Views on Learning

As you may be able to tell this is a paper I wrote for one of my classes on my views of learning. It's a little dense but it was certainly interesting for me to think about. It is basically my description of what I think learning is, and a little bit of rebellion against the class itself which I thought was a little too stuck in it's own discipline at times. I reserve the right to change my views about it as I go through life but for now it is at least an interesting thought.

Scientists are often viewed as dealing solely with facts. These facts are either right or wrong, and scientists seek to determine which is which. However, the more deeply diligent scientists delve, the more unknowns they tend to find. Isaac Newton revolutionized science when he formulated three laws of motion. These laws and the type of physics they apply to are named after him. Later, Albert Einstein challenged Newtonian Physics with his law of relativity. However, instead of replacing Newtonian Physics, both paradigms have found a place in modern science because they are both useful just in different circumstances. Thus, experienced scientists have come to realize that some theories are definitively correct although they are still subject to certain limitations. The social sciences would do well to follow the lead of their physics and chemistry counterparts in recognizing that just because a theory fails in some situations it does not mean it is useless all of the time. Thus, different theories of learning can and should be applied in varying situations.

A combination of theories is used as I subsequently define learning, explain different parts of the definition and then explore how different theories can be applied in different situations. Finally, I will describe some of the implications for teachers and learners and my project in particular. Hereafter, I argue that learning is the transformation of identity through the application of knowledge. This can occur in different ways depending on the source of knowledge.

Identity and it's transformation is the beginning of learning. In order to understand how a transformation of identity occurs we must first understand identity itself. Clark and Rossiter (2008) define identity as “our sense of self” (p. 62). One way to expound on that is to say that identity is the way in which a person sees him or herself and the world. The transformation of identity is then a change in how someone sees the world or themselves. After defining identity Clark and Rossiter (2008) then proceed to discuss how important narratives are in the forming of self. As we tell stories to and about ourselves we create an identity. Over time these stories are told and retold so that our identity is constantly being remodeled and reenvisioned. This is called transformative learning (Clark & Rossiter, 2008). These narratives are a way of connecting our experiences in helpful and new ways. Bernstein et al. (2006, p. 237) write about how semantic memory is really just a set of connections the human mind makes between facts. Thus, whether the connections are being formed between facts or experiences this process transforms identities. This begs the question whether identity transformation i.e. learning is only large paradigm shifts or if small incremental changes can be included. Even though big shifts in thinking are more obvious the small changes can be just as important. When knowledge is applied and therefore connected into a larger schema it is learning. This can occur in a variety of situations. One example could be a girl realizing that she is a unique being with divine heritage where before she just believed she was only a product of her culture in a meaningless world. On the opposite side of the continuum is the example of a little boy learning addition formally in school and subconsciously relating it to previous experiences with counting. Transformation can thus occur at different levels.

The change of identity is most likely to occur when the learner sees how the knowledge will be useful to succeed at a given task (Driscoll, 2000). As explained by McDonald et al. (2005) the Self-Determination Theory (SDT) states that people are motivated to learn when they are given opportunities to interact with the material in meaningful ways. This provides learners with a sense of ownership, which is a strong motivator. As learners interact with knowledge in meaningful ways they are not just acquiring knowledge but are learning how to think in new ways (Vygotsky, 1978) which in turn makes them better learners in the future. However, the transformation of identity is not a simple process.

Application of knowledge can occur in different ways. This variation often depends on the source of knowledge. The anthropologist James Lett (1987) explains that there are different sources of knowledge or ways people describe how they obtain their knowledge. Lett addresses seven of these: sense experience, logic, authority, consensus gentium, intuition, revelation and faith (Lett, 1987, p. 15). Each source of knowledge does not fit easily into one type of learning. However, some of them have stronger connections to some paradigms over others. Sense experience or learning through the senses, for example is a very embodied source of knowledge. For instance, the oft repeated example of learning how to ride a bike is based deeply in sense experience. Other knowledge sources are best gained inside of communities of practice (Lave & Wenger, 1991) such as consensus gentium or common knowledge. Learning how to fit into a group includes having common ground with members of the group as well as understanding the social rules of behavior. Some knowledge sources are based on internal discovery (logic and intuition) like the famous anecdote of Newton understanding gravity when comparing a falling apple to the moon. Some learning is done through the transfer of knowledge from other beings (authority or revelation) when the student sits at the feet of the master. Each of these processes can be very different, but they all transform how an individual views the world. This messy approach is actually beneficial, because it illustrates how learning can occur in many different ways. Application of knowledge that leads to transformed identity can be conceived in various ways.

