Welcome to Acronym Park…

Hey hey, welcome again!

Can all knowledge be expressed in words and symbols? Well, that’s a question that is highly contestable. Welcome to Acronym ParkInternational Baccalaureate Organization hereon referred to as I.B. Then, there’s A.T.L. (Approaches to Learning)… and a few more. As I started to write this I started with the title Theory of Knowledge (T.O.K.): An I.B. Experience before joining the course. Here we look at knowledge – whether through words or symbols… or other.

Workaholic Rainbow Yuan attended a workshop firing questions at us, giving her respect and building our trust to create an environment of sharing. She was there to support our teaching team (now as students) with any concerns, and to share experiences. She set us a target and the below workshop goal:

This workshop will prepare educators to teach the Theory of Knowledge (ToK) in a manner that supports the IB philosophy. The IB philosophy is encapsulated in the IB mission statement and aims to develop inquiring, knowledgeable, caring and internationally-minded young people wherein ToK plays a central role.” – from a presentation by Rainbow Yuan

What is T.o.K.? It covers 12 concepts: evidence, certainty, truth, interpretation, power, justification, explanation, objectivity, perspective, culture, values and responsibility. Within the I.B. course of Language & Literature…

Theory of Knowledge – could and should be titled epistemology. It’s a major offshoot of philosophy. The list of famous stars to touch on the study (-ology) in epistḗmē include Aristotle, Ayn Rand, Susan Haack, King James I (after Scotland handed him to England in some sort of union) and R. Sentwali Bakari (Epistemology from an Afrocentric Perspective: Enhancing Black Students’ Consciousness through Afrocentric Way of Knowing). They’ve all contributed to the field and certainly the field has contributed to them (and their legends).

IB education pushes the A.T.L. skills creating resilient lifelong learners with an international outlook that extends learning into living. It blends education into post-education critical thinking. The continuum flows from primary education to middle and diploma programme years into later life. The purpose of TOK (Theory of Knowledge) is to give university preparation and rounded questioning skills. The application of “knowledge as a map” mimics and prepares students long in advance for university final year self-study. It builds a buoyant foundation.

The first learning engagement involved creating a single sentence summary (nota bene, n.b., sibilance set specifically to this scheme) of the I.B. ATL skills: A.T.L. skills crucially develop and recognise skillsets for lifelong learning and empower students to be self-sufficient, whilst remaining community innovative (for tomorrow).

What else do we need for international-mindedness? Challenges, obstacles, examples, exemplars and many other words could be added to the list below:

  • Sustainability; Change
  • Global values; Culture; Multilingualism; Beliefs; Identity;
  • Respect; Local; Privilege; Service
  • Perspective; Worldview; Experiences; Intercultural
  • Engagement; Action; Power; Technology

Identity is important to international-mindedness in that local and regional dialects or languages, or cultures should never be seen as inferior. Equality is key to allow students a level playing field to open dialogue. Without this powers shift and create imbalances. Those imbalances lack sustainability and change is a known constant. Change is inevitable. Respect for positive advancement or reactive reversal and proactive innovation whether in science, politics or English literature. None of this is possible without recognising unique identities of people and culture.

Four connections to the core themes could include: scope; perspectives; methods & tools; & ethics. They tend to be controversial and have multiple views or angles. Fact checkers and those who favour propaganda may have polar angles of their selected lens.

The I.B. T.O.K. course [see an example of a course outline] has an internal assessment by exhibition to show how T.O.K. manifests in the world around us. The course is comprised of knowledge and the knower; optional themes (32 hours combined); and areas of knowledge (50 hours). The course has tutoring time that equates to a century of hours. It then has an externally-audited essay to complete the 100 hour course.

Drawing upon specific examples in our learning experience we actively involved role-play with a strange family dynamic. Our three parents, Mrs Jamie, Mrs Nem and myself as a grandparent or guardian placed questions to a duo of teachers, Ms Hamida and and Mr Jason. Their job was to sell the course of T.O.K. to prospective parents with an explanation using objectivity, perspective, responsibility, culture and values.

A further role play allowed us to choose a question, expand on it, make it better and counter it. From that we presented it, shared it and questioned other teams. The subjects covered history (Cold War origins), Mathematics (big data), science (vaccine ethics), and the arts (Haute couture).

Essay question examples include: Can there be knowledge that is independent of culture? / Does it matter that your personal circumstances influence how seriously your knowledge is taken? The crux of these questions imply that the answers are debatable and contestable. The explanations must be questionable. They can be broad brought down to a shorter interpretation.

