VIDEOS: Hear Hours of Lectures by Michel Foucault: Recorded in English and French Between 1961 and 1983

by Josh Jones, Open Culture: http://www.openculture.com/2018/01/hear-hours-of-lectures-by-michel-foucault.html

Tucked in the afterword of the second 1982 edition of Hubert Dreyfus and Paul Rabinow’s Michel Foucault: Beyond Structuralism and Hermeneutics, we find an important, but little-known essay by Foucault himself titled “The Subject and Power.” Here, the French theorist offers what he construes as a summary of his life’s work: spanning 1961’s Madness and Civilization up to his three-volume, unfinished History of Sexuality, still in progress at the time of his death in 1984. He begins by telling us that he has not been, primarily, concerned with power, despite the word’s appearance in his essay’s title, its arguments, and in nearly everything else he has written. Instead, he has sought to discover the “modes of objectification which transform human beings into subjects.”

This distinction may seem abstruse, a needlessly wordy matter of semantics. It is not so for Foucault. In key critical difference lies the originality of his project, in all its various stages of development. “Power,” as an abstraction, an objective relation of dominance, is static and conceptual, the image of a tyrant on a coin, of Thomas Hobbes’ Leviathan seated on his throne.

Subjection, subjectification, objectivizing, individualizing, on the other hand—critical terms in Foucault’s vocabulary—are active processes, disciplines and practices, relationships between individuals and institutions that determine the character of both. These relationships can be located in history, as Foucault does in example after example, and they can also be critically studied in the present, and thus, perhaps, resisted and changed in what he terms “anarchistic struggles.”

Foucault calls for a “new economy of power relations,” and a critical theory that takes “forms of resistance against different forms of power as a starting point.” For example, in approaching the carceral state, we must examine the processes that divide “the criminals and the ‘good boys,’” processes that function independently of reason. How is it that a system can create classes of people who belong in cages and people who don’t, when the standard rational justification—the protection of society from violence—fails spectacularly to apply in millions of cases? From such excesses, Foucault writes, come two “’diseases of power’—fascism and Stalinism.” Despite the “inner madness” of these “pathological forms” of state power, “they used to a large extent the ideas and the devices of our political rationality.”

People come to accept that mass incarceration, or invasive medical technologies, or economic deprivation, or mass surveillance and over-policing, are necessary and rational. They do so through the agency of what Foucault calls “pastoral power,” the secularization of religious authority as integral to the Western state.

This form of power cannot be exercised without knowing the inside of people’s minds, without exploring their souls, without making them reveal their innermost secrets. It implies a knowledge of the conscience and an ability to direct it.

In the last years of Foucault’s life, he shifted his focus from institutional discourses and mechanisms—psychiatric, carceral, medical—to disciplinary practices of self-control and the governing of others by “pastoral” means. Rather than ignoring individuality, the modern state, he writes, developed “as a very sophisticated structure, in which individuals can be integrated, under one condition: that this individuality would be shaped in a new form and submitted to a set of very specific patterns.” While writing his monumental History of Sexuality, he gave a series of lectures at Berkeley that explore the modern policing of the self.

In his lectures on "Truth and Subjectivity" (1980), Foucault looks at forms of interrogation and various “truth therapies” that function as subtle forms of coercion. Foucault returned to Berkeley in 1983 and delivered the lecture “Discourse and Truth,” which explores the concept of parrhesia, the Greek term meaning “free speech,” or as he calls it, “truth-telling as an activity.” Through analysis of the tragedies of Euripides and contemporary democratic crises, he reveals the practice of speaking truth to power as a kind of tightly controlled performance. Finally, in his lecture series “The Culture of the Self,” Foucault discusses ancient and modern practices of “self care” or “the care of the self” as technologies designed to produce certain kinds of tightly bounded subjectivities.

• Four Lectures on Truth and Subjectivity (1980)
• Six Lectures on Discourse and Truth (1983)
• Three Lectures on "The Culture of the Self" (1983)

You can hear parts of these lectures above or visit our posts with full audio above. Also, over at Ubuweb, download the lectures as mp3s, and hear several earlier talks from Foucault in French, dating all the way back to 1961.

When he began his final series of talks in 1980, the philosopher was asked in an interview with the Daily Californian about the motivations for his critical examinations of power and subjectivity. His reply speaks to both his practical concern for resistance and his almost utopian belief in the limitless potential for human freedom. “No aspect of reality should be allowed to become a definitive and inhuman law for us,” Foucault says.

