My memo discusses the importance of the latent periods of growth, and how things can grow unexpectedly underneath your nose!

My memo was exploring what the intended purpose of inside-outside classes is and what I thought I personally got out of our classes in the Cannery.

Source:

http://www.google.com/imgres?um=1&hl=en&client=firefox-a&sa=N&tbo=d&rls=org.mozilla:en-US:official&channel=fflb&biw=1920&bih=930&tbm=isch&tbnid=c9H3AbzNI6AavM:&imgrefurl=http://www.lipscomb.edu/now/Filter/Item/0/21867&docid=0uL6RlMayE-y8M&imgurl=http://www.lipscomb.edu/uploads/37594.jpg&w=390&h=454&ei=lWXKUKaKM-6N0QHupYH4Cw&zoom=1&iact=rc&dur=1533&sig=107031162954777483525&page=1&tbnh=141&tbnw=121&start=0&ndsp=47&ved=1t:429,r:0,s:0,i:85&tx=54&ty=62

(Sorry it took me a while to figure out how to get this in here as I made it in Word). This is an idea of a chart that I have as a way of thinking about the layerd and overlapping areas of knowledge that exist within our Cannery experience. My memo talks about a lot of what we discussed in class today, and I modified this diagram per Sarah's suggestion, adding another circle for the knowledge that comes with being in prison. The way I've placed the circles suggests that the knowledge we have from outside the Cannery classroom and the knowledge the incarcerated women have do not touch, something that we talked about today and were unsettled about. It makes me think about the quote from Sweeny about the rickety bridge between self and other. As you can see the two are almost overlapping but not quite. Is this accurate to our experience and does it allign with the rickety bridge idea?

In my paper, I explore the ways in which ideas of justice are so often guided by theology and religious teachings, including the concept of restorative justice.

(http://farm4.static.flickr.com/3244/2821598191_8cac3cab20.jpg)

Our group used a skit to demonstrate ideas about how we, as a society, can change the environment.  We collaborated on two ideas, one of which you saw in class.  Here is a script of our second skit.

I (Susan) am the leader of a protest against deforrestation.  Behind me are several of our classmates, representing other protesters from the same organization.  Sara is a woman who is chopping down trees on her property.  Rochelle is Mother Nature, who is ambling about coughing because Mother nature is sick.  

Susan:  Hello ma'am.  We are from the Americans for the Preservation of Forrests Association.  We would like to protest your chopping down of this forrest.

Sara(in a Southern accent):  This is my property I can do whatever I want to it!

Susan:  But you see, you are affecting more people than just yourself by destroying this tree.

Sara: No one lives within a mile of me!  I am affecting no one.

Susan: Ah, but you see, by killing more things than you need to, you are making Mother Nature sick (gestures to Rochelle).  Mother Nature is already sick as it is, but if you continue to chop down trees you will make her even more sick.  If she gets too sick, then she will destroy us all with extreme weather.

Sara: Ah, piss off.  I'm going inside my house and getting nice and warm. (Sara goes into her house, the group of protestors goes away dejectedly). Oh, it's so nice in this house!

Several people drew a faceless person as their image of a prisoner in our first drawing exercise. While we certainly aren’t faceless, there is no one image that fits every person, incarcerated or not. 

In my memo, I chose to anaylze the structure of our Vision class and how its complicated layers which served to humanize the incarcerated population paralleled my journey in answering the question: "why should we care?"

http://zouchmagazine.com/art-shots-mohamed-kahouadji-goes-boom-at-brick-lane-gallery/humanize-me/

Here's a brief and interesting article from the NY Times related to altrusim and empathy in children--it starts at a very young age! Could this insight help us with communal planning for the future?

http://well.blogs.nytimes.com/2012/12/10/understanding-how-children-develop-empathy/?ref=science