The Educator's Notebook

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

Educator’s Notebook #396 (October 9, 2022)

    • New York Times
    • 10/07/22

    “Courses that are meant to distinguish between serious and unserious students, it has become clear, often do a better job distinguishing between students who have ample resources and those who don’t… Instead, universities should focus on the broader goal of teaching for equity and with empathy, which means ensuring that students get the support they need to learn and succeed, without petitions and even without having to ask.”

    • ASCD
    • 10/01/22

    “If the system has to be fixed, and we can't fix the system by adding to it, then the logical place to start is with subtraction. We need to look closely at our schools and figure out everything that we don't need to be doing anymore. We need to find as many things as possible that we can take off the plates of overworked educators. At its heart, the art of subtraction is clearing away peripheral parts of a system so that we can put better focus on the most important things.”















    • New York Times
    • 10/04/22

    ““Americans can be put in jail for poking fun at the government?” the brief asked. “This was a surprise to America’s Finest News Source and an uncomfortable learning experience for its editorial team.”… In a filing that read in places like one of its articles, The Onion laid out why it believes the authorities in Ohio had acted unconstitutionally, sprinkling in sincere arguments in defense of parody while riddling the rest of the text with moments of jest and hubris — claiming, for example, a readership of 4.3 trillion, and also boasting that it “owns and operates the majority of the world’s transoceanic shipping lanes.””

    • New York Times
    • 09/29/22
    • TED
    • 09/27/22


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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