A Big Question for Children with Cochlear Implants

A discussion/question vlog: Carl Schroeder wonders if the intriguing connections between music and cognitive development in children with CI. Research shows that music can help children (hearing) with other disabilities (dyslexia, learning difficulties, etc.) listen and learn. Can children with CI benefit from the connections between music and education?

From ASL to Audism

A discussion vlog: Carl Schroeder discusses how people in the past said no to ASL and today they say no to audism.

ASL Literature Conference by Deafmom3ASL

A guest vlog. See what was found here! In 1991, I was a co-presenter with Rachel Crain. Our topic was about poetic aspects in American Sign Language. We should rekindle this type of conference.

YES to AUDISM

A discussion vlog: Carl Schroeder explains that Church people and believers used to say no to Galileo Galilei's discovery in the 16-17th century that the earth rotates around the sun. Today there are certain people who say no to Audism, the term indicating that it's better to hear than to be Deaf.

Cochlear Implants and Dad

A discussion vlog: Carl Schroeder discusses how the National Association of the Deaf (NAD) position statement respecting Deaf individuals no matter what technology they use had influenced his father George who was born Deaf into pursuing cochlear implants (CI). However, it was his health insurance and medical companies who turned down his bid for CI. His father went through a lot of meetings and trainings to prepare for such impracticality of CI.

Whispering in American Sign Language: Part 2

An "ASL Whispering" vlog: Carl Schroeder shows another way of whispering in ASL. Enjoy!

Deaf Baby Almost Taken Away from Deaf Parents

A discussion vlog: Carl Schroeder explains how his Deaf friends almost lost their Deaf baby to our government in 1980s when baby hearing test became mandatory. Social workers who threatened to take away their baby were more concerned about the baby's residual hearing than they were about American Sign Language (ASL), the language the baby was born into. (The baby's parents and grandparents, both maternal and paternal, are Deaf.) The government didn't, and still doesn't, think ASL matters, especially when there is some residual hearing.

UFO and Deaf Children on February 3rd

An entertainment vlog: Carl Schroeder tells about his school days when he believed all 12 years old would be taken by an UFO on February 3rd. His reading teacher Miss Edith Faith simply reinforced his belief and he still wants to believe it today. Carl is simply a sucker for believing many creative stories.

From Audism Discussion: Frank McCracken

A special guest vlog: Carl Schroeder videotaped a story told by Frank McCracken during the Audism Unveiled panel discussion at Central Oregon Communicty College today. Frank went to Colorado School for the Deaf and he later graduated from the school in 1944. The other panelists are Bob Warr and Peter Quint. Please observe his use of American Sign Language and how it shaped and influenced him. My apologies for such a poor video.

Whispering in American Sign Language: Part 1

A discussion vlog: Carl Schroeder talks about how his classmates helped each other in school.

What Then is ASL Studies?

A discussion vlog: Carl Schroeder explains what his program at Western Oregon University (WOU) entails. (1) ASL Studies aims to examine ASL in terms of linguitics and its relation to power, The goal is to expose power relationships and to examine how these relationships influence and shape Deaf people. (2) ASL Studies is not simply the study of ASL. Its objective is to understand ASL in all its complex forms and to analyze the social and political context within which ASL manifests itself. (3) ASL Studies attempts to expose and reconcile the division of knowledge...between the knower and the known, between the observer and what is being observed. Deaf people use a different channel, SIGHT, through which information, knowledge and communication are conveyed.

An Email from my Former ASL Student

-----Original Message-----

From: Sarah Hilferty
To: Carl Schroeder

Subject: How are you doing?
Date: Wed, 24 Jun 2009 21:54:27 -0700

Hi! Remember your student from New Urban High School in Milwaukie? I just wanted to say hello and let you know how I am doing, it's been awhile, huh? I just recently graduated New Urban on the 4th of June, and now attending summer classes at PCC. I was hoping to get into the interpreters program this year, but I have a few more pre-requisites that I need to get before I can enter into it. It's a drag that I have to waite until next fall to start. But other than school I just got my first job yesterday :] It's at a grocery store right down the street from my new apartment. I just moved Memorial Day weekend, into a very nice apartment in Westmoreland with my boyfriend.

