writing hand, is still pretty weak.  Typing is sooo much easier for me.  Shouldn’t we give all students this option?  Sure there are issues, not every school has a computer lab.  Also, even if it does, it may be hard to reserve it.  And, how do you know they’re not using the internet to cheat?  Well turn the internet off!  I just know that my essays come out much better when I can type them.  My penmanship is lousy at best and so is my spelling.  Using Word, I can also format so you can tell when a paragraph ends and begins.  I can underline, bold, or italicize important parts of my essay, and I can easily delete parts that I no longer want- way better than the scribbly cross out or the erased, but not completely erased smudge of a pencil eraser. 

Pen and paper just seems outdated to me.  We have resources that can aid students’ work, why not let them use it?

How to Prevent Cyberbullying

I know I already wrote about this topic but as it is part of the paper assignment I have found a few more things to comment on.  The first thing is the research: In my undergrad days as a history major I would typically use articles written in the last 20 years unless it was a historiography paper.  It might be a little hard to come by new information on a topic unless its anniversary was coming up.  But with cyberbullying this is not the case at all.  It was interesting to see how there has been an exponential increase in the amount of research on the topic in the past 3 years.  Simply put, 10 years ago, it wasn’t that big of an issue.  But today it is getting the attention it deserves. 

Another thing that really interested me was how these articles described the nature of cyberbullying.  You’d think the effects would be similar to bullying: someone is the perpetrator, someone else is the victim who gets their feelings hurt.  But this is nothing like what can really happen.  You get picked on in the lunchroom and you can go home and feel safe and have a little bit of comfort being away from that incident.  With cyberbullying, you can be attacked 24/7.  You can also not know who is attacking you.  Imagine getting a threat from someone who is using a fake alias online.  In one of the articles I read about some Brooklyn middle schoolers who made a webpage of people in their school they wished were dead, thinking it would be a funny joke.  I can only imagine being 13 and seeing my name on that list.  Also, what if you are chatting to a group of people online and all of a sudden you start getting harassed?  Those messages can spread like wildfire online as people email it to everyone they know.  The thing that really disturbed me was when they talked about picture phone abuse.  There have been incidents were students would take pictures of other students in the locker rooms and post it online for everyone to see.  I cannot imagine the damage this has to do to someone.  Bullying is being taken to a whole new level of abuse.  Anyone else hear about the homosexual kid in (Ohio I believe?) who was severely beaten up the other day and had it recorded?  It really saddens me to hear these stories, and I wanted to write a paper on it so I could see if there was anything we could do to help stop it. 

I think the most important thing I learned from this assignment was that preventing cyberbullying is not just an in school thing.  Although it should be the starting point of any attempt to put a stop to it, it also requires the imput of parents and students.  Students learn best when they are part of the learning process.  Numerous articles I read all suggested this.  Parents also look at using the internet differently than children so they need to be educated on how notice the signs of cyberbullying.  Kids need to know its ok to reach out and they need to be taught how to react in those situations when emotions are running high.   

Anyways, I think we need to start getting on the same page about bullying, whether it’s over the Internet or occurs in normal interaction.  I don’t want to go into too much detail here about how schools, parents, and students can interact to end cyberbullying, rather I wanted to give an impression of my reactions to the assignment.  If you’d like to learn more about what conclusions I came to or what we can do leave a comment!

Blogging for fun

 

The other day in class we discussed our “digital footprint” and ways we could hurt/help our image.  This post is not so much about creating a footprint as it is about discussing the possibilities of a blog…

I found while I was student teaching, little consideration of the student’s interests was taken into account when planning lessons.  It’s hard!  Standardized curriculum (don’t even get me started on that) stifles creativity and student involvement.  The very people who screw up our economy seem to think they can do a better job with our educational system (2 strikes).  But that is not the point, I am getting off topic.  Blogging is such a great idea for bringing student interests back into the classroom.  How many students in high needs areas do not have access to a computer at home?  Would it really be such a loss of time to allow them 15 minutes a school day to just relax on a computer, checking up on their favorite blog, and seeing what is going on in the world of their favorite interests?  I’m sure 99% of the guy’s blogs would be about sports but who cares?  The student is getting a second to breath in school.  One of my best friends from high school, Sam, graduated top of our class.  She took EVERY AP course you could imagine.  In fact, I think they created some just for her.  I took three in high school and that was enough to make me feel overwhelmed.  Could you imagine taking one in almost every subject?  That has to cause all kinds of stress. 