Coca-Cola Clear featured in one learning engagement convinced me that now I not only misunderstand knowledge but also have problems understanding what coke is as a drink. Perspective changes of brands, deepfake in ethics and scope, and methods and tools of technology throughout through fake and legitimate advertising create a bucketful of questioning and theory of knowledge.

In conclusion, I feel more aware of how the nature of knowledge can be construed. These can be personal whether remaining the same, adjusted or cast aside. On reflection, T.o.K. is an opportunity to create a project-style learning to prepare students for the university environment and demands. It gives independent learning a scope to flex its hypothetical muscle through query. There are even Walt Whitman poems used as examples to evoke T.O.K.

Who owns knowledge?

The owner of knowledge remains the informed and the adaptive consumer of knowledge who chooses to share this knowledge for a greater good. Or not.
Source.

What makes a good explanation?

Alignment of relevant themes allows conceptual questions to be given satisfactory answer pairings. The question may be loaded with variables like the word ‘good’ or ‘explanation’ or even ‘makes’ – each can be interpreted quite openly. The original message or information should be conveyed and interpreted with clarity. However, bias must be removed to allow an explanation to be heard. Many questions can be loaded with biased emotional and political themes, e.g. “to what extent does the Palestinian wall affect Palestine and Israel in international relations, social and economic ways?” It isn’t a straightforward question to ask, “What makes a good explanation?” The image selected below could equally be shared or discounted as an explanation of the question above. There’s normalisation, legal disagreement, acceptance of fertile land being grabbed by a dominative nation, ghettoisation, and numerous other matters on the negative flank of the wall. On the flip side, walls stop people and things being a threat and also can hold back perceived dangers. They could create labour opportunities and force dialogue about why a wall is there in the first place.

West Bank graffiti mocks Donald Trumps love of walls, Israel Times

How to create a T.o.K. question – the perfect recipe:

Add a spoonful of “to what extent does” or “how far can we”. Stir in a sprig of theory.

Blend with words such as expert, belief, certainty, justification, culture or faith. Alternatively you can add generalisation, authority or bias.

A pinch of evidence, truth, experience can also be dropped in when you whisk in a helping of indigenous knowledge for added flavour.

Cook on gas mark BLOODY HOT°C and ensure reliability is stirred in gently.

Fry imagination in a deep and boil romanticism in a milk pan until sense bubbles lightly.

To reveal the baked realism, we must ask ourselves, “How far can we reason with empathy?” Following that stewing, perception shall become fragrant and surrealism will be present when dipping a spoon into a broth of abstraction.

When beating an egg to allow empathy, question how do you separate apathy without a spatula? The answer of course is to use reason like a knife.

Go to the oven shelves and slide faith and illusion from the originality of memory to create a jelly for the icebox within your refrigerator. Use emotive language to confirm that ethics is piping hot throughout.

When stir-frying natural sciences with human sciences it is important to allow history to swell and trickle into oral memory.

With religious knowledge slice and crack communication as sensations for later, adding to inference into a salad spinner. Use a grater to weed out confirmation bias and allow adequate translation from culture to vested interests.

The concept of cooking is dependent on the use of one’s intuition to use emotion, theory and objectivity to deliver a product of stereotype straight from the passatutto food mill to a casserole pot. It is counter intuitive to chop by pepper pot when global thinking dictates a potato masher can apply adequate subjectivity.

Of course, of the above cooking instructions are subject to fallibility of interpretation, which can be found in the cookbook located by the paradigms of authority. From oral memory, exclaim pleasure at the explanation of rationalism. The steam of verification will rise with introspection. How trustworthy is the classification in intuition when it is laid out on a platter for the visitors of the buffet systems.

Following this, a few questions can be raised, , perhaps in mathematics (or not) such as:
How much do…? Does the…? Who determines…? Is it…? What contributes…?
How important to…? If you feel…? What relation…? Can we…? What is…? How does…? What role…? Should…? Are values…? How certain…? How reliable…? Does the…?

TRUST MY VALIDITY. I may remember more by talking gibberish! I have methods. I have values.


Further stuff to cram in your bonce for explaining the game:

Thank you kindly for your time.

Understanding Thursdays.

Bonfire night in England has been marked by an explosion of COVID-19. As Guy Fawkes Night comes and goes, Britain goes back into lockdown for an entire month.

