A peculiar flower...(now with tigers)

The soil testing equipment on Curiosity makes a buzzing noise and the pitch of the noise changes depending on what part of an experiment Curiosity is performing, this is the way Curiosity sings to itself.

So some of the finest minds currently alive decided to take incredibly expensive important scientific equipment and mess with it until they worked out how to move in just the right way to sing Happy Birthday, then someone made a cake on Curiosity’s birthday and took it into Mission control so that a room full of brilliant scientists and engineers could throw a birthday party for a non-autonomous robot 225 million kilometres away and listen to it sing the first ever song sung on Mars*, which was Happy Birthday.

This isn’t a sad story, this a happy story about the ridiculousness of humans and the way we love things. We built a little robot and called it Curiosity and flung it into the star to go and explore places we can’t get to because it’s name is in our nature and then just because we could, we taught it how to sing.

That’s not sad, that’s awesome.

Children are often taught to think “I can’t do that *yet*” as a form of encouraging growth mindset. That’s a really useful strategy when it’s applicable, and it also needs some nuance in order to be more disability-affirming. 

Growth mindset has to be grounded in reality.

Growth means that I am always learning new things and developing new skills and getting better at things. It doesn’t mean doubling down on pursuing impossible dreams; it means doing real things. 

Sometimes growth mindset means thinking “I can’t do that *yet*,” and continuing to try until I can.

Sometimes it’s more like, “This isn’t working. Maybe I need to do it another way.”

Or: “This isn’t working, and maybe it’s not going to work. What else can I do?”

Or: “I can’t do *that*, but I can do the important part a different way.”

Or: “I can do that with help.” and/or “Let’s figure out what supports would make it possible to do that.”

Or: “We can do that collaboratively, together.”

Or: “I could do that with appropriate assistive technology. Let’s figure out if some exists and/or if there’s something we could invent.”

In those instances, realizing that something isn’t going to work is part of how we find out what *can* work.

There are also cases in which growth mindset means realizing that something may not be a good use of our time and effort and resources. A skill that is broadly useful to nondisabled people might not be worth it to me, even if I’m technically capable of doing it. (For instance, handwriting is a useful skill for most people, but it’s always been so hard for me that it’s not really worth it. Losing the ability to  handwrite more than a few words at a time has freed up my abilities to do other things, like focus on typing words.)

There’s something powerful about seeing your body as it really is and working with it rather than against it. Sometimes figuring out what isn’t possible or what’s not worth the cost in time and effort is how we find areas where we can grow and flourish. 

Growth mindset means that I *don't sabotage my growth* by wasting time and effort pursuing impossible things. I don’t stand on a chair or a roof and expect believing in myself to make it possible to use my arms as wings and fly. If I want to fly, I need an airplane, and that’s ok. 

At the same time, I think that claiming the power of “yet” is really important for disabled people, and especially for people with developmental disabilities. 

Sometimes there can be a lot of pressure to see ourselves as incapable of doing things every time disability makes it harder or means we need to do things differently or it’s not obvious whether or how we could do the thing. 

Sometimes we get pressure not to try things unless there’s some certainty that we will be able to do them. (And for something as complex and poorly understood as developmental disabilities, there’s rarely much certainty. Having other people’s doubts limit what we’re allowed to try makes the world very, very small.)

Sometimes disability-affirming growth mindset means saying “I can’t do that, let’s do something else,” and sometimes it means saying, “I might be able to do that, and I’d like to try.” Sometimes it means saying, “I want to keep trying even though it’s harder for me and I’m not catching on as quickly and no one seems to know how to teach me.” or “I don’t know if this is going to work but I think it could, and at this point, I’d like to keep trying.” Or, “I know most people learn this by the time they’re four, and I know I’m much older than that, but I’d like to try to learn this too.”

happy new year! 🍾

after-the-after-party, a new dawn before us. we made it, and we'll make it through this one too. 💖

It's because girls in books (... and girls in real life...) are supposed to walk this tightrope where of course they are beautiful (because beauty = value.) But they can't seem like they're trying to look beautiful (because trying to be beautiful = vanity, shallowness, a kind of girly femininity that's either childish, pathetic, or sinister.) The Stepsisters are trying to be beautiful. Cinderella just is beautiful. Dress her in a potato sack and roll her around in mud, she'd still be more beautiful.

This is where the "protagonist who doesn't think they're beautiful" thing comes from. Obviously if they don't think they're beautiful, then they're not trying to be beautiful, with all the negative junk surrounding that. So you get these annoying descriptions where a regular or even cute-sounding person will say "ugh, I have eyes the color of mud and hate my freckles," not "I have brown eyes and freckles." (Bet you five dollars the love interest thinks her freckles are adorable, and gets lost in her deep, dark doe eyes.) Also - "mud colored eyes" is such a strange thing to think about yourself? If the author wanted to commit to writing about someone who actually had body image issues - then the internal narrative would be my skin sucks and I'm too fat. But that's a little too real: the reader can't actually think the protagonist is unattractive.

Which is too bad, when you have a female protagonist who is just isn't very attractive, that can be fantastic. In Jane Eyre, it's important that Jane is sort of unfortunate looking - it effects how people treat her, the sort of jobs she can get, but it also lets her fly under the radar and be invisible in way that would be impossible if she were more beautiful.

Her easy smile could stop a man’s heart. Her lips were red. Not the garish painted red so many women believe makes them desirable. Her lips were always red, morning and night. As if minutes before you saw her, she had been eating sweet berries, or drinking heart’s blood. 

'She looked pretty the ways that girls wearing lipgloss look pretty, but her lips just always looked like that, magically, and she wasn't anything like those other, stupid ladies and their red lipstick.'

And yes! Exactly! There were multiple dress reform movements, and oftentimes including information about them would lend more character details besides simply “rebellious” or “naturally beautiful”! I don’t really like the Enola Holmes movies at all but the first book, The Case of the Missing Marquess, has a central part of the inciting incident hinge on the vanished Mrs. Holmes having been a proponent of Artistic Dress and features a significant aside explaining Victorian clothing and social norms to the audience so that they can follow along when she does things like comment on her mother’s changing habits of dress or replace her bustle with a stash of cash. It also means that you can be in conversation with 19th century fashion’s relationship with masc-inspired women’s clothing, which reads as femme now but was at the time pretty cutting-edge. More queercoding potential!