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anonymous

Baltimore, My Baltimore, Part II: Down to the Wire | text2cloud - 34 views

text2cloud.com/...imore-part-ii-down-to-the-wire

baltimore news resources tools

shared by anonymous on 22 Feb 11 - No Cached
  • anonymous on 22 Feb 11
     
    How do you teach students to think about the importance of context? What does online multi-media research look like in real-time? What's the connection between what's on HBO and what's on Fox News? Can we teach students to think in the 21st century or only to react?
Maureen Greenbaum

College is a waste of time - CNN.com - 49 views

www.cnn.com/...index.html

college skills

shared by Maureen Greenbaum on 03 Jun 11 - No Cached
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      Marketing oneself in society today is a skill that all students MUST have, but too many schools are ignoring.
  • Of course, some people want a formal education. I do not think everyone should leave college, but I challenge my peers to consider the opportunity cost of going to class. If you want to be a doctor, going to medical school is a wise choice. I do not recommend keeping cadavers in your garage. On the other hand, what else could you do during your next 50-minute class? How many e-mails could you answer? How many lines of code could you write?
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      The key is balance. We don't need to throw the baby out with the bathwater. What we need is to construct learning environments and experiences that connect with the real world. NOt the world within the school's four walls.
  • ...10 more annotations...
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      People who are successful in this area have a drive to be successful. We need to meet our students where they are, and we need to construct learning experiences in a way that engages their passions and promotes this drive. Schools and teachers can do this, but school and classroom structures need to change. 
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      I rather think of this as many schools are failing to give students the skills they need to empower themselves. We can't take the responsibility away of students empowering themselves. It's a small, but vital thinking shift.
  • I left college two months ago because it rewards conformity rather than independence, competition rather than collaboration, regurgitation rather than learning and theory rather than application. Our creativity, innovation and curiosity are schooled out of us.
  • 36% of college graduates showed no improvement in critical thinking, complex reasoning or writing after four years of college.
  • college as a stepping-stone to success rather than a means to gain knowledge. College fails to empower us with the skills necessary to become productive members of today's global entrepreneurial economy.
  • Failure is punished instead of seen as a learning opportunity.
  • Learning by doing
  • A major function of college is to signal to potential employers that one is qualified to work. The Internet is replacing this signaling function.
  • creating personal portfolios to showcase their talent.
  • document our accomplishments, and have them socially validated with tools such as LinkedIn
Marsha Ratzel

Subway Supermarket - 57 views

www.brain-basedlearning.com/subway-supermarket

brain based plpecourseto

shared by Marsha Ratzel on 23 Jul 11 - No Cached
  • Marsha Ratzel on 23 Jul 11
     
    "A supermarket chain in South Korea has come up with a way to allow commuters to do their shopping while they wait for the subway. They hung life size banners along subway walls that recreate supermarket aisles and included QR codes for each item on the virtual shelves that when scanned add the item to the shopper's online cart. When customers check out, the order is placed via the supermarket's website and then delivered to the customer's home later that day." Look at how thinking differently changed the way people shopped for groceries in Korea. As educators, can't we find a way to think this differently too so we can change education...putting the learners at the center.
D. S. Koelling

Font Size May Not Aid Learning, but Its Style Can, Researchers Find - NYTimes.com - 110 views