This definition of learning leads to several conclusions, specifically in regards to formal educational settings. First, the means of instruction can vary but emphasis should be put on whether or not the instruction encourages the connections (and recognition of connections) between new and old knowledge. Thus, instructors should find ways to teach that they feel are effective but then should follow up with questions or other devices that encourage learners to apply their new knowledge in novel ways. Some questions with near transfer (Bransford, Brown & Cocking, 1999) would be: “What else, other than a line segment, can you measure with the distance formula we learned today?” or “We learned about allegories and metaphors in prose, now can you find them in this poem?” Some broader application questions might be “How can the principles learned about light in physics class relate to a deeper understanding of light in a gospel sense?” or “How have you seen principles of apprenticeship used in public schooling?” In an interactive educational website, similar questions could be added to the end of a specific page. Also, hyperlinks about related information can be added to the content which encourages these connections to be made. Learners should continue to ask themselves these connection questions even if the scaffolding (Van Merriënboer, Kirschner & Kester, 2003) is removed that leads to that behavior. This is especially beneficial because then learners will continue to learn effectively in informal locations (Lave & Wenger, 1991).

Another effect of using the stated definition of learning is that it is inherently messy. It does not provide a clean cut version of learning that can easily be applied to situations so that a box can be checked without much thought whether the situation in question is or is not learning. This means that there are a multitude of ways that the interpretation and application can be done poorly. However, it can also provide opportunities to keep an open mind and stay aware of the different paradigms inherent in practice.

Ultimately, my definition of learning is open to the use of several paradigms. This is because it is not necessary to set these theories against each other. Instead there should be a willingness to use them in concert with each other, in different circumstances. Just as the theory of relativity did not entirely replace Newtonian Physics, the newest theory about learning does not need to erase the work of the others. Rather, those that have been found to be effective should be used in their proper place, which includes being built upon older theories. Perhaps none of these theories are right (at least not completely), but that is not to say we should just give up on them entirely. Instead we should work with what we have until we can find a hypothesis that fits more of the pieces together seamlessly.

(Sometimes I am paranoid about references, so if anyone's curious I can give you the full references for the articles I mention.)

Learning English Or is it Greek?

This semester I have been learning two languages. Well not really, but kind of.
As a way to deal with taking classes in disciplines in which I have no background I spent a lot of time looking up words and making a spreadsheet with my own list of definitions. One of my classes is vertebrate paleontology which is heavy on bones and genus or species names of animals. This means many of the words and terms are Greek or Latin based. For how much people talk about Latin roots I have found that most of the words I deal with are more likely to be Greek. It has actually been really cool and a super good learning tool. For example, cryptodires and pleurodires are the two main types of turtles. I could guess that crypt meant mysterious or hidden, something along those lines. From previous words I know pleuro meant side. Thus, when I finally found out that dire means joint and I learned more about the difference between the two types of turtles the names made complete sense. Cryptodires (Hidden joint) turtles that we are used to in North America tuck their heads into their shell. The joint of their neck is at the base of the neck and the head draws back directly.

Pleurodires (Side joint) however have necks that fold to the side in able to hide under their shell.Here is a google link of what they look like. To those of us used to cryptodires these are pretty crazy looking turtles!

The point though is that once you know what a word means, not the general definition, but the actual root things start making a lot more sense. It has been really cool to start learning enough to be able to recognize or guess the meanings of words without looking them up. So yeah, I've been working on learning Greek and Latin this semester, just on the side, but really I have just been learning English.

When Lies are True

I heard someone say the other day that they didn't like fantasy because they liked stories about  relationships and meaningful character development. I was irked. It's one thing not to like fantasy. I know several people who don't but to say that fantasy isn't about these things seems to be either ignorant or pretentiousness. I think most fictional genres are. Although, science fiction can arguably be said to be more about the ideas.
In high school we had to read some dumb book for summer reading, but I remember a quote from it even though I don't remember the name of the book. It went something like "Even though its a lie it can still be true." I really liked that. Even though a story is fictional, and the characters are mice or wizards and they live on another planet or an alternate universe the relationships and character development can still feel so true that it affects us in profound ways.
In my learning class we have been talking recently about how narratives can be used in education. One thing that keeps coming up is if the characters in the book, story, movie, etc are not relatable to the learner than whatever the teacher is trying to teach will fail. So it makes me wonder if the real reason why some people don't like fantasy is that for some reason they have a hard time relating to fantastical settings or characters. Which makes you wonder why that is easy for some people and not others.

Adjusted and Applied Information Plus Sand

In my "learning" class we have been talking about how learning is never transferring knowledge directly from a teacher to a student. No matter what the teacher thinks they are teaching the student (or learner) will take that information and fit it into their own life experience and make it meaningful to them.
A couple weeks ago in one of my classes, GIS for engineers, the teacher talked briefly about how people have a hard time seeing relief (as in elevations) correctly in pictures unless the light source is coming from the top left corner. I got super distracted and as soon as I left class I found this picture on my laptop.