“And then mother took me to Grammar School; But I stopped all in the vestibule; Every time that bell would ring; Catched me playin’ with my ding a ling” – the song My Ding A Ling by Chuck Berry

Meanwhile on a murky Thursday night in a warm Dongguan, at Tungwah Wenzel International School, I found myself taking notes on Teaching ESL in the Mainstream Classroom [TESMC]. There are several modules which start from a zoomed-out overview to a much more-closer and specific look at our teaching area. Quality of teaching matters, especially for English as a Second Language learners. Collaboration is key withing all teaching environments, so here I was surrounded by technology, Chinese, English, science and other specialist teachers.

Interrelatedness of culture is important. ESL (English as a Second Language) students bring culture capital and funds of knowledge that can be tapped and used in the weapon against Minecraft and all other manner of distraction. Sat with Mr Jason, Miss Keats, Miss Cindy, and others in groups around, we all observed teachers Mr Ben and Mr Cherlito in leading a great classroom workshop.

Classrooms should set high expectations and resource in their mainstream classes. There should be a bar to jump up to, rather than a bar to meet level. Expectations should increase to allow students to learn the language through the language and learn about that language. There is a plethora of learning theories, many tried, tested and tired, but a good teacher should know that there’s always more out there to bring about a good learning context.

Oral and written language must be treated separately. In our youth we make sounds before we scribble words. Those sounds and phonetics become words, sentences and eventually conversation. We crawl, walk and then run – until we get old enough to walk, drink beer and crawl again. Writing needs codes. We start with a few letters, then we pair a few more, and we build words. Following that a few simple sentences, and then they expand bit by bit, until we’re banging out sonnets like Shakespeare was our teacher. Some of the braver kids that write carry on writing and move on to be Dan Brown or Anne Tyler. They all started with the ABC though. Patterns and a need to make technical and abstract meanings fit educational contexts a little before we hit our double-figure years. Why do we do it? The world is demanding and so are parents. Teachers backed by educational curriculum standards encourage students. Students push themselves – or not. Accountability is something learned or not within teenage and early years. For some it takes a little longer than others. Some will never learn it.

Teachers and the school community adapt and evolve support language, not just to improve students, but to find strategies relevant and achievable for the classroom, and in this instance the ESL classroom. Improve our teaching, improve our target students. With that we must recognize that not all students have the name needs or motivations. There are many variables that need to be taken into account to ensure students participate in schooling and beyond.

What do I hope to gain from the course? Self-enhancement, bettering one’s self, being more invaluable and experienced in order to help and work closer with my colleagues. Yes, all that and some. Actually, I really want to understand my students better.

Students cross a broad range of identities. We all have multiple identities. I act differently around colleagues, friends, family, football friends, near strangers, and other groups. This is life. We are social butterflies and act accordingly to comfort surroundings and situations. What identities do we have?

Think about diets. Do we eat differently or behave in varied ways? Perhaps around vegans, vegetarians, American Embassy-eaters (that’s McDonald’s) and so on. How much respect can you give a total fructivore? Does a sister command a special response that is distinctive to that of an aunty or a mother? What’s the atypical reaction to dad? Relations matter. The position within the family, the runt of the litter is that kid that gets the passed down Manchester City F.C. shirt, according to their big bad bold brother.

If you want division, look no further than religion, it’s an age-old area of conflict. Don’t trust me? Google it. Even your choice of search engine can separate you. Sorry Baidu, you just won’t do for me! Age category, maturity, sexuality (LGTGB+ etc), members of book clubs, groups, communities (C’mon CITY!), neighbours (noisy or other), sports, language-speakers, ethnicities, creeds, hobbiesprejudices, Marvel or DC comics Star Wars or Star Trek; Trekker or Trekee… The list goes on. And on. And on, and on, and on and on. With all that in mind it is clearly difficult to understand your colleagues, let alone your students. We still must push on (gently, softly or otherwise) and probe ways to understand any potential barriers to learning and find range and depth suitable for extraction. Some negatives can be turned into positives. Some cannot. Here as good teacher is digging for positivity and the factory in each student that manufactures optimism. What do students struggle with? Locating a pencil case? Someone looked at them with a squint? An ant walked into the classroom doing ballet?