We have to rise up against all forms of power—but not just power in the narrow sense of the word, referring to the power of a government or of one social group over another: these are only a few particular instances of power.

Power is anything that tends to render immobile and untouchable those things that are offered to us as real, as true, as good.

Read Foucault’s statement of intent, his essay “The Subject and Power,” and learn more about his life and work in the 1993 documentary below.

Foucault's lecture series will be added to our collection, 1,300 Free Online Courses from Top Universities.

Related Content:

Watch a “Lost Interview” With Michel Foucault: Missing for 30 Years But Now Recovered

Michel Foucault and Alain Badiou Discuss “Philosophy and Psychology” on French TV (1965)

Clash of the Titans: Noam Chomsky & Michel Foucault Debate Human Nature & Power on Dutch TV, 1971

Josh Jones is a writer and musician based in Durham, NC. Follow him at @jdmagness

VIDEO: Working with Different Class Sizes

by Educational Research Techniques:  https://educationalresearchtechniques.com/2018/09/16/working-with-different-class-sizes-video/

How to work with different class sizes.

VIDEO: From Crawling to Flying - The Agony and Ecstasy of Trying to Learn Something New

Aeon.com: https://aeon.co/videos/from-crawling-to-flying-the-agony-and-ecstasy-of-trying-to-learn-something-new

An eloquent reminder that expertise is earned, this observational documentary from the US filmmakers Nick Paley and Dawn Kim explores the thrills and frustrations of taking on a new challenge – from swimming, to archery, to flying a plane – at any age.

Director: Nick Paley, Dawn Kim

Editor: Saela Davis

Sound Design & Mix: Chris Foster

Music: Benoît Pioulard

VIDEO: David Lynch Explains How Meditation Enhances Our Creativity

by Colin Marshall, Open Culture: http://www.openculture.com/2013/04/david_lynch_explains_how_meditation_enhances_our_creativity.html



David Lynch meditates, and he meditates hard. Beginning his practice in earnest after it helped him solve a creative problem during the production of his breakout 1977 film Eraserhead, he has continued meditating assiduously ever since, going so far as to found the David Lynch Foundation for Consciousness-Based Education and Peace and publish a pro-meditation book called Catching the Big Fish.

It might seem nonsensical to hear an artist of the grotesque like Lynch speak rapturously about voyaging into his own consciousness, let alone in his fractured all-American, askew-Jimmy-Stewart manner, but he does meditate for a practical reason: it gives him ideas.

Only by meditating, he says, can he dive down and catch the “big fish” he uses as ingredients in his inimitable film, music, and visual art. You can hear more of his thoughts on meditation, consciousness, and creativity in his nine-minute speech above.

If you’d like to hear more, the video just above offers a nearly two-hour presentation at UC Berkeley with Lynch as its star. You’ll also hear from outspoken quantum physicist John Hagelin and Fred Travis, director of the Center for Brain, Consciousness and Cognition Maharishi University of Management.

Some of what they say might make good sense to you: after all, we could all use a method to clear our minds so we can create what we need to create. Some of what they say might strike you as total nonsense.

But if you feel tempted to dismiss all as too bizarre for serious consideration, you might meditate, as it were, on other things Lynchian: backwards-talking dwarves, severed ears on suburban lawns, alien babies, women living in radiators, sitcom families in rabbit suits. He’s certainly pitched us weirder concepts than meditation.

Colin Marshall hosts and produces Notebook on Cities and Culture and writes essays on literature, film, cities, Asia, and aesthetics. He’s at work on a book about Los Angeles, A Los Angeles Primer. Follow him on Twitter at @colinmarshall.

VIDEO: How To Be Creative: PBS’ Off Book Series Explores the Secret Sauce of Great Ideas

by Dan Colman, Open Culture: http://www.openculture.com/2013/10/how-to-be-creative-pbs.html



How to be creative? There’s no simple answer to that question, and no shortage of people offering answers.

Comic genius John Cleese will tell you it’s all about creating “oases for childlike play.” Filmmaker David Lynch finds a great source of creativity in meditation. Novelist Amy Tan sees creativity flowing from a kind of cosmic empathy (gotta watch the video to see what I mean). And Stanford educator Tina Seelig offers her own set of answers in a recent book, MOOC, and a TED Talk.

Now let us give you a little more food for thought. The latest episode of PBS’ Off Book video series features four figures - an author, cognitive psychologist, filmmaker, and computer scientist - all trying to put their fingers on the elusive things that make creativity happen. Their thoughts and advice are varied. But if you put them all together, you may make strides in your own creative life.

