The Educator's Notebook

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

Educator’s Notebook #258 (October 21, 2018)

    • Aeon
    • 10/11/18

    Taking mathematical ideas seriously might lead to discovering that technical ideas are as important as political or religious ones. Taking mathematics seriously might also, counter to stereotypes, lead thinking away from current preoccupations with culture and power, and back to questions of aesthetics and beauty. Aesthetics and beauty are ever-present concerns in art and in mathematics, though seemingly small matters to historians and humanists today, preoccupied as they are with power.”

    • Atlantic
    • 09/12/18

    “We need to stop preaching to get rid of public speaking and we need to start preaching for better mental health support and more accessibility alternatives for students who are unable to complete presentations/classwork/etc due to health reasons.”





    • Guardian
    • 10/12/18

    Stem is a necessity, and educating more people in Stem topics clearly critical… [But] if we have Stem education without the humanities, or without ethics, or without understanding human behaviour, then we are intentionally building the next generation of technologists who have not even the framework or the education or vocabulary to think about the relationship of Stem to society or humans or life.”

    • Quartz
    • 10/02/18

    “Taking a course with a professor who makes learning exciting. Working with professors who care about students professionally. Finding a mentor who encourages students to follow personal goals. Working on a project across several semesters. Participating in an internship that applies classroom learning. Being active in extracurricular activities






    • Nautilus
    • 10/18/18

    These examples illustrate Western literature’s gradual progression from narratives that relate actions and events to stories that portray minds in all their meandering, many-layered, self-contradictory complexities. I’d often wondered, when reading older texts: Weren’t people back then interested in what characters thought and felt?”




    • Atlantic
    • 10/14/18

    Since antiquity, teachers had held that scientific subjects were best learned through pictures and working models. Beginners needed to see, touch, and manipulate the objects of study. Teachers of astronomy and mathematics, for example, had long employed three-dimensional models and instruments in their classrooms.”


    • New York Times
    • 10/09/18

    ““T is for TINA who’s texting her mom,” says one panel showing a girl kneeling under her desk. “V is for VINCENT who’s sheltered in place,” reads another. The strip ends with a drawing of a girl passing the graves of her classmates on the way to the school’s entrance: “Z is for ZOE who won’t be the last.””





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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