I just got an assignment from a teacher to participate in an activity and I happened to see your name on a "Audism Unveiled: An Examination of Discrimination and Prejudice" and just learned about the organization in my Deaf Studies and I saw it on the internet, and was like, "Hey, I remember that name! The best teacher I ever had!" I really enjoyed your class that you taught me, and I am still interested and anxious to go to WOU. How are you liking it? Every time I get into sign language, the class ends and I start loosing my fluency and memory, I was thinking of volunteering at a deaf school to keep me proficient, is there any schools that you recommend around the portland area? Or is there other ways that would help me in staying active with my ASL?

Thank you for your time to read this, Carl.

Sarah Hilferty
--------------------

Wetenschapen: Passion to Teach and Learn

Teaching Philosophy

by

Carl N. Schroeder, M.Ed.

American Sign Language Studies
Western Oregon University

Quote from Candidate Statement:

"My vocation to education has two inextricably linked parts of a Dutch term that I learned when I was a young Dutch boy, wetenschapen: weten is in Dutch meaning the whole spectrum of knowledge (wit); and schapen, in Dutch meaning the shaping or leading (leading students into a world in which they learn with disciplined creativity). Accordingly, my philosophy of teaching follows my childhood ideas about how people learn. I have elaborated my teaching philosophy "Passion to Teach and Learn" in my portfolio. (This short paragraph on teaching philosophy is tough to write because I proceeded it through four different languages: Gebarentaal (Dutch Sign Language), Dutch, ASL and English.)"

Wetenschapen: Passion to Teach and Learn

The Dutch word wetenschapen in English translation is a loose form of the word education. However, with it broken down, it can be seen to mean wit-shaping, i.e., molding the brain, shaping the wit to become a deep/faster thinker. Whereas education can be translated to mean giving information to another but not actually being immersed in the process of shaping/molding. To me, wetenschapen is close to mentoring rather than simply educating.

My first principle of professoriate is always demonstrate a passion to learn and teach. There is no unique recipe for passion that works for learning and teaching. While for some students in the newly designed ASL program, it is important to know how to use ASL exclusively, others find the ideas for the courses in ASL interesting by themselves. The final grade has been a top-priority for many students, but I always do my best to explain that it should not be an ultimate goal for acquiring skills in ASL. Otherwise students may lose the skills in ASL after the course is over and that is very undesirable for me. Therefore it is necessary for the passion to learn and teach from different angles.

I always start the first class with a brief historical introduction, explaining my credentials, why ASL we are studying is important, and where ASL is used today. Then I try to explain the ideas behind linguistics and philosophy, propagating the idea that ASL can be approached from two different perspectives, science and art. For example, educators of ASL inform that ASL can be said to be the product of social, educational and cultural developments of only the last two centuries; linguists inform that ASL is a language independent from all other languages by its own rule-governed communication system. ASL can by its very nature not be satisfactorily described on paper; the parts of signs being learned must be examined at as early a stage as possible.

Another very important source for my passion to teach and learn is enthusiasm for acquiring and mastering ASL. My enthusiasm must be infectious enough to transmit to the students. In this case students will learn ASL because of ASL itself and not only because it is used somewhere else. My goal here is to share the beauty of ASL.

The second principle of my professoriate is mentor-mentee learning. Through my pondering aout teaching philosophy, I thought back to my undergraduate cell biology class at Floyd College in Rome, Georgia more than thirty-five years ago. Even though I cannot remember a single fact from the lectures, I can remember at least two activities I had with Professor David Cook, who taught part-time at Floyd. I remember discussing with fascination the probabilities of taking pictures of cell membrane under the elctromicroscope in the lab. The second experience Iremember was having a delightful luch with him and a sign language interpreter. I rememer this luch becuase Professor Cook tiik me to Georgia Highlands College were he was Professor Emeritus and introduced me as one of his extraordinary students to his colleagues.