VIDEO: John Cleese’s Philosophy of Creativity: Creating Oases for Childlike Play

by Josh Jones, Open Culture: http://www.openculture.com/2013/09/john-cleeses-philosophy-of-creativity-creating-oases-for-childlike-play.html



Though he became known for the physical comedy of characters like the irate owner of a dead parrot, a minister of silly walks, and the always buffoonish Basil Fawlty, John Cleese is actually a very deep thinker.

This will probably come as no surprise to fans of Monty Python’s intellectual humor, but it’s still a treat to see him, out of character, getting serious about ideas, even if he can’t resist the odd joke or ten.

His subject? Creativity. His forum? Well, in the video above, we see Cleese at the 2009 World Creativity Forum in Germany. In a 2010 guest post on this talk, Maria Popova of Brain Pickings called the event “part critique of modernity’s hustle-and-bustle, part handbook for creating the right conditions for creativity.” What does John Cleese have to say about creating those conditions?

By combining another talk from Cleese from 1991, we are able to piece together a Cleese philosophy of creativity. He begins in his ’91 talk by telling people what creativity is not, and why lecturing on it is “a complete waste of time.” The reason? It cannot be explained. “It is literally inexplicable.”

Drawing on research from his friend Brian Bates, a psychologist as Sussex University, Cleese claims that those considered more creative do not differ in any significant way from their equally intelligent and talented peers, and therefore, they do not possess any special skills or abilities that would qualify as “creativity.” As a onetime student of the sciences at Cambridge, Cleese has a high regard for data and observation, and in each of these talks, he applies a scientific method to his subject.

What, then, has he learned from observing his own work habits and looking at the research? What can he positively say about creativity?

For one thing, it is not a skill or an aptitude, it is a “mood,” one Cleese describes as “childlike” in that it aids one in the ability to play. Cleese makes a similar point in his 2009 talk at the top, emphasizing that acquiring this mood is difficult but not impossible.

As all artists know, genuine creative insights occur when rational thought ceases - during dreamstates or moments of absorption so intense that self-consciousness, anxiety, and the needling cares of the day drop away.

As Cleese put it at the World Creativity Forum, “if you’re racing around all day, ticking things off a list, looking at your watch, making phone calls and generally just keeping all the balls in the air, you are not going to have any creative ideas.”

This explains why the offices of companies like Google are full of toys, why the workdays of the Mad Men “creatives” often resemble preschool, and why artists’ work spaces tend to be so intriguing to peer into. They are, as Cleese terms them, “oases” from the punishing pace of the workaday world.

In Cleese’s considered opinion, such oases, both physical and mental, are the preconditions for childlike wonder to override adult routine ways of thinking. Of course as Cleese and his hard-working co-creators also show us, a great deal of grown-up discipline is required to bring creative ideas to fruition.

The trick, Cleese says, is in making the space to engage in childlike play without relying on childish spontaneity - he recommends scheduling time to be creative, giving oneself a “starting time and a finish time” and thereby setting “boundaries of space, boundaries of time.” Of course, this kind of mindful structuring is something only a mature adult mind can do.

Seeing this grown-up side of Cleese gives us a new appreciation for the consistently childlike characters he’s created over the years, and for the role of conscious attention in safeguarding and nurturing unconscious insight. 

Josh Jones is a writer and musician based in Durham, NC. Follow him at @jdmagness

VIDEO: Human, All Too Human: 3-Part Documentary Profiles Nietzsche, Heidegger & Sartre

by Josh Jones, Open Culture: http://www.openculture.com/2014/04/human-all-too-human.html

Josh Jones is a writer and musician based in Durham, NC. Follow him at @jdmagness



Certainly three of the most radical thinkers of the last 150 years, Nietzsche, Heidegger, and Sartre were also three of the most controversial, and at times politically toxic, for their perceived links to totalitarian regimes.

In Nietzsche’s case, the connection to Nazism was wholly spurious, concocted after his death by his anti-Semitic sister. Nevertheless, Nietzsche’s philosophy is far from sympathetic to equality, his politics, such as they are, highly undemocratic.

The case of Heidegger is much more disturbing - a member of the Nazi party, the author of Being and Time notoriously held fascist views, made all the more clear by the recent publication of his infamous “black notebooks.”

And Sartre, author of Being and Nothingness, has long been accused of supporting Stalinism - a charge that may be oversimplified, but is not without some merit.



