Pokemon Go has really gone crazy. People are racing all over the place chasing digital characters. Personally, I just don’t get it, I’m just a bit baffled that people care so much. But I respect that others will have a completely different perspective.
While I was trying to figure out my own confusion I started wondering about the idea of augmented reality and whether there could be some seriously practical, perhaps life-saving applications of this amazing technology. It really struck me when I read about an African American guy who was also hearing impaired needing a sticker on his car so that police would know not to shoot him if he didn’t do ‘as they said’. Wow – I mean, I cannot even imagine thinking about making sure the police do not see me as a threat, simply by being me. Could a form of augmented identification be a way of creating a reality where responding to assumptions and fears could be mediated by technology? Not that this is a solution for racism but if it is going to save the life of someone, is that not a good thing?
So here is where I think augmented tech could really help: If people have unique functioning or needs they could wear a bracelet – or some other transmitter – that, as soon as scanned by police, would flash up important information before they even got out of their car. It could even work at airports and other transport agencies, to ease access. To make it more personal and less like some dystopian form of ‘big brother’, maybe people could make up their own digital character that shares important facts, with a bit of their own humour or personality.
Because honestly, seeing the obsession over Pokemon Go is a bit creepy and I’m a bit scared the digital zombie apocalypse has begun. Unplug people, you don’t need Pikachu to help you explore the outdoors, because, are you really there if you’re staring at a screen? I have a new challenge –how many different forms of wheels can you transport yourself on?
That’s my ‘provoke-mon’.
If it sells newspapers or gets people to click a link, it’s usually got something to do with sex. Then if you add teenagers into the mix, everyone has an opinion, especially adults who like to claim ‘they were teenagers once’.
So when I found myself reading a headline today that said, ‘Teens and sex: what’s going on in our schools,’ I wasn’t sure whether I wanted to click the link or keep scrolling. Nothing surprised me about the research, eg. those who have easier access to contraception are more likely to use it and there is a socioeconomic link to those not able to access. But I also wonder about the kinds of conversations that communities and schools with strong beliefs around sex are having.
One of the research ideas that really stood out for me was this:
“Youth development literature suggested one of the best ways to reduce teen pregnancy was by making sure young people were engaged in school and had goals for the future.”
So schools are a form of contraception? Concentrate on getting NCEA and staying in school is as good as going on the pill? Plan your career and you won’t be interested in sex? I’m confused.
Something that has changed since I started high school 30 years ago is the age most students leave school. When I went to school, most of my mates left at 15 and went to work, so they were seen as adults once they left school. Now to get into university you have to finish year 13 (7th form for anyone older than 35) so more youth are ‘adults’ at school.
I’m also still struggling to understand why shame is used as an excuse for not talking about sex. It’s just so lame in the 21st century. Teen sex happens, so how about some media focus on addressing the cultural and social assumptions, fears and beliefs that prevent open healthy experiences of sex and sexuality, rather than statistics and freaking out.
I’ve been divinqing with groups of young people for nearly 10 years. I remember my first divinq, it was special. I watched Philip Patston transform a nervous giggling of year 9-10 students into a thoughtful reflective exploration of difference. That was the moment I knew I was seeing something unique.
But every divinq since then has been amazing, each and every conversation. Even if similar ideas repeat, they come back in new ways, through different people. And the laughter shared, when trying to understand the incomprehensible and knowing what we don’t know, keeps me feeling thankful for 10 years of thinking with so many creative, intuitive and brilliant young people and gives me hope for The Matrix to be reprogrammed.
Every thought is energy and matter is energy, thinking is movement and divinq is a dance in the universe. I’m enjoying the music, each idea a note. I want to thank all of my dance partners over the last 10 years – we’ve all learned new steps, tripped on ideas and perhaps stood on each others’ toes from time to time, but kept going.
If divinq has taught me one thing, it’s that people talking and being with each other is important. The clumsy, chaotic, random, real world of difference is beautiful and delicious.
