Category: education

books, economy, education, yoga

Step 6: The Roots of Ideas

Christa Avampato

I double majored in Economics and American History and got a minor in Psychology at Penn because I was interested in the energy of money, its influence on major world events, and its effect on the human psyche. Through the lens of History and Psychology, I found that Economics was much more a moral discipline than a disinterested field. Early on, we learned the name John Maynard Keynes and the underlying theories of Keynesian economics: a system of checks and balances, a fervent acceptance of the role of uncertainty, and a logical, predictable linking of specific actions to specific consequences. Because of my interest in the human impact of money, I was made to be his student.

He was an economist who loathed an over-reliance on data. Data can say anything we want it to say; it can be twisted and turned and reinterpreted to suit any hypothesis. To really understand a situation, we’ve got to pick our heads up, knowledgeable of the current data, though able to correlate it to easily expressed principles and moral values.

This morning I started reading Keynes: The Return of the Master by Robert Skidelsky. From the very first words, I re-discovered how important it is to read original theories and primary source material, not just interpretation of that material. As I got out of the subway, I thought about the other books I’m currently reading. I’ve started to gravitate toward these primary sources: books of Yogic scripture to prepare for my yoga teacher training class, works by John Dewey to understand the underpinning of our education system, autobiographical accounts of world events, and original documentation that established our government.

While it’s one thing to observe, practice, and read the works of experts and influencers, it’s only in reading the original grounding work of a philosophy, of a movement, that we can develop our own views and deep observations. If all we do is interpret and translate someone else’s interpretations of primary material, eventually we enter into a game of telephone, and the original beliefs are likely distorted beyond recognition.

To truly understand an idea, we have to go to the source, to the seed that gave that idea to the word. As Keynes so brilliantly stated and Skidelsky rightly echos, “ideas matter profoundly…indeed the world is ruled by little else.” The roots of those ideas matter profoundly, too. Get to the root.
dreams, education, goals

Step 5: Your Sentence

Christa Avampato

My friend, Richard, just sent me this clip with Dan Pink’s advice on how to transform our lives in 2010 with two simple questions: “What’s your sentence?” and “Were you better today than you were yesterday?” The people I admire most can sum up their contributions to humanity in one succinct sentence stating a very specific contribution. This is also true of my favorite books, blogs, artists, writers, activists, and cause-based organizations. They all have a singular focus and purpose. Is a succinct reason for being the secret ingredient to every extraordinary life?

It’s amazing that this paradigm of a single sentence describing an extraordinary life holds true no matter what great personality I consider. Thomas Jefferson penned his own epitaph with a single sentence. No copywriter, no editor. “Here was buried Thomas Jefferson, author of the Declaration of Independence, of The Statute of Virginia for Religious Freedom, and Father of the University of Virginia.” This is the summation of his life in his terms. These are the things that mattered most to him. Nelson Mandela’s book, Long Walk to Freedom, remains one of the greatest influence on my life. I could only read a few pages of his story at a time because each word is packed with such emotion and power. His unwavering confidence in and passion for his beliefs is overwhelming. Very simply, his sentence is “I am the Father of a free South Africa.”

So maybe that’s it. Maybe we can all get to extraordinary if we can find our sentence and manage our lives in support of it. By the end of 2010, I want to write my one sentence. I’ve written some blog posts about how I want to be remembered when my time has come and gone, what lasting impact I’d like to have on the world. After 364 days of living a life trying to make each day better than the day before, I think I can get it down to one brief sentence. This is the initial sentence that comes to mind, in rough long form:

“Christa was someone who created a global education system that used creativity as the backbone for all learning, gave 1 million children a second chance at a better life, and offered an entire generation the opportunity to be job creators instead of job seekers.”

It needs some polish, but it’s a start.

The image above is not my own. It can be found here.

education, learning, politics, religion

Step 3: Things I Don’t Know

Christa Avampato

Last night I was settling back in to my New York apartment while the wind whistled through my windows. It was so loud at one point that I couldn’t sleep so I flipped on the TV to CNN. Chistiane Amanpour was reporting about Muslim radical extremists in the U.K. Though I watch the news regularly and read several newspapers, there are some topics that still confuse me. The complex network of Muslim radical extremist groups is one of them. I know all the vocabulary though I don’t know how it all hangs together. And this bothers me.

I started thinking about all of the things that I know just a little about, and how much it bothers me to have holes in my knowledge. I don’t like the phrase “I know enough just to be dangerous.” I’d much prefer to know enough so as not be dangerous but be able to speak intelligently on a topic.

