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Life can only be understood backwards; but it must be lived forwards

In teaching, as in life, maximizing meaning from experiences requires reflection.

Every school's goal should be to habituate reflection throughout the organization—individually and collectively, with teachers, students, and the school community

As I have done a lot of work with school administrators on why they should be using social media and some practical ways to use it within their schools, I wanted to compile some articles together that will help schools/organizations move forward.  They will be listed under two categories; the why and the how.  The articles are listed below:

“A program officer from a foundation recently asked me, ‘Is the work you’re doing STEM education or science education?’ ” said Elizabeth Stage, the director of the Lawrence Hall of Science at the University of California, Berkeley. “I drew him a Venn diagram, showing him what’s central about science and how that overlaps with technology, engineering and math.” Dr. Stage, a mathematician by training, thinks it’s a “false distinction” to “silo out” the different disciplines, and would much prefer to focus on what the fields have in common, like problem-solving, arguing from evidence and reconciling conflicting views. “That’s what we should have in the bulls’-eye of our target,” she said.

Yet others don’t frame the word “science” so narrowly, as the province of the given rather than of the forged. Science has always encompassed the applied and the basic, and the impulses to explore and to invent have always been linked. Galileo built a telescope and then trained it on the sky. Advances in technology illuminate realms beyond our born senses, and those insights in turn yield better scientific toys. Engineers use math and physics and the scientific mind-set in everything they design; and those who don’t, please let us know, so we can fly someone else’s airplane and not cross your bridge when we come to it. Whatever happened to the need for interdisciplinary thinking? Why promote a brand that codifies atomization? Besides, acronyms encourage rampant me-tooism. Mr. Dyak said that some have lobbied for the addition of medicine to the scholastic program, complete with a second M. “It’s called STEM squared,” he said. Even the arts are hankering for an orthographic position, he added. STEAM education: great books, labs and motherboards, and free rug cleaning, too.

Tião, like the other catadores profiled in the film, is far from an emaciated beggar living out a miserable existence on the way to an early death. But he is humble and has few expectations of earthly glory. Although a social outcast, he organized an association of pickers who live and work in Jardim Gramacho, one of the world’s largest garbage dumps, and likes to think of himself as an environmentalist.

The film — co-directed by João Jardim and Karen Harley, and photographed by Dudu Miranda — observes this giant landfill from every perspective.

Tião is the most prominently featured of several pickers profiled by the film. Their lives are changed forever when they are chosen to collaborate with the artist Vik Muniz, a São Paulo native who is now based in Brooklyn and is well known for his re-creations of famous artworks using unusual materials. Those pieces include two Mona Lisas — one made of peanut butter, the other of jelly — and a “Last Supper” made of chocolate syrup. For his Sugar Children series, he took snapshots of children on a plantation in St. Kitts and copied the images by layering sugar on black paper and photographing the result. The film observes the creation of his recent monumental series, Pictures of Garbage, for which Mr. Muniz, who grew up poor, returned to Brazil.