 This is the handprints of my oldest niece, nephew, and me. Don't they look like they are popping out of the sand?

Now look at it.

They look right now.
I just thought that was super cool. I forget what the rest of the lecture was about. But I took this information and remembered it.
I hope my professor wouldn't be too disappointed in me.

I have to admit... I wonder if this works because I naturally read from top left to bottom right though. Would this work for other cultures that read in a different pattern?

Fixing v. Dealing

Paperclip drawer handle I added

My apartment's doorknob has been wiggly ever since I moved in. Yesterday one of my roommates mentioned it too, and it dawned on me. I can do something about it. So I did. I whipped out my leatherman's screwdriver and fixed it in less than a minute.
For me it seems easy to just deal with things and something has to knock me over the head before I realize I can actually fix it instead of just "dealing" with it. Which really sounds pretty silly but sometimes that is just how it is... It makes me wonder what other things I ignore until I am forced into doing something about them.
And the thing is, it always feels surprisingly satisfactory to complete these tasks.

Evolving Views of Friendship

I had an online conversation when I was a teenager about what a friend was (and I feel like I've written about it before but I couldn't find it so perhaps not). I argued that a friend was someone with whom you could be completely yourself, share anything. The person I was talking to disagreed. He said that was a far too narrow view of friendship basically saying that that was impossible. 

I think he was right. Perhaps instead I will define a friend (for now) as someone who appreciates you when you are being you. Being your most you.

Green Space

Once during my mission in Indiana I had been living and working in a fairly large city and it's suburbs. My life seemed to be mostly made up of getting in and out of a car or houses. Sure there were trees around and bushes but mostly I just looked past them at the sidewalks I was walking on or at the doors I was knocking on. Then one night we drove out a ways into a more country area to visit someone. As I was getting out of the car it was dark and the stars were shining overhead, there was little light pollution and it was quiet with only a brisk wind blowing over stubble strewn fields, and around the old farm house. I breathed out and the peacefulness of it was almost shocking.
Quite a while ago I posted about emotional needs that I need to be filled. Green space is one I didn't mention there but I will add now. As shown in the example above it doesn't even necessarily need to be green...
I spend the majority of my waking hours during the week in a room of cubicles. Many of my peers eat lunch at their desks. Sometimes I think I am overly protective of my lunch time but ever since elementary school when I would read my book at lunch, I have always set apart my lunch time as a time to do something I enjoy. Reading or talking and I love to do it outside even when it's cold, although it might be too cold soon.

Western Stellar Jay I saw where I take my lunch sometimes.

Living in an apartment complex with not very much green space around, especially not after dark, I have resorted to doing laps around my complex, and surprisingly it works. I think in this case the cold helps, because even though it isn't really "green" space it is a feeling of naturalness. So basically I shouldn't have said "green space" I should have said "time with nature" or something. Anyway.

Ripples in the fountain near where I take my lunch on other days (carefully cropped so you can't see anything).

Curiosity

Growing up, I remember countless times when doing homework I would ask some question and my mother would go look up the answer. She would look it up even when I begged her not to and she would just say "I won't tell you what I find." It drove me nuts. She was obviously putting far too much effort into an annoying, stupid homework assignment. I thought she was far too curious.
As I've gone back to school in a field I am unfamiliar with I find myself wanting to do well. Thus, when I learn a new word, or come across one in my readings (some required some not) I've been looking them up and then defining them on a spreadsheet. Yes I could just google them again later but it seems helpful to redefine it in my own words and type it myself. Suddenly I seem to have become my Mom, looking up everything and asking questions. And its kind of fun. I also find it exciting when I then hear the word or principle I looked up a couple of days before and say "I know that now!" But at times it also seems kind of exhausting. You have to take the time to look it up.
But the question that I do not have the answer to is: Is this curiosity just tied to my desire to do well in school? Or is it something that I will be able to continue?
Primarily so I can annoy my own kids

Types of People

Two posts ago I did a terrible job arguing that there were two types of people. Here I will not do the same but I do think it is interesting how many studies and books there are that come out about types of people.
The Color Test that matches a personality type to a color.
Introverts v. extroverts.
Another one that shows how different people see the world and remember it using different parts of their brain and senses (audio, visual, kinetic).
The Five Love Languages that point out what you and those around you will most appreciate and how you feel the most loved.
I was recently introduced to another one that is based on children and starts with some basic descriptions of four types of children that can be described in four ways:

• Animated, fun, bright, light-hearted, and friendly
• Tender, gentle, kind, and thoughtful
• Strong, active, persistent, and energetic
• Thorough, efficient, responsible and analytical.

Even the school houses from Harry Potter (Ravenclaw, Hufflepuff, Slytherin, and Gryffindor) has almost become a personality analysis.

I don't think I have ever read a self-help book and probably never will but things like the stuff above I find fascinating. They aren't really self-help books more of a self-awareness books.

