Achtung all Operation Übertaco operatives.:
Upon arrival at Terminal 1 of Frankfurt Flughafen (airport) make your way to the Hauptbahnhof (main train station). Walk across the street to the tres chic, yet cheap for students, Colour Hotel. The mobile base of operations will setup there until departure to Marburg.
Your leader by default,
Ken
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During WWII both Warner Brothers and Disney produced animated cartoons featuring prominent Nazi figures. In Warner Brother’s “Herr meets Hare” a lost Bugs Bunny finds himself confronted by a gun-toting Hermann Göring. In Disney’s “Education for Death” a young boy is indoctrinated from birth until death in the Nazi Gleichschaltung. It is a shame that these types of cartoons are no longer shown on networks. They have serious historical merit not found in current sugary-sweet entertainment options for children.
For those of you who don’t know I went to a private parochial school until 8th grade. St. Paul Lutheran’s graduating class of 1998 had only nine people. Two years of preschool, one year of kindergarten, and eight years of private education gave me a significant leg up in public high school. It was painfully obvious among my peers that I had not gone to public school. Those 11 years of private education set me apart and I’m sure my parents are more than happy with their investment. Private education does not come cheap, but its gains are exponential. It came as a bit of a shock when I began to achieve in the 3.4 – 4.0 GPA range in college when all during high school I had a persistent 2.3 GPA. I now appreciate the sacrifices made by my parents as I am preparing to become a public school teacher. But education is not all about reading, writing, and arithmetic as an essential portion comes from interacting with the world around you. It is time for me to put my German education into practice this coming March until August.
In Germany I plan to absorb as much of the country, its people, and its culture as possible. It is my intention to update my site as often as I can. I want to chronicle my experiences along the way. I assure you that many will involve my adjusting to German customs and embarrassing situations I got into. Along the way I plan on taking hundreds of photos and posting them to my flickr.com account. But in order for these experiences to occur I require funding. Thusly it is with reservation that I request a small donation from you.
My current financial situation is as follows. I have paid for tuition and have money set aside for airfare housing, food, and insurance. The $1000 grant from the Wisconsin government has been allotted to the payment of these things. My parents have set aside an account to help pay for other items I will need. I have been working 3rd shift at Festival Foods in Oshkosh to try to scrounge up funding for my trip. Currently I am scheduled for only 24 hours/week, but Festival has been cutting my hours. The week of January 15 – 21 I am only scheduled for 16 hours and those shifts are guaranteed to be cut short. Rent alone for February will be approximately $400, not to mention food and other costs. Any additional savings earned for my trip will not last very long.
The cost of an education is not just tuition. It includes all of the minor payments along the way. What does a small donation afford? It gives me the chance to eat a government-subsidized meal in “Mensa” with other German students. I can send a letter to my girlfriend that contains a German chocolate bar to help stem her feelings of being alone, even if only for a minute. I can travel via the Intercontinental Express to Berlin, Vienna, and Frankfurt to absorb all of the museums. I can grab my backpack and venture to the Dachau concentration camp and pay homage to the fallen. I can purchase daily necessities such as razors, shampoo, and most importantly, soap. I can venture to the Eckkneipe and order an Oktoberfest Spaten Bier with my German friends. It gives me enough scratch to purchase coffee at 3am as I translate a load of homework as a full-time student. In going about all of these activities I will experience firsthand what some textbooks only describe. I will learn the language necessary to function and in doing so improve my future prospects of being a German teacher.
Your small donation can be received directly through PayPal. PayPal is the internet’s most secure method of sending money. I have been using it to handle all of my eBay buying and selling transactions. In the five years of using it I have never had a problem where the security of my credit card or checking account has been compromised. All you need to do is click the PayPal link below to begin. Once you make a donation an e-mail notification will be sent to me. You don’t even have to sign up for PayPal. It is just that easy… and thank you.
