Timestamps 19:11 - 35:20

CA Senate Bill 488 2021; signed, in process,

Orton-Gillingham method (procedure/process) but can be implemented differently. Rigorous and works. Over 100 years old.

Wilson program uses pieces of OG. What's this? Not enough detail here.

Dyslexia training will be built into some parts of credentialling programs.

Each child is different.

This requires context knowledge on the part of the teacher and then a large tool bag of methods to help the widest variety of those differences.

In the box programs don't work because children are not one size fits all.

Magic wand ? What would you want?

Madhuri would like to have: - rigorous teaching in early grades - if we can teach structured literacy following a specific scope in sequence most simple to most complex - teaching with same familiar patterns over and over - cumulative (builds on itself) - multisensory - explicit - Strong transitional kindergarten through grade 3 instruction

Prevention trumps intervention.

Otherwise you're feeding into the school to prison pipeline.

Madhuri's call for teaching that is structured, cumulative, multisensory, and explicit sounds a lot like what I would imagine orality-based instruction looks like as well. The structure there particularly makes it easier to add pieces later on in a way that literacy doesn't necessarily.

I wonder if there are also soft skills in literacy

I wonder if there are also soft skills in literacy/

Schumaker, E. (2021, September 22). Poll after poll shows the same thing: Americans are cool with vaccine mandates. Business Insider. https://www.businessinsider.com/most-americans-support-covid-19-vaccine-mandates-polls-2021-9

London, U. C. (2021, December 13). Unwillingness to have booster vaccine most common in groups with highest infection rates. https://medicalxpress.com/news/2021-12-unwillingness-booster-vaccine-common-groups.html

Klein, B., Generous, N., Chinazzi, M., Bhadricha, Z., Gunashekar, R., Kori, P., Li, B., McCabe, S., Green, J., Lazer, D., Marsicano, C. R., Scarpino, S. V., & Vespignani, A. (2021). Higher education responses to COVID-19 in the United States: Evidence for the impacts of university policy (p. 2021.10.07.21264419). https://doi.org/10.1101/2021.10.07.21264419

Oh, come on. "Genius culture" exists in all academia to one degree or another. To say that logic is somehow more susceptible to this than other disciplines is stunningly arrogant and cloistered thinking.

https://de.wikipedia.org/w/index.php?title=Erwin_Ackerknecht&stable=1

[[Place-Based Education]]

Just as physics and engineering professors don't always rely on the mathematics department to teach all the mathematics that students should know, neither should any department rely on the English department to teach students how to take notes.

All of the information above that has been consented to, can be used by NetGear to make money off consenting individuals and their families.

This gives Netgear permission to know what you plug into your computer, be it a FitBit, a printer, scanner, microphone, headphones, webcam — anything not attached to your computer.

This could give Netgear the consent to watch every application you use, from The Sims to SETI to Photoshop to You Need A Budget.

Learners often required support, especially with the planning and reviewing aspects of self-directed learning, as well as guidance regarding how digital technologies can be used effectively for educational purposes. Importantly, studies that ..

College dormitories rooted in monastery and convent styles

virtual reality increases the depth of our knowledge

Been making that point about health (especially since, like education, it's a provincial jurisdiction). It's easy to think of perverse incentives if a profit motive dominates education and health. Physicians would want people to remain sick and teachers would prefer it if learners required more assistance.

Hadn't thought enough about the DND part. Sure gives me pause, given the amounts involved. Or the fact that there's a whole lot of profit made in that domain.

So, businesspeople are quick to talk about "cost centres". Some of them realize that those matter a whole lot.

They're drawing primarily from students with the following broad interests: - learning sciences / educational psychology - sociology of education (to influence policy/practice) - those with strong real-world experience (looking to apply it to a specific area)

tuition coverage & stipend<br /> must be based in Baltimore<br /> prefer one speaks to faculty members for alignment of research areas and mentorship prior to joining

https://www.youtube.com/watch?v=skuxmCFTHlI

Asian culture values education which I believe was implanted through their long history. The learned the lesson that to survive, to live better live, to have ore power, they need higher degree. It is such good question to think that maybe other culture that do not have this ideology build in will be disadvantaged.

