The Educator's Notebook

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

Educator’s Notebook #183 (May 14, 2017)

    • New York Times
    • 05/12/17

    The truth, I recently learned, was that not all service is created equal… But I was taught all work is noble, especially the work we do for others. Slowly, my mother’s gingham apron began to look more like metal armor. I learned how to worship my parents’ gift for attentive listening, easily hearing the things guests were incapable of asking for — not sugar with their tea, but somebody to talk with while they waited for a conference call.”

    • Harvard Graduate School of Education
    • 05/10/17

    Similar to arguments in law, but unlike those in mathematics, scientific arguments may not need to be perfect for them to be successful. What’s more important is clearly communicating the relationship between an argument and the evidence.”

ASSESSMENT

CHARACTER

COGNITIVE SCIENCE

CREATIVITY

DIVERSITY/INCLUSION

HIGHER ED

HUMANITIES

    • Guardian
    • 05/12/17

    Those of us who teach and study are aware of what these areas of learning provide: the ability to think critically and independently; to tolerate ambiguity; to see both sides of an issue; to look beneath the surface of what we are being told; to appreciate the ways in which language can help us understand one another more clearly and profoundly – or, alternately, how language can conceal and misrepresent. They help us learn how to think, and they equip us to live in – to sustain – a democracy.”

    • Pacific Standard
    • 05/09/17

    Fans of science fiction and fantasy, as well as literary fiction, lean toward a more permissive moral style. Romance and mystery readers, in contrast, tend to abide by a more rigid sense of right and wrong.”

LANGUAGE

LEADERSHIP

READING/WRITING

STEM

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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