Despite these troubling associations, all three philosophers are often held up as representatives - along with Søren Kierkegaard and Albert Camus - of Existentialism, broadly a philosophy of freedom against oppressive religious and political systems that seek to define and order human life according to predetermined values.

Whether all three thinkers deserve the label (Heidegger, like Camus, flatly rejected it) is a matter of some dispute, and yet, the BBC documentary series Human, All Too Human, named for Nietzsche’s 1878 collection of aphorisms, loosely uses the term to tie them together, acknowledging that it had yet to be coined in Nietzsche’s time.

The first episode, at the top, introduces the great 19th century German atheist by way of interviews with Nietzsche scholars and biographers. Episode two, above, covers Heidegger, with frank discussions of his Nazi party affiliation and its implications for his thought.



The third episode focuses on Sartre, the only thinker of the three to call himself an existentialist. Both Sartre and his partner Simone de Beauvoir wrote on the subject, defending the philosophical outlook in essays and interviews.

In one of Sartre’s most famous defenses, “Existentialism and Human Emotion,” he emphatically defines his philosophical stance as anti-essentialist and atheistic - unlike the Christian Kierkegaard before him.

Atheistic existentialism, which I represent, is more coherent. It states that if God does not exist, there is at least one being in whom existence precedes essence, a being who exists before he can be defined by any concept, and that this being is man, or, as Heidegger says, human reality. What is meant here by saying that existence precedes essence? It means that, first of all, man exists, turns up, appears on the scene, and, only afterwards, defines himself. If man, as the existentialist conceives him, is indefinable, it is because at first he is nothing [...] thus, there is no human nature, since there is no God to conceive it. Not only is man what he conceives himself to be, but he is also only what he wills himself to be after this thrust toward existence.

Existentialism has become a wide net, used to capture similarities in the work of otherwise widely divergent thinkers.

However, the use of the term historically belongs to the 1940s and 50s, to a movement as much literary as philosophical, and Sartre was its greatest champion and, some would say, the only true Existentialist philosopher.

Nevertheless, the label captures something of the daring and the danger of radical philosophy that redefines, or outright rejects, traditional norms.

For all their flaws and contradictions, all three of the thinkers profiled above made significant contributions to our understanding of what it means to be human - and to be an individual - in an increasingly mechanized, homogenized, and dehumanizing civilization.

VIDEO: Students of New York City Tell their New Mayor how Standardized Testing Squashes the Learning Bug

by Mischa Nachtigal, Upworthy: http://www.upworthy.com/students-of-new-york-city-tell-their-new-mayor-how-standardized-testing-squashes-the-learning-bug-2?c=upw1

I was never a good test-taker when I was a student. And when it came to standardized testing, I simply hated it.

They were always boring, and it was impossible to get excited or all that creative about a test. But the school kept forcing us through hours of preparation nonetheless.

Well, some parents and students in New York City are taking a stand. Watch the message they have to say to their new mayor, Bill de Blasio.

VIDEOS: Useful Tool for Mindmapping

Mind Map: how to create a mind map (vkolesnik)

by The Dutch PhD Coach: http://www.thedutchphdcoach.com/creativity/useful-tool-for-mindmapping/#!

Mindmaps are a very use fool tool, for instance to make summaries or to brainstorm about the content of your new article or presentation.

I found a useful tool for that: coggle.it, so am curious to find out what you think of it.

Do you use other tools for mind mapping? Or are there other tools you use for specific tasks? Please let me know, so I can share them with everyone.



And in case you want to know a little bit more:

VIDEOS: How Would Marx Cope With the Neoliberal University?

by Sociological Imagination: http://sociologicalimagination.org/archives/14098


This TED talk raises important issues about the intensification in the growth of inequality which can be seen throughout the world, particularly in terms of the the super-rich at the very top of the income distribution. 

VIDEO: MOOCs and Redefining Education for the Next Generation

Free education resources (Wikipedia)

ALISON - How to Educate the World for Free - Plenary Speech by ALISON CEO & Founder, Mike Feerick, YEO, DC Sept 12th 2013, ALISON.com: http://alison.com/news/ALISON--How-to-Educate-the-World-for-Free--Plenary-Speech-by-ALISON-CEO--Founder-Mike-Feeric

Education and learning desperately need to be set free. We must ensure they are upheld as a right for all, not as a privilege for a lucky few as it has been for millennia. 

For the 2 billion already online, and the 5 billion yet to be connected, new education and communication technologies now make this possible.

