“There is broad support among parents for teaching SEL-related skills in schools, although the term “social and emotional learning” is relatively unpopular… Based on those results, Tyner distills four policy implications, including recommending that SEL proponents focus on specifics rather than nebulous concepts. Faced with specifics such as schools teaching sensitivity to different cultures, parents get it and express approval, but abstract phrasing loses a lot of them. In addition, parents of all political stripes support indirect approaches to imparting the lessons of SEL, such as having teachers model common decency and common sense for their students.”
“It’s time to give up the idea that ‘truth’ is the almighty stop-gap for justification and the hope that reasons will win out if we just find the right ones. Politically transformative work should aim to cause feelings and experiences in one’s adversaries that invite further investigation and reflection. Science, the environment, racial justice – all of these things matter because we care about them. As Nietzsche once mused, the head is merely the intestine of the heart.”
“But then the very concept of “cultural appropriation” is misbegotten. As I’ve previously argued, it wrongly casts cultural practices as something like corporate intellectual property, an issue of ownership. Where there’s a real cause for offense, it usually involves not a property crime but something else: disrespect for other peoples.”
“The new admissions system will still count test scores and grades, but the school system will be divided into eight zones based on the socioeconomic conditions of neighborhoods. An equal number of high scoring applicants will be accepted from each zone. A similar system is used in Chicago to fill seats in its elite academic schools.”
“The fact of the matter is, McLuhan was right: “We shape our tools and then our tools shape us.” Technology is not just about things and devices, it is about processes and verbs. So you have to be a little careful about what technologies you adopt, because each technology is, broadly speaking, a way of doing things.”
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