Some of the roles or aspects of having multiple identities will cause internal conflicts, doubts, and worries. One place that I feel tensions are my political views and belief in human rights. So, to be in America or China, I must respect the head gaffer and the regime that rules the joint. As a guest, I can only say or do so much. Imagine being a Chinese kid flung into international education. Will that kid’s neighbours or young relations also be in that same international school setting? They’ll be strengthening and weaking on one and the other. You can’t follow two systems perfectly. ESL students, a widely used terms for many nationalities, at a school that uses English as a primary target language are privileged to expand their cultural window, but they may find their own cultures closing from them. As they develop language for an increasing range of purpose of contexts, their world is changing in ways that they may or may not notice.

For an Irish kid learning at an ESL school in Wales, who studies only in English, they may not be exposed to much Gaelic language other than that at home, infrequently. The Welsh kid at school may be using English at home, attending Welsh classes online and immersed in a bilingual environment at home. The Chinese student on exchange from Dongguan to Aberystwyth may get to speak English, Welsh and a spot of Chinese with fellow students. They will all face improvements in their English language, but which students will improve their native tongue? What range of langue will they be exposed to? For the ESL teacher, this, like many other factors sits outside the scope of control. Awareness of these facts is important. Which students enjoy the same access to range of language as their peers? Is immersion in English to the detriment of other tongues? Do some students slip, trip and flip-flop from one school to the next? I know of at least a handful of students that I’ve taught that are in their third primary school in as many years. I shouldn’t judge because I also attended three primary schools as a kid. However, I didn’t have the pressure of a second language… unless North versus South Mancunian dialect was it. Barmcake or muffin?

The evening featured acronyms galore. EMI wasn’t Electrical and Musical Industries records; it was English as a Medium of Instruction. When CALD was mentioned, I expected to hear the Council of Asian Liberals and Democrats, but it turned out to mean Culturally and Linguistically Diverse.

Other notes (not typed up in any depth yet):

WHAT FUNDS OF KNOWLEDGE MIGHT AN ESL STUDENT BRING TO THE CLASSROOM?

Understand classroom exposure (Chinese vs Int’l); different opinions about the future (environment; conservation; search engine exposure) …

LANGUAGE/COMMUNICATION – visual artifacts / bilingualism / translation /

/ EXPERIENCE/WORLD KNOWLEDGE – A.I. / surveillance / icons / cultural exposure /

/ ATTITUDES OF FUTURE

/ WAYS OF THINKING – Wikipedia/media literacy / transfer of knowledge / attitudes in academic context / curiosity

/ MULTIPLE IDENTITIES cultural norms / family backgrounds / expectations / regional knowledge / local

Possible consequences of failure to acknowledge the above include neglect of diversity and cultures. Value it. Ignoring the valuable resource will limit their world view. Disenfranchising and discouraging, devaluing, disempowering – don’t handicap

Attitude of a teacher: transition / support / how do students feel in terms of students who finish first or take longer? /

My homework (A.K.A. the between module activity) is as follows. Select one class student. Understand their life, experiences, impacts on their ability to learn, hobbies, favourite biscuits, and so on. I can use any strategy to do so. Perhaps an untargeted questionnaire, a survey of the class, discussions with other teachers, an insight from their family, a photo of their favourite thing at home and so on… What do they miss when they’re at school? The old who, when, what, why, how, do, etc scenario is with me until next Thursday’s class. That student’s funds of knowledge will be valuable to teaching them.

And with that, I’m sat listening to Chuck Berry live and reading about things other than books that students can read to enhance their reading skills. Books are the gateway to knowledge, but in these modern times books are not the only medium for reading. In the age of information, words are all around us. Students should be encouraged to read (digital or hard copies):

books written by each other

dictionaries and thesaurus

play scripts

road signs

maps and atlases

song lyrics

poetry

travel brochures and leaflets

blogs

websites

encyclopedias

newspapers

magazines

social media and micro posts

catalogues and listings

programmes of events/sports meetings/games

manuals and ingredients on food labels

recipes

Anyway, that’s all for Thursday night. Let’s hope this COVID-19 scatters away soon. Keep busy. Eat a toffee apple for me and some Parkin Cake. I had to make do with McVities Hobnobs (the ones without chocolate). Stay strong. Peace and love x

John

Woolly balls, Alan & Xi’an

How do! / 你好 (nĭ hăo) / Namaste / Welcome!

Is that…? No, it can’t be. But, wait, it bloody well is. I‘ll have a gander to check. I stepped into a stationery store in Dalang, attached to the Dongguan Dalang Football Association (DGDLFA). Football culture and community has always interested me. The crest of one of the DGDLFA clubs resembled Man Utd’s badge. I’m sure any do. It’s a curse in any Asian nation that most fans follow a red team. Their flags are red, their Communist brothers in arms are red, red stars, red scarves, red packets, lucky blooming red. Everywhere.

