1. This post about teacher movies makes a valuable point about education and how we talk about it in general terms but this makes little rhetorical sense, since education (maybe more than almost any broad aspect of our lives) is irreducibly a matter of what particular individuals learn, how individuals come to understand the world of ideas and facts but only through the framework of their own perspectives:
It would be a huge step forward if we could conceive of the people in our education system—students, teachers, families, administrators—as human rather than cartoonish media representations or, perhaps worse, mere data points. Policies not only have human consequences but they are also implemented by humans—invariably flawed, often self-seeking, sometimes incompetent humans. It’s humans all the way down. The language we use should reflect this and not carelessly cede ground to abstractions like “African-American males” or “the lowest-third percentile” or even “teachers unions.” This is an acknowledgment that idealized categories, run amok, can in fact short-circuit the hard work of ensuring each individual student, in their individual family context, neighborhood, and cultural background, receives a high-quality education.
And the fact that while education is a system, learning is a particular, even private, matter, is the reason that any new educational system that attempts to treat students as indistinguishable, like Common Core (in which “common” is used to mean that every student learns the same things, in the same ways), is doomed to irrelevance.
2. Isaac Asimov’s 1964 predictions for the year 2014.
5. Dan Savage’s review of Sarah Palin’s Christmas book. (Via The Dish).
7. The Scottish tradition of Hogmanay.
9. An article suggesting reading on tablets is different from reading on paper, vis-a-vis getting engaged in narrative.
10. The New York Times editorializes about Finnish education. Interesting link here to Finland’s curriculum, including philosophy education:
5.13 PHILOSOPHYPhilosophical thinking deals with reality as a whole, its diverse perception and human activity in it. The special nature of philosophy lies in its way of structuring problems conceptually, rationally and through discussion. Upper secondary school studies in philosophy will support students’ individual development and promote the general learning and thinking skills that they will need in a changing and complex society. The theoretical themes studied in philosophy are necessary to form an understanding of cultural heritage and contemporary culture.The practical significance of philosophy is based on the fact that students will learn to structure questions about values, norms and meanings in conceptual terms. Studies in philosophy will help them to perceive the significance that different types of skills and knowledge hold for individuals and society. To counterbalance the specialised skills and knowledge, studies in philosophy will also teach students to grasp broader conceptual systems and relationships. It will help them to see the ways in which the conceptions of reality, values and norms held in different branches of science and schools of thought may form consistent systems or contradict each other. Philosophy will develop judgement.Philosophy instruction will promote development of creative and independent thinking. Philosophy will provide students with plenty of scope to form their own personal views. As they delve deeper into basic philosophical questions — to which there are no simple solutions — they will learn to formulate and justify their own views and, at the same time, to respect other reasoned views. Group deliberations on complicated questions will develop students’ abilityto trust their own individual opportunities to resolve even the most difficult problems. Studies in philosophy will support students’ growth into active, responsible and tolerant citizens.