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"MR. HOFFMAN: Konzi is a Benobo, a pygmy chimpanzee. He and his sister, Pambinisha, are the subjects of Doctor Sue Savage Rumbaugh's work. That work is questioning the widely accepted view that only humans are capable of language. For 20 years, she's been studying whether Benobos can learn language, working first with their mother, Matata, back in 1975. SUE SAVAGE-RUMBAUGH, Georgia State University: We were trying to do some very simple things like hold up an apple and teach Matata to hit the symbol for apple, and then we would give her an apple. She learned that. What we wanted then to be able to do was to have her use the symbol for apple whenever she was talking about an apple, whether she was intending to eat it or not, to know in a sense that the symbol represented apple, not just the fact that she was going to get apple. This, she couldn't learn, but fortunately, she had a youngster named Konzi, who was around and was playing while I was trying to teach her, and Konzi did learn, even though we weren't trying to teach him. What we found with Konzi was that simply by watching what we did with his mother, he was able to make this correlation so that he knew that the symbol apple represented apple, whether he got to eat one, whether his mother got to eat one, whether we were saying, no, Konzi, don't eat an apple, it still meant apple. "

Humans have often asserted a fundamental difference between themselves and other animals. One of these assertions which has had many proponents into the twentieth century is that humans differ from animals in their use of language. In the past thirty years this assertion has been the subject of much debate as scientists have researched language use by apes. (I use the term "ape" to refer to "great ape" in this essay, as many of my sources do. There have apparently been no language experiments with gibbons or siamangs.) Extraordinary claims have been made by some researchers about the linguistic capabilities of their subjects, mostly chimpanzees. These claims have been refuted and counter-refuted many times, and the literature on the subject is extensive. In this essay I will examine the question of how much, if at all, primates are able to communicate using language. I will then examine the ethical issues surrounding the teaching of language to apes. What is language? First, what is language, and how does it differ from other forms of communication? There does not exist a universally accepted definition of language, or criteria for its use; this is one of the reasons for the disagreement among scientists about whether apes can use language. Language consists of various aspects which people believe are more or less important, for example, grammar, symbol usage, the ability to represent real-world situations, and the ability to articulate something new (Wallman 1992: 6). Duane Rumbaugh describes language as "an infinitely open system of communication" (Rumbaugh 1977b: xx). Some people say that anything an ape can do is not language; of course, if these are the same people who say that language defines us as humans, and an ape can learn sign language, then they are saying that deaf people who use sign language are not human (Patterson & Linden 1981: 119-120). One famous view of language is Charles Hockett's seven key properties: duality, productivity, arbitrariness,

""The kernel, the soul - let us go further and say the substance, the bulk, the actual and valuable material of all human utterances - is plagiarism." The combinatorial nature of creativity is something I think about a great deal, so this 1903 letter Mark Twain wrote to his friend Helen Keller, found in Mark Twain's Letters, Vol. 2 of 2, makes me nod with the manic indefatigability of a dashboard bobble-head dog. In this excerpt, Twain addresses some plagiarism charges that had been made against Keller some 11 years prior, when her short story "The Frost King" was found to be strikingly similar to Margaret Canby's "Frost Fairies." Heller was acquitted after an investigation, but the incident stuck with Twain and prompted him to pen the following passionate words more than a decade later, which articulate just about everything I believe to be true of combinatorial creativity and the myth of originality: Oh, dear me, how unspeakably funny and owlishly idiotic and grotesque was that 'plagiarism' farce! As if there was much of anything in any human utterance, oral or written, except plagiarism! The kernel, the soul - let us go further and say the substance, the bulk, the actual and valuable material of all human utterances - is plagiarism. For substantially all ideas are second-hand, consciously and unconsciously drawn from a million outside sources, and daily use by the garnerer with a pride and satisfaction born of the superstition that he originated them; whereas there is not a rag of originality about them anywhere except the little discoloration they get from his mental and moral calibre and his temperament, and which is revealed in characteristics of phrasing. When a great orator makes a great speech you are listening to ten centuries and ten thousand men - but we call it his speech, and really some exceedingly small portion of it is his. But not enough to signify. It is merely a Waterloo. It is Wellington's battle, in some de

Parenting sites indicate many New York City parents want caregivers to teach their children a language.

Some interesting questions as to whether parents can "know" it's a good thing or a bad thing to have their children learn a second language. There are clearly cognitive and social costs and benefits that must be weighed.

"For years, fans of the Batman comics have puzzled over a mystery at the heart of the series: why doesn't Batman just kill his arch-nemesis, the murderous Joker? The two have engaged in a prolonged game of cat-and-mouse. The Joker commits a crime, Batman catches him, the Joker is locked up, and then invariably escapes. Wouldn't all this be much simpler if Batman just killed the Joker? What's stopping him? Enter philosopher Immanuel Kant and the deontological theory of ethics Now, philosophy professors are finding superheroes and comic books to be exceptionally useful tools in helping students think about the complex moral and ethical debates that have occupied philosophers for centuries."