Later, in 1982, during my senior year at Gallaudet College (now University), the world's only institution of higher learning exclusively for the Deaf in Washington, D.C., my major advisor Professor Trent Batson urged me that I apply for a fellowship underwritten by the Thomas J. Watson Foundation. I was selected in the competition with over 1,400 applications for only 70 Fellows, and I traveled and studied in The Netherlands, the country of my birth, for one year after my graduation from Gallaudet in 1983.

in 2005, when I was teaching at Montgomery College, a student of mine Alison Niska was selected as a scholar to present her paper on "Bilingual Education for the Deaf: Facilitating Learning and Equipping Students to Reach their Potential" in the 2005 Beacon Conference for Student Scholars, and I was mentioned as her mentor. Through this thought process I realized that to really remember something, you have to be inspired.

The final principle of my professoriate is modeling professional behavior and respect. To me learning and teaching is palpable: When I can sense it in a student's visible delight in acquiring and using ASL; when I can read the excitement in student's essay about ASL. I cannot say anything better than W. B. Yeats about teaching when he wrote: "Education is not filling of a pail, but the lighting of a fire."

I can best summarize my personal teaching philosophy in one word: passion. Students will enjoy ASL if they have passion to pursue wetenschapen, the molding of wits.

;-)

The $891M Mask Revisited: Individuals with Hearing and Speech Disabilities

A discussion vlog: Carl Schroeder shows the Court papers (CG Docket No. 03-123 and WC Docket No. 05-196) with a very specific federal definition of Deaf people as "Individuals with Hearing and Speech Disabilities." In the eyes of our government, we are IHSD people. There is ABSOLUTELY no mention of American Sign Language (ASL) in these court papers. We have YET to tell about ourselves and our needs for information, knowledge and communication in ASL. We need to take out the $891m mask!

Teaching and Thinking

A discussion vlog: Carl Schroeder questions whether there exists the whole number 4. Maybe it is just the connection of reduced parts in and for the whole 4.

ASL: Divide et Impera

A discussion vlog: Carl Schroeder discusses the stem of the term DIVERSE (DIVision, DIVide, etc.) and the truth of ASL meaning that it's okay to tell a lie about the Deaf. Yes, there are various modes of communication for the Deaf which cannot be adequately understood in ASL and English as long as their origins are obscured. There are so many lies about ASL and Deaf people there exists such a mask...the mask that rules the revenue of $891 million in VRS. ASL is not futile! Deaf people are not selfish!

"ASL" or Not?

The topic of American Sign Language (ASL) is as impossible to discuss as it is important! If we take the subject for granted, however, our hearing allies and we ourselves could legitimately ask why it wasn't discussed. So here goes.

The reason ASL is so important is that good ASL is the necessary basis for good communication. The better one's ASL skills are, the better the communication will be. Any honest user of ASL will admit that when the ASL flows, then good communication literally makes itself, without problems, enabling ready clarifications without the need for repetitions. On the other hand, if the ASL is poor, and it doesn't flow, then even the best user of ASL and even top-notch interpreters will not be able to make good communication out of it.

There is no simple answer to the very elusive question of what makes good ASL. ASL cannot be judged by any criteria previously used to evaluate the use of spoken languages, because in that case, fragmented ASL with fingerpselled terms might sometimes be judged to be more desirable than perfect ASL. Nor do parts of signs--hand shapes, palm orientations, locations, non-manual expressions, and modifier movements--tell the whole story of ASL, because particular expressions differ from utterance to utterance.

Here are some general considerations, laden with my biases. (Yes, we all do have our own biases.)

Make up as many new signs--"non-translatable," or difficult-to-translate ones--as you can to correspond to our illustration of the ASL/DEAF doors. In each case, indicate the specific reason why you think each sign reflects what it does. Be sure to try to think of as many new signs as you can before choosing the BEST sign.

Now, if you've chosen the BEST new sign, you should be able to discuss how you arrived at choosing this BRAND NEW sign. Would you be able to translate it in another language, namely, English?

