Safety is not a single static state; it is a capacity. A safe school is not an absolute, it is an approach and a practice. We must practice the ability to assess risk and make a sensible choice. Practice the perception of danger and the possible alternatives. Practice acting swiftly in some circumstances and behaving with restraint in others. Safety, to paraphrase Reinhold Niebuhr, is the wisdom to know what needs to be changed.”
The following lists for each of the major content areas, although not comprehensive, can act as starting points through which communities of teachers can begin to think in terms of disciplinary literacy.”
There it was in black and white, the thing that has been unfolding for decades: The robot presented as empathy machine—an object that presents itself as worthy of your empathic response, and as having an empathic reaction to you. But objects can’t do this.”
Begun with an initial cohort of 12 high schools across the country, no one model of a secondary school was pushed. Instead, Sizer and his staff formulated 10 principles upon which educators should build schools that fit their setting. These principles were: 1. Learning to use one’s mind well: The school should focus on helping young people learn to use their minds well. Schools should not be “comprehensive” if such a claim is made at the expense of the school’s central intellectual purpose…”
In October, OSIRIS-REx, a spacecraft that’s bound to intersect an asteroid in August this year, took the photo above from about 5 million km (3 million miles) away from the Earth. NASA posted the picture on Jan. 2, providing the public with a unique view of our planet and its moon. The angle is great to get a grasp of what the distance between the two celestial bodies really looks like, but it’s not perfect.”
Welcome to the final piece in our Seven Elements of Art series, in which Kristin Farr pairs videos from KQED Art School with current New York Times pieces on the visual arts to help students make connections between formal art instruction and our daily visual culture.”
1. Do What Is Important, Not What Is Urgent… 2. Do What You Need To Do, Before You Do What You Want To Do… 3. Remove All Distractions.”
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