www.nytimes.com/...19mind.html

education undergraduate Learning font

shared by D. S. Koelling on 19 Apr 11 - No Cached
  • Is it easier to remember a new fact if it appears in normal type, like this, or in big, bold letters, like this?
  • Font size has no effect on memory, even though most people assume that bigger is better. But font style does.
  • New research finds that people retain significantly more material — whether science, history or language — when they study it in a font that is not only unfamiliar but also hard to read.
  • ...6 more annotations...
  • “So much of the learning that we do now is unsupervised, on our own,” said Robert A. Bjork, a psychologist at the University of California, Los Angeles, “that it’s crucial to be able to monitor that learning accurately; that is, to know how well we know what we know, so that we avoid fooling ourselves.”
  • “Studying something in the presence of an answer, whether it’s conscious or not, influences how you interpret the question,” Dr. Bjork said. “You don’t appreciate all of the other things that would have come to mind if the answer weren’t there. “Let’s say you’re studying capitals and you see that Australia’s is Canberra. O.K., that seems easy enough. But when the exam question appears, you think: ‘Uh oh, was it Sydney? Melbourne? Adelaide?’ ” That’s why some experts are leery of students’ increasing use of online sites like Cramster, Course Hero, Koofers and others that offer summaries, step-by-step problem solving and copies of previous exams. The extra help may provide a valuable supplement to a difficult or crowded course, but it could also leave students with a false sense of mastery. Even course outlines provided by a teacher, a textbook or other outside source can create a false sense of security, some research suggests. In one experiment, researchers found that participants studying a difficult chapter on the industrial uses of microbes remembered more when they were given a poor outline — which they had to rework to match the material — than a more accurate one.
  • a cognitive quality known as fluency, a measure of how easy a piece of information is to process.
  • On real tests, font size made no difference and practice paid off, the study found.
  • And so it goes, researchers say, with most study sessions: difficulty builds mental muscle, while ease often builds only confidence.
  • To test the approach in the classroom, the researchers conducted a large experiment involving 222 students at a public school in Chesterland, Ohio. One group had all its supplementary study materials, in English, history and science courses, reset in an unusual font, like Monotype Corsiva. The others studied as before. After the lessons were completed, the researchers evaluated the classes’ relevant tests and found that those students who’d been squinting at the stranger typefaces did significantly better than the others in all the classes — particularly in physics. “The reason that the unusual fonts are effective is that it causes us to think more deeply about the material,” a co-author of the study, Daniel M. Oppenheimer, a psychologist at Princeton, wrote in an e-mail. “But we are capable of thinking deeply without being subjected to unusual fonts. Think of it this way, you can’t skim material in a hard to read font, so putting text in a hard-to-read font will force you to read more carefully.” Then again, so will raw effort, he and other researchers said. Concentrating harder. Making outlines from scratch. Working through problem sets without glancing at the answers. And studying with classmates who test one another.
  • D. S. Koelling on 19 Apr 11
     
    Students' raw effort improves learning [No surprise there, huh?]
Bob Rowan

Eli Pariser: Beware online "filter bubbles" | Video on TED.com - 16 views

www.ted.com/...are_online_filter_bubbles.html

education 21stCentury searching social networking

shared by Bob Rowan on 02 May 11 - No Cached
  • Bob Rowan on 02 May 11
     
    Interesting topic to think about, as sites identify things we might be interested in and tailor information to our existing likes, will that prevent us from being exposed to ideas that don't back up what we already think? Will that further the existing polarization in our society?
Roland Gesthuizen

PLN = Perplexing Linguistic Notion | Graham Wegner - Open Educator - 54 views

gwegner.edublogs.org/...n-perplexing-linguistic-notion

PLN acronym blog educator web2.0 socialmedia

shared by Roland Gesthuizen on 21 Jun 11 - No Cached
  • Roland Gesthuizen on 21 Jun 11
     
    PLN. Stands for Personal Learning Network. Gets bandied around a lot by educators using social media tools. Myself included. We all think we know what we are talking about when we refer to our PLN. Well, I do, at least. Not too sure about some of you others out there. Here's what I personally think my PLN is:
Roland Gesthuizen

How do you solve a problem like Maria? The right of children to seek adventure. | newte... - 44 views

newteachersblog.wordpress.com/...-of-children-to-seek-adventure

scouting adventure challenge OHS safety school education supervision

shared by Roland Gesthuizen on 05 Jan 14 - No Cached
  • It seems to me that some where along the line, we as the teaching profession lost the collective and professional will to challenge the stifling constraints of ‘health and safety’ and face-down the ‘nay-sayers whose obsession with ‘risk assessments’  vetoed almost every opportunity for children to experience real adventure.
  • Roland Gesthuizen on 05 Jan 14
     
    "Adventure activities are every child's birthright. I also think they are every child's educational entitlement. And I think, like Maria Kutschera, we should be speaking truth to power and aver the rights of children to experience adventure even where parents (and politicians) will misguidedly negate them."
Drew Rosenshine