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A letter from Philipps-Universitaet arrived a few days ago officially stating that I am now enrolled for the 2007 Sommersemester. From March until August this year I will be updating my site in the beautiful college city of Marburg. I was originally anticipating an April departure date. Prior to the semester beginning there will be a short language course teaching “survival” German. Thank you to all who guided me along the way.
The next two months are now filled with paperwork and preparation. I am also in dire need of someplace cheap to stay for the month of February in Oshkosh. Any help would be greatly appreciated as my contract to live in Stewart Hall will expire in January. On the bright side, however, I have been able to find plane fare to Frankfurt for only $270. This is much cheaper than the wallet scraping $1100 I had originally found.
I was supposed to create this wonderful audio recording for the fourth and final post for my Education Technology 325 course. That isn’t going to happen for two reasons. The first excuse being that I do not have time. I am not just using finals week as an excuse. The compelling drive to create content worthy of instructing others would drive me to spend hours perfecting each detail. I would want to do it right. For my German phonetics course I spent hours redoing recorded exams rejecting ones that just didn’t make the cut. The second excuse is merely a matter of technological preference. I would much rather play internet typewriter.
What did I learn this semester in Education Technology 325? It is with respect towards the instructor when I give him my honest answer. I learned nothing. In all fairness let me be more accurate. I learned nothing about computers. I came into the class knowing more about Mac OSX and its applications than your average student. What I did learn a great deal about, however, is how technology creates a caste system among students. This social order consists of those who know and those who do not. When teaching the content of a technology course the playing field is leveled between an instructor and some students. It is a rare opportunity for the instructor to use the expert knowledge of a student to instruct the class.
Technology presents a unique challenge compared to other content areas. Core content in math, science, and literature has remained relatively static in the past twenty years. The Pythagorean theorem still states that in any right triangle, the area of the square whose side is the hypotenuse (the side of a right triangle opposite the right angle) is equal to the sum of areas of the squares whose sides are the two legs (i.e. the two sides other than the hypotenuse). I’ll just skip Einstein’s theories and Shakespeare’s literature for the sake of time. Technology in the past twenty years has moved too fast for the development of a unified theory on how to approach the content. By the time the experts come to agreement it is too late. Educators are not only going to have to instruct themselves, but also accept the possibility that someone in their class may have a better answer.
I can say with great certainty that the content of Education Technology is going to change in five years. The hardware, programs, and content of the course will not be identical to this semester. What will remain constant is the caste system among the students and the paltry return from selling the textbook back to the campus bookstore.
If you have not gathered by now this is the fourth and final blog post for Education Technology 325. It has been a good run.
A thanks goes out to Wisconsin tax payers. Even though the current legislators have cut millions from the UW system in the past few years making it extremely difficult for future teachers to graduate, I gladly accept the $1000 grant you have bestowed toward my education. This will pay for me to fly to Germany. Thank you.
Prefixes are additions to root words that change the meaning of the word. In English these prefixes are not uniform in their alteration of meaning. For example take the prefix “in-.” In- can have both positive and negative connotations. Add in- to the word “credible” and you have incredible, which carries a positive connotation. Add in- to the word “competent” and you have incompetent, which carries a negative connotation.
This is what I think of when I am bored.
In my German 360 course this week someone gave a fantastic presentation of German Stereotypes. According to people interviewed in the presentation, Germans are hardworking, stubborn, beer swilling, David Hasslehoff admiring, car loving people who had something to do with Adolf Hitler. Many said that their family heritage was German, but no one actually knew what that meant to them. The whole presentation was rather comical. If I ever become a German teacher I will have to address these stereotypes. I was surprised to discover that these stereotypes go beyond the superficial, the extend into the historical.
Most people when asked how World War II started will say it was because the Nazis were mass murdering Jews. This common belief is not true. The discovery of the “Massenvernichtung der Juden” was verified near the end of the war. Britain and France did not enter the war to prevent the elimination of the Jews. These countries entered the war because they recognized that the invasion of Poland by Germany meant that they could be next. Even then, fewer people actually know what event lead to the war. For the United States this event was the Japanese bombing of Pearl Harbor. By this point, however, the war had already been raging for two years.
