인왕산 여기 저기에 군인들이 서 잇엇습니다.
어떤 훈련을 하고 잇는 듯 보여
물어 봣지요??
-무슨 상황이 벌어진 것입니까??
-군의 안보상황에 관련된 것이라 말씀 드릴 수 없습니다.
-아...
-그것 말 하면 국가 안보에 심각한 위협이 될 수 잇습니까??
-김일성이 내려 올 수 잇써요??
-예... 그렇습니다.
(아 ...요 시끼 말하는 싸가지 봐라..)
-그냥 훈련 아닙니까??
-군에서 일상적으로 하는 훈련..
-말씀드릴 수 없습니다..
-하하하하ㅏㅏㅏ
-그래요.
-수고 하시기 바랍니다..
요즘애들이요..
어려서 부터 하두 드라마 영화을 보고 큰 탓인지..
상황을 이상하게 갖어 가는 기술이 잇써요..
아무래도 우리 세대완 달리 여유잇게- 할 말은 하고-자란 탓일까..
쌍둥이들 사이에도 세대차가 잇다고 하지요??
언어의 과장을 인정한다 하더라도...다른 생각과 다른 정서를 갖고 잇는 사람들간의 갈등은 어쩔 수 없어 보입니다
586 운동권 세대 청산.....
아마도 이것이 국힘당의 이번 총선 선거 모토인듯 합니다..
준석이는 영감탱이들을 타겟으로 한 세대간의 갈등으로 젊은 놈들 표 장사를 하려 작심을 한듯 하고
586이 누구인가...이들이 청산의 대상이 되어야 하는가...따위는 여러분이 각자 생각하시기 바랍니다.
586이 더이상 개혁의 동력이 아니다는 것은 분명합니다...
이들은 개혁은 차치 하더라도 사회의 작은 개선에서고 방해만 되는 추악한 집단으로 전락 햇다는 것이 ...다른소리의 판단이지만 .당연히 다른 의견도 잇겟지요..
다른소린 그딴것엔 관심없습니다.
다른소리가 관심잇는 것은 청산된 586 자리을 무엇으로 채우냐는 것인데..
586 청산론을 나발 거리는 년놈들을 보고 잇자면....갈보를 치우고 창녀로 채우는 것 말고 무슨 의미가 잇는지 모르겟고
노무현- 이명박- 박그뇌- 문재인- 윤성열.....로 이어지는 계보에서 또다시 다른 쌍판과 다른 구호만 첨가된 미친개들 향연 말고는 다른 어떤것도 보이지 않습니다..
다른소린 윤석열 정권 2년 동안 ..김건희 잡년이다...는 욕 말고 ...기억할 만한 그 어떤 것도 없습니다..
이런것이 권력이 바뀐다 하여 바뀔것이다는 생각 눈꼽 만큼도 들지 않고...또 다른 김건희를 찾을때 까징
지겹고 지겹게 반복 되겟지요.
그람시는 ...기존의 질서는 붕괴 하엿지만 대안 질서가 아직 들어나지 않는 때가 가장 위험한 때 라고 하엿습니다.
혹자는 지금이 바로 그런 그람시 모멘텀이라고 합니다.
그런데 과연 대안의 질서가 아직 들어나지 않은 것일까요??
바로 옆에 말짱한 처자들 두고....보이지도 않는 이역 만리에서 말짱한 처자를 찾겟다고 설치는 놈은 미친놈이지요
-모든 진리는 이미 다 들어나 존재하고 잇다...단지 당신들이 보지 못 할 뿐이다.............공자..
괜쟎은 글이 잇써 아래에 붙힙니다.
다른 소린 세대갈등을 우리 세대와 우리 자식세대 따위의 대 구분을 하엿지만
우리 자식세대들은 그 안에서 또 다른 세대간 갈등을 격고 잇는듯 합니다...
그 안에 소구분한 세대가 잇고 거기서도 또 분화가 되겟지요
세대를 어디까지 구분해 보는 것이 가장 큰 의미를 갖는 것인지도 잘 모르겟고,,
다른소리 세대가 비틀즈를 좋아한 것과 요즘애들이 bts를 좋아하는 것의 무엇이 문재가 되는지도 모르겟습니다.
세대 말고도 우리가 더 많은 관심을 갖아야 할 것들이 얼마나 많은데 ..
세대로 퉁 처서 저리 줄 세우려는 짓 따위.......꼭 해야 합니까??
이놈의 선거 쫌 없는 세상 없나요..
선거는 줄 세우기 입니다..