Here are my biases. Those who are inside the DEAF door would say no, that this BRAND NEW sign is not in the ASL dictionary. Those who are inside the ASL door would celebrate the newness of it.

;-) Carl

Signist, Signistics, Signumption, etc.

An entertainment vlog: Carl Schroeder introduces some new words that are not in a dictionary: signist, signistics, signumption, grammumption, signabulary, signation, and stuckment.

ASL Enquirer: 3rd Issue

An entertainment vlog: Carl Schroeder publishes the third issue of ASL Enquirer featuring (1) Historians Think Differently; (2) Snow White and ASL; (3) ASL Police Academy; (4) The Colors of the Wind and the Colors of ASL; and (5) SOMEONE.

RachelQZ: the DIVERSE deaf community?

A discussion vlog: Carl Schroeder comments on a phrase that one of his YouTube commentors, RachelQZ, writes to suppress and oppress the Deaf into respecting and accepting oral programs, cued speech, and all other failed programs. We the Deaf are forced to be diverse and be stuck!

The $891 Million Mask: VRS

A discussion vlog: Carl Schroeder challenges to take off the $891 Million mask. VRS has been entertaining the FCC rulemaking policy and profiting from it. Anyone up for taking off the mask?

Introduction to William Perry's Theory

A discussion vlog: Carl Schroeder discusses William Perry's theory of intellectual development in college years and questions where ASL stands in the college curriculum.

Log Home (Part Two)

A show-and-tell vlog: Carl Schroeder proposed to purchase this 4.5-acre log home with a scenic view, especially from the master bedroom.

Willamette Valley

Front Yard

Roofed Deck


Guest Room

Master Bedroom

Living Room as seen from the Front Door

One of Two Bathrooms

Kitchen and Dining Room as seen from the Front Door

Backyard

A Proposal to Buy a Log Home Part One)

A show-and-tell vlog: Yesterday and today Carl Schroeder proposed to purchase a two-bedroom log home in Dallas, Oregon. My video comment is below here.

Front of the House

House and Garage

Backyard with Barn, Shed, and "Study" House

Dining Room (Kitchen to left)

A View from Living Room

Living Room

ASL and Deaf Questions to Ponder

A challenge vlog: Carl Schroeder poses two questions and solicits reactions and opinions. Deaf is understood as a condition, and ASL is seen as a language.

Deaf Clubs of the Past

A discussion vlog: Carl Schroeder explains that in the past Deaf clubs were like a holy shrine. Whenever hearing people came to these clubs, they were often either checked out or driven out. Deaf clubs were our own space, not a place for hearing people to practice their ASL.

Year 2009: ASL Education? Deaf Education? Why?

Another challenge vlog by Carl Schroeder: The year is 2009. Be realistic. Does ASL Education exist? Deaf Education? What does it include? And why?

Which Door to Open for Deaf Babies? WHY?

Another challenge vlog: Carl Schroeder questions which door you would advice a family with a Deaf baby to open. WHY?

Which Door to Open and WHY?

A thinking vlog: Carl Schroeder asks which door would you open first and why.

Music and Deafness (Rhythm and Tone)

A show-and-tell-and-discuss vlog: Carl Schroeder discovers in Oliver Sacks' book, Musicophilia, that there exists two different types of deafness in music: rhythm and tone. Do these people who are rhythm or tone deaf need American Sign Language?

Deaf Theatre or ASL Theatre

A discussion vlog: Carl Schroeder questions whether it's a good time to shift from Deaf theatre to ASL theatre so that it could be based on language and culture of the Deaf. Carl remembers his younger days when he discovered that the National Theater of the Deaf was musically inclined, which was very entertaining to people other than the Deaf.