"Do apes and monkeys have a secret language that has not yet been decrypted? And if so, will it resolve the mystery of how the human faculty for language evolved? Biologists have approached the issue in two ways, by trying to teach human language to chimpanzees and other species, and by listening to animals in the wild."

"David Cannadine reflects on the teaching of history in schools and the moves at home and abroad to reform the curriculum and re-write the textbooks."

"A textbook distributed to Virginia fourth-graders says that thousands of African Americans fought for the South during the Civil War -- a claim rejected by most historians but often made by groups seeking to play down slavery's role as a cause of the conflict. The passage appears in "Our Virginia: Past and Present," which was distributed in the state's public elementary schools for the first time last month. The author, Joy Masoff, who is not a trained historian but has written several books, said she found the information about black Confederate soldiers primarily through Internet research, which turned up work by members of the Sons of Confederate Veterans. Scholars are nearly unanimous in calling these accounts of black Confederate soldiers a misrepresentation of history. Virginia education officials, after being told by The Washington Post of the issues related to the textbook, said that the vetting of the book was flawed and that they will contact school districts across the state to caution them against teaching the passage. "Just because a book is approved doesn't mean the Department of Education endorses every sentence," said spokesman Charles Pyle. He also called the book's assertion about black Confederate soldiers "outside mainstream Civil War scholarship." "

"Students have always faced distractions and time-wasters. But computers and cellphones, and the constant stream of stimuli they offer, pose a profound new challenge to focusing and learning. Researchers say the lure of these technologies, while it affects adults too, is particularly powerful for young people. The risk, they say, is that developing brains can become more easily habituated than adult brains to constantly switching tasks - and less able to sustain attention. "Their brains are rewarded not for staying on task but for jumping to the next thing," said Michael Rich, an associate professor at Harvard Medical School and executive director of the Center on Media and Child Health in Boston. And the effects could linger: "The worry is we're raising a generation of kids in front of screens whose brains are going to be wired differently." But even as some parents and educators express unease about students' digital diets, they are intensifying efforts to use technology in the classroom, seeing it as a way to connect with students and give them essential skills. Across the country, schools are equipping themselves with computers, Internet access and mobile devices so they can teach on the students' technological territory. "

"Yoga is practiced by about 15 million people in the United States, for reasons almost as numerous - from the physical benefits mapped in brain scans to the less tangible rewards that New Age journals call spiritual centering. Religion, for the most part, has nothing to do with it. But a group of Indian-Americans has ignited a surprisingly fierce debate in the gentle world of yoga by mounting a campaign to acquaint Westerners with the faith that it says underlies every single yoga style followed in gyms, ashrams and spas: Hinduism. The campaign, labeled "Take Back Yoga," does not ask yoga devotees to become Hindu, or instructors to teach more about Hinduism. The small but increasingly influential group behind it, the Hindu American Foundation, suggests only that people become more aware of yoga's debt to the faith's ancient traditions. That suggestion, modest though it may seem, has drawn a flurry of strong reactions from figures far apart on the religious spectrum. Dr. Deepak Chopra, the New Age writer, has dismissed the campaign as a jumble of faulty history and Hindu nationalism. R. Albert Mohler Jr., president of the Southern Baptist Theological Seminary, has said he agrees that yoga is Hindu - and cited that as evidence that the practice imperiled the souls of Christians who engage in it. The question at the core of the debate - who owns yoga? - has become an enduring topic of chatter in yoga Web forums, Hindu American newspapers and journals catering to the many consumers of what is now a multibillion-dollar yoga industry. "

"It is difficult to get through a day in an American school without hearing maxims such as these: "To succeed, you must believe in yourself," and "To teach, you must relate the subject to the lives of students." But the Brookings Institution is reporting today that countries such as the United States that embrace self-esteem, joy and real-world relevance in learning mathematics are lagging behind others that don't promote all that self-regard. Consider Korea and Japan. According to the Washington think tank's annual Brown Center report on education, 6 percent of Korean eighth-graders surveyed expressed confidence in their math skills, compared with 39 percent of U.S. eighth-graders. But a respected international math assessment showed Koreans scoring far ahead of their peers in the United States, raising questions about the importance of self-esteem. In Japan, the report found, 14 percent of math teachers surveyed said they aim to connect lessons to students' lives, compared with 66 percent of U.S. math teachers. Yet the U.S. scores in eighth-grade math trail those of the Japanese, raising similar questions about the importance of practical relevance. "

