The Educator's Notebook

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

Educator’s Notebook #291 (June 16, 2019)

    • New York Times
    • 06/12/19

    “As a country we have moved past the idea that the basics of a decent life should be hoarded by an aristocracy, a hereditary class with a monopoly on wealth, power and property. Allocating resources on the basis of merit is arguably a better system, or at least, less unjust. Still, it is far from perfect… If we think about cognitive ability testing as a form of lottery, in which the winners are those who possess a certain inherent capacity for processing and analyzing information, without reference to morally salient criteria like goodness, mercy, kindness or courage, we are embarking on a new kind of impoverishment.”

    • McSweeney’s
    • 06/01/19

    “What You Need to Know About Me is a new anthology (published by The Hawkins Project, co-founded by Dave Eggers) that highlights the experiences of young people (ages 11-24) who have immigrated from one country to another… Of our contributors, we want to know: How has the experience of migration impacted your life? What have been the gifts and challenges of such a life-changing move? But most of all: What do we need to know about you?”



    • New York Times
    • 06/15/19

    “Framing excellence in these competitive terms doesn’t lead to improvements in performance. Indeed, a consistent body of social science research shows that competition tends to hold us back from doing our best. It creates an adversarial mentality that makes productive collaboration less likely, encourages gaming of the system and leads all concerned to focus not on meaningful improvement but on trying to outdo (and perhaps undermine) everyone else.”







    • Atlantic
    • 06/12/19

    “In light of the long evolution of free expression in the United States, we should be careful drawing conclusions based on a handful of sensationalist incidents on campus—incidents sometimes manufactured for their propaganda value. They shed no light on the current reality of university culture.”











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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