The Curse of Audism: Deficit Thinking

A discussion vlog: Carl Schroeder discusses tragic for not only Deaf children, but also their families and friends. Something is terribly amiss or deficit in Deaf Education. The ability to use American Sign Language (ASL) is the heart of the matter for all Deaf children with and without cochlear implants. ASL enables us to learn and to think critically. Using ASL correlates with reading and writing. However, an army of educators of the Deaf are fundamentally wrong in their ideas about teaching the Deaf. Many Deaf children are not taught ASL critically to attain educational proficiency important to reading and writing. To deny Deaf children ASL is to promote deficit thinking.

ASL 4 Critical Thinking

A discussion vlog: Carl Schroeder talks about how ASL is essential to critical thinking. He also discusses how the anatomy of our human body is dualistic (voluntary and involuntary), and voluntary actions of our body do call for critical thinking. Involuntary actions (the middle ear, heat beats, etc.) do not require critical thinking.

Fraudulent Economics in the Deaf Education Mask

A discussion vlog: Carl Schroeder discusses how Deaf children get educationally bankrupt. IDEA requires that each child with disability undergoes the IEP procedure to identify his or her educational needs and services. Carl questions whether our general society is being deceived into believing that each Deaf child is awarded individual educational needs and services.

Ella's Vlog Revisited: POLITICS

A discussion vlog: Carl Schroeder discusses Ella's recent vlog, Our Real Political Task, by pointing out that Ella quotes Michael Foucault's quotation that is found in Harlan Lane's book, The Mask of Benevolence. Carl then discusses two terms, mask and benevolence, and elaborates how economics affects political procedures in our society.

Show Us the Dictionary of ASL

A show-and-tell vlog: Carl Schroeder challenges his viewers and readers to show their copy of William C. Stokoe's Dictionary of American Sign Language on Linguistic Principles.

Language Loss of ASL through the National Association of the Deaf (NAD)

A discussion/demand vlog: Carl Schroeder demands full and complete explanation and apology from the National Association of the Deaf (NAD) for deliberately disrupting what George Veditz had called "the noblest gift" of our beautiful language, American Sign Language in the 1970s. We the Deaf are still suffering what I dub as a language loss.The NAD owes our American society a sincere apology for abetting language bigotry and oppression since the early 1970s.

Cash In on ASL Education Now!

Today it is difficult to recapture the feeling of the vast theoretical shift that seemed to be taking place in Deaf education in the 1970s. The National Association of the Deaf (NAD), for example, took the liberty to distribute the book Signing Exact English (SEE), an act which suggested that a Deaf individual's hierarchy of values might be substantively distinct from a hearing individual's in such a way that previous ways of understanding might be seriously biased in favor of the English language and against American Sign Language (ASL)--an issue that came to the fore after the publication of William C. Stokoe's "Dictionary of American Sign Language on Linguistic Principles." The NAD has yet to apologize in public about this bizzare behavior in the 1970s.

In many ways, we the Deaf have been typically excluded from the "conversation" of which the field of the education of the Deaf is constituted. There are three aspects to that exclusion. First, there has been very little written and researched on the topic of ASL for Deaf babies. Either it is assumed that what is said about the English language for the Deaf is sufficient enough to cover all substantive language issues related to Deaf education and, hence, there is no real need to talk about ASL in education, or it is assumed that issues surrounding ASL for Deaf babies are simply not pertinent, or pertinent enough.

Secondly, what little writing and researching that has been done regarding ASL for Deaf babies has been largely ignored, consigned, in effect, to the theoretical margins. Plato's writing about signing in his book Cratylus published 2,400 years ago, for example, has not been at the center of philosophical discourse, yet it would help in delineating that Deaf babies would benefit from ASL.

Finally, when the topic of ASL is laid on the educational table, it typically becomes pushed to the edges of scholarship, where it can be safely ignored. By a curious stroke of logic, the argument goes something like this: Important educators of the Deaf do not cash in on ASL, something that could have been done under as part of the former Bilingual Education Act (BEA) of 1968. There is no position paper from the NAD calling for the restoration of the BEA, which was nullified in 2002 as part of No Child Left Behind. Yet calling for the BEA's restoration is now long overdue. As a result of all this, when talking about ASL for Deaf babies, Deaf educators remain in the professionally dangerous position of being ignored, dismissed, or even mocked.