다른소리 어렷을쩍에는 여촌 야도로 줄을 세웟고 ....선거 끝나면 도시던 농촌이던 한쪽은 되질놈이 되어야 햇습니다
그 이후에는 전라도 김대중으로 줄을 세웟지요......전라도놈들 김대중 좋아 하는 놈들은 되질놈이 되어야 햇고
노무현 선거에서는 지역 구분이 확 줄고 ...젊은 층 늙은 증으로 구분을 햇지요....낫쌀 처 먹은 갱상도 것들 ..이것들은 지금도 개 죶이고
이명박 정권때는 새대고 지역이고 구분 없이 수구 올빵질이 벌어졋지요...대통령 선거, 야당이 개헌저지선도 확보하지 못하는 총선, 지방선거 싹쓸이 ...
이게 문재인 정권때는 거꾸로 싹쓸이가 일어낫습니다...대통령 국회 지방 3관정치가 거꾸로 만들어 졋지요..
그동안 그리도 많은 선거 치르면서, 그리도 다양하게 갈라쳐서 이쪽 저쪽 씨버됫쓰니 ...이 땅의 국민된 한 사람은 어차피 어느 쪽으로 부터 한번쯤은 개 보다 더한 취급을 받앗써야 햇는데..
문제는
그것이 도농이던 지역이던 세대던 젠더던 또 무엇이던
이런 맹렬한 대립으로 결정된 선거의 결과가 우리의 무엇을 어떻게 바꿧냐는 것이지요.
다른소린 자유 민주주의 체체 ...자체에 맹렬한 의문이 잇고..
선거나 삼권분립은 사회의 진보를 막는 가장 악질적인 자유 민주주의 체체의 요소라라고 생각 합니다.
다른소린 전라도에 김대중 지지자에 진보에 시골에서 태어나 서울에서 살앗쓰니 ..
받을 수 잇는 십자포화는 다 받아 지금에 왓는데 ..
이젠 이것 저것 다 털어 버리니....쥐 존만한 젊은 쇗끼가 세대로 갈라 또 두들겨 되더라고...... 쒸발
WHAT DO FACULTY OWE FUTURE GENERATIONS?
By Sharon Stein, Resilience.
I’m a millennial faculty member. The millennial generation – also known as Generation Y – came of age with 9/11, followed by the US-led wars in Afghanistan and Iraq, and then the 2007/8 financial crisis. While we were growing up, promises of perpetual progress and prosperity abounded. However, as we entered adulthood, we confronted the harmful realities and precarious nature of the prevailing social and economic system. It became clear to many of us that these were not only false promises but they also came at a high cost. Yet when we expressed our disillusionment, some from previous generations suggested our generation was the problem, not the system itself.
I have been able to connect with many of my students over this shared experience. My home academic department exclusively offers graduate programs, so for the first part of my career, most of my students were fairly close to me in age. For these students, my invitation to engage critically and self-reflexively with existing systems has been generally well-received. But last year, I taught my first undergraduate course, made up primarily of the generation that followed mine, Generation Z (“Gen Z”).
Most undergraduate students today are from Gen Z, and they will soon make up an increasing number of graduate students, too. Teaching Gen Z, just one generation removed from mine, was a learning curve. Issues of social and ecological justice that were important to me have an even deeper urgency for them. Initially, I did not fully appreciate the differences between their experiences and those of my generation, and because of this, it took me a while to gain their trust. I realized how easy it was to do to Gen Z students what others had done to my generation: minimize their concerns and fail to recognize the underlying reasons for their frustration, fear, and grief.
Facing difficult truths
After centuries of people borrowing (some might say, stealing) from the future to pay for comforts in the present, the bill is coming due, and it is younger generations who will have to pick up the tab. In brief, this is because our finite Earth cannot sustain an economic system premised on infinite growth and consumption. Young people are acutely aware of this. In a recent survey of youth from 10 countries, 75% said they think the future is frightening and 83% said people have failed to take care of the planet.
As a result, many young people are asking us to see what we would rather not see, to turn toward things as they are, rather than as we would like them to be. They are asking us to admit to ourselves what they cannot deny: that escalating wars, economic inequality, extreme weather, biodiversity loss, food insecurity, and mental health crises are a product of our existing system; that the problems created by this system cannot be addressed using only the tools created by the system itself; and that there is a very real possibility of social and ecological collapse within their lifetimes, if not ours.
This is not something most faculty are generally interested in hearing. While some parts of us may be aware that things cannot continue as they are, our other, less mature parts tend to deny the potential for collapse because we fear being overwhelmed and immobilized by the depth and magnitude of the problem. That is an understandable fear, but it is not a legitimate justification for denial. To ignore these concerns is not only a mistake but also a refusal of our responsibilities as educators, and as human beings.
