Equipped with these devices, we’re both here and somewhere else at the same time, joined to everything at once yet never fully anywhere at all. The individual networked in this way is no longer the autonomous subject enshrined in liberal theory, not precisely. Our very selfhood is smeared out across a global mesh of nodes and links; all the aspects of our personality we think of as constituting who we are—our tastes, preferences, capabilities, desires—we owe to the fact of our connection with that mesh, and the selves and distant resources to which it binds us. How could this do anything but engender a new kind of subjectivity?”
We want to learn a new language. We could decide we want to be fluent in 6 months (goal), or we could commit to 30-minutes of practice each day (habit). We want to read more books. We could set the goal to read 50 books by the end of the year, or we could decide to always carry one (habit). We want to spend more time with family. We could plan to spend 7 hours a week with family (goal), or we could choose to eat dinner with them each night (habit).”
The Hattie/Donoghue learning model dives into… learning strategies that work best at the surface level, …[to] consolidate surface learning… [to] develop deep learning… [and to] consolidate deep learning… Interestingly, the only strategy that seemed to work in all four quadrants (acquiring surface, consolidating surface, acquiring deep, consolidating deep) was the jigsaw activity.”
The primary function of climate fiction is not to convince us to do something about climate change—that remains a job primarily for activists, scientists and politicians. Rather, fiction can help us learn how to live in a world increasingly altered by our actions—and to imagine new ways of living that might reduce the harm we do.”
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