Book Review - 'Darwin’s Sacred Cause' and 'Angels and Ages' - Review - NYTimes.com
Although science does not teach values, those who value science can influence the world for the better.
Friday, January 30, 2009
Wednesday, January 28, 2009
Essay: Elevating Science, Elevating Democracy
http://www.nytimes.com/2009/01/27/science/27essa.html
Science is not a monument of received Truth but something that people do to look for truth.
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Essay: Elevating Science, Elevating Democracy
Science is not a monument of received Truth but something that people do to look for truth.
Sent from my iPhone
Making lectures personal
http://education.zdnet.com/?p=2079
Making lectures personal
The article referenced in this zdnet post showcases how higher ed is struggling with some of the same issues as secondary education. A school like MIT has both the intellect and the finances to tackle the problem head on. In public education, we ebb and flow with trends in available resources and fickle policies created in state capitols.
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TEDTalks - Inventing the next amazing thing - Woody Norris (2004)
Check out this episode of TEDTalks at Inventing the next amazing thing
- Woody Norris (2004) - http://feeds.feedburner.com/~r/TEDTalks_video/~3/523463990/442
- Woody Norris (2004) - http://feeds.feedburner.com/~r/TEDTalks_video/~3/523463990/442
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Tuesday, January 27, 2009
Is Michelle Rhee the new face of education reform? | csmonitor.com
Is Michelle Rhee the new face of education reform? | csmonitor.com
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There are two competing ways of looking at education that need to be reconciled. On one side you have the NCLB/PLC/LFS push for data, measurement, and accountability. On the other side there is Whole Child/Progressive/21stCentury demand for rethinking what really matters in education. Bottom line, we need to better define what success looks like in this massive educational endeavor that supports not only the individual but also democracy.
The key is to utilize teachers as professionals, to treat teachers as professionals, and to inspire great students to become teachers.
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There are two competing ways of looking at education that need to be reconciled. On one side you have the NCLB/PLC/LFS push for data, measurement, and accountability. On the other side there is Whole Child/Progressive/21stCentury demand for rethinking what really matters in education. Bottom line, we need to better define what success looks like in this massive educational endeavor that supports not only the individual but also democracy.
The key is to utilize teachers as professionals, to treat teachers as professionals, and to inspire great students to become teachers.
Wednesday, January 14, 2009
Report: States must do more to prepare students for college, work
While states have made progress in beefing up high school requirements, most states are still falling short in preparing graduates for the skills valued by colleges and employers, according to a joint report by national associations of governors, legislatures, state schools chiefs and state education boards. Improving teacher and principal quality is central to building more effective high schools, the report found, and requires more state attention. [from ASCD SmartBrief]
While states have made progress in beefing up high school requirements, most states are still falling short in preparing graduates for the skills valued by colleges and employers, according to a joint report by national associations of governors, legislatures, state schools chiefs and state education boards. Improving teacher and principal quality is central to building more effective high schools, the report found, and requires more state attention. [from ASCD SmartBrief]
Sunday, November 02, 2008
Sunday, October 12, 2008
Integrity
Integrity without knowledge is weak and useless, and knowledge without integrity is dangerous and dreadful. - Samuel Johnson
integrity (noun)
1. the quality of being honest and having strong moral principles; moral uprightness
As the conference continues to draw closer I find myself shifting my focus from Vision and Change to the more complex issue of Character. We can talk about strength of character but can we really know what that means until we are faced with impossible decisions?
My life philosophy centers around the concept of "choices and consequences", or the Karma concept of cause and effect. Character is clearly a key part of making that work. In particular, integrity as the foundation of a strong character, would need to guide all decisions, all choices.
So how do we truly get students to examine their character, to test their integrity, during a leadership conference that is only three days long? How do we say anything original? If we are untested ourselves, what value do we add?
I think the best we can say is that, life must be lived moment by moment - choice by choice - and then we need to spend significant time reflecting on the outcome. Integrity is not inherent, but rather cultivated. We cannot teach character, but we can teach the reflective processes that strengthen character. We cannot simply rush forward time after time without giving thought to our choices and consequences of the past. Using the daily lessons, reading literature, studying history, etc can all help us be best prepared when we come to face our tough choices, but it is only in those moments that we truly know who we are.
We are defined by the choices we make, and while our intentions are important, consequence follows choice - not intention.
integrity (noun)
1. the quality of being honest and having strong moral principles; moral uprightness
As the conference continues to draw closer I find myself shifting my focus from Vision and Change to the more complex issue of Character. We can talk about strength of character but can we really know what that means until we are faced with impossible decisions?
My life philosophy centers around the concept of "choices and consequences", or the Karma concept of cause and effect. Character is clearly a key part of making that work. In particular, integrity as the foundation of a strong character, would need to guide all decisions, all choices.
So how do we truly get students to examine their character, to test their integrity, during a leadership conference that is only three days long? How do we say anything original? If we are untested ourselves, what value do we add?
I think the best we can say is that, life must be lived moment by moment - choice by choice - and then we need to spend significant time reflecting on the outcome. Integrity is not inherent, but rather cultivated. We cannot teach character, but we can teach the reflective processes that strengthen character. We cannot simply rush forward time after time without giving thought to our choices and consequences of the past. Using the daily lessons, reading literature, studying history, etc can all help us be best prepared when we come to face our tough choices, but it is only in those moments that we truly know who we are.
We are defined by the choices we make, and while our intentions are important, consequence follows choice - not intention.
Sunday, October 05, 2008
Wednesday, September 10, 2008
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