He tried to convince [his father] for a few hours at the restaurant. He told him about white privilege and repeated the scientific studies about institutionalized racism. He mentioned the great Islamic societies that had developed algebra and predicted a lunar eclipse. He said that now, as he recognized strains of white nationalism spreading into mainstream politics, he felt accountable. “It’s not just that I was wrong. It’s that it caused real damage,” he remembered saying.”
My students don't want to come to office hours anymore. They would prefer to send me an email and have me send them an email back because they have a fantasy that they can send me a perfect email… and that I will send them their exact perfect answer back. This does a few things. I think it reveals the way in which we try to turn conversations into transactions in digital culture … What I'm arguing in the book is that it's not the presence of a laptop in a class that needs to be looked at and needs to be perhaps critiqued, but really the kind of digital culture that we're creating where we're not valuing conversation enough and not valuing relationships enough, and we tend to look at each other as apps in a more transactional way…
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