Accepting the stark realities of our collective predicament is not just about confronting the unsustainability of our current system. It is also about un-numbing to the pain that comes with possible systemic collapse, as well as to the pain that has already been created by this system. This includes the pain we ourselves have caused, given that centuries of economic growth in the Global North have been directly enabled by exploitation, extraction, and expropriation in the Global South, and in Indigenous communities around the world. In this way, at the same time as we accept the possibility of systemic collapse, we would need to also accept responsibility for many collapses that have already happened – the ecocides, genocides, and epistemicides – so that the beneficiaries of the current system could enjoy ever-expanding comforts and securities.
The education of older generations, including my own, has not prepared most faculty to hold these harsh truths and process these heavy emotions in generative ways, and thus, the education we offer our students is not preparing them to do so either. However, many students are seeking this kind of support. Thus, it is no surprise when they question the relevance of the education they are currently receiving. Effectively, we are educating people to “refine a system that operates by undermining the conditions of possibility for our biophysical survival.” As one student put it,
This is not just about the content we include in our courses, but also whether we make space in classrooms and campuses for students to pose challenging and uncomfortable questions. Recently, we have seen a rise in the suppression of students’ academic freedom. In response, a student in one of my courses observed,
Holding space for unanswerable questions
We do not have to agree with everything our students say or believe in order to create educational spaces in which they can ask difficult questions of us, themselves, and the world around them. In my experience, the most important thing for many students is not that we agree with them, but that we be brave enough to walk alongside them as they meet the many unknowns and unknowables of the current moment. However, this request is not necessarily welcomed by those of us who were socialized to expect comfort, security, certainty, and the affirmation of our intelligence and relevance.
Thus, to collectively navigate current and coming challenges with our students, faculty would need to deepen our capacity to hold what is complex, heavy, uncertain, and uncomfortable. We would also need to develop the stamina to continue this work when it feels easier to just enjoy the excesses of the current system for as long as they last. And we would need to accept responsibility for unpaid intergenerational debts, but also the debts that are owed by the Global North to the Global South, and by settlers to Indigenous Peoples. When discussions about these responsibilities arise, many of us focus on what we stand to lose. But what might we gain if instead, we accepted young people’s invitation for us to grow up and face our complicity in harm?
Last fall, I attended a conference and was asked to present on a panel with fellow Gen Y scholars. The discussant, a professor from Gen W (the generation born in the years following World War II), noted with gratitude that they felt genuinely challenged by our papers. In their closing remarks, they encouraged us to respond with the same level of compassion and humility when the next generation of scholars inevitably challenges us: to welcome not just new ideas, but also the general spirit that it is possible, and often necessary, to do things differently than we have done.
This professor’s example of academic “eldership” gave me a glimpse of how intergenerational relationships in the academy could be otherwise – more generous, self-reflexive, and accountable. It would not be easy, but it is possible to create the conditions in which we can have difficult conversations without relationships falling apart. If we can learn to do this, we will likely be better prepared to coordinate responses to complex challenges in ways that prioritize the well-being of current and coming generations of human and other-than-human beings. Systemic violence and ecological catastrophe did not begin with my generation, nor with any of the generations that are alive today. But we have a responsibility to make different choices than those that came before us, rather than continuing to pursue the same perceived entitlements.
Stepping back and showing up
I do not romanticize younger generations, believe they have “the answers”, or place all hope for the future in their hands. Doing so would be naive of me, and unfair to them – a deflection of my own and other generations’ responsibility for engaging in the tough work ahead. We are all part of the problem, and we are all still learning.
None of us know exactly what to do in this liminal space between a system in decline and whatever comes next. But we each have a small role to play as we figure it out and we have much to learn from each other in the process. This may be uncomfortable for professors who have crafted not only our professional identities but also in many cases our self-images around being the ones with “the answers.” Thus, we would need to lose our academic arrogance by stepping back from familiar patterns and showing up instead with humility as the full, flawed people that we are if we want to do the intergenerational relationship-building that is needed in this transitional moment.
This includes holding space for young people to process their fears, grief, insecurities, and traumas. Older generations would need to process our own as well and to share the insights from that processing with younger generations. Together, we might collectively learn from the mistakes of the existing system so that we do not repeat them, discern what from that system should be preserved and what needs to be “composted,” and develop a practice of ongoing collective experimentation with emerging possibilities that will inevitably lead to new mistakes but also new learning.
If all generations could commit to this work, together we might have a chance of interrupting the cycle of irresponsibility and immaturity that led us to this crisis point in the first place, and enabling something different and possibly wiser to emerge. Although faculty are not required to do this work as part of our formal job responsibilities, current and future generations will pay the price if we don’t. We owe each other more than that.