The Educator's Notebook

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

Educator’s Notebook #161 (December 11, 2016)

    • New York Times
    • 12/06/16

    It turns out that Mr. Bloom’s view is far more nuanced than the provocative declaration above… And he is by no means making the case for heartlessness. His point, rather, is that empathy is untempered by reason, emanating from the murky bayou of the gut. He prefers a kind of rational compassion — a mixture of caring and detached cost-benefit analysis. His book is a systematic attempt to show why this is so.”

    • The Frailest Thing
    • 12/06/16

    It is one thing to be presented with a set of skills and strategies to make us more discerning and critical. It is another, more important thing, to care about the truth at all, to care more about the truth than about being right. In short, the business of teaching media literacy or critical thinking skills amounts to a kind of moral education.”

    • Guardian
    • 12/03/16

    Most of our communication technologies began as substitutes for an impossible activity. We couldn’t always see one another face to face, so the telephone made it possible to keep in touch at a distance… Online communication originated as a substitute for telephonic communication, which was considered, for whatever reasons, too burdensome or inconvenient. And then texting, which facilitated yet faster and more mobile messaging. These inventions were not created to be improvements on face-to-face communication, but a declension of acceptable, if diminished, substitutes for it. But then a funny thing happened: we began to prefer the diminished substitutes.”

ATHENA

CHARACTER

COGNITIVE SCIENCE

CURRICULUM

DIVERSITY/INCLUSION

HIGHER ED

HUMANITIES

INTERNATIONAL

PEDAGOGY

STEM

SUSTAINABILITY

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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