The event that actually led to the largest military action in human history is relatively benign. In 1939, on a small Polish radio station, a call to arms rang out for fellow Poles to take up arms against the Germans. The call to arms ended in gunshots. But this whole event was a covert operation orchestrated by undercover German Schutzstaffel officers. It was reported as an act of aggression against Germany and the annexation of Poland was promptly underway. The whole war began on false pretenses.
Damninteresting.com has a great write-up of the event.
Tonight I had the opportunity to see one of the most engaging and controversial speakers here at UW-Oshkosh in recent times. I am speaking of UW-Madison’s Kevin Barrett. Kevin Barrett has come under national media scrutiny for his views on the 9/11 terrorist attacks. I do not agree with Barrett point for point, nor do I agree with some of his assertions, but his discourse makes you think. I am not going to proselytize for either side of the 9/11 debates. I am going to tell you what Barrett did right.
Barrett agreed to disagree with his critics. In reading his critics’ publications and letters it appeared to me that Barrett was some tin-foil hat wearing, internet forum posting junkie, conspiracy nut that just happened to have a doctorate. This preconceived notion proved to be false. Barrett was well versed and acutely aware of his critics. He stated that despite their harsh criticism, he was willing to debate them. In one instance Barrett recalled that he was to be set up in a debate against fellow UW-Madison professors. Unfortunately, no one took the offer despite the strenuous efforts of his critics to find someone. He also addressed questions challenging his position, to which he made arguments with supporting evidence. It is not required, nor advocated, by Barrett that you agree with him. He wants you to make an informed decision with valid evidence on either side of the issue.
When it came to providing evidence, Barrett was able to relay his findings in layman’s terms. This is absolutely crucial when trying to assuage someone’s position on a topic. Perhaps the most impressive use of evidence was when he demonstrated how the government uses polarizing incidents to shift majority opinion to the mobilization for war. Skipping thousands of years of history, Barrett used the staged military attack which led to the annexation of much of Mexico, the sinking of the Maine, the sinking of the Lusitania, the inaction against the attacks on Pearl Harbor, and more modern examples to demonstrate how government shifts opinion. When it came to discrepancies regarding the miniscule 16-foot hole in the Pentagon caused by huge 757, the complete vaporization of planes, or the “controlled demolition” way the Trade Center fell Barrett had logical answer for the all. He also points out idiosyncrasies in the chain of command, unusually high stock put options placed on American Airlines on the days before the attacks, and the Trade Tower owner’s unusually high insurance policy protecting against terrorism a short time before the attacks. He also bolstered his argument with statistical nuggets. Did you know that approximately 60,000 people have died from car crashes since 9/11. Only 3000 died in the 9/11 attacks. Which event is more dangerous to human life? Car crashes or terrorism? His arguments covered the broad spectrum of possibility and rationality. Perhaps most interesting in his evidence were the omissions in the government’s 9/11 report. Why is tower 7 never explicitly addressed?
Perhaps the most important issue at hand was not his views on 9/11, but academic freedom. People have been brandishing torches demanding that Barrett leave his post at UW-Madison. George Bush stated that 9/11 was the defining moment for this generation. Are places of higher education not the place to talk about this defining moment? Are we to believe everything that has been told to us by the government when they have lied to us in the past? Is not the purpose of higher education to promote the deep exploration of these defining moments? College is the perfect place to define this defining moment for what it is. To let the 9/11 commission and other government bodies define what these attacks meant takes the power of voice away from the people.