Instead of worn old leather footballs on the central axis, this club, Dongguan Zhicheng F.C. has in place two woollen balls. Zhī (织)means weave or knit. Chéng (城) means city or wall. So, here we have it a woolly mammoth-aged club wrapped in cotton wool. On the top of the crest there are kind of lucky bells, and golden scrolls. There is a ball in pace of Salford Rugby Club’s stolen red devil. Six people fail to adhere to social distancing beneath the ball. The sixsome is an oddity in itself. Most people I know play 7-a-side in China, and sometimes, every now and then 5-a-side. There is football in the traditional 11-a-side format, which is lesser-spotted. I only know of one 6-a-side field in Dongguan. We use it regular on a rooftop. So, Dongguan Zhicheng F.C., what is this mutant game you are playing?! I was in the stationery shop, a foreigner, a rogue and an unexpected shopper. I had to investigate further.

Inside a larger, and rounder older Cantonese lady kind of sneered at me. She eventually asked what I was looking for. I uttered my crap Mandarin Chinese, “Wǒ zài kàn” (我在看). This in itself was bad, as she was clearly Cantonese. I had overheard her recording a flowing barrage of Canton dialect into her right-hand-clutched-like-a-Lego-man-mobile-phone. Can we say phone now? Most phones are mobile now. Landline phones in China are mostly ornamental, right? I could have said to her, “Wǒ zhǐ shì kàn kàn” (我只是看看。) Zhǐ shì means just/merely/only. I didn’t. We all know by now, that I was on a reconnaissance gathering mission. If anyone is monitoring me, I am buggered. Proper buggered. She said, a simple, “Hǎo de” (好的) because it was okay to look around right. It’s a stationery shop and not Area 51.

After selecting some useful stickers and highlighter pens, of various shades of sky blue, a man emerged from the adjoining office door of the Dongguan Dalang Football Association (DGDLFA). He looked at me with suspicion. There was a smidgeon of something in his eye. It could have been dust, curiosity or any other emotion. Maybe the bright yellow faded to peach coloured football shirt I wore was too loud. We looked eye to eye for far too long. I had to buckle and break the moment. The man’s square face framed in black glasses and a thick head of black hair age no emotion away. His game could have been poker. I crumpled and folded my coolness but calmly let out a dry word, “nĭ hăo” (你好). After all, who doesn’t like hearing a stranger say hello. We can’t all be Villanelle from Killing Eve. Some of us must be polite and less murderous.

After selecting some gold dust items, I went to the check-out and here the Lǎobǎn (老板/boss) chatted to me. “Nǐ xǐhuān mànlián ma?”, he said. 你喜欢曼联吗 translates to something offensive to me, and to many. He had asked, “Do you like Manchester United?” My response was calm, and to the point, “Wǒ bù xǐhuān mànlián” (我不喜欢曼联). I do not like Manchester United. It’s a fact. You can check my social media for diatribe and other denunciation of that club. There are rants, periods of haranguing and tirades that probably go back to 1982. I crossed my right hand over my chest and pointed to the crest upon my left breast. “Wǒ ài mànchéng”, said I. I love Manchester City (我爱曼城). He looked me up and down, smiled, and wearing his red polo top, with the crest that resembled Old Trafford’s footballing giants, he proudly said, “Wǒ zhīchí lìwùpǔ” (我支持利物浦). He supports Liverpool. He eventually told me in a mixture of Chinese and his good English that his team liked the badge of Man Utd. I asked him about his connection to Liverpool. None. He didn’t even watch games before the Champions League win last year.

And, that’s one of the reasons football struggles in China. A lack of clear identity. The balls of wool made me think that this team in 大朗 (Dàlǎng town) had pride on their locally known and nationally famous name of wool. Instead I left wondering why a Liverpool fan, would create a team with an almost Man Utd crest. He told me how they’d started a team from a school field in 2018 and then two teams, other teams followed. They play regular 8-a-side because 8 is lucky. I asked why their badge only has 6 people. He said the goalkeeper is not a player. I said, for 8-a-side, this still leaves his team one player short. He said there are 8 outfield players and a goalkeeper. That’s a lot of players on a FIFA regulation 7-a-side field. And, they use a size four football, not a regulation size five football. Good luck to the China national football team.