In one of my classes we talk about different theories quite a bit and which ones we prefer to adhere to. One of the arguments my Professor, Stephen Yanchar, makes, is that critical flexibility should be used, meaning that you don't have to choose just one theory, but you should also not just use all of them all at once. Instead think through what each theory implies and see how they can work together. One of my previous theory teachers would also talk about how theories are tools we can add to our tool boxes and we can use different tools for different situations. 

For my conclusions I will just say this: I am a person observer (some people talk about people watching and that can be interesting but I prefer observing the people I know better than those I don't) and I like to use all the tools in my tool box to understand people.

Firehydrants

I noticed that I haven't posted any pictures in a long time so I thought I would add a few.
Here are some from my fire hydrant collection.
While I was on my mission in Indiana I realized for the first time that fire hydrants aren't always just the typical red, and they aren't all the same shape or size either. So ever since I have been collecting fire hydrant pictures of different sorts and in different places. Honestly I'm surprised I haven't already posted about them.
I have almost 90 pictures from 25 cities or towns in 10 states and Washington DC. And if you think the ones below are a lot, just be lucky I limited myself to 10.

Nauvoo, Illinois. I love how the house and the firehydrant match.

Springfield, Illinois. This was President Lincoln's home. I love the colors.

Bloomington, Indiana. 

Bloomington, Indiana. I just wish the dog had been repainted.

Indianapolis, Indiana. My first fire hydrant.

Zionsville, Indiana. I just love the contrasts.

Zionsville, Indiana. It's kind of cute.

Omaha, Nebraska. 

Philadelphia, Pennsylvania. It's a cool old fire hydrant in a cool old city.

Draper, Utah. I like the perspective on this one.

If I want to read meaning into this odd obsession/quirk/whatever I would say it is about actually seeing the normal things around us and appreciating it. Seeing old things with new eyes. And really in able to still take pictures of them I have to find a reason to do so by matching colors or seeing the fire hydrant in the bigger picture or whatever.... so the next time you see a fire hydrant think of me. . . or at least just notice it.

Nicknames

I feel like there are three types of people.

Full name people: Those who go by their fullname and always call others by their full names.

Short name people: Those who shorten their own name and everyone around them.

Nickname people: Those who lengthen or completely make up other names that don't really relate to the original name.

Now, I have no idea which type I am. So you know I am super confident in my initial categorizations...

I almost always introduce myself with my full name and I always write it out full on everything, but when people ask me what I want to be called I always say Rebecca or Becca. They ask which I prefer and I say I don't care. And I really don't. Sometimes I notice what they call me and it does seem more personal somehow when they call me Becca. That's what my whole family calls me. That's even what I call myself when I talk to myself. But it still seems wrong somehow to introduce myself as Becca.

Then there is how I address others. I tend to call people by the name they introduce themselves as (I would call myself Rebecca if I met me) and yet all my family I seem to have shortened even when most people call them by their full name.

In the book I wrote and the one I'm writing the main characters both go primarily by their nicknames. For Audrey she is almost insulted when people call her that (her fullname). And I end up giving most of my characters either really short names or nicknames that are one syllable: Oon, Hak, Will, Cor. Because apparently two syllables is just too long for me to write. 

So basically, I am a full name person because I introduce myself with my full name, and I'm a short name person because I shorten my families and characters names.... and I guess I'm even a nickname person because there is a character in my book who renames people random things.

Maybe there are more types of people than just three... 

Front Seat Responsibility

When I was little maybe 7 or 8 I remember sitting in the front passenger's seat of the van late at night.  I had specifically been chosen for passenger duty. My mom was driving, and we were somewhere between Massachusetts and Utah. I was chattering away and my mom, her voice tired, said "I've got to stop I'm getting too sleepy."
"But," I said, "wasn't I doing a good job talking."
"Oh it's not your fault. It's just too late."
That allayed my fears somewhat but I was still kind of sad that I hadn't been able to keep my mom awake.

This week I went on a long car trip. Two days one way. I was in the front seat the first day and felt an obligation to converse with the driver. I thoroughly enjoyed the conversation but I know I talked more and shared more than I normally would have if I hadn't felt that duty to entertain the driver. The next day and the two coming back I was sitting in the back and I didn't feel that responsibility so keenly, although I have to admit I was a little disturbed how little the passenger seat occupants didn't seem to worry about it at all.
At first I was really confused how this almost inherent feeling of duty could be apparently nonexistent in so many others but then I realized a couple of things:
1) I've probably done a lot more long road trips than most people.
2) I was taught about it explicitly when I was little.
3) The others in the car that did understand passenger duty choose not to sit in the front because they wanted to avoid the responsibility.

Polishing Shoes

I was just polishing my shoes and my roommate asked "Is that how you polish shoes like in real life?"