Language is interesting. Humour is something we all might recognise in the modern world as describing something amusing, that might make us laugh. But understanding where the word humour comes from gives insight to how language is connected to the ways knowledge is constructed.
Humour comes from Latin and means ‘moisture’ which then passed into English to mean bodily fluids – humours, of which there were 4 and were connected to moods and functions of different organ systems.
For a long time, there was no distinction between the sexes, there was one human template. There were variations on humours and degrees of temperature that defined the spectrum of difference. Male was at the hot end and female at the colder end of the spectrum.
The science and medical profession of the time found ‘evidence’ of the inferiority of women and other cultures and used it to maintain social order. What I find interesting, I suppose, is while modern anatomy and physiology have moved on since the 17th and 18th century, some of the assumptions and ideas live on. I mean, just look at how hard women had to fight just to be able to compete at the Olympics –they weren’t able to run in the marathon until 1984, nearly 100 years after the start of the modern games. You can’t tell me that it was a misprint in the programme.
Scientific knowledge has a level of power to it, to define the truth about something and this is what is interesting to think about and notice. That is, how various branches of science over time have categorised people and other species, given them particular qualities, limits and justified practices of exclusion, exploitation and mistreatment.
I wonder what science will look like in 300 years. What truths and facts will be as laughable to that generation as the idea of blood being turned into semen by body heat. Now that is humorous.
16-year-old transgender student Stefani Rose Muollo-Gray had a pretty rough ride at her school when she tried to use the girls bathroom. I suppose I shouldn’t be surprised but I kind of imagined the bathroom policing was for countries like the USA, so I’m a bit shocked it is so close to home. She started a petition which has drawn attention to the issue.
While it’s hard to put it alongside the horrific events in Orlando, this is probably a worse kind of violence, one that society sometimes condones and supports. Policing where you pee these days seems to be the new way to ensure we stick with binary genders based on the most important part of being a human – how you excrete kidney waste. Sorry to get all anatomical but, frankly, that is what is being questioned.
I think the issue is with teacher education actually. Heck, you get one year to become a teacher at a high school – what portion is spent looking at the complexity of diversity, gender, sexuality, culture, functioning? Not much. but Principals could do more to support LGBTQI+ young people. The violence of silence is what bothers me. To not even recognise that a school they will have Lesbian, Gay, Bisexual, Transgender, Intersex, Fa’afafine, Takataapui students and teachers in them.
But Principals could do more to support LGBTQI+ young people. The violence of silence is what bothers me – to not even recognise that a school will have Lesbian, Gay, Bisexual, Transgender, Intersex, Fa’afafine, Takataapui students and teachers in them.
Events like the school ball can be places where schools become more aggressive by asking for proof of gayness. Or for young transgender people trying to attend a school that fits their gender identity having to go through psychological interrogations to prove they are who they are. A serious lack of uniform options for High School students enforces gender norms – it is like wearing a straight jacket (great pun). Schools make life unnecessarily hard for people on the rainbow spectrum. School leaders need to take the lead.
I hope Stefani reaches the 7500 signatures she needs and I hope it starts some hard conversations among other schools about how to genuinely make schools a safe place for everyone.
The mass shooting at Pulse, a gay night club in Orlando USA, has likely stirred many conversations. I wonder how we make sense of these sorts of events here in New Zealand. The thing is, while I can imagine the terror of being at the venue, I can’t comprehend that level of violence based on some form of fear.
It’s important to keep perspective and recognise our own judgements and assumptions. Three communities are in the spotlight: the LGBTQI+ and Latinx communities; and those of strong religious faiths, particularly Muslim and Christian.
So we might not have the kind of violence other countries seem to experience, but maybe we have other forms of violence that do not get recognised. Like making groups of people ‘disappear’ so they don’t exist.
When I talked to a bunch of counsellors recently, some of whom worked in schools, they shared with me how Principals do not see LGBTQI+ students as needing any form of recognition or place of safety. Some schools seem concerned that acknowledging this community existed would potentially bring protests from parents or others.