As I paid my bill, we talked international and domestic football. The excitement that the Premier League in England is returning at a time, that China will also welcome a restart to football. The Chinese Super League is set to resume soon (2020中国平安中国足球协会超级联赛). On July the 3rd, the league will be split into two groups. As China closed its borders to foreigners, the CSL upped the maximum number of players a team could have, from six to seven (throughout a season). At any one time, only six are allowed within the squad, of which, only five can play in one game. Of those five in one game, only four can be on the field at any one time. Following me? Good. Of those four, no foreign goalkeepers are allowed. Taiwanese, Hong Kong or Macau citizens are Chinese as long as they started their professional career as a player there.

Alan Douglas Borges de Carvalho, born José Bonifácio, Brazil is Chinese now. As is Elkeson de Oliveira Cardoso, but he was born in Coelho Neto, Maranhão, Brazil (which you won’t find on a map of China). The former player, Alan (阿兰), arrived from Red Bull Salzburg on 2015. The latter, Elkeson (艾克森/ Ài Kèsēn) arrived in 2013. Chinese citizenship via naturalisation has given both the chance to play for China’s national team. Ricardo Goulart (高拉特) from São José dos Campos, Brazil awaits FIFA to decide if he could play in the stages of the 2022 FIFA World Cup qualification. Aside frome Mousa Dembélé at Guangzhou R&F, Paulinho at Guangzhou Evergrande Taobao, Alex Teixeira at Jiangsu Suning, Marouane Fellaini at Shandong Luneng Taishan, Stephan El Shaarawy at Shanghai Greenland Shenhua there aren’t too many players out there that are household names. 27 Brazilians and 3 former Brazilians make up the 80 possible overseas players for 16 teams. Amongst the Brazilians, Hulk, at Shanghai SIPG isn’t the incredible one, but former-Chelsea player Oscar at the same team has a few awards to his name.

So aside from my covert quest into the local world of football, this turned into a great shop too. I found two A4 paper trimmers – also known as guillotines! Nothing says stationer like a machine with a blade named after a French Revolution beheading device. I hope the Chinese parliament and security forces don’t round me up for beheading postcards or cutting corners.

Xi’an: The Original Home of Football? Think Cuju (蹴鞠)

球迷会名称/Club name: 西安曼城球迷会 Xi’an Manchester City fans Association Club

球迷会联系方式/Club contacts: 阿圭罗的小媳妇儿 [Aguero’s Wife]

微博或其他社交媒体链接/Weibo or social media links: 西安曼城球迷会(微博名)
微信账号/Wechat account: 西安曼城球迷会(公众号)

关于我们/About us: 古称长安。长安城作为古代第一个人口破百万的国际化大都市,北濒渭河,南依秦岭,八水润长安。在这座古老的城市里,住着一群有着蓝色信仰的人们,这群人的存在给这座城市注入了新的活力,这就是我们——西安曼城球迷会。

不论你是土生土长的西安人,还是身在西安的异乡人,亦或是远在他乡的西安乡党,只要你信仰蓝月,我们都向你敞开怀抱。

Xi’an, is an ancient town, once known as Chang’an. Xi’an was one of the Four Great Ancient Capitals. Xi’an is the original starting point of the Silk Road. Emperor Qin Shi Huang’s Terracotta Army is based here. Bordered to the north by the Weihe River, the southern Qinling Mountains and known for 8 rivers, the city has great diversity and history. The sky blue and white faith of City reached Xi’an in modern times and adds vitality to a City mostly know for its great food and castle walls. Whether you are a native to Xi’an, or a visitor to Xi’an, Xi’an’s OSC opens their arms to meet you and your love for the Blue Moon. No reds allowed. 

Expect to eat: Roujiamo Chinese Hamburger (肉夹馍); Liangpi (凉皮); Paomo Mutton, beef, and Bread Pieces in Soup (羊肉泡馍); Biang Biang Noodles (油泼扯面); Jinggao Steamed rice cake stuffed with honey dates and black beans (甑糕).

Expect to see: Fortifications of Xi’an & Xi’an City Wall (西安城墙); Xi’an Bell Tower (西安钟楼); the Drum Tower of Xi’an (西安鼓楼); Mount Li (骊山); Mausoleum of the First Qin Emperor (Qin Shi Huang) (秦始皇陵); Terracotta Army (兵马俑); Shaanxi Galaxy (陕西银河); Shaanxi Guoli F.C. (陕西国力)Shaanxi Renhe Commercial Chanba F.C. (陕西人和商业浐灞)Shaanxi Dongsheng (陕西东盛); Xi’an Evening News (西安晚报); Qinqiang opera (乱弹).
Did you know? Arthur Gostick Shorrock [from Blackburn, Lancashire, England] and Moir Duncan founded the Sianfu Mission in 1892.