"Yes, yes it is."

I polish my leather shoes the old school way with a rag and shoe polish that comes in a tin and a brush (except I don't have one). I know most people now don't use shoe polish anymore. They either have shoes that don't need shoe polish or they use the "fake" version or they just don't polish their shoes, not bothering to put in the effort.

My dad taught me how to polish shoes. I remember as a little girl following him excitedly to his bedroom where we would spread newspapers around us as we sat crosslegged on the floor. I remember putting my hand in his big shoe and lifting it up. Getting the crumbling black polish all over my hands and watching with excitement as he buffed the polished shoe and the matte black suddenly became glossy. 

My mom tells stories about how when she was a girl it was her chore every Saturday to line up her families Sunday shoes and polishing them all, all ten pairs.

I have also heard quite a few talks and thoughts that tie in spiritual ideas to polishing shoes. 

I like how peaceful it is to sit there and rub the polish into the leather and put that little effort into maintaining something that has served me well. 

So to me polishing shoes is tied up with a bunch of seemingly unrelated ideas and thoughts:

• Quality time with my Dad
• Peace
• Service
• Keeping the Sabbath Day Holy
• Heritage
• Renewal

How often do we end up associating menial tasks with deeper feelings, emotions, stories, etc.

Being Prepared

I started a master's program this week. A masters program in a subject I don't have much of a background in. In fact I have three main classes: GIS for engineers, Principles of Learning and Vertebrate Paleontology. All three of them are based in different departments: Civil Engineering, Informational Psychology and Technology (whatever that means) and Geology. Out of those three I've only taken classes in geology and they were fairly basic.
At first all I could think was "I have no background in any of these how am I going to survive." As I went through this first week I found it interesting how often I remembered things from other experiences I've had. I was more prepared than I thought.
Here are a few examples:
Working with GIS. 
I met a couple of time with a group after classes to discuss GIS in my senior year at college.
Working with GIS layers.
Working with layers in Gimp and other art programs.
Understanding Vector and Raster data.
Doing pixel and vector art and understanding the strengths and weaknesses of each.
Being in a class that discusses psychology and learning philosophies.
Attending a histories and theories class in anthropology.
Talking about dinosaurs and geologic time depth.
Reading a dinosaur text book to be ready for the class I'm TAing.

Anyway. I just found it fascinating how I was fairly prepared despite not having the background in the specific departments.
Perhaps it isn't that surprising but all the same it is interesting how things that don't at first seem like they would be relevant can be. Maybe that's why a holistic view of life makes so much sense. Just because we pigeonhole ideas it doesn't mean that they really are entirely separate. I mean who thought doing art would prepare me for an engineering class.

Silence

Not long ago I had a friend tell me something that I wasn't positive I understood.
She said that on days when she mostly worked by herself than she had a harder time making the effort of being social in the evening (or whenever) but on days that she worked with people all day long it was easier to be social at night too.
For the last couple of years I have, for the most part, spent all my time by myself or only with a small group of unvarying people (mostly family). Sometimes when I was by myself for inordinate amounts of time than I was more eager for conversation than ever.
I moved to an apartment this week and have been surrounded by strangers, and what my friend said suddenly made more sense. When I have been unsocial all day it is far more difficult to put forth the effort into being social, but I think the reason I didn't understand before is because it wasn't really that much of an effort to be social with my family. That's not nearly as hard as trying to be social with strangers. Which really isn't surprising but I guess I just hadn't thought about it before.

Freedom

This is a short story I wrote some time ago (right after high school maybe) but I was thinking about it recently, so here it is even though it's long (for a post not for a story). I still like it even though it has a bit of an odd subdued flavor.

Freedom

Two men strode down the nondescript hallway. One in front, one behind. One a prisoner, the other free.

Passing many precisely labeled doors they finally entered one of the small bright rooms. The door stated that it was the “Enemy leader as Prisoner Debriefing Station.”

Several minutes later, several more militarily precise men entered the room, the same stern expression on each face.

* * *

“Lieutenant, how are you?” said the prisoner as they walked down the hallway once again.

“What difference, sir, does it make?” The Lieutenant spoke mockingly. Whether at himself or his companion it was hard to tell.

“Quite a bit, actually.” said the prisoner “As my captor, and companion, to my next place of residence you have quite a bit of power over me, and that power may be used positively or negatively, which often depends on your own disposition at the present time.”

The Lieutenant remained unmoved, his only answer was a slow blink that suggested a plea for patience.

At the end of the hall was a set of glass doors flanked by security cameras and guards. Natural sunlight entered unquestioned at the door, and glinted on a small paper clip lying on the floor. The quick-eyed prisoner noticed it and barely lost his stride as he reached down to pick it up.

“Eyes front, feet forward, sir.” the Lieutenant reprimanded, but made no move to stop the prisoner's attaching the paper clip to the collar of his shirt.

