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Rudy Garns

Rudy Garns's Public Library

about 14 hours ago

[Readings] | The Origins of Speech, by Tom Wolfe | https://t.co/jqUsJm71VG via @Harpers Totally awesome article.

Jul 21, 16

The law of group polarization, very much at work during the Republican convention.
https://t.co/VbJbJZQw7M

  • the Cold War curriculum is not now and never has been a design for integrative learning across the curriculum.
  • impede rather than foster the kind of big-picture, integrative, hands-on learning that thoughtful educators value and employers warmly endorse
  • the design for learning that is captured in the convenient shorthand of “breadth and depth.” Taken together, breadth and depth provide organizing principles for the content of the curriculum, but not for students’ ability to put knowledge to use.

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Jul 13, 16

Three Fox News anchors say they weren't sexually harassed by Roger Ailes. There may be more non-victims out there. https://t.co/zS5YJtwkZn

Jul 08, 16

Delighted to have my poem "Rachel Carson's Ghost" published in @limehawkarts https://t.co/VSKtTeTIH4

  • evolution implies moral relativism

  • This article will show how Darwin argued in The Descent of Man that the moral sense evolved from a combination of social instincts and well-developed mental powers.
  • The moral sense, Darwin claimed, “first developed, in order that those animals which would profit by living in society, should be induced to live together”
  • This moral sense is essentially utilitarian, reflecting the greatest happiness principle, being directed as it is to the general good of the community

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  • the empty terms of public discourse in most democracies.
  • The only way of reining in the uncritical embrace of markets is to revitalise public discourse by engaging in questions of values more directly.

  • “they will say, a couple of decades out, that I’m looking for a liberal arts grad,”

  • Kierkegaard thought   that the Public Sphere, as implemented in the Press, promoted risk-free   anonymity and idle curiosity that undermined responsibility and commitment.

  • the growing number of possibilities. Colleges and universities reported nearly 1,500 academic programs to the Department of Education in 2010;
  • the number of bachelor’s degrees awarded with double majors rose 70 percent between 2001 and 2011, according to the Education Department.
  • At Penn State, 80 percent of freshmen — even those who have declared a major — say they are uncertain about their major, and half will change their minds after they declare, sometimes more than once.

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  • It is often mistakenly assumed that the decision is a fully crystallized one, and is not likely to change
  • about 75 percent of college freshmen have some level of uncertainty about their educational and vocational goals
  • an average of 85 percent of students changed their major at least once

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  • only 33.1 percent of NKU students graduated within six years of starting college, compared with 37.8 percent in 2002.
  • about 63 percent of the nation's college students graduate within six years
  • Miami University of Ohio for praise. Its 81 percent graduation rate

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  • I didn’t like the material
  • do what he loves or what he’s good at
  • So I never knew what my skills were.

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  • Approximately 70 percent of students change their course of study during their time at the University
  • “In our mind, we fully expect Princeton students will come in and discover all sort of disciplines and fields of study that may not have been available to them in the past,”
Jun 25, 16

Nasty or Nice? Math Model Explains Why Some Individuals Are Nicer Than Others https://t.co/8IPrxoNPAo https://t.co/LuzsXWwvI5

Jun 05, 16

"How David Hume Helped Me Solve My Midlife Crisis," by Alison Gopnik https://t.co/F0VhDzxEn2

  • the critical role humanities scholarship can play in our public life.
  • advances in information technology
  • security and privacy

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  • new opportunities to develop the intellectual skills and habits of mind that the humanities cultivate
  • new opportunities to develop the intellectual skills and habits of mind that the humanities cultivate.
  • connecting the resources and perspectives of the humanities to students’ broader educational and professional goals

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