Does Teaching Kids To Get 'Gritty' Help Them Get Ahead? : NPR Ed : NPR - 49 views

www.npr.org/...get-gritty-help-them-get-ahead

grit mindset kids teaching dissertation

shared by Drew Rosenshine on 14 Jul 14 - No Cached
  • they need to have a "growth mindset" — the belief that success comes from effort — and not a "fixed mindset" — the notion that people succeed because they are born with a "gift" of intelligence or talent.
  • ducators say they see it all the time: Kids with fixed mindsets who think they just don't have the "gift" don't bother applying themselves. Conversely, kids with fixed mindsets who were always told they were "gifted" and skated through school tend to crumble when they hit their first challenge; rather than risk looking like a loser, they just quit.
  • We don't use the word 'gifted' — ever," Giamportone says. "In our school, you will never hear it." " 'Smart' is like a curse," adds social studies teacher June Davenport.
  • ...13 more annotations...
  • Instead, the school is plastered with signs and handmade posters promoting a "growth mindset."
  • The focus is always more on putting out effort than on getting the right answers. Teachers have been trained to change the way they see students, and how they speak to them.
  • praise students for their focus and determination.
  • "If I was an outsider and I was hearing this conversation, I might think that this was some kind of hippie-dippy love fest," concedes the teacher, Nathan Cearley. "But what you see is actually a more rigorous and risky learning environment."
  • In three years, Cearley says, he's seen kids grow less afraid of making mistakes, and more willing to ask for help. Test scores at Lenox have jumped 10 to 15 points.
  • The number of schools using Brainology is expected to double this year, from 500 to 1,000.
  • A limited intervention, she says, if not consistently reinforced in and out of school, can only have limited results. "We don't know whether we've had any effect — the jury's out," says Duckworth. "It just seems to me extremely implausible that that's going to permanently and impressively change a child."
  • "Grit as a goal seems to be multiply flawed and very disturbing," says education writer Alfie Kohn. For starters, he says, "the benefits of failure are vastly overstated, and the assumption that kids will pick themselves up and try even harder next time, darn it — that's wishful thinking."
  • if there's a problem with how kids are learning, the onus should be on schools to get better at how they teach — not on kids to get better at enduring more of the same.
    • Drew Rosenshine
      Drew Rosenshine on 15 Jul 14
       
      Yes, but once again this is not an either/or situation.
  • I don't think people can become truly gritty and great at things they don't love," Duckworth says. "So when we try to develop grit in kids, we also need to find and help them cultivate their passions. That's as much a part of the equation here as the hard work and the persistence."
  • But now, three years into the growth-mindset training at Lenox Academy, Blaze says, she believes "you can teach old dogs new tricks."
  • Does Teaching Kids To Get 'Gritty' Help Them Get Ahead?
  • After years of focusing on the theory known as "multiple intelligences" and trying to teach kids in their own style, Hoerr says he's now pulling kids out of their comfort zones intentionally.
Deborah Baillesderr

Math Shake on the App Store on iTunes - 58 views

itunes.apple.com/...id900783507

math app problemsolving word problems

shared by Deborah Baillesderr on 11 Dec 14 - No Cached
  • Deborah Baillesderr on 11 Dec 14
     
    "We all know that students find it far more challenging to answer word problems than simple equations. In Math Shake, learners practise the vital skill of solving word problems in a fun, focused way. Learners engage their critical thinking skills as they use the keywords to change word problems into equations and use interactive learning tools to visualise, image and work out their answer. Not only do learners have a range of learning tools at their fingertips, they can share their thinking by recording their working.Teachers and parents can also use Math Shake to teach learners with the interactive tools; including tens frames, number matrixes, fraction parts, number lines and counters. "
Roland Gesthuizen

3 Ideas to Prevent Schools from Killing Creativity, Curiosity, and Critical Thinking | ... - 9 views

www.creativitypost.com/...ivity_curiosity_and_critical_t

school creativity curiosity thinking criticalthinking

shared by Roland Gesthuizen on 13 Dec 11 - No Cached
  • there will always be curious and creative characters in our world. But instead of relying on serendipity, lets intentionally cultivate these characters. Unless we want the future to be in the hands of mindless drones who can follow directions and regurgitate information, it's time for a change
  • Roland Gesthuizen on 13 Dec 11
     