They left the building, blinking in the sunlight. A prisoner transport hovercraft awaited them, they climbed in, followed by two two sets of guards in a small patrol ship, manned by several more soldiers.

* * *

“Why?”

“Why, what Lieutenant?” the prisoner returned. It was the first time the Lieutenant had initiated any interaction.

“Well, what did you hope to accomplish by your rebellion?”

The prisoner paused, “Freedom, the same thing as most revolutionaries.”

“We are free.”

“So you say, we are like instruments. Free to do anything... anything our musician chooses to do with us.” The captive rejoined.

“If you feel free, you are.”

“Are you sure? Besides, I didn't 'feel' free.”

The Lieutenant looked out the window for a moment, and then replied. “It's not freedom. Even if there isn't force or threats – or blackmail.”

“I certainly don't think so, sir.”

Both drifted off into silence, their own thoughts far away from the hovercraft winging its way towards its destination.

* * *

Still aboard the hovercraft a sudden alarm broke the silence. The Lieutenant half slid across the seat to the small door that connected to the cockpit.

“What's going on?”

“I'm not sure, Sir.”

“Find out then!”

The pilot quickly checked several gauges as the craft lurched alarmingly.

The young pilot reported; “We're losing power, Sir.” A green light flashed across the screen. “Auto-pilot has shut down.”

Flung against the window with another lurch the prisoner found himself staring at an endless sea. The windblown swells looking disturbingly close to the small craft. He was separated from them by less then a meter of Plexiglas and air.

Another lurch and the nose of the craft dipped into the water. With no other warning all three passengers were launched skyward, flung up and out of the hovercraft by the automatic ejection seats.

Next thing the three knew they were plummeting downward into the sea below. In three enormous splashes they made contact with the water once again. What breath they had left was knocked out of them completely as their safety harnesses inflated painfully fast.

Gasping for air, the three tread water as they watched the unmanned hovercraft weave its drunken way for a while and then disappear beyond the horizon.

The prisoner removed his boots and hastily tore off his belt, lightened considerably he began to search the sky. Seeing only unreachable clouds be glanced back at his companions bobbing in the ocean. The young pilot still stared disconsolately at the spot where his craft had disappeared from view. The Lieutenant had other things on his mind however. He looked at first one charge and then the other, and then along the horizon.

“Can you swim?”

The prisoner answered in the affirmative, the pilot only nodded hesitantly.

“We go this way.” The Lieutenant said as he set off in futile pursuit of the drunken hovercraft.

“You. Between us!” he added gesturing to the prisoner.

After several minutes the prisoner, noticing that the pilot seemed to be gulping more water then air, ventured a question.

“Where are we heading? I think it's best if we make land soon.”

“Doesn't matter. It's our duty to follow the ship.”

“I'm supposed to go down with my ship.” gulped the pilot.

“So, it's our duty to die?” the prisoner asked sarcastically. “My life is worth more than that, and I think yours are too, even if you don't think so.” Pointing at a bird flying dark against the sky the prisoner continued “That's a land bird, I think, let's go that way and he started towards it without a backwards glance. He soon left his bewildered companions behind as he struck out strongly.

The Lieutenant's eyes shifted from his prisoner's departing back to his companions exhausted face. He wanted to live too. Besides he rationalized, his companion would need help soon, and he could not keep control of the prisoner and the pilot by himself. His decision made, he gestured to the pilot and they both struck out after the prisoner, and towards land.

* * *

Dragging themselves and their companion on shore with a last final effort the prisoner and the Lieutenant lay wearily on the sand, the young pilot unconscious between them.

“Thank you.”

Too exhausted to reply the prisoner just gave a faint nod.

* * *

As the recently captured leader of a group of guerrilla fighters the prisoner was used to odd situations, and living a rough life. He was the first to revive. After making a fire with some drift wood and patience the prisoner began to ask questions.

“What do we have? Empty your pockets, anything of use, put it here,” he said gesturing at a place within the fire's glow. The now conscious pilot began to empty his pockets wordlessly. Out came a waterlogged health bar, pocket lint, and a mass of soggy notes.

The Lieutenant did not comply so easily. “What we need is a way to contact our former guard ships. They're probably the closest people. I don't have anything of the kind now that my communication device was fried in the salt water. Besides, you are still a state prisoner.”

“You are the one that volunteered us to death. I'm about life, so quit arguing, those guard ships are probably long gone and your hovercraft is probably still going out there so no one watching the tracking devices will go out looking for us. Yet.” Locking eyes the prisoner silently challenged the Lieutenant as he pulled the paper clip off his collar and put it in the small pile, he also tore off the useless buttons that adorned the front of his shirt.