Cast in that light, the seriousness of the subject of the necessity of using ASL with Deaf babies is obvious. If the conversation, this discourse stretching back to Plato's Cratylus, is where deaf personhood (yes, DEAF PERSONHOOD) is defined, then to exclude ASL from the conversation is to deny the personhood of all Deaf people. (See footnote)

Cash in on ASL education now! Let's create a tidal wave of history which will finally bring some semblance of sanity to the situation.



--------

Footnote: See the following paper for a discussion of the term "deaf personhood":

Johnson, R.: 2006, ‘Cultural constructs that impede discussions about variability in speech‐based educational models for deaf children with cochlear implants’, Perspectiva, 24, n. Especial (July/December), Florianopolis, Federal University of Santa Catarina, Brazil, 29–80. Quoting the paper: "Perhaps the most distinctive characteristic of ASL/ESL programs is that they focus on and take advantage of what deaf children are rather than what they are not. In this regard, they attempt to recognize and respect the integrity and vitality of what we might call deaf personhood, which begins with the notion, alien to medicalized approaches to deafness, that being deaf is inherently neither a problem nor a tragedy, either for the person who is deaf or for society, and that the set of linguistic and social facts surrounding deafness actually present an effective avenue to providing deaf children with a first language, with access to the things that schools can teach, and with a means to becoming literate in English."

To Name the World as "ASL World"

A discussion vlog: Carl Schroeder quotes from Paulo Freire's book Pedagogy of the Oppressed: "To exist, humanly, is to name the world, to change it." Naming the world as "ASL world" requires the lexicon and, as one of my ASL Studies students writes: "The lexicon is in the soil of the garden of language." ASL world is about our language and culture; Deaf world is pathological as the world sees it.

Distinction between ASL and Deafness: A Reaction to DBC on EHDI

A discussion vlog: Carl Schroeder reacts to Barb Digi's vlog on DBC on Early Hearing Detection and Intervention by making a distinction between American Sign Language (ASL) and deafness. ASL is language and culture that is acquired for knowledge and communication. Deafness falls under a negative denotation that includes failure and disease. We would be better off by criticizing the use of negative terms to define our people and by demanding that ASL be recognized as our form of speech that is inalienable and, therefore, unabridged.

Art Exhibit by Sadie Heintz

A show-and-tell vlog: Carl Schroeder shows some art works by one of his ASL Studies students, Sadie Heintz. In her opening statement in the annual Senior Art Exhibit, Sadie writes: "I am an artist with message." Sadie is hard-of-hearing, and her minor is ASL Studies. Through her art work, Sadie is able to articulate her deafness as she experiences it in a unique way.

Alzheimer's and ASL

A guest vlog: Carl Schroeder believes that we the Deaf can use American Sign Language (ASL) to make an outstanding contribution to the medicine world. People suffering Alzheimer's disease could benefit from using ASL for communication. Carl's guest Jacey Phillips shares her outstanding vlog about her mother with Alzheimer's. It's amazing, and Carl urges that we write and encourage research into the use of ASL with people suffering Alzheimer's. Write or make a vlog to www.alz.org.

A Child Whose Preference Is Being Deaf

An entertainment/discussion vlog:

Carl Schroeder solicits your reactions and opinions about Crittie, a five years old whose preference is being Deaf as she expresses in ASL. It is published in her sister Jade's comment under her SUCCESS/FAILURE poem published in DVTV yesterday and in the link below the following vlog.

http://www.youtube.com/watch?v=Q2hASOHjEXU

I Am an ENTP; What Are You?

I just completed the Myers-Briggs Type Indicator (MBTI) and received the result as an ENTP: Extraverted, iNtuitive, Thinking, Perceiving. (MBTI costs a lot of money but you can try it free through your employment's office of human resources.) What then is an ENTP?

"Clever describes ENTPs best. They deal imaginatively with social relationships as well as physical and mechanical relationships. They are alert to what is apt to occur next, and sensitive to possibilities. ENTPs are the engineers of human relationships and human systems.