I'm not sure that's the correct diagnosis.

Alternative take: you were not, at that point in your life, equipped to understand that you could be generating new ideas and that you should walk away from that writing course with an appreciation for writing as a vehicle for what you'd like to accomplish with a given subject/format. It's fine that you didn't—many people don't—and your instructors, institution, parents, community, etc. probably could have done a better job at communicating this to you, but it was there, and it was the point all along.

The associative emblematic worldview prevalent prior to the seventeenth century began to disappear within Western culture as the rise of the early modern period and the beginning of the scientific revolution began to focus on more descriptive modes of thought and representation.

Have any researchers done specific work on this shift from emblematic to the descriptive? What examples do they show which support this shift? Any particular heavy influences?

This section cites:<br /> William B. Ashworth, Jr. “Natural History and the Emblematic World View,” in Reappraisals of the Scientific Revolution, David C. Lindberg and Robert S. Westfall, eds #books/wanttoread<br /> which could be a place to start.

Note that this same shift from associative and emblematic to descriptive and pedantic coincides not only with the rise of the scientific revolution but also with the effects of rising information overload in a post-Gutenberg world as well as the education reforms of Ramus (late 1500s) et al. as well as the beginning of the move away from scholasticism.

Is there any evidence to support claims that this worldview stemmed from pagan traditions and cultures and not solely the art of memory traditions from ancient Greece? Could it have been pagan traditions which held onto these and they were supplemented and reinforced by ecclesiastical forces which used the Greek traditions?

Examples of emblematic worldview: - particular colors of flowers meant specific things (red = love, yellow = friendship, etc.) We still have these or remants - Saints had their associative animals and objects - anniversary gifts had associative meanings (paper, silver, gold, etc.) We still have remnants of these things, though most are associated with wealth (gold, silver, platinum anniversaries). When did this tradition actually start? - what were the associative meanings of rabbits, turtles, and other animals which appear frequently in manuscript marginalia? (We have the example of the bee (Latin: apes) which where frequently used this way as being associated with the idea of imitation.) - other broad categories?

Tools which allow for flexibility and creativity are better for knowledge workers than those which attempt to crystalize their tasks into ruts. This may tend to force the outputs in a programmatic way and thereby dramatically decrease the potential for innovative outputs. If the tools force the automation of thought without a concurrent increase in creativity then one may as well rely on manual labor for their thinking.

This may be one of the major flaws of tools for thought in the educational technology space. They often attempt to facilitate the delivery of education in an automated way which dramatically decreases the creativity of the students and the value of the overall outputs. While attempting to automate education may suit the needs of institutions which are delivering the education, particularly with respect to the overall cost of delivery, the automation itself is dramatically at odds with the desire to expand upon ideas and continue innovation for all participants involved. Students also require diverse modes of input (seen/heard) as well as internal processing followed by subsequent outputs (written/drawn/sculpted/painted, spoken/sung, movement/dance). Many teachers don't excel at providing all of these neurodiverse modes and most educational technology tools are even less flexible, thus requiring an even larger panoply of them (often not interoperable because of corporate siloing for competitive reasons) to provide reasonable replacements. Given their ultimate costs, providing a variety of these tools may only serve to increase the overall costs of delivering education or risk diminishing the overall quality. Educators and institutions not watching out for these traps will tend to serve only a small portion of their intended audiences, and even those may be served poorly as they only receive a limited variety of modalities of inputs and outputs. As an example Western cultures' overreliance on primary literacy modes is their Achilles' heel.

Tools for thought should actively attempt to increase the potential solution spaces available to their users, while later still allowing for focusing of attention. How can we better allow for the divergence of ideas and later convergence? Better, how might we allow for regular and repeated cycles of divergence and convergence? Advanced zettelkasten note taking techniques (which also allow for drawing, visual, auditory and other modalities beyond just basic literacy) seem to allow for this sort of practice over long periods of time, particularly when coupled with outputs which are then published for public consumption and divergence/convergence cycles by others.

This may also point out some of the stagnation allowed by social media whose primary modes is neither convergence nor divergence. While they allow