The Educator's Notebook

A weekly collection of education-related news from around the web.

Educator’s Notebook #56 (November 23, 2014)

    • Chronicle of Higher Education
    • 11/21/14

    “We have shifted our focus from the meaning of ideas to the means by which they’re produced. The same questions that always intrigued us—What is justice? What is the good life? What is morally valid? What is free will?—take a back seat to the biases embedded in our neural circuitry. Instead of grappling with the gods, we seem to be more interested in the topography of Mt. Olympus.”

    • KQED
    • 11/19/14

    “In many ways, the performance question has gotten caught up in this fight between active learning and lecturing. “We assume that performance only relates to lecture, only relates to the passive delivery. And thus it should be discarded along with the lecture,” says Robert Lue, the faculty director of Harvard University’s Derek Bok Center for Teaching and Learning. Lue is a big fan of honing a teacher’s performance gene. He insists the absolute best active learning teachers have it too.”

    • Psychology Today
    • 11/05/13

    “The high rate of maladjustment among affluent adolescents is strikingly counterintuitive. There is a tacit assumption—even among those most affected—that education and money procure well-being, and that if children falter, they will swiftly get the appropriate services. Education and money may once have served as buffers against distress, but that is no longer the case. Something fundamental has changed: The evidence suggests that the privileged young are much more vulnerable today than in previous generations.”

CHARACTER

COGNITIVE SCIENCE

CREATIVITY

CURRICULUM

DIVERSITY/INCLUSION

HUMANITIES

LEADERSHIP

PEDAGOGY

TECH

WORKPLACE

Z-OTHER

Issues

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

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