...we got carried away, then mapped how we got there afterward?
...we asked more questions and offered fewer opinions?
...we didn't stop after the first why?
...we measured our progress by the number of failures?
The more you concentrate, the more other things you miss.This is both the reason why eye witness accounts are the least reliable versions of what actually happened...and why a dear friend reminds me frequently that things are often more clear when I don't try so hard to see them clearly.
Nothing in the world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan Press On! has solved and always will solve the problems of the human race.
There was no course in the MMBA program (where) we were able to get one-on-one or even group interaction with a professor.This bothers me, as an educator, as the parent of a near-college-age student, and as a citizen. The advent of classrooms and schools rather than individual or small-group interaction (think "Socratic method") were an attempt to be efficient and effective in educating more people more quickly. Good idea. Good intention. Mediocre implementation, taken as a whole.
We should spend less time at universities filling our student's minds with content by lecturing them, and more time igniting their creativity...by actually talking with them.
The reasonable man adapts himself to the world; the unreasonable one persists in trying to adapt the world to himself. Therefore, all progress depends on the unreasonable man. -- George Bernard Shaw
One other large mistake...was the fact that they depended on manual operations. It is much more likely for a human to make mistakes than a machine. All they had to do was spend a little extra money on quality technology that will make sure things are done correctly.
The greatest enemy of knowledge is not ignorance, it is the illusion of knowledge. -- Stephen Hawking
Computers have been grading multiple-choice test in schools for years. To the relief of English teachers everywhere, essays have been tougher to gauge. But look out, teachers: A new study finds that software designed to automatically read and grade essays can do as good a job as humans--maybe even better.It doesn't get a lot better from there, as the NPR article continues to sound the alarm about the tool, how students might game the tool, and the danger(s) of using the tool to replace both good teaching and good teachers. Credibility is lent to the NPR article through judicious quotes from (with requisite links to) a New York Times article about a study conducted at the University of Akron.
Shermis, the lead author of the Akron study, says thrift-minded administrators and politician should not take his results as ammunition in a crusade to replace composition instructors with...robots. Ideally, educators at all levels would use the software 'as a supplement for overworked [instructors of] entry-level writing courses, where students are really learning fundamental writing skills and can use all the feedback they can get.' "At this point, I have so many browser windows open (love this tool!) that I'm having a bit of trouble keeping them in the order that makes sense to me. But by now I also have access (because of this amazing tool...) to the original study conducted at the University of Akron.
Large-scale education was not developed to motivate kids or to create scholars. It was invented to churn out adults who worked well within the system. Scale was more important than quality, just as it was for most industrialists.
The question I’d ask every administrator and school board is, “Does the curriculum you teach now make our society stronger?”
Transparency in the traditional school might destroy it. If we told the truth about the irrelevance of various courses, about the relative quality of some teachers, about the power of choice and free speech—could the school as we know it survive?This manifesto...well, I wish I had taken the time to write it. But the more important contribution, perhaps, is reading it...and sharing it...and acting on it.
Life offers its wisdom generously. Everything teaches. Not everyone learns. Life asks of us the same thing we have been asked in every class: "Stay awake." "Pay attention." But paying attention is no simple matter. It requires us not to be distracted by expectations, past experiences, labels, and masks. It asks that we not jump to early conclusions and that we remain open to surprise. Wisdom comes most easily to those who have the courage to embrace life without judgment and are willing to not know, sometimes for a very long time. It requires us to be more fully and simply alive than we have been taught to be.
This above all: to thine own self be true,
And it must follow, as the night the day,Thou canst not then be false to any man.
"In geography--which is all but ignored these days--there is no reason that a generation that can memorize over 100 Pokemon character with all their characteristics, history, and evolution can't learn the names, populations, capitals, and relationships of all the 101 nations in the world. It just depends on how it is presented."
"One of the most interesting challenges and opportunities...is to figure out and invent ways to include reflection and critical thinking in the learning (either built into the instruction or through a process of instructor-led debriefing) but still do it in the Digital Native language."
"(T)oday's neurobiologists and social psychologists agree that brains can and do change with new input. And today's educators with the most crucial learning missions --teaching...the military--are already using custom-designed computer and video games as an effective way of reaching Digital Natives. But the bulk of today's tradition-bound educational establishment seems in no hurry to follow their lead."
"Three unexpected sources can help us negotiate the historical transition we face as we move from one prevailing mode of communication to another: Socrates, modern cognitive neuroscience, and Proust."
"Teens' poor performance (relative to adults when navigating unfamiliar web sites) is caused by three factors: insufficient reading skills, less sophisticated research strategies, and a dramatically lower patience level."
"As the brain evolves and shifts its focus toward new technological skills, it drifts away from fundamental social skills, such as reading facial expressions during conversation or grasping the emotional content of a subtle gesture."