It has been said that Barrett is an embarrassment to the UW system. The problem with this is that Barrett does not represent the UW system. The administration and not the faculty officially represent the UW system. Professors are free to express their own ideas, beliefs, and ideologies. If a university were to hire professors based on an approved ideological rubric, higher education would cease to be. It is impossible to regulate free thought. After stringent review by UW-Madison, it was found that the introductory Islamic History course he teaches not only meets excellent standards and in some cases exceeds them. The intense pressure from the media has forced Barrett to keep his ducks in a row. His course, according to UW administrators, is beneficial to academic development students. This course does not require you to spend a great deal of time on 9/11. The small component of the course that does deal with it does not require a stand on either side of the issue. His course is not exclusive to the 9/11 conspiracy, as many believe.
Before entering Reeve to attend the speech I ran into several people protesting Barrett’s presence on campus. This was well within their right and I applaud their voice. However, three protesters made a stand during Barrett’s speech. I knew it was going to be an intense night when I was asked three times if I had a ticket by staff working the event. There were also three police officers and several media cameras on hand. When Barrett began speaking three protesters stood up, turned around, and were a distraction to the speech. The police promptly escorted out, these people without incident. I knew one was going to do something beforehand because I spotted the tinfoil under his hat. The action, however, did not phase Barrett one bit. He kept on speaking without interruption. I gather he’s had experience with this before. It is my impression that most people who protest Barrett do so based on what others have said about him. They jump on the bandwagon because it is easier than critically analyzing the claims. These people missed a fantastic opportunity to actually get the facts straight from the horse’s mouth.
Before leaving I had the opportunity to ask a question. I stated the observation that there were people who dismissed him out of hand and did not attend. I asked what he thought these people had to gain by not entertaining the government conspiracy side of the 9/11 debates. His answer was very poignant. In many ways, Barrett said, the events of 9/11 have become sacred mythology. It is heretical to question the finite details of such mythologies. Doing so constitutes a violation of the memories of the people who were killed and undermines the justifications for everything that has since happened. Without 9/11 there would be no Patriot Act, NSA wiretapping, Department of Homeland Security, justification for war in Iraq, sanctioned torture, the suspension of habeas corpus, and whatever else lies ahead. This puts the current administration at an almost inconceivable disadvantage when trying to gain public support if proven to be true.
One note before I wrap up my opinions. Critics of Barrett state that he compares George W. Bush to Adolf Hitler. As a student of German I listened very carefully when Barrett mentioned the Nazis. For clarification, Barrett compares the events of the Reichstag Fire in 1933 to the events of 9/11. The Reichstag was set ablaze a month after Adolf Hitler was named Chancellor of Germany. The Nazis by themselves were not a majority party in 1933. To win the support of the populace and control of the government the Nazis torched the government building. The public was outraged and the Nazis used the fire as an excuse to round up undesireables, communists, and other anti-Nazi supporters. Remember, the Nazis were an extremely conservative party. The connection here is that the government of the people and political right used conspiracy to win support for their deplorable actions. Not once did Barrett state: “George W. Bush is Adolf Hitler.”
I attended this speech because, admittedly, I did not know very much about the conspiracy. In many ways, I was disappointed by Barrett. In my head I imagined a vociferous conspiracy loon preaching fire and brimstone at a pulpit. Instead, I listened to the substantiated claims of a casual and worldly professor who promoted critical thinking. After five years of listening to the government and media’s position, I decided to balance out the equation. When making an informed decision it is best to know both sides of the issue. It is common sense to study the opposite side, to question their assertions, in order to formulate a valid counterargument. To put it into dogmatic terms “know thine enemy.” So what is my take on the events of 9/11? There is so much information out there to decipher. Some of it is true and some of it is, unfortunately, false. It isn’t important for me to justify them to you. I’m content with my own pursuit of truth. I hope you find personal truth. Ask questions.
Good news folks. UW-Oshkosh did very well at the Loyola Academic Debate this weekend. In the Open Division Matt and Tim took first place. In the novice division my partner Christopher and I took second place. This is a considerable improvement over the last debate tournament at Northern Illinois University where we did not win a single round. Not bad of an improvement for only two weeks time. Second place wasn’t the only thing I won on the trip though. I won $50 on a lottery ticket on the way home.
You can find some of the pictures taken on the trip at my flickr.com set.