At a recent conference on Youth Employment Opportunities held in Washington DC, USA, our Founder and CEO Mike Feerick was invited to talk about the exciting possibilities before us. 

In his short address, he talks about many of the familiar topics with powerful candour.  He offers solutions for tackling the scourge of youth unemployment, empowering women via E-learning and accelerating the rate of change to redress inequality.

The MOOC revolution is as yet failing to empower those who need free education the most. Change must be realized only through real innovation: the readiness to do familiar things in a radically new way.

We need to acknowledge new ways of accrediting skills, removing teachers from fact-based learning where at all possible with a self-paced, flexible delivery focus on learner outcomes.

We need to be aware of the status quo in education that will try to keep things as they are and we must take the opportunity to add ever more sophisticated learner and career enhancing services online for free.

Finally, Feerick suggests the Freemium business model of ALISON should be looked at as a way of propelling free learning and related services worldwide. The ALISON free learning and certification model is simple but powerful Feerick says, and the genius of simplicity should not be overlooked.

Above all, Feerick outlines how free education can become universal, dynamic and empowering, if we allow new educational opportunities and methodologies to flourish.

About ALISON
 
Founded in 2007 in Ireland, ALISON is a for-profit social enterprise led by Mike Feerick, a serial social entrepreneur, ASHOKA Fellow, and Harvard MBA who has previously created successful internet-based companies in telecoms and finance as well as online education. 

The ALISON model has become highly scalable and self-funding - and its unique model has earned the company many accolades and awards including a UNESCO Award for Innovation in ICT for Education and recognition from national governments, NGO's and international media, among these The Economist, BBC, and NY Times. 

The company was recently ranked as one of Europe's top 20 e-learning companies in the EdTech rankings. ALISON stands for "Advance Learning Interactive Systems Online".

VIDEO: Malala Yousafzai Celebrated Her 16th Birthday by Giving an Incredible Speech at the U.N.

by Sam Brodey, Slate.com: http://www.slate.com/blogs/the_slatest/2013/07/12/video_malala_yousafzai_s_speech_at_the_u_n_on_malala_day.html

Malala Yousafzai, the Pakistani teenager who was shot and nearly killed by Taliban fighters for advocating that all girls should have the right to go to school, spoke this morning at the U.N. Youth Assembly in New York City on what was dubbed "Malala Day."

Simply reading the transcript of her remarks don't do them justice - so here’s the full video. Stick with it, it's worth it. Keep in mind that today is her 16th birthday, and that these are her first formal public remarks.

Yes, We Khan: Pioneering Education for Anyone, Anywhere

Salman Khan, famous for the Khan Academy, speaking at TED 2011 (Photo credit: Wikipedia)

by Professor Craig Savage, Professor of Theoretical Physics at Australian National University, The Conversation: http://theconversation.edu.au

From preschool to PhD, education is afflicted by a malaise. Many students, teachers, parents and politicians, feel that with all the effort and money spent, we should be doing better.

Salman Khan, founder of the Khan Academy, is a quiet revolutionary whose book The One World Schoolhouse: Education Reimagined released last week, offers an inspiring vision for restructuring education.

It’s an entertaining and provocative look at how one entrepreneur is changing the world, one lesson at a time.

Khan’s Academy

The Khan Academy is best known for its short educational videos - available online, for free, and for any student.

The idea famously had its beginnings when Khan was tutoring his relatives remotely. Eventually, he developed short videos on YouTube, and added automated assessment and feedback to help them.

The popularity of the videos meant Khan gave up a lucrative job as a hedge fund analyst to develop the idea fully. His is the classic Silicon Valley success story: self-funded and struggling until Gates, Google, and the like noticed, and turned on the money taps.

Where the academy fits

Khan is a leader amongst those who have challenged the education establishment. The effective pedagogy used in his videos has strongly influenced the Massive Open Online Course, or MOOC movement and is part of a larger drive to make education open and online.

Khan’s central principle is that each student should be guided along their unique path to their full potential. They should progress at their own pace in their own direction.

This subsumes the tried and true idea of mastery learning - that students should learn 100% of foundational material before moving on, rather than have only a partial grasp that may come back to haunt them later.

The ideal classroom

In Khan’s ideal school, foundational instruction is provided using the flipped classroom model, in which content and assessment come from something like the Khan Academy.

He claims that this delivers content up to five times more efficiently than does conventional instruction. This frees up valuable, human, teacher time for personal interactions with students. He calls this “humanising the classroom”.

