The Educator's Notebook

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

Educator’s Notebook #169 (February 5, 2017)

    • New York Review of Books
    • 02/09/17

    Creativity and innovation are driven by imagination, and imagination withers when it is standardized, which is exactly what digital technology requires—codifying everything into 1s and 0s, within the accepted limits of software… Like all respectable commentators, Sax takes pains to assure us that he’s not a Luddite; the correct and responsible deity is Balance, blandest of goddesses. And it is at least possible that digital technology is reaching a high-water mark and might before long begin to recede to a more manageable level, possible that after our initial intoxication we can come down from our binge and learn to handle this new drink responsibly.”

    • Nautilus
    • 02/02/17

    Emotional self-regulation is a complex function, and as we’ve long known in psychotherapy, trying to willfully manage your emotional states through brute force alone is bound to fail. Instead, regulating emotions also includes skills such as shifting attention (distracting yourself ), modulating your physiological response (taking deep breaths), being able to tolerate and wait out the negative feelings, and reframing beliefs… A conscientious reframing of a problem in this manner would certainly be an example of willpower, but it would not fall into the conventional understanding of the term. Rather than relying on an effortful fight against impulses, this kind of willpower has the individual completely reimagine the problem and avoid the need to fight in the first place.”

    • ASCD
    • 02/01/17

    Recent research shows that reading comprehension, deep thinking, and even creativity all rely heavily on prior knowledge. Although you can find a thousand articles claiming that knowledge is essentially irrelevant nowadays—that mere facts are not worth teaching in the age of Google, when anyone can look up anything at any time—in fact, cognitive scientists now mostly believe that this apparently tidy logic is wrong”












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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