Uniforms forcing young people to fit specific gender roles also stop diversity being expressed and, if you want to identify as something other than your assigned sex, then you have to submit to the violence of a psychiatric diagnosis.
So – no mass shootings in NZ, just mass ‘shooings’ – like, “Shoo, you pesky rainbow people, you are messing with our perfectly heteronormative, gender defined image.”
But right now my thoughts are with the LGBTQI+ community in Orlando. Sending messages of support could be a way to bring visibility to our own community and discuss the other forms of violence going on in our schools.
Let’s also open up discussions about religion. I think schools need to do this because pretending people ditch their beliefs at the gate closes down opportunities to look at the complexity of identity.
I have blogged about school balls before. I thought I was over it. But it just keeps popping up like a painful blister from wearing high heels (apparently – I don’t wear heels – I get altitude sickness – and I never passed my femininity licence).
A school has decided it can veto the style of dress worn. The main issue is the amount of skin being shown. Now on the face of it, that does sound a little OTT. However, it is a Catholic school. Why should that make a difference? Well, it is about what values the school is upholding. This is a religious school, with a particular set of ideologies and beliefs about modesty and the body. So I am not shocked that they have taken this stance. I’m more shocked that people attending the school would be. I think some people forget that Christianity is a religion.
Schools already have a sense of ownership around policing bodies, uniforms do that well and this is a school event.It kind of fits with representing the school image, like sports teams. What I do take issue with is not being able to take shoes off if they are hurting. Those wearing high heels have to suffer in order to maintain the forced gender code of femininity even if it results in excruciating pain and discomfort. I can see that being a fun night on the dance floor. My tip – just don’t wear heels or take two pairs of shoes, one for show and one for go! Another solution is to have uniform ball dresses, now there’s an idea – along with uniform ball jewellery. Let’s go all the way and have set hair styles and makeup. For guys lets say they must keep their tie and jacket on all night, gotta have some gender equality somewhere.
So as all schools head into ball season lets get a bit of a reality check. It is an old tradition we haven’t quite integrated into the 21st-century ideas of diversity and difference. It is the ‘Straightrix’ – like The Matrix that codes all forms of gender and sexuality norms. If you know that you can choose to take the blue pill for the night (no I am not encouraging drug use – see the movie!) go for it and have a fun night.
When I finish divinqing I always feel like I’ve had a great workout and it can take a while to come back to reality, although that is always slightly different after a session. If you’ve every put your body through something physically intense the next couple of days you feel it and can wonder if it was worth it. But people say ‘no pain no gain’ and while I think this is sort of true for divinqing it’s important to feel safe and ready to ‘do down the rabbit hole’.
So here are a few divinqing guidelines I have been playing with, and anyone who has participated is welcome to comment, or even if you haven’t and would like to inquire more please do:
1: We all have a unique perspective on the world, however, we are often more critical of others perspectives. GUIDELINE – it takes time to understand what shapes our perspective – and it is constantly changing so divinqing is never a finished process. Sometimes it is less about being right or wrong but about understanding how, why and where did this idea come from. How do I know what I know? How do I know what I don’t know? Warm down tip: try stretching one idea at a time.
2: There are more than two sides to things: One of the habits of thinking about anything is usually setting up a two-sided argument. GUIDELINE – when encountering a two sided idea about anything be curious about the effect of that on what people are able to know about themselves, or others. Try shifting the focus of a debate onto the assumptions behind the debate. What supports these assumptions? How do they impact on people’s lives now and in the past? Warm down tip – hold these conversations or debates lightly and not for too long.
3: There are perspectives and ideas that remain hidden. Perhaps this is one of the more challenging workouts. It’s important to know that ignorance is not just the absence of knowledge, that there are ways of building the truth and making some forms of knowing invisible or not worthy of value. GUIDELINE – if you are absolutely certain of something, look for what support you to be certain, be willing to put all knowledge into question, even things you think might be proven to be true. Warm down tip – skip through something familiar to you and notice how you came to know that concept, idea, value, belief.
