defining objectives
One of the greatest hurdles the Phoebe’s Field group needs to clear is the definition of the educational goal. Though “instilling knowledge and extending comprehension” sounds nice and could give you a few warm fuzzies, it is far too vague for the NSF to accept as legitimate cause for extreme financial support. Most students of collegiate age would even mock such nebulous ambitions in a professor’s course introduction at day one. In addition, there are difficulties inherent in the “good intentions” approach - either we get money to do it properly, or we get nothing; this is the best explanation as to the extensive review we get from NSF reps.
Anyways. The actual goal of Phoebe’s Field is being questioned from some of the new folks within. I am a new fellow, but am only questioning a few concepts, not the basic structure; yet, I can sympathize with the complete disillusionment. The past few meetings have been caged battle royales of good ideas seeing the practicality beaten out of them. What takes up even more time is when debate turns to the exhibits themselves. It could take up ten or fifteen minutes of talk of the actual exhibit implementation before we discover our lost focus of conversation.
Yet, it is very difficult to maintain a strict, formal streamline of discussion when so many vibrant and potential ideas are mentioned. The actual debates of educational premise seem to be boring in comparison, quite ignoring their greater sensibility.
The next couple of weeks should be Phoebe’s-Field-flippin’ great. Plus, it is snowing and I am doing some fabulous homeworks. Huzzah!