    If we want kids to experience a sense of wonder and discover new information on their own (curiosity), if we want them to generate novel, adaptive ideas (creativity), and if we want them to derive their own perspectives and conclusions after a discussion (critical thinking), then the current educational system is a failure.
Don Doehla

Assessing creativity with critical thinking - 88 views

modernmobileamerican.blogspot.com/...g-creativity-and-critical.html

creativity critical thinking rubrics pbl resources tools blog article

shared by Don Doehla on 28 May 13 - No Cached
  • Don Doehla on 28 May 13
     
    New rubrics from BIE synthsizing critical thinking, creativity, communication skills in PBL
Elizabeth Bowden

Developing Questions for Critical Thinking - 206 views

farr-integratingit.net/...revisedcog.htm

criticalthinking Bloom's Taxonomy blooms_taxonomy

shared by Elizabeth Bowden on 29 Jun 11 - Cached
Marsha Ratzel liked it
  • Elizabeth Bowden on 29 Jun 11
     
    Awesome tool for generating Bloom's verbs and questions. Gives teacher roles and student roles for each level of Bloom's.
  • Gini Crisanti on 29 Jun 11
     
    Elizabeth: Thanks for sharing this. As an Art teacher, I am thrilled to see so many graphic, design, and creative thinking skills being applied. It is a great feeling for us to see others finally understanding what the Arts can do for creative thinking and higher order thinking. It's what Artist's already know. Again great job of sharing.
Matt Renwick

Why Is Innovation So Hard? - 47 views

www.forbes.com/...why-is-innovation-so-hard

innovation

shared by Matt Renwick on 09 Aug 14 - No Cached
  • How does innovation occur?  Through an inefficient process of ideation, exploration, and experimentation.
  • we create new value by combining seemingly unrelated things or ideas in new ways, transferring something from one environment to another, or finding new insights in patterns or aberrations. Innovative ideas rarely emerge from an “aha!” moment. Instead, they usually arise from thinking differently than we normally think and from learning.
  • we are highly efficient, fast, reflexive thinkers who seek to confirm what we already know.
  • ...6 more annotations...
  • we are cognitively blind to disconfirming data and challenging ideas.
  • To innovate, people have to take their normal thinking to a much higher level. Most of us have to be taught how to do that.
  • Fear of failure, fear of looking bad, and fear of losing our job if we make mistakes all can lead to what Chris Argyris called “defensive reasoning”: the tendency to defend what we believe. This makes it hard to get outside of ourselves in order to “think out of the box.”
  • most organizations exist to produce predictable, reliable, standardized results. In those environments, mistakes and failures are bad.
  • To innovate, you must simultaneously tolerate mistakes and insist on operational excellence.
  • Humility, empathy, and the devaluation of hierarchical rank were critical to making this new culture work.
Jon Tanner

Why Inquiry Learning is Worth the Trouble | MindShift - 98 views

blogs.kqed.org/...fully-embrace-inquiry-learning

pli ilp personal personalized personalized_learning competency highered education reform inquiry learning educon

shared by Jon Tanner on 30 Jan 13 - No Cached
  • Jon Tanner on 30 Jan 13
     
    Chris Lehman, principal of the Science Leadership Academy, talks about hot to guide kids to think about their own thinking.
Roland Gesthuizen

8 Ways For Teachers To Save Time In The Classroom - 149 views

www.teachthought.com/...s-teachers-save-time-classroom

productivity teaching education technology paperless workflow

shared by Roland Gesthuizen on 27 Mar 14 - No Cached
  • Roland Gesthuizen on 27 Mar 14
     
    "Teachers think about a lot during the course of a school day - from planning lessons tied to the core curriculum to making sure Jimmy gets home on the right bus. One thing teachers often do not think about is saving themselves time, but they should."
Glenn Hervieux

Backwards EdTech Flow Chart | Talk Tech With Me - 207 views

talktechwithme.wordpress.com/...backwards-edtech-flow-chart

technology integration teacher edtech

shared by Glenn Hervieux on 08 Dec 13 - No Cached
  • Glenn Hervieux on 08 Dec 13
     
