Group items tagged

Link to the Massachusetts Curriculum frameworks by subject. Download-able pdfs and word documents.

Orwell, in 1984, wrote, "a ruling group is a ruling group so long as it can nominate its own successors. Who wields power is not important, provided that the hierarchal structure remains always the same".1 Due to industrialisation, even if the countries constituting the groupings change, it does not change the structural power of the Non-Annex 1 countries as the latter, under the framework constructed in the Kyoto Protocol, have secured a position of structural power.

some interesting thinking in this pdf

What does it mean with grassroots organizing and activist result in legislation that seem to challenge the foundations of science? The academic freedom bill would: " 'create an environment ... that encourages students to explore scientific questions, learn about scientific evidence, [and] develop critical thinking skills' regarding 'scientific controversies.' " Who could be against critical thinking. But what if your definition of critical thinking is to provide alternative explanations of evolution that are not based in scientific knowledge or methods. What is that? What does it say that there are science teachers who may feel they are constrained in challenging theories of evolution? What is the right way for challenging consensus views? The bill seems to bring forth some very sophisticated "activism" in pushing forth anti-science, or Moore's idea of marginal scientists.

I like this line: Think of this way: If you come home to find your television and computer stolen, along with a note saying, "This removal of your goods shall not be construed as a burglary,"... It's interesting to think about the law around what is and is not taught in different cases. I sometimes have issues with the MA state frameworks as well in that certain things are emphasized and others left out.