Not only would this give students a chance to breath and relax, it would also teach them some appropriate social skills, even though high schoolers are already pretty advanced in this (sarcasm).  Teach them the proper etiquette for communicating with others over the internet and set guidelines.  It’s a risk, no doubt, but as a teacher part of your job is expecting the best, and planning for the worst. 

I don’t know if you picked up on this yet but my biggest pet peeves in life is bullying, especially when it is something beyond a kid’s control (I talk about it in almost every blog).  To make fun of another peer because he walks funny or because he slurs his speech really hurts not just the student, but also me.  Remember that commercial we watched in class?  Of the guy in the bear suit and how everyone gave him a hug because they couldn’t tell who was inside the suit?  That really hit home- a student can become part of a community on line where they are accepted regardless of what they look like, how they dress, or their (dis)abilities.  Let’s stop making school such a sprint were we leave the kids who can’t keep up or who don’t feel like they are a part of it all on the side of the proverbial road. 

 I just found a blog on a city in Korea that I want to teach in when I graduate: how cool!  I’ve made this guy a contact, and even though we don’t know anything about each other besides what we choose to share, it still is awesome to have that back and forth communication.

Keepin’ it organized

So I don’t have any thought-provoking questions to ask this week.  But I do have something I want to talk about: Inspiration.  Remember getting a paper assignment in high school?  “OHHHH MANNNN I have to write how many pages?!? five???”  (These days I dread five pagers- It’s too short to say what you want to!) After the initial stage of moaning and groaning what comes next? researching and writing.  I know how I used to take notes: ok the book says blah blah blah so I’m going to write it down word for word in my notebook and not put any thought into organization.  The notes are a proverbial mess and the only thing that is less organized are the students’ arguments.  I like to think I’ve improved in my paper-writing capabilities since high school, you write enough of them as a history major.  But it took a ton of practice until I got up to 70 pages.  It took four years of academic writing at the collegiate level.  I would compare it to bench pressing in the gym: you start off with the bar and work your way up (I haven’t gotten that far past the bar yet J).  In high school I would do the standard take notes, sit down and write a paper (with very little preplanning), and quote whatever I got from the sources.  I’ve graded high school level history papers before and every time I see the same issues: a lack of organization and an inability to form arguments and support them.  Well folks, I’ve got the answer.  Inspiration.  If you’re a teacher and have never heard of it before, google it, ASAP.  This is the answer to the problem with teenagers’ difficulties with organizing their thoughts and coming to a good conclusion.  Study after study confirms how graphic visualizes can improve a student’s academic performance.  And we know that technology fascinates kids and gets them involved in class.  Inspiration is the best of both worlds.  You get students organizing their thoughts and doing it in a technological way.  Venn Diagrams are boring, who makes them when they are reading?  But do it on a computer and it’s suddenly cool.  I had fun creating the sample inspiration diagram for the lesson plan assignment.  Fun? Assignment?  together? I know.  But it was really enjoyable getting to mess around and manipulate the info.  The best part, you can edit it.  If you’re using pen and paper, and you make a mistake, suddenly there are all these scribble lines and it’s hard to understand.  In Inspiration you can add graphics, move bubbles, make notes, imbed hyperlinks, and so, so much more.  It’s amazing how much we should teach kids in school that often goes unmentioned.  I don’t remember getting too much formal instruction on visually representing my ideas.  This might be a common occurrence in schools.  But Inspiration could really help with this.  I could get started on how schools waste their money on building state of the art stadiums rather than buying books, but that’s not the point of this entry.  There needs to be room in a school’s budget for this kind of technology.  It really can make a difference in a student’s writing capabilities.  Maybe not as big of a difference as a brand new astro-turf, but still…