Used to taking orders from people who acted like they knew what they were doing the Lieutenant weakened, besides logic told him the prisoner was right. He unlatched the communication device from his waist, and added it to the pile. Reaching into his pants pockets he pulled out several coins. He took a mechanical pencil, and pen from a breast pocket, marveling that they had stayed in place throughout the exertions of the day.

The prisoner stared at their small pile, absently stirring the objects with a forefinger.

“Yeah, I agree, what the heck can we do with that?” the Lieutenant made one last jab.

The remark was entirely ignored by the one he had aimed it at. The young pilot on the other hand, gave him a look of fear or worry, making the Lieutenant wish he had said nothing at all.

* * *

A couple of days later the three stranded men were once again around the fire. It looked more like a camp now. Palm fronds had been placed over several branches leaning against a rock to make a crude shelter and a turtle shell filled with water stood close by. The prisoner's discarded buttons were stuck to a wide frond leaf shimmering in the slight wind and setting sun. The men's appearances however did not look better for their rough existence. All three sported beards, and sand and grime now seemed a permanent part of their clothing.
As the days passed the pilot and Lieutenant had begun to look unquestioningly at the prisoner for help. They would not have been able to make shelter or provide food for themselves without his help and guidance. He was always able to make what they needed from their surroundings. Even though the proper or suitable equipment was never around.
This night the pilot was staring out at the ocean, he reveled in the new freedom he had on the island. Although limited by geography he had never been able to do whatever he wanted before. Now, he realized, he had been contained, not by bonds, but by ways of thought. He remembered only being six or seven when he had been "caught" playing with a football -the wrong way. He had been trying to spin it like a top. He was punished for using it the wrong way.
Lying comfortably under the palm frond shelter the Lieutenant's thoughts shifted from his happy childhood to his pressured adult life, and finally to the meaning of duty.
The prisoner sat a little way off tinkering with the materials that had not yet been used from that first night. After a sudden movement he laughed,
"I got it!" His two companions turned to stare at him.
"Look at this guys!" He held up the Lieutenant's communicator device a few inches. Dangling from the bottom of it was the paper clip, now straightened and broken in half, attached to a piece of pencil lead and a coin, each was stuck into the skin of a tropical fruit.
"This battery won't last long, but we'll be able to make contact." The two men looked incredulously back at their excited companion.
"I know it looks a little haphazard, but I'm pretty sure it will work." He defended himself.
"Here Lieutenant, give it a shot."
The Lieutenant got to his feet and moved a palm frond out of the way before he advanced. His eyes met the prisoner's, who passed the device to the Lieutenant, careful not to upset the tentative wiring.
The prisoner gave a final, determined nod, and the Lieutenant looked down at the the device he held. The pilot looked on, uncomprehending.
The screen flickered and flashed to life, The Lieutenant pressed a few buttons then appeared to get through.
"Yes, this is Lieutenant Marks, the prisoner is still in my hands. Yes, the hovercraft malfunctioned. Yes, we need to be picked up." And then with another blink the screen flickered off and the device was once again just metal and plastic, and a haphazard fruit battery.
"That's it then. We'll be found. Their GPS will have tracked the device to the island."
The pilot hung his head, the Lieutenant turned quickly towards the ocean, and the prisoner sat down suddenly.
"Why? Why'd you do it?" the pilot asked quietly.
The prisoner shook his head. "My people still need me."
"You'll still be a state prisoner." And then as an after thought the pilot turned to the Lieutenant, "won't he?"
"Duty," the Lieutenant murmured to himself. And then he spoke a definitive "Yes," to the pilot. No one said anything for a moment.
The prisoner broke the silence. "Well you men deserve better then living on a deserted island for the rest of your lives, besides I'm not sure how much longer those lives would be if we stayed out here."
"Don't be a fool. You could live anywhere for as long as you want.” The pilot gave the prisoner a friendly push. “And who said we wanted to go back.”

“Shut up kid. It's our duty.”

Then there was silence.

* * *

A few hours later the Lieutenant still sat with his back propped against a rock. A tiny hermit crab scuttled nearby hardly aware of the stationary man. Then suddenly the hermit crab was swallowed in sand.

“Enough of duty,” whispered the man as he threw another handful of sand at the crab's hiding place and got to his feet.

* * *

The next morning there were dark dots in the pink strewn sky. Helicopters were identified mid morning and by noon they were hovering over the island. They landed a little way from the camp in a whirl of wind and noise that seemed unbearable to the men's isolated ears.

The prisoner was promptly bound and the makeshift camp trampled and mocked by the soldiers.

All three rescue-es were strangely subdued, hardly greeting their rescuers with a single word. They all acted like prisoners as they glanced back at the camp as they were hustled onto the transport helicopter.

* * *

A few months later three men walked into a crowded, well lit basement room. All free.

Joyous cries welcomed the man in front.

“You're back.”

“You escaped!”

“Welcome home.”