U.K. Twin cities & Towns: Edinburgh, Bury St. Edmunds & Birmingham

爱与和平/Peace and love

Identify yourself.

你好/ Ní hǎo / Nín hǎo / Hello / How do / S’mae / Namaste

Identity is a simple enough word. Defined as the fact of being who or what a person or thing is. It can also be used as a different noun to mean a close similarity or affinity. There are mathematical definitions, but I’ll leave that for someone else, and somewhere else. The words origin has evolved since early Latin to Late Latin and fits well within present day English. 

Late 16th century (in the sense ‘quality of being identical’): from late Latin identitas, from Latin idem ‘same’.

Identity is something that we all engage throughout life. We identify as being X, Y, or Z. Whilst those who study and compile dictionaries identify themselves as lexicographers, some of us who just love words, are more like word friends. Samuel Johnson Jr. was America’s first noted Lexographer. The former school teacher was around at the same time as a certain British lexicographer Dr. Samuel Johnson, yet they were not related. They were both teachers who shared a passion for words and have greatly influenced the modern landscape that we use. Two different Johnsons, each with versions of dictionaries that have lasted long into our times, in their effects and contents.

Social media sweeps over the internet now. Some would believe it to be positive, others like a rash. Some tribes embrace one platform such as Twitter, whilst others are wondering if MySpace is still around. With that we’re seeing more and more identity displays. Social groups can link together – or stand alone. These electronic identities can be seen, from outside, as dangerous, thrilling, friendly and/or useful. Personality can hide behind a mask or it can jump around, stamp its feet and make a song and dance. An age of electronic expression is sweeping from primary school kids with little phone-watches to adults with seemingly and endless amount of broadband allocation. Some revel in the labels of their electronic identity, whilst others find it disparaging and caustic.

Much is made of identity, whether it is gender identity, social identity or employment identity. Social castes, social levels and classes – they’re all going to influence you, right? Do you relate to those around you in a psychological level that is instinctive or free-thinking? How does nature and the weather affect you? What did you learn and did someone else learn this the same way? Are you idiosyncratic? Does your identity serve you good purpose?

What is an identity? Well, look inwardly. How do you see yourself? How do others view your self-image? How do they view you? How do you feel about your individuality? Are you a leader or a follower? Do you feel comfortable tucked away in the shadows or prefer an open stage with an audience? What condition is your self-esteem in? Intact, flagging, failing or absent? And, how do you adapt? Does your identity evolve with new interests or stay fixed on a one-way road? Do you tend to run against the flow of traffic? Do your aspirations tie in greatly to your character? Is your head full of dreams? What do you believe? What do they tell you to believe? What do they say and how does it affect you? Take a look at your ethnicity and those who surround you. Do you feel comfortable? Do you belong? Where do you fit in? Don’t forget your past.

Take some time to self-reflect. It isn’t always easy. So, why do so many people judge others? Only when you are fully self-aware and fully self-conscious can you understand yourself, but that doesn’t mean your parameters are copied and pasted onto someone else. Map and define what things are inside your head each day. Does it follow a pattern? How tall do you stand today? How did you get so confident? Why do you shy away? Who best represents you? Do circumstances call for you to be different? Or, should you run away screaming with hordes of like-minded fear-filled faces? How would you best end these sentences?

I am…; I want…; I need…; I must…; I have…; I cannot…; I like…; I hate…; I love…

How do you explore? Is not knowing something or not knowing how something will be, a sign of weakness? Is showing emotion a sign of self-confidence and strength of demonstration to others? Pride: an achievement or triumph that you have earned or something to be modestly squirreled away as a lonesome memory? Ready for flight or stand up and fight? A touch of foreclosure or hide away and show little interest?

For me I collectively identify myself as a Manchester City fan, a diehard but not someone as devout as those who travel to every away game or cup game. Logistics and life have dealt me a hand that does not allow such things. I’d also like to travel more but I am no traveller. Far from it. I like exploring and have ambitions to see Madagascar, Iceland, the Faroe Islands, Indonesia and New Zealand. Other places are on my to do lists, but not so concretely. It is what it is. I’ve travelled and some will say I have seen many places, but I know many more people who work and travel, yet here I stand, static in Dongguan, China. I’d say that I am political and have principles, but my notions can often find themselves silenced. Values and ideologies can take a backseat when dealing with bigger powers. We must all be pragmatic and a realist when the optimist and pessimist aren’t around on our shoulders.

