The Educator's Notebook

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

Educator’s Notebook #178 (April 9, 2017)

    • Literary Hub
    • 04/05/17

    The author is sacred, singular, reified. There is something monotheistic about this idea of the single author-creator; there is something of the primacy of the individual one may see in Caspar David Friedrich’s paintings. We write our own work, of course, but writing, and art more broadly, is often collaborative at some level: our all-too-often-unacknowledged editors, our readers who make substantial suggestions, the writers we channel or even borrow from.”

    • New York Times
    • 04/04/17

    Just as children are drilled on the scientific method — turn observations into a hypothesis, design a control group, do an experiment to test your theory — the basics of working with computers is being cast as a teachable blueprint.”

    • Hack Education
    • 04/03/17

    We must be more critical about the stories we tell and we’re told about the future of education. Indeed, we need to look at histories of the future and ask why certain people have wanted the future to take a certain shape, why certain technologies (and their stories) have been so compelling.”

    • Frederik deBoer
    • 03/29/17

    When you have a mechanism in place to screen out all of the students with the biggest disadvantages, you end up with an impressive-looking set of alumni. The admissions procedures at these schools don’t determine which students get the benefit of a better education; the perception of a better education is itself an artifact of the admissions procedure. The screening mechanism is the educational mechanism.”

ADMISSIONS

CHARACTER

COGNITIVE SCIENCE

CREATIVITY

CURRICULUM

LEADERSHIP

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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