The Educator's Notebook

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

Educator’s Notebook #404 (January 22, 2023)

    • CNBC
    • 01/19/23

    “Instead of trying to “win” every argument you find yourself in, you could have more success if you look at arguments as opportunities to learn and grow… The setup was simple: Participants had to debate hot-button topics in an online chatroom. One group was instructed to adopt a competitive mentality in order to “win” the argument, while the other group was told to “argue to learn.” An “arguing to learn” mentality rests in viewing contentious conversations as collaborative exchanges that can deepen your understanding of a given topic, rather than battles to be won.”

    • The Spectator
    • 01/10/23

    “It’s at this point that the usual essay on ChatGPT points towards something consoling. Something like ‘Ah, but do not despair, humans will always yada yada’. I’m afraid I am not here to offer any such solace. I’ve done writing of all kinds for several decades, from travel journalism to art journalism to political journalism, from literary fiction to youthful memoirs to notorious-letters-to-No-10 to Fifty Shades porn (a pseudonym) to, lately, religious or domestic thrillers. And I have to say: we are screwed. By which I mean: we, the writers. We’re screwed. Writing is over. That’s it. It’s time to pack away your quill, your biro, and your shiny iPad: the computers will soon be here to do it better.”

ATHLETICS

CHARACTER

COGNITIVE SCIENCE

    • Character Lab
    • 01/15/23

    “Even the smallest differences can have an outsized effect. In one study, researchers moved items from the front to the back of a salad bar—a change of just 10 inches—and the slight inconvenience prompted people to eat less of these items.”

DIVERSITY/INCLUSION

HIGHER ED

LANGUAGE

LEADERSHIP

READING/WRITING

STEM

TECH

WORKPLACE

Z-OTHER

Issues

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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