In this new year, there are a few topics that I’d really like to dig into and understand in depth. Here are a few of them:

1.) WHAT – I know little to nothing about Islam and its many factions. I’d like to take a small step toward piecing together the popular vocabulary that surrounds this religion. It’s influence is growing in leaps and bounds, dominating our news waves. I should understand it more clearly if I’m to have a greater understanding of our own foreign policy.

HOW – My friend, Amy, is very well-versed in the topic so I’m going to ask her to give me a little crash course during one of our catch-ups. I’ll also ask her for some primer books, blogs, and news services that would be a good reference for me.

2.) WHAT – I’ve been practicing yoga for a decade though have not read some of the sacred texts that serve as its base. I also don’t know the Sanskrit names for all of the asanas (poses).

HOW – At the end of February I am going to begin a very intense yoga teacher training program to master this material. Every other weekend, I’ll be practicing 9 hours on Saturday and 9 hours on Sunday, for 14 weeks. In addition, the program also requires meeting 3 times per week after work, independent reading and writing assignments, and class attendance at the studio once per week. It is a rigorous program that will require a great deal of focus, though my passion for the art and science of yoga will make the rigor a welcome circumstance.

3.) WHAT – The news stories I love most are those that showcase the Power of One. I’d love to read more of these stories in 2010 to understand the psychology of this personality type, and there are a few people that particularly intrigue me. There are several sources that catalog the journeys of these kind of people. Two I particularly like are NBC’s Making a Difference segment and Dafna Michaelson’s 50 in 52 Journey.

HOW – I’ve ordered a few books that share the stories of Geoffrey Canada, the Founder of Harlem Children’s Zone, and William Kamkwamba, the 14 year old in Malawi who built a windmill for his family armed only with a local library book. These are incredible stories of people who saw a need in their communities and set to work to meet that need with little or no resources except their own ingenuity and passion. Could anything be more inspiring?

discovery, education

My Year of Hopefulness – You and Me Against a 50% Graduation Rate

Christa Avampato

“None of this was beyond my potential. It was just beyond my reach” ~ 13 year old apprentice in a Citizen Schools after-school program

Today I had the great good fortune to hear John Payton, President of the Legal Defense Fund, speak. Long considered one of the finest practicing attorneys, particularly in the field of Civil Rights, Mr. Payton exhibited passion and grace when articulating the complicated issue of racism in America, and its tragic legacy. He helped me to see that we the people, all of us, have to get involved in this issue, regardless of our race, because it is plaguing our society to such a degree that it is tough to see a way through.

The statistics that Mr. Payton discussed are the same we see everyday on the front of every newspaper across the country. And they’re horrifying:

– 86% of black 4th graders read below grade level
– Black men make up 41% of prison inmates while only 4% of all higher education students are black men. 1:3 black men will spend a portion of their life in prison
– 30% of children in poor elementary schools, mostly blacks and Latinos, have a vision problem that could easily be corrected with glasses if they had access to an eye doctor. They have insurance through Medicaid, but no access to care. Because of poor vision, they are labeled as “slow learners”
– 50% of black students in New York City drop-put before graduation. In Columbus, Ohio, 60% drop-out and in Baltimore 65% drop-out

And the list of sickening statistics goes on and on to the point that we almost grow numb to the numbers. They are too big, too awful to fathom. So we move to the suburbs. The problem becomes so unnerving that we can’t look it in the eyes anymore. It seems like there’s nothing we can do.

Except that there is something you and I can do. It would be easy, at least in the short-term, to just go back to our little desks in our little cubicles and work away trying to keep our jobs so that we can feed and clothe and house ourselves and our loved ones. Sometimes it seems that this is all we have the energy for, and yet if we don’t do more than we think we can do, these statistics as bad as they are will only get worse. And we can’t afford worse.

So here’s what gave me hope today in the wake of Mr. Payton’s talk: Citizen Schools. Last night I went to the Google offices here in New York. 250 concerned committed adults gathered to talk to four groups of middle school students who learned how to write code to create video games, cell phone applications, and artificial intelligence. 6th, 7th, and 8th graders, with the help of many dedicated Googlers extended their reach far beyond what they thought was possible.

