“How could the public be better educated about the nature of scientific inquiry? Three recent books… lay bare the provisionality of science and may, paradoxically, actually help us find a way to address rampant denialism. Rather than focus single-mindedly on the technical aspects of science or the need to improve basic skills, they focus our attention on the psychology of science—the drives that inspire us to inquire into nature, and the limits that our minds necessarily impose on our knowledge.”
“There must be ease, relaxation, and a general sense of permissiveness… If a single individual present is unsympathetic to the foolishness that would be bound to go on at such a session, the others would freeze. The unsympathetic individual may be a gold mine of information, but the harm he does will more than compensate for that. It seems necessary to me, then, that all people at a session be willing to sound foolish and listen to others sound foolish.
Every week I send out articles I encounter from around the web. Subject matter ranges from hard knowledge about teaching to research about creativity and cognitive science to stories from other industries that, by analogy, inform what we do as educators. This breadth helps us see our work in new ways.
Readers include teachers, school leaders, university overseers, conference organizers, think tank workers, startup founders, nonprofit leaders, and people who are simply interested in what’s happening in education. They say it helps them keep tabs on what matters most in the conversation surrounding schools, teaching, learning, and more.
– Peter Nilsson