The Educator's Notebook

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

Educator’s Notebook #127 (April 17, 2016)

    • New York Times
    • 04/14/16

    Minecraft is thus an almost perfect game for our current educational moment, in which policy makers are eager to increase kids’ interest in the “STEM” disciplines — science, technology, engineering and math. Schools and governments have spent millions on “let’s get kids coding” initiatives, yet it may well be that Minecraft’s impact will be greater. This is particularly striking given that the game was not designed with any educational purpose in mind.”

    • Literary Hub
    • 04/14/16

    These questions are what I chase in my days with [my students], and it often takes bouts of frustration and resultant late-night preps to remind me why I’m here—not to teach English or poetry, but to teach [students]. Thank God I have these conduits of literature that constrain me in my yearning to open up the light behind their eyes that seems to be shielded—pains from growing, pains from first loves and first losses, pains from home, pains from our expectations, and pains from the pressure that they must have this mess called life figured out.”

    • Huffington Post
    • 04/07/16

    In essence, this means that if one has no time, one has also lost oneself. Distracted by the obligations of everyday activities, we are no longer aware of ourselves. If we rush from one thing to another and don’t miss a single event scheduled for our free time, we will accumulate many experiences. Yet if we never allow ourselves to calm down but always set out immediately for the next activity, the danger emerges that we will lose ourselves senselessly in a mad rush. In keeping with the philosophical reflections offered above, this means: no time, no self.”











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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