Lennon, a very poised 7th grade student, took the podium to open up the evening. He talked about how Citizen Schools helped him gain confidence and improved his grades. He learned how to make friends and collaborate with others on a project. For the first time, he realized how his studies apply to life and he’s started to think about a career. Dedicated individuals, just like you and me, shared what they know to help these kids like Lennon get another chance to better their own lives.

Turning around these statistics won’t be easy and it will take a long time. It will require great faith in ourselves, our talents, and our ability to make a difference. We can do this, together. 10 kids at a time, one program at a time. A drop in the bucket? Certainly. But consider this – by participating with Citizen Schools, we have the opportunity to save, literally save, 10 lives from becoming part of those scary statistics that John Payton discussed today. How much would you give to save 10 lives? You can start by giving 2 hours a week for 10 weeks through Citizen Schools. To get involved, please visit http://www.citizenschools.org/

education, game, learning, student

My Year of Hopefulness – Playing Games

Christa Avampato

I woke up this morning to rainy skies and a little knot in my stomach. This is the week that I begin my verbal review for the GRE, and I’m having some anxiety over it. My friend, Allan, made me stop beating myself up over my seemingly large deficiency in vocabulary. Honestly, I don’t recognize half of the words on the GRE as English. Allan clued me in to the fact that no one recognizes these words as English because no one actually ever uses them. I felt mildly better. No matter – they’re showing up on the test, and I have to learn them.

When I was little, I used to play the dictionary game with my mom. I’d open the dictionary to any word, and she would give the definition of the word. I never, ever stumped her. She knew every word, no matter how archaic it was. I couldn’t understand it. How did she know all of these words? And how come I didn’t know any of them? Why do I still feel like I don’t know any of them now?

Begrudgingly, I went to my 3 inch thick GRE prep book, and started making my flashcards with a heavy heart. And then I decided I had better get with it. I had better make a game out of this or I am doomed to not do well. And I can’t afford a low score. I just can’t – PhD programs are competitive and every piece of an application counts.

The GRE book is full of helpful hints, and as I learned each hint I saw puzzle pieces falling into place. Now I know how my mom could figure out all of those words. She took many years of Latin, requiring her to learn a variety of roots, suffixes, and prefixes. Our language is largely made of little pieces that are recombined again and again in different ways. For example, “mal-” means bad, so words beginning with “mal-” likely have a negative meaning. It also means bad in Spanish, so knowing a foreign language helps enormously when deciphering new vocabulary words because English is largely a language of other languages. My mother speaks French and Latin, so it’s no wonder the size of her English vocabulary is through the roof!

As my GRE studying progressed, I found myself getting more and more excited about it. I found myself finally, finally understanding pieces of our language I never knew before. Studying for the GRE isn’t just to gain entrance to a program; it’s actually beneficial for my life and for my writing. Now when I read, I have an eye on roots and suffixes and prefixes. I see arguments being pieced together with new insights that I never saw before. I see polygons and parallel lines and acute and obtuse angles everywhere I turn. The basis of the GRE is all around us. And while I’ve seen all of these things before, I’m now noticing them with new eyes and a new found curiosity.

My learning took a great leap forward today. It’s so easy, and more than a little tempting, to get lost in our books and studies. The real power of our studies is when we can pick our eyes up from our books, look out into the world, and see that opportunities for learning, and application of our learning, is all around us. Or better yet, our learning helps us to see what could be out in the world, and gives us the tools and the resolve to go make it happen. Whoever said games were only for kids?

books, children, education

Book Buddy Letter 2

Christa Avampato

Dwight, the 3rd grader I write letters to as part of the Learning Leaders Book Buddy program, just sent me his first letter. We are reading Charlotte’s Web together and we write letters back and forth at designated points in our reading. As promised, here is Dwight’s letter to me, and my letter back to him.

“Dear Christa,

I like writing letters to you, too. This is one of my favorite books, too. I enjoy reading, too. I find inspiration in my reading, too. I grew up in Queens. My favorite part of Charlotte’s Web is when Wilbur and Charlotte meet.

Your Book Buddy,

Dwight”

“Dear Dwight,



I enjoyed reading your letter. We have so much in common! We both like to write letters, we both find inspiration in our reading, and we both like meeting new friends.



Another activity I really enjoy is helping my friends and family members, just like Charlotte

helped Wilbur. It is a very special thing to know that we have skills and resources to help someone we care about when they have a problem that they need to solve. I am very close to my family and friends, and they are a very important part of my life.



We are at an interesting point in Charlotte’s Web. Her solution to use her webs to talk about Wilbur was really creative! I like that she chose interesting words and phrases that were very different from how people usually described Wilbur. What did you think of Charlotte’s plan?



