18 MAY 2017 by ideonexus

 Emergent Curriculum

Whereas teachers and school boards typically decide in advance what knowledge children should receive based on their age, emergent curriculum is the technique of letting topics for study arise out of student interests and actions. Curriculum becomes what actually happens, rather than what was planned to happen. After all, children design their own “curriculum” all the time, simply by playing in, exploring, and studying the world. In schools inspired by the Italian Reggio-Emilia approach, ...
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09 NOV 2015 by ideonexus

 Public Education as the Great Equity Equalizer

It has the potential to be a great equity equalizer, ensuring that all kids in America have an equal shot at success and a productive life. Because public education involves all kids, it has an opportunity to promote great diversity not only in the composition of its students but also in getting kids exposed to a wide array of different experiences, especially when schools throw open their classroom doors to learning about the world.
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08 MAR 2015 by ideonexus

 Professors Come from a Select Few Universities

The evidence is not only anecdotal. A recent study by Aaron Clauset, Samuel Arbesman, and Daniel B. Larremore shows that “a quarter of all universities account for 71 to 86 percent of all tenure-track faculty in the U.S. and Canada in these three fields. Just 18 elite universities produce half of all computer science professors, 16 schools produce half of all business professors, and eight schools account for half of all history professors.” This study follows the discovery by political s...
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03 MAR 2015 by ideonexus

 The Need for Explorative Education Tracking

Governments, employers, and other interested third parties still look to traditional institutions of education to verify that learning has taken place. Schools and colleges thus play the same centralized, closed system role that banks do in the financial system. Like banks that ensure the validity and authenticity of financial transactions, educational institutions award degrees of completion that “validate” (albeit poorly) that a particular learner has learned a certain skill, competency...
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31 JAN 2015 by ideonexus

 Aristotle Was About Quantity, Not Quality, of Thought

I don't doubt that Aristotle thought more in actual footage during his life than any other person ever thought in the same elapsed time of sixty-two years. I do say, however, that any prize he deserves for so doing should be for quantity, not quality, as a great deal of it was spinach. He would sit around and think like one possessed, or he would walk around and think, since he was a Peripatetic, as they called it in those days. And then he would announce that Swallows spend the winter under ...
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20 DEC 2014 by ideonexus

 The Moving Goalposts of Success

The absence of disease is not health. Here's how we get to health: We need to reverse the formula for happiness and success. In the last three years, I've traveled to 45 different countries, working with schools and companies in the midst of an economic downturn. And what I found is that most companies and schools follow a formula for success, which is this: If I work harder, I'll be more successful. And if I'm more successful, then I'll be happier. That undergirds most of our parenting style...
Folksonomies: happiness success
Folksonomies: happiness success
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20 JUN 2012 by ideonexus

 Learning About Forestry

How to start on my adventure—how to become a forester—was not so simple. There were no schools of Forestry in America. ... Whoever turned his mind toward Forestry in those days thought little about the forest itself and more about its influences, and about its influence on rainfall first of all. So I took a course in meteorology, which has to do with weather and climate. and another in botany, which has to do with the vegetable kingdom—trees are unquestionably vegetable. And another in ...
Folksonomies: study forestry
Folksonomies: study forestry
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How Pinchot studied forestry, a subject that did not exist in his time, so he studied meteorology, geology, and botany.

08 JUN 2012 by ideonexus

 The Myriad Reasons for Untruths

Untruth naturally afflicts historical information. There are various reasons that make this unavoidable. One of them is partisanship for opinions and schools... Another reason making untruth unavoidable in historical information is reliance upon transmitters... Another reason is unawareness of the purpose of an event ... Another reason is unfounded assumption as to the truth of a thing. ... Another reason is ignorance of how conditions conform with reality... Another reason is the fact that p...
Folksonomies: history error
Folksonomies: history error
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The main reason for historical errors are ignorance.

04 JAN 2012 by ideonexus

 Schools Kill a Child's Curiosity

All children are curious and I wonder by what process this trait becomes developed in some and suppressed in others. I suspect again that schools and colleges help in the suppression insofar as they meet curiosity by giving the answers, rather than by some method that leads from narrower questions to broader questions. It is hard to satisfy the curiosity of a child, and even harder to satisfy the curiosity of a scientist, and methods that meet curiosity with satisfaction are thus not apt to f...
Folksonomies: education curiosity
Folksonomies: education curiosity
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By giving them answers instead of letting them find the answers themselves. If adults maintained a questioning attitude, they would question authority.

20 MAY 2011 by ideonexus

 Scientists are Good Citizens

Let me make it clear that I do not think the major function of any school is to produce scientists. The major function of our schools is to aid in the production of good citizens. It is true, I think, that scientists are usually very good citizens,— they mind their own business, they pay at least as much attention to civic duties as the average man does, they do not enrich themselves at others' expense, they and their families rarely become public charges, and the more violent crimes are pr...
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As a whole, the majority behave morally and responsibly.