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Jeremy Price's Library tagged philosophy →  View Popular

01 Jan 10

Rationally Speaking: From the APA: philosophy for children?

  • The problem, according to Turgeon, is that while children are naturally curious — something that makes them open to both science and philosophy — philosophical (or scientific) thinking requires the sort of rigor that does not come naturally (to either children or adults, for that matter). It is simply not true that children are “natural philosophers” or that “there are no wrong answers” to a philosophical question.
  • teachers have trouble distinguishing between philosophy and religion, or even psychology, often not grasping what it is that makes a question philosophical rather than scientific
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Screw culture shock | Savage Minds

  • For some anthropologists, experiencing ‘a different culture’ or, to put it another way, ‘cultural difference’ is key to being an anthropologist. Why I’m not sure.
  • reifies the notion of cultural boundaries
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03 Dec 09

Georgetown/On Faith: Darwin, God, and the drama of life - John F. Haught

  • I propose, however, that religious thought can make significant contact with Darwin's science if instead of focusing on design it turns its attention to the drama of life. The typically design-obsessed frame of mind through which so many devout theists, as well as staunch atheists, are looking at the question of God and evolution is a dead end both scientifically and theologically.
  • the very features of evolution--unpredictable accidents, predictable natural selection, and the long reach of time--that seem to rule out the existence of God, are essential ingredients in a monumental story of life that turns out to be much more interesting theologically than design could ever be
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News Archives

  • Just about anything one likes can be presented as a component of
    "21st-century" schooling. It's like "new and improved" except that here we're selling books and conferences instead of dessert toppings and floor
    waxes. The appropriate response to this use, I believe, is either to roll your eyes or to point out that this particular emperor is parading around
    in his birthday suit.
  • Second, to invoke the current century is sometimes meant to suggest an economic justification (and direction) for schooling
    rather than a focus on what kids need. Notice how often terms like "competitiveness" and "global economy" tend to accompany "21st century skills."
    The appropriate response here is alarm and active resistance, for reasons I tried to explain in
    this article    .
  • 5 more annotations...
30 Nov 09

The Dumbing Down of Quality Teaching: How Policymakers Snooker the Public « Larry Cuban on School Reform and Classroom Practice

  • The squishing of “good” teaching with “successful” learning, then, does further collateral damage to the profession of teaching by setting up the expectation that only heroes need apply.
  • By stripping away from “good” learning essential factors of students’ motivation, the contexts in which they live, and the opportunities they have to learn in school–federal, state, and district policymakers twist the links between teaching and learning into a simpleminded formula thereby miseducating the public they serve while encouraging a generation of idealistic newcomers to become classroom heroes who end up deserting schools in wholesale numbers within a few years because they come to understand that “good” teaching does not lead automatically to “successful” learning. F & R help us parse “quality teaching” into distinctions between “good” and “successful” teaching and learning. Now policymakers, voters, parents, and educators need to learn and use those distinctions responsibly. Until they (and we) do, the high price of bad policy and ill-conceived reform will be paid by both teachers and students directly and the nation indirectly.
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