“How'd you do it?”

“Who are they?”

The man in front held his hand for silence. “Glad to be back. These men are my friends, and they're going to help us. They want to help everyone be free.”

Popular Science

I went to the grocery store the other day and I was absolutely disgusted by one of the magazines by the checkout, but probably not for the regular reasons.
It was the magazine called Popular Science and the front page article was entitled "100 Things Science Got Wrong" and one of the things they were to discuss was "The Piltdown Man." Now just to get it straight I didn't read the article, I didn't open the magazine. I have no idea what it said or didn't say, but this is why it bugged me.

1. It just sounds like clickbait.
2. If a magazine is called Popular Science I would assume it is geared to those who may not know the lingo of professional scientists but still find their findings fascinating. Thus, by having a title that is negative about science seems like it would either annoy their target audience or at least make them have less faith in science (and thus less likely to continue to be interested in science).
3. The thing about science, at least in my understanding, is that science is made up of guesses and assumptions (hypotheses) that are disproved. That's the whole goal. So to say that "science got it wrong" is actually like "yeah, that's what science is--asking questions to find out what you're getting wrong." It's part of the process.
4. Why do you rarely, if ever see an article like "100 things intuitive knowledge gets wrong" or "100 things Old Wives Tales Gets wrong?" Because they actually do get things wrong, and it's not part of the process.
5. Now for the Piltdown Man reference. The Piltdown Man was some human skull fragments that someone with very questionable ethics gathered up with some ape mandibles or something and then proceeded to pretend to find together. Thus they "found the missing link" between humans and apes. For a while scientists thought that they really had found the missing link and were rather confused about the whole thing. But it turns out someone was just a liar. It's not science that was wrong it was the liar. Yes, maybe scientists should have been able to distinguish the fake but it doesn't mean the hoax was their fault when they didn't.

Alright I hope that didn't sound like too much of a rant, it wasn't really meant to be.

Purty Pictures from Nauvoo

Here are just a few of my favorite pictures from my trip. I apologize. I usually don't post boring ones like this. OK, maybe more than a few. But they are pretty. I think.

Fire hydrant in Nebraska. I have a fire hydrant thing.

Winter Quarter's LDS Temple.

Nauvoo Temple

Sunset.

Muskrat in the Mississippi.

Rainbow Over the Mississippi.

Inside a Cement Mixer

Stone Bridge.

Sunset Over the Mississippi

Waterfall

Pet Owl Rock

Artifact in the Dirt

Cool Clouds

Moon stone on the Nauvoo LDS Temple

Nauvoo Temple

Flowers

Emma Smith in the Nauvoo House. This one is more clever than good.

Raccoon Skull - I couldn't resist

Herons and Clouds on the Mississippi

Actors Playing Joseph and Emma Smith Outside the Mansion House.

My "photoshopped" version of the above picture. (I use Gimp).

Bunny

Earthenware Pitcher my friends excavated and I dug up.

This time I did take all the pictures, well except the last one. I was holding the pitcher.

What's Exciting to an Archaeologist

So someone was still asking me for pictures from Nauvoo so here are a few. First for the most exciting thing I personally found.

Yeah, most people weren't very impressed when I said the most exciting thing I found was rocks. But this was the first solid evidence (at least in my opinion) of what we were looking for: the foundation of the frame home of Samuel H. Smith's home. (Samuel H. Smith is the younger brother of the 1800s American prophet Joseph Smith Jr.). We think this was the west wall.

Here it is more fully excavated. Notice the flat rocks laying on top of flat rocks in a long rectangular schedule.

Here are two pictures of the east wall. We didn't get the chance to fully excavate.

This is probably the third thing I got most excited about. It's an Isaac Hill Brick. Isaac Hill was one of seven brickmakers in Nauvoo in the 1840s. His bricks are unusual because they are concave and have "I HILL" imprinted them. This one was obviously imprinted (we had found one other that was not nearly as visible).

Here is the only other I HILL brick on display in Nauvoo (at least that I know of). Ours is better! At least more legible. It is on the top floor of the Seventies Hall.

This is probably the fourth most awesome find. And the first one that most people could relate too. It is a doll head just to clarify.

I had a lot of fun with these. Pig mandibles. But then again I like bones.

Now here are a few other finds along with things they match. Similar to how I did my Historic Archaeology post from last year. Most people will probably find these artifacts were exciting then my top 3. They are easier to relate too.

This is what I'm pretty sure is a raccoon skull in my palm. In the case below is what is labeled as a cat skull. Similar but a little different. We uncovered most of the raccoon skeleton. Awesome.

Any guesses?

This is my guess. A candle maker.

A doll appendage.

Several doll appendages.

Alright. Sick of pictures yet? Just so you know I did not take all of these pictures. Some of them are from my friend's phone and others are from the Head Archaeologist's camera.