Now that they are off to the fair, I wonder if Charlotte will continue putting words into her webs or if she will think of something different to do. Wilbur is really counting on her to help him win the competition at the fair. What do you think her plan for the fair will be?



I’m looking forward to getting your next letter!



Your Book Buddy,

Christa”



These letters remind me of how important it is for children to have adult role models in their lives, people they can talk to about their thoughts and opinions. Articulating our own stories is an underrated skill, and one that I hope I can help Dwight with through these letters.

business, charity, economy, education, Junior Achievement, philanthropy

My Year of Hopefulness – M.S. 223 One Year Later

Christa Avampato

“A writer – someone who is enormously taken by things anyone else would walk by.” ~ a quote found in the hallways on M.S. 223

Today I went to M.S. 223 in the South Bronx with Junior Achievement. It has been a year almost to the day that I first visited that school. One year later, I still felt excited and nervous, prepared and completely unprepared. My work with the organization, and others like it, make me feel more useful and alive than I feel anywhere else. Teaching is hard work – perhaps the hardest work I’ve ever done because it requires me to draw on every skill I have and then some. Every time I stand in front of a class, I learn something new about myself and about the world.

We spent the morning talking about international trade – how it works and its impact on our everyday lives. In one topic, we covered math, politics, economics, diplomacy, contract negotiations, sociology, and psychology. We didn’t even get to the prescribed activities because the students had so many questions, insights, and concerns. As usual, I had to summon my improvisation skills early and often.
When we talked about product imports and legal stipulations that often impact those imports, some students brought up a topic I was not at all expecting: guns. They knew about licensing, having a warrant to search a house, the relationships between the police and people in a community, and the damage that guns cause. They asked me about laws governing guns, in the U.S. and abroad, their sale, purchase, and sadly, their use in neighborhoods in New York City. It was a tough conversation – this is the reality of an inner-city middle school student.
After lunch, they were wound up. We reviewed the activities in their workbooks. Some were engaged, and some were not. Most couldn’t seem to sit still or focus or listen to one another. For the first time in a classroom I began to see the split between students who really embraced learning and those who did not, and I got very worried. I couldn’t leave some behind and feel good about the day. I had to find a way to bring them all with me. What I was doing wasn’t working and so for the last activity, we turned to the tool I love best – a blank sheet of paper.
On the back of their workbooks, I had them design and describe a product they would like to make and sell.
“How much money do we have?” they asked.
“Unlimited,” I responded.
“How do I make something?” they asked.
“Think of something in your life that you want to fix and develop a product or service that fixes it,” I said.
“Anything?” they asked.
“Yes, anything you want,” I replied.
The floodgates were open. Even the most disruptive students had a rush of ideas: a global communication device that translates your voice to another language so communication with others is easier across the globe; a machine that cures every disease known to man; a pocket-sized screen connected to a home security camera. There was no shortage of creativity in that room and I was able to relate what I do every day at work to what these students were doing in this exercise.
“You get paid to make things?” one student asked.
“I do,” I replied.
“Wow, you’re lucky,” another one said.
“It’s not about luck,” I said. “It’s about deciding to get a certain skill set and then working hard. You could do it, too.”
They raised their eyebrows as if to say, “Really?”
Our class ended in a rush and before I knew it, silence filled the classroom. Off they went out into the world, to circumstances that are more difficult than most people can ever imagine. I worry about them all the time. I’d like to think that years from now, one of them will create a product or service because of our 45 minute lesson on product development. Maybe it inspired a small dream that someday becomes a reality for one of them.
This is the most curious thing about teaching: you plant seeds with nothing but love and faith, hoping that somewhere down the line something you said resonates with someone, inspires them, encourages them, gives them a reason to believe.
art, career, choices, education, literature, time, writing

My Year of Hopefulness – Your One Wild and Precious Life

Christa Avampato

Long a mainstay of college admissions processes and orientations, I recently heard about the poem The Summer Day by Mary Oliver. (I’ve pasted it at the bottom of this post.) My sister, Weez, tells me that it is my great hope in life to be employed as a professional student. She’s right.


I am a sucker for places that make us dream big, that push us beyond our limits, that stretch our imaginations and minds in ways that we never thought possible. I am a forever student, very much at home in the classroom wherever that classroom happens to be, whether I am up front teaching or happily seated in the front row soaking up all that glorious information like a sponge. So of course the big questions are my very favorites, and Mary Oliver hits on what may be my favorite question yet: “What is it you plan to do with your one wild and precious life?” Isn’t that gorgeous? Makes me want to print it out 1,000 times and plaster it all over my neighborhood.