The Academy assesses students’ understanding in parallel with the instruction, providing automated help for students and guidance for the teachers’ interventions.

To read further, go to: http://theconversation.edu.au/yes-we-khan-pioneering-education-for-anyone-anywhere-10099?utm_medium=email&utm_campaign=Latest%20from%20The%20Conversation%20for%2022%20October%202012&utm_content=Latest%20from%20The%20Conversation%20for%2022%20October%202012+CID_5e5112e2c580235647a9f666d9bc8bcb&utm_source=campaign_monitor&utm_term=Yes%20we%20Khan%20pioneering%20education%20for%20anyone%20anywhere

The SAT Math Exam: Prepare Yourself With Private Tutoring You Can Rewind!

Video chatting (Photo: Tricia Wang 王圣捷)

by Duncan Roberts

Are you facing the SAT math exam soon? Feeling nervous about it? Maybe it's been awhile since you took a math course - or maybe, like me, you just aren't very good at math!

So what should you do? Simple answer - don't face the SAT math test alone, make a celluloid friend instead!

Enter the SAT Math Tutor

What you need is a SAT math tutor. Someone who goes at your speed, covering the parts you need to cover when you need to cover them! Ah - but tutoring is very expensive is cripplingly expensive I hear you say (heck, if you're afraid of math, you'll probably dread the idea of a math tutor anyway).

Which really isn't very helpful for you, now is it! After all, you need to feel helped by your tutor, not threatened.

Even if you can afford a tutor and aren't afraid of facing one, it's an undeniable fact that what you need is tutoring that is custom-designed for your needs, tutoring that will take you from where you are now to the place you need to be in to literally ace the test and get the score you need.

The $1,000,000 question - where are you going to find a SAT math tutor that can provide you with custom tutoring, who isn't scary and who goes at your exact pace? (okay, 3 x $1,000,000 questions there!).

You know that you are going to need lots of repetition and lots of practice. If you are anything like I was, your tutor will need the patience of Job! You already have anxiety over the test; you don't want anxiety over the learning experience, too.

You want to feel comfortable about going over and over the same problem-solving process until it is second nature - until you know you can access it quickly and accurately when needed for the test.

Another problem in life that we'll have to face to get the best out of our tutor is actually Life!: i.e. you do have one! You have a job, school, maybe a family, probably responsibilities of some nature, large or small. Your SAT math practice will have to be crammed into the little bit of space you have left available for it.

Even if you could find and afford a SAT math tutor in your local area, are they really going to be able to fit themselves into the random corners of your life? Maybe you're one of those people who function best in the early morning? Will you be able to find a SAT math tutor who is willing to show up at your door at 5:00 a.m.?

Probably not!

Maybe you're a night person but your tutor thinks nighttime is for sleeping! In addition to all this you need a quiet, private place to study. No meetings at the coffee shop or even in your living room, where your family is enjoying their favorite television programs.

The logistics of the problem are enough to make you give up before you start! But the solution is actually very easy and incredibly effective.

The Video SAT Math Tutor

The answer is so much simpler than you can imagine: video. With your SAT math tutor on video, you can get everything you need:-

• Repetition - as much as you need!
• Tutoring at any time of day. You can study when your brain is fresh and when it is convenient for you, not someone else.
• You can study anywhere you wish, because the videos can be downloaded onto your computer and easily carried around.

So if you need help with the SAT math test - don't panic! Just go to and check out the amazing series of videos and subjects the SAT math video tutor offers at http://www.satmathx.com/tutor/

Article Source: http://EzineArticles.com/?expert=Duncan_Roberts
http://EzineArticles.com/?The-SAT-Math-Exam---Prepare-Yourself-With-Private-Tutoring-You-Can-Rewind!&id=7347400

VIDEO: Old School New School

Hi all,

Here is a fascinating movie about the creative potential that we all possess! Enjoy and learn!


Old School New School Synopsis

A personal question about how someone can realize his full creative potential leads an independent filmmaker across the United States in search of answers. His journey takes him into the lives and homes of some of today's most accomplished and illuminating artists questioning artistic individuality, risk, and the definition of success.

Revealing conversations with actor Brian Cox, jazz legend McCoy Tyner, and many more working artists of all disciplines are woven together in this compelling exploration of the value and often surprisingly personal process of creativity.

Film Credits

 

Written and Directed by

1. Steven Fischer

Producers

1. Steven Fischer
2. Diane Leigh Davison

Directors of Photography

1. Chris Cassidy
2. Phil Rosensteel
3. Scott Uhlfelder