With Murray’s F.C. and other expat groups, I float in and out like a butterfly as and when I feel comfortable – often welcome yet not sought after. I can be an outsider even amongst fellow outsiders. I will always help, when possible, and like people to know that I am available for consultation or small get-togethers but that doesn’t mean I’ll shy away from every barbecue or team meal. I can switch between hiking groups and reading clubs with ease, if I wish. I don’t try to be someone that I am not, and I try not to be anyone but me. There’s a touch of drifter, searcher and guardian in there somewhere. When needed the resolver and the refuser can enter the room. I dislike social stigmas, yet I can understand if someone perceives me as different.

I know my writing persona is like those of usernames in silent online virtual reality rooms. We can all blend, chop and change in our e-masks. Over the years my blog has slipped between diarist, weather reporter, psychological councillor, cry of help to essayists. My views may detract or add to wider discussion. For me expression is an outlet. This tapping on the keyboards is a vent. It is both constructive and freeing. I feel confident enough to write things that may be uncomfortable for family members of friends – but less comfortable when it comes to that of my employer and place of residence. Still, I am not preaching or trying to cause upset. Yesterday’s views may even change to tomorrow. I believe the Welsh call it Malw Cachu (to talk shit).

If I don’t misrepresent myself, or obscure my identity to win your bank account, then frantically hitting the keys on this laptop will serve reasonable purpose. I do, however feel, that offline my personality is less exciting than the one I can identify with on here: words – they really are beautiful things. Words mean something. They are to the writer as paint is to an artist. They’re endless unwritten poems, thoughts and ideas. Mind, body and self can escape through words – or words can equally help my mind, body and self. How do you identify with this interaction?

This last weekend, I joined Huizhou Blues for a one-day tournament at Bromsgrove School in Mission Hills. We lost to a Media Team on penalties in the final of the 8-a-side football competition. I’d managed ten minutes of football in the first game, before being subbed off. We won that game. Later I came on in one game, assisting the all important sixth and seventh goals in a 7-0 win. For the final I played just over 25 minutes. I couldn’t sprint too much, but my troublesome calf muscle didn’t hate me for the effort. Playing on a smooth grass field did help. Great food was had during lunchtime at a Hong Kong restaurant next to Mission Hills Eco-Park – and tucked behind their western restaurant, The Patio. Catching the sun on the final day of November and being slightly red on the head was the only drawback. It reached around 25ºC that day with quite high UV levels.

This week in Dongguan, you’d look at people and think that it’d snow here soon. One of my class students has three layers of jackets over his shirt and sweater. Some teachers are wearing scarves. I’ve seen woolly gloves and mittens already. Today’s low is 10ºC (at night). The morning temperature sits around 13ºC and the high today will be 19ºC. Whilst the day is sunny, there is certainly a lot of wind around. Humidity is really at its lowest at this time of year. For me, I think it is the most comfortable time of year here with regards to the weather.

In the last seven days, I’ve eaten at Japanese and Korean style barbecues. The Korean style barbecue edges it for flavours and combinations of food. The Japanese barbecue that I ate at with Cian and Leon, certainly had good meats and the Kirin beer wasn’t too bad. It certainly helped when watching Man City at Newcastle Utd. There has been Dongbei food, Guilin rice noodles and Hunan foods. Sometimes I look at my diet and think that it cannot get any more diverse. The lunchtime selection of toasties that I’m making certainly add to that.

In the last week, we’ve held sports days at school, involving countless practices of a routine for the opening ceremony which the students expertly forgot. They didn’t get it wrong. They just carried on marching by the tables of the school leaders and foreign teachers – and completely ignored what they’d practiced. In a way, I was proud. A good mistake is made better when they all collectively realised and instantly laughed about it. This week’s P.E. classes will involve kite flying and frisbee throwing. No set routines.

I’ve considered some evening walking up the odd small mountain here but it seems all park gates close and are locked at 6pm. Those without gates are much further away shich makes returning late at night a tad difficult.

再见/ Zài jiàn / Bài bài / Ta’ra / Goodbye / Hwyl Fawr / Dhanyabaad / Alavidā