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In a radio address in 1966 the prominent German philosopher, Theodor Adorno, declared his dissatisfaction with the state of Holocaust consciousness. He claimed that ignorance of the barbarity of the Holocaust is “itself a symptom of the continuing potential for its recurrence as far as peoples’ conscious and unconscious is concerned.” (Adorno, Education After Auschwitz). It is for this reason that he envisioned education as the institution which would be most responsible for instilling values in the masses so that they have the agency to oppose barbarism.  Adorno spoke not only of education in childhood, but “then the general enlightenment that provides an intellectual, cultural, and social climate in which a recurrence would no longer be possible.” Almost 40 years later, the Holocaust education is still important, not only to combat another genocide but also to provide a consciousness of human rights necessary in a world where such standards are becoming commonplace. Holocaust education is in a state of constant evolution. As generations grow up and new ones are born, as distance from the Holocaust increases, it is necessary to reform the methods in which its history is taught. As survivors die and the third generation slowly drifts out of the Holocaust’s shadow, education must be buttressed with an understanding of the applicable lessons and principles that may derive from the Holocaust. For this education to have any meaning, those mechanisms that allowed the Holocaust to take place must be fully understood. History must empower pupils with the understanding of various choices they must make and their ultimate impact on society. 

India, which has a literacy level well below the global average, has intensified its efforts in the field of education. In 2012 the country passed the Right to Education act which guarantees free and compulsory education for all children until the age of 14.However, some of the "facts" that have been found in textbooks around the country have given rise to speculation over what exactly passes for "education" in India.Glaring mistakes, downright lies and embellishments in textbooks are often featured in local media. A trend that is all the more worrying, given that India's education system promotes rote learning at the cost of analytical thinking.

So why is grit so important?My lab has found that this measure beats the pants off I.Q., SAT scores, physical fitness and a bazillion other measures to help us know in advance which individuals will be successful in some situations.

Thousands of immigrants seek the southern shores of Italy every summer, when Mediterranean waters in the Strait of Sicily calm sufficiently for small boats to make the crossing, usually from Libya or Tunisia.

In universities around the world, semesters end with students filling out similar surveys about their experience in the class and the quality of the teacher. Student ratings are high-stakes. They come up when faculty are being considered for tenure or promotions. In fact, they're often the only method a university uses to monitor the quality of teaching. Recently, a number of faculty members have been publishing research showing that the comment-card approach may not be the best way to measure the central function of higher education.

Sleep. Parents crave it, but children and especially teenagers, need it. When educators and policymakers debate the relationship between sleep schedules and school performance and — given the constraints of buses, sports and everything else that seem so much more important — what they should do about it, they miss an intimate biological fact: Sleep is learning, of a very specific kind. Scientists now argue that a primary purpose of sleep is learning consolidation, separating the signal from the noise and flagging what is most valuable. School schedules change slowly, if at all, and the burden of helping teenagers get the sleep they need is squarely on parents. Can we help our children learn to exploit sleep as a learning tool (while getting enough of it)? Absolutely. There is research suggesting that different kinds of sleep can aid different kinds of learning, and by teaching “sleep study skills,” we can let our teenagers enjoy the sense that they’re gaming the system.

According to a new report by Calvin College assistant professor Jonathan Hill, many Americans do not think it's that important to have the "correct beliefs" on the origins of human life.

"No creationist wakes up in the morning and says, 'I have really strong opinions about whether Archaeopteryx is the ancestor of modern birds,'" he said.* "Who are we as people? That’s the question that they think evolution is answering. What does it mean to be a person? What does it mean to be an animal?"

What that means is that "debates" about evolution and creationism actually might not be that effective

Recently, a psychiatric study on first episodes of psychosis made front-page news. People seemed quite surprised by the finding: that lower doses of psychotropic drugs, when combined with individual psychotherapy, family education and a focus on social adaptation, resulted in decreased symptoms and increased wellness.

Recently, a psychiatric study on first episodes of psychosis made front-page news. People seemed quite surprised by the finding: that lower doses of psychotropic drugs, when combined with individual psychotherapy, family education and a focus on social adaptation, resulted in decreased symptoms and increased wellness. But the real surprise — and disappointment — was that this was considered so surprising.

But the real surprise — and disappointment — was that this was considered so surprising.

TWO of our most vital industries, health care and education, have become increasingly subjected to metrics and measurements. Of course, we need to hold professionals accountable. But the focus on numbers has gone too far. We’re hitting the targets, but missing the point.