4: The world is complex, and sometimes the issues and concerns can seem overwhelming and too hard to fix. Sometimes people expect that taking it seriously means you have to commit to a life of shouting, protesting and getting people to see what you see. GUIDELINE: Have fun with the contradictions, play with your own awareness of the irony in the world, find others who are also hinting at the same ideas, and create small networks of support. A good sign you are getting there is finding the incongruity and noticing the strange irony that might appear. Sometimes humour is a good way to open people up to an ‘aha I hadn’t thought of that’ moment. Warm down tip – laugh at yourself!
5: Fear of the unknown is one of the biggest obstacles to ‘thinking outside the box’ – or even knowing where the box is! GUIDELINE: Like rock climbing tackle stuff that is challenging but doesn’t feel impossible. Exploring challenging ideas isn’t always about getting to the top. Warm down tip – work on finding your balance point around fear of difference. Listen and recognise your own vulnerability and make friends with it.
So happy training, my favourite warm down is watching science fiction or comedy that gets me thinking. See you at our next boot camp – ready to bust Plato’s cave right open. Or light some fires in there and cast some new patterns on the walls.
I’ve played sport all my life. When I push my body it hurts. I feel my muscles burn, I sweat and I breath faster. It’s also known that this is the only way to improve the functioning of some of our bodies systems, especially the cardiovascular. Schools even have subjects like PE and sport-science that focus on the knowledge that explains and teaches how to develop and train the body. Some schools even do tests of physical fitness – you know the ones – like the beep test, 12-minute run, that sort of thing. Not everyone likes being tested, but you can test yourself and get a bit of a comparison if you want to. Some people really go for it and I’ve seen students cheer their classmates on as they get to the line and turn, clearly struggling, then collapsing. Others just bail at the first sign of discomfort, and there are always a few who seem to always miss the test. That is diversity at work and it’s great.
Some schools even do tests of physical fitness – you know the ones – like the beep test, 12-minute run, that sort of thing. Not everyone likes being tested, but you can test yourself and get a bit of a comparison if you want to. Some people really go for it and I’ve seen students cheer their classmates on as they get to the line and turn, clearly struggling, then collapsing. Others just bail at the first sign of discomfort, and there are always a few who seem to always miss the test. That’s diversity at work and it’s great.
But what about ideas, thinking-fitness? How do we know and recognise when we get out of our comfort zone? Do schools provide a variety of ways to do this, develop different kinds of fitness? I’m sure they do to some degree, but sometimes I wonder if the kinds of exercises schools use are ones from the 1950’s. Sure, they’ll get you so far but they’ll mainly work big muscle groups in one way (I’m over generalising).
Similar to physical workouts, it’s also a little bit uncomfortable to go beyond what you know or think you know, or to even think in a new way! Diversity Inquiry conversations are like ‘boot camp for thinking’, but sometimes it is hard to know what your baseline fitness is. On Saturday I “divinqed” with a group of year 13 students who showed incredible determination to stay with really challenging ideas about the history of enlightenment and western thinking, their limits and what has been left in the shadows. How our understanding of identity is limited by labels and language that tends to put things into two sides. And how some of the organisations in society, that we just accept as working in people’s best interest, might not actually work for a lot of people.
Divinqing creates doubt, uncertainty and disorientation. Tt can feel like reality is crumbling. I suppose it is like when Morpheus explains The Matrix to Neo the first time, Neo ‘wants out’ because it’s overwhelming. He hangs in there and recognises that, when he is in The Matrix, he can move through it differently, in a similar way as before but he’s able to resist certain programmmes and see the ‘code’ more and more. He pushes his skills through encounters with agents and others and each time he changes. It’s not ignorance that is bliss anymore – or staying in the dark of the cave (to use Plato’s analogy) – but knowing it is not solid or set in stone is the new bliss.
Maybe divinq is a purple pill. It is certainly flexing more than just the mind. Looking forward to working out with this group again soon.