\nThe insurer Lloyd’s of London was founded hundreds of years ago in one of London’s 2,000 coffeehouses, he notes. Literature, newspapers and even the works of great composers like Bach and Beethoven were also spawned in coffeehouses.<\/p>\n
For all the upsides coffee has brought the modern world, it also ushered in its fair share of downsides, too. Europeans carried coffee with them as they colonized various parts of the world, and this frequently meant they enslaved people in order to grow it.<\/p>\n<\/blockquote>\n
On Another upside, and downside, to coffee, from Slate’s Daily Ritual’s series<\/a>, coffee is an historically documented aid to the creative mind and its work. According to Balzac.<\/p>\n
\nCoffee glides into one\u2019s stomach and sets all of one\u2019s mental processes in motion. One\u2019s ideas advance in column of route like battalions of the Grande Arm\u00e9e. Memories come up at the double, bearing the standards which will lead the troops into battle. The light cavalry deploys at the gallop. The artillery of logic thunders along with its supply wagons and shells. Brilliant notions join in the combat as sharpshooters. The characters don their costumes, the paper is covered with ink, the battle has started, and ends with an outpouring of black fluid like a real battlefield enveloped in swaths of black smoke from the expended gunpowder. Were it not for coffee one could not write, which is to say one could not live.<\/p>\n<\/blockquote>\n
But then again, according to Balzac:<\/p>\n
\nMany people claim coffee inspires them, but, as everybody knows, coffee only makes boring people even more boring.<\/p>\n<\/blockquote>\n
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- Student Evaluations. Notoriously interesting, mysterious, helpful and depression-inducing. One helpful strategy: check-in with students more often, be self-reflexive.<\/a><\/li>\n<\/ul>\n
\nI wouldn\u2019t wait until the end of a course to see how I\u2019d done or to think about changing my pedagogical strategy. I would ask some hard questions at the end of each lesson to help understand what I was doing and why I was doing it. Similarly, when we encourage students to be self-reflexive, we are asking them to understand what they are learning as they are learning.<\/p>\n<\/blockquote>\n
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