    Katie Ritter, Tech. Coordinator developed a helpful tech. integration flow chart that will help with the CCSS - "I hope it helps you think backwards (or rather the "right" way) to think about selecting a technology tool to use in your class."
Andrew McCluskey

Occupy Your Brain - 111 views

schoolingtheworld.org/...occupy

education education reform education system schooling pedagogy indigenous indigenous pedagogies knowledge alternative education standardization state standards national standards global standards power authority intellect

shared by Andrew McCluskey on 11 Feb 13 - No Cached
Ant Heald liked it
  • One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.
  • In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
  • ...26 more annotations...
  • In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy.   We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect. 
  • We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
  • And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
  • The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
  • by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
  • We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
  • A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
  • The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups.  Our votes no longer matter.  Our wishes no longer count.  Our power as citizens has been sold to the highest bidder.
  • Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
  • If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations?  What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
  • The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors.  Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
  • the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person.   Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa.  Of course that’s not the way our system really works, and never has been.   But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
  • This is what we spend our childhood in school unlearning. 
  • If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience?  Do we even know what our own common sense is anymore?
  • We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press.   At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
  • Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
  • But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
  • Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results. 
  • You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
  • if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
  • They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
  • And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
  • They knew this about their situation: nobody was on their side.  Certainly not the moneyed classes and the economic system, and not the government, either.  So if they were going to change anything, it had to come out of themselves.
  • As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us?  To what end?  The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks.  But they understand that the first thing they must take back is their common sense. 
  • They must occupy their brains.
  • Isn’t it time for us to do the same?
  • Andrew McCluskey on 11 Feb 13
     
    Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).
  • Andrew McCluskey on 11 Feb 13
     
    This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
Tim Cooper

Design Thinking in a Nutshell - Rose Apple - 74 views

www.roseapple.net/design-thinking-in-a-nutshell

designthinking DTUnit design frameworks

shared by Tim Cooper on 29 Sep 15 - No Cached
  • Tim Cooper on 29 Sep 15
     
    Another concise overiew of the essential ideas of design thinking. Includes some great quotes.
Martin Burrett

Metacognition & the Growth Mindset by Rebecca Tusingham - 19 views

ukedchat.com/...h-mindset-by-rebecca-tusingham

metacognition growth mindset

shared by Martin Burrett on 18 Feb 18 - No Cached
  • Martin Burrett on 18 Feb 18
     
    "Metacognition or 'thinking about thinking', as I like to call it, forms the basis of the Growth Mindset theory. As a society we seem to have moved away from the truth that no matter what your starting point you can always make a huge amount of progress if you apply the right kind of effort over time. Struggle is a natural part of learning, take a shortcut and you don't learn as much; why then do we equate struggle with failure?"
Albert B Fernandez

Professor who wrote op-ed urging greater viewpoint diversity finds himself the target o... - 18 views

www.thefire.org/andalism-anonymous-accusations

hooligans civility activism HxA

shared by Albert B Fernandez on 12 Dec 18 - No Cached
  • To get to the truth we have to have disagreement, and we’re not doing that now. The role of education is to elevate us, not necessarily to have solutions but to know how to think, to know how to have discourse, and to know how to debate. That’s why I’m so preoccupied with making sure students get a rounded experience.
  • Think Professors Are Liberal? Try School Administrators.”
  • liberal staff members outnumber their conservative counterparts by the astonishing ratio of 12-to-one.” He also related his concern that on his own campus, the Office of Student Affairs “was organizing many overtly progressive events . . . without offering any programming that offered a meaningful ideological alternative.”
  • ...2 more annotations...
    • Albert B Fernandez
      Albert B Fernandez on 12 Dec 18
       
      CF SC black Dean of Students endorsing BLM
  • his door had been plastered with signs saying things like “QUIT” and “Go teach somewhere else you racist asshat (maybe Charlottesville?).” Personal items that Abrams had posted on his door, including a photo of his newborn son, had been stolen.
  • Albert B Fernandez on 12 Dec 18
     
    "To get to the truth we have to have disagreement, and we're not doing that now. The role of education is to elevate us, not necessarily to have solutions but to know how to think, to know how to have discourse, and to know how to debate. That's why I'm so preoccupied with making sure students get a rounded experience."
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