Verbally as well as cerebrally quick, ENTPs enjoy arguing: for its own sake, and to show off their impressive verbal skills. They often have a perverse sense of humour, and play devil's advocate regardless of consequence. They sometimes confuse, even hurt, those who cannot understand the concept of argument as a sport.

Innovative and ingenious at problem-solving, they sometimes manage to outsmart themselves. ENTPs have been known to cut corners without regard to the rules if it's expedient - or it might be the collapse of an over-ambitious juggling act.

ENTPs are optimists. They tend to regard problems as personal challenges, and have little patience with those they consider wrong or unintelligent. However, they are often extremely genial and quite charming, when not being harassed by life in general.

Good at analysis, especially functional analysis, ENTPs have a tolerance for, and enjoyment of the complex. Enthusiastic, ENTPs are apt to express interest in everything, and thus unwittingly inspire others who find themselves caught up in an ENTP idea. The ENTP is the most reluctant of all types to do things in a traditional manner.

Non-conformists, ENTPs enjoy outwitting the system and use rules and regulations within the system to win the game - whatever it may be. ENTPs are good at innovative projects and can administer them well if dull routine is not involved. For ENTPs to be manipulated by another is humiliating.

During youth, the ENTP may be diagnosed with a variety of ailments and conditions which often emerge as a lack of intellectual engagement. Boredom is the bane of the junior ENTP. Generally immature until their late 30s or early 40s, the young ENTP is a socially awkward animal since they rarely fit in with the herd, and require 40 years to comprehend why this is and what to do about it.

Great friends or silent adversary; Court jester or Builder of bridges, the ENTP is difficult to overlook."

Quote from Typelogic.com, Copyright Typelogic.Com. Used with permission. Check out:

Typelogic.com for more great Meyers Briggs information.

My Tombstone

A show-and-tell vlog: Carl Schroeder explains what he would like for his tombstone.

YES People, Beware!

A discussion vlog: Carl Schroeder points out that language is so human it's imperfect in representing reality. Constructive critique is important to support or disagree with what is being discussed. Socrates compares language with painting in that it doesn't necessarily represent everything you see and understand Avoid saying yes or "I-SECOND-YOU" without presenting your own perception or meaning.

Mind vs. Machine

A discussion vlog: Carl Schroeder explains that mind, not machine, requires language for true abstraction. Cochlear implant is a machine and it produces false abstraction.

One of my Hobbies is Drawing

A show-and-tell vlog: Carl Schroeder draws pictures of a cat and a dog for your entertainment. Do you have a hobby that you can do really fast?

We The Deaf Constitute....

A discussion vlog: Carl Schroeder solicits critiques for the Deaf People's Declaration of Independence.

"We The Deaf constitute a world unto our sight channel through which our rights, interests, and duties are declared inalienable and, therefore, independent from all other sensory channels. Deafness, whether total or only partial, is purely a biological condition that makes signed language imperative providing information, knowledge, and communication. Humanity has allowed us to contribute our language and culture to the universe. We need to be bilingual, and we can be taught a spoken language through our own signed language, not through auditory or artificial devices. We therefore declare our freedom of being bilingual."

Deaf People's Declaration of Independence (Draft)

A discussion vlog: Carl Schroeder seeks ideas for an opening statement in Deaf People's Declaration of Independence from politics of medicine and audism. On what shall we draw to offer a striking new view of our contribution to the world as Deaf citizens?

Charles (ASLitself) Made Me Laugh....

An entertainment vlog: Carl Schroeder explains why he bursted into laughter at a school party. Charles of ASLitself in DVTV made him laugh at someone who happened to look like him. Carl tries not to be stereotypical but he couldn't help with his own experience. Laughter can be contagious and if you laugh with Carl, then you're good!

What Do We Want Our People (Deaf) to be Like?

A question vlog: Carl Schroeder seeks "for not the best, but the rest" answers for the question: What do we want our people (Deaf) to be like?