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03 Dec 09
Georgetown/On Faith: Darwin, God, and the drama of life - John F. Haught
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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.
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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
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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
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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.
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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.
29 Sep 09
Does Science Equal Progress? : The World's Fair
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And the answer to that question, "Is science progress?"?
Yes, you'll have to read the book. But in brief, I can say that Americans began to equate the two once they built scientific practices that benefited their deeper goals of cultural progress. Put another way, science did not equal agricultural progress until scientific practices fit a dual improvement ethic that sought moral and material improvement together.
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