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Educational researchers at the Technical University of Munich (TUM) have found that schoolchildren can independently develop strategies for solving complex mathematical tasks, with weaker students proving just as capable as their stronger classmates. Researchers in mathematics education worked with approximately 1600 8th grade high-school students in various German states. Following an introduction to the general topic by their teachers, the school children were given a workbook of geometric tasks that they had to solve on paper and using a computer over four school periods. Calculating the surface area of Gran Canaria was one of the real-world, free-form assignments the students had to tackle. The workbook material included explanations and examples of various problem-solving approaches. The teachers took a back seat during the session but were on hand to answer questions from the children, who worked in pairs. After testing the students' skills before and after the session, the researchers recorded a significant improvement in their capabilities. The students learned to apply mathematics more effectively, the researchers said. The students were also able to call on these skills in a further test three months later. "We expected students who were weaker at math to benefit more from a greater degree of guidance through the module," said professor Kristina Reiss.  "But we didn't see a significant difference between these and stronger students." The researchers also found that there were also no differences between boys and girls. "We now know that students - also those who are weaker in math - have the skills to master even very complex subject matters at their own pace," said Reiss. Topics: Cognitive Science/Neuroscience

To know what the most important virtue of our age is we need to have at least a basic understanding of our age. Our era is becoming increasingly characterized by uncertainty. Fortunately or unfortunately, more than a cursory elucidation of our situation is beyond the scope of this essay. There are geopolitical, economic, technological and environmental trends worth mentioning. When the more philosophical portion of this  discourse arrives I will argue that the virtue of wisdom underlies the meaningfulness and efficacy of all other virtues, and this in broad strokes is primarily due to (1) the aforementioned instability in our surroundings ; (2) the relationship between the deontological and virtue; and (3) the nature of agency itself.  Whether uncertainty itself can provide an ethical foundation for us to elaborate on will be a separate question, and finally I speculate on where wisdom leads us in the context of a philosophy that is politically active and not doomed to irrelevance to and by the larger population.

No serious person denies that Reagan's 1981 tax cuts and military increases threw the country into a pattern of borrowing and borrowing that we have not escaped. When Reagan took office the national debt was $995 billion. When Reagan left office it was $2.87 trillion and climbing fast. No serious person denies that Bush's 2001 tax cuts and continued military increases dramatically worsened the problem. Bush's last budget year ended with a record single-year deficit of $1.4 trillion. As the country discusses what to do about the borrowing the elephant in the room is that everyone understands that restoring top tax rates to pre-Reagan levels and cutting the military budget in half would solve the problem completely. But we can't do that. We can't even discuss it. And we all know why. And we all know why. It is because the Reagan Revolution transformed the country from a democracy to a plutocracy -- a country run by and for the wealthy. Such sensible and simple ideas are considered off-limits. To even bring up the idea of restoring tax rates to pre-Reagan levels and cutting military spending invites terrible consequences. The speaker risks becoming the target of the money's noise machine: Limbaugh, Hannity, Drudge, Fox. Smears. Humiliation. Banishment. Or the noise machine cranks up a campaign of misinformation, convincing people --especially DC people -- that what they see in front of their eyes just isn't so. Repeat it enough and it becomes solid knowledge. We all know this is the way it is. So don't tell me that "we don't have the money" to keep 300,000 teachers from being laid off, or to help the long-term, mostly older unemployed workers get something to live on and keep their health care. The money is right there in front of us, but the Congress is bought and paid for. What do we do? We have to demand representatives who represent us, not make excuses for representing the wealthy. The unfortunate, poor and disadvantaged must count every bit as much as the

What does the future of science look like? About a year ago, I was asked this question. My response then was: Transdisciplinary collaboration. Researchers from a variety of domains-biology, philosophy, psychology, neuroscience, economics, law-all coming together, using inputs from each specialized area to generate the best comprehensive solutions to society's more persistent problems. Indeed, it appears as if I was on the right track, as more and more academic research departments, as well as industries, are seeing the value in this type of partnership. Now let's take this a step further. Not only do I think we will be relying on inputs from researchers and experts from multiple domains to solve scientific problems, but I see society itself getting involved on a much more significant level as well. And I don't just mean science awareness. I'm talking about actually participating in the research itself. Essentially, I see a huge boom in the future for Citizen Science.

About twenty years ago, Professor Nicholas Ashford of MIT came to Washington and testified before Congress in great detail about how and where safety regulations create jobs and make the economy more efficient in avoiding the costs of preventable injuries and disease.