"IF there is ever a class in how to remain calm while trapped beneath $250,000 in loans, Michael Wallerstein ought to teach it. Here he is, sitting one afternoon at a restaurant on the Upper East Side of Manhattan, a tall, sandy-haired, 27-year-old radiating a kind of surfer-dude serenity. His secret, if that's the right word, is to pretty much ignore all the calls and letters that he receives every day from the dozen or so creditors now hounding him for cash. "And I don't open the e-mail alerts with my credit score," he adds. "I can't look at my credit score any more." Mr. Wallerstein, who can't afford to pay down interest and thus watches the outstanding loan balance grow, is in roughly the same financial hell as people who bought more home than they could afford during the real estate boom. But creditors can't foreclose on him because he didn't spend the money on a house. "

"HERE IS A mathematician's nightmare I heard in the 1980s when that irritating, unconforming, self-regarding provocateur Benoît Mandelbrot was suddenly famous - fractals, fractals everywhere. The mathematician dreamed that Mandelbrot died, and God spoke: "You know, there really was something to that Mandelbrot." Sure enough. Mandelbrot created nothing less than a new geometry, to stand side by side with Euclid's - a geometry to mirror not the ideal forms of thought but the real complexity of nature. He was a mathematician who was never welcomed into the fraternity ("Fortress Mathematics," he said, where "the highest ambition is to wall off the windows and preserve only one door"), and he pretended that was fine with him. When Yale first hired him to teach, it was in engineering and applied science; for most of his career he was supported at I.B.M.'s Westchester research lab. He called himself a "nomad by choice." He considered himself an experienced refugee: born to a Jewish family in Warsaw in 1924, he immigrated to Paris ahead of the Nazis, then fled farther and farther into the French countryside."

"Apart from the most rabid fundamentalists among us, nearly everyone admits that the Bible might contain errors -- a faulty creation story here, a historical mistake there, a contradiction or two in some other place. But is it possible that the problem is worse than that -- that the Bible actually contains lies? Most people wouldn't put it that way, since the Bible is, after all, sacred Scripture for millions on our planet. But good Christian scholars of the Bible, including the top Protestant and Catholic scholars of America, will tell you that the Bible is full of lies, even if they refuse to use the term. And here is the truth: Many of the books of the New Testament were written by people who lied about their identity, claiming to be a famous apostle -- Peter, Paul or James -- knowing full well they were someone else. In modern parlance, that is a lie, and a book written by someone who lies about his identity is a forgery. Most modern scholars of the Bible shy away from these terms, and for understandable reasons, some having to do with their clientele. Teaching in Christian seminaries, or to largely Christian undergraduate populations, who wants to denigrate the cherished texts of Scripture by calling them forgeries built on lies? And so scholars use a different term for this phenomenon and call such books "pseudepigrapha." You will find this antiseptic term throughout the writings of modern scholars of the Bible. It's the term used in university classes on the New Testament, and in seminary courses, and in Ph.D. seminars. What the people who use the term do not tell you is that it literally means "writing that is inscribed with a lie.""

"And this is how the Civil War comes to life for a roomful of fourth-graders in Northern Virginia, 150 years after the nation's deadliest armed conflict began. Agner's reenactment of the landmark naval Battle of Hampton Roads - a tactile lesson the vet­eran teacher dreamed up this year - drew her Fairfax County class into a chapter of American history that has long provoked education debate. The war's sesquicentennial, starting Tuesday with the anniversary of the attack on Fort Sumter in South Carolina, provides a "teachable moment" for schools everywhere. But how and when students learn about slavery and secession, blue and gray, Ulysses S. Grant and Robert E. Lee, Bull Run (or Manassas) and Appomattox varies enormously from state to state, school to school and even teacher to teacher. This year, Virginia learned anew the sensitivity of Civil War education when the state Board of Education withdrew approval of a fourth-grade textbook - "Our Virginia: Past and Present" - that asserted thousands of African Americans fought for the South. Most historians reject that claim. Last year, the Texas State Board of Education voted to require eighth-graders to study the inaugural address of Confederate President Jefferson Davis alongside President Abraham Lincoln's first and second inaugurals and his Gettysburg Address. That was one of many controversial revisions to Texas standards. Jeremy A. Stern, a historian who reviewed state academic standards this year for the Thomas B. Fordham Institute, said differences in the timing and scope of Civil War education across the United States are dramatic. Often, he said, the war is not taught systematically until middle school. "

One of the concerns that I am left with as the influx of digital media pervades composition classrooms is a concern that Nicolas Carr writes about in his widely read Atlantic Magazine article, Is Google Making Us Stupid? Digital media supplies information, but it also shapes the process of thought. He openly talks about his experience with feeling like his intellect has dwindled as the internet makes information so accessible that we are not burdened, and thus enlightened, by the search of answers any longer: