Where do lost ideas go?

The summer is usually when I do my best blog posts. This summer (the first as a "Doctor" in which I will not be working on my dissertation), I am using my time to apply for jobs. This is very time consuming as there are many different requirements schools demand depending on the position. One of the jobs I am applying to is as instructor in writing and critical inquiry. Most writing positions demand a writing sample (which I'm having difficulty identifying as to what is relevant). So I decided to revise one of my previous blog posts.

Where do lost ideas go?

My process for writing my dissertation makes me wonder about what happens to ideas that are created and then lost while I write. I try to write at least two hours a day. When writing at home, I am often interrupted. As a result, I find I have to continually read what I have written and try to capture the thought I had. However, as I am creating the knowledge, what happens if it is lost? Was it truly an important thought? Upon rereading what I have written (in order to recapture an idea I might have lost), might I not create a deeper understanding of what I am writing? And where does that idea go that was lost? Is that lost knowledge? Or is it just part of the process of idea generation and knowledge building?

I occasionally see this with my own students, who have created a speech using PowerPoint. In their presentations, they will sometimes forget to mention something and may go back to it. I am continually asking them, however, how important that piece of information is for the audience to understand the speech. If speaker has forgotten to present a specific piece of information, perhaps it is not really necessary for the audience. The speakers may still have that knowledge in their head which allows them to understand what they are saying. In fact, that specific piece of information was a building block for presenters as they were creating their speech (and a basis for their speech as a whole), but the knowledge may not be necessary for the audience to understand the speech.

I think of it like a building that is built on the ruins of others. The original building creates a foundation and even a structure upon which a new building can be constructed. However, it is not necessary that the new building be constructed exactly the same as the original. More often than not it is improved upon, creating its own flavor or style. It is a unique creation in the end, which also can be built upon. This is the same for edits or lost versions of anything that we write. We may have a structure or framework from which to work, but our ideas evolve and become unique as we revise our writing (or try to reconstruct documents that have been lost because of computer glitches!).

It is difficult to let go of the lost ideas, just as it is difficult to create something new rather than going back to the original design. The process as we discard, change, and/or create something new helps us to have a deeper understanding in general of the topic. Writing helps us document our thinking, although not all thoughts will be put down. This might be the underlying reason for why project based learning creates a deeper level of learning than can be measured in a finished product or even a test.

Did you know....?

There have been some interesting tidbits I have gathered about the new US administration. Among the more interesting for me are:

• The Obama's head speech writer, Jon Favreau, is only 27. He helped to write the Iowa speech when he was 26. I am hoping this will be motivational for my undergraduates taking my course in Speech Composition and Presentation.
• Jill Biden received her Ph.D. in Education Leadership in 2007. This definately gives me inspiration to finish my dissertation! And should inspire all my fellow bloggers working on their Ph.D.'s (Janet Clarey), while working and raising a family.
• There were almost 2 million people at the inauguration, yet not one arrest. It just goes to show that people can be respectful of each other.
• President Obama's mother died of ovarian cancer. It is no wonder he is so keen on health care for all. Any child (young or adult) who has had to go through a parent's fatel disease knows of the fear as to whether your parent will be able to get the best treatment available.
• As a child in Indonesia, Obama's mother would wake him up in the early morning to give him English lessions for 3 hours before school began. This is the life that many immigrant children live in the US as well. I have friends and family from all over the world that teach their children their home language so their children can maintain contact with relatives in other countries.

Some questions I would like to pose to the new administration if I had the chance:

• How much of the speech does President Obama write himself? (This is a common question my students pose about speech writers that I don't really have an answer for).
• What skills did Jon Favreau develop to become such an effective speech writer? What skills would he suggest that my students develop if they want to be a speech writer?
  
• What languages does President Obama speak? I know that Bill Clinton was fluent in German. Will foreign languages be put back into a national priorty for educational policy?
• How long did it take for Jill Biden to get her Ph.D.? How did she balance a job, her husband's job, family, and school?
• As our first Tech Savvy President, how will President Obama support teachers (at all levels of education) to integrate technology into the classroom? What is his proposal for closing the digital divide, especially in rural areas where there is no infrastructure for the type of high tech equipment needed to be tech savvy?

If you had the opportunity to ask the administration any questions, what would they be? (I have not heard any of these questions addressed by the press!).