“Zarr is part of a small but growing group of health-care professionals who are essentially medicalizing nature… Park prescriptions are a low-risk, low-cost intervention that, in Zarr’s experience, people are quick to accept… Researchers in the United Kingdom found that when people did physical activities in natural settings instead of ‘synthetic environments,’ they experienced less anger, fatigue, and sadness.”
Are these efforts paving the way for universities who know their own business to create profitable ed tech and services offerings based on unique insights into how schools really work, or are they vehicles for star-struck administrators seeing glory and easy revenues? Or both? Only time will tell, but I would expect to see more announcements of a similar nature over the next year or two.”
Even where computers are used in the classroom, their impact on student performance is mixed at best. Students who use computers moderately at school tend to have somewhat better learning outcomes than students who use computers rarely. But students who use computers very frequently at school do a lot worse in most learning outcomes, even after accounting for social background and student demographics.”
The sociologists offer structural explanations for why college students are addressing conflicts within the framework of “microaggressions.” Victimhood culture “arose because of the rise of social conditions conducive to it,” they argue, “and if it prevails it will be because those conditions have prevailed.” Those social conditions include the following…”
Kingsnorth and Hine’s aspirations for their manifesto weren’t revolutionary, but neither were they nihilistic. Each man draws a distinction between a “problem,” which can be solved, and a “predicament,” which must be endured. “Uncivilization” was firm in its conviction that climate change and other ecological crises are predicaments, and it called for a cadre of like-minded writers to “challenge the stories which underpin our civilization: the myth of progress, the myth of human centrality and the myth of separation from ‘nature.’ ””
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