This week I have had new options unfolding for me every day. Just when I think I am set upon a course of action, some other wonderful possibility falls into my path to consider. I think I’m being tested (which is fine by me since students love tests.) I think I’m being shown a way to focus on exactly what field in life gets me most excited, education, and then also being offered a myriad of distractions that are testing my passion for it. Mary Oliver’s question is like a beacon in the haze. What if we looked at every option that’s thrown our way, what if we considered every road before us with this lens. What if we made choices by asking “is this what you want to do with your one wild and precious life (knowing that our lives are so short)?”

The very thought of this takes my breathe away. Our lives are so short. We have such little time here, making every day a wild and precious thing. So here is my answer to Mary Oliver, no matter how many days I have left:

To write courageously and passionately so that it stirs the hearts and imaginations of others
To give children every where the chances that I had to improve my own lot in life through education, dedication, and very hard work
To lift others up as I rise
To generate more kindness, compassion, and generosity in the world
To take these two wild and precious hands and build things that have value and meaning, for me and for many others
To travel far and wide, to experience other cultures, to see new scenery, to meet as many citizens of the world as possible
And, yes, every day I want to be both a teacher and a student

The Summer Day
by Mary Oliver

Who made the world?
Who made the swan, and the black bear?
Who made the grasshopper?
This grasshopper, I mean-
the one who has flung herself out of the grass,
the one who is eating sugar out of my hand,
who is moving her jaws back and forth instead of up and down-
who is gazing around with her enormous and complicated eyes.
Now she lifts her pale forearms and thoroughly washes her face.
Now she snaps her wings open, and floats away.
I don’t know exactly what a prayer is.
I do know how to pay attention, how to fall down
into the grass, how to kneel down in the grass,
how to be idle and blessed, how to stroll through the fields,
which is what I have been doing all day.
Tell me, what else should I have done?
Doesn’t everything die at last, and too soon?
Tell me, what is it you plan to do
with your one wild and precious life?

The image above is not my own. It can be found here.
design, education, innovation, The Journal of Cultural Conversation

The Journal of Cultural Conversation – The Power of Design Thinking

Christa Avampato

Hello from The Journal of Cultural Conversation! Laura has just returned from her Peruvian adventures and I’ve trekked back from Costa Rica by way of Florida with the fam. All the while we’ve kept up our blogging, commenting, story-telling antics and anecdotes. We hope you’ll join us today for a conversation about the power of design thinking. Click here.

children, education, New York City, teaching

My Year of Hopefulness – It Takes A Village, or an Army

Christa Avampato

I’ve been having a great time in Florida with my niece, Lorelei. I can hardly believe that she’ll be 2 in January. I wrote about her on this blog the day that she was born and she has appeared a number of other times in my posts. It’s fun to watch her learn and change. My sister and brother-in-law are tired pretty much all the time – Lorelei is always on the go and always curious. She’s also somehow inherited insomnia from my mom and I.

While many people say that it takes a village to raise a child, I’d add that it requires a very large village, or in many cases an army. It’s amazing how many things Lorelei gets into. Everything from electric outlets to cabinet doors to chairs that are a tiny bit too tall for her. She needs feeding and changing and washing and activities that teach her reading, her colors, her numbers, etc. And the list goes on. She needs an eye on her constantly.
Lorelei is lucky – she has so many people in her life who watch out for her, who love her, and take care of her. Every day, I think about how lucky she is, and how many kids are not so lucky. I think about how many kids don’t have a village much less an army. Some don’t have anyone at all. This is where we can all come in.
This Fall, I had the opportunity to volunteer teach at one of the best high schools in New York. When I told a friend of mine about the choice I had to make to do that assignment or work on my own program in East Harlem, she said, “Christa, those kids in that high school are fine. They don’t need you. They have plenty of advantages. Whether or not you’re there won’t matter to them. It will matter to those kids in East Harlem. Go where you’re needed.”
Every day, we have a chance to be a part of a child’s village, and it’s most important for us to begin building a village for kids who don’t have one at all. This might be the greatest challenge of our time. We can be that village, that army, with a small donation of time or money or concern. If we have any interest at all in the future of our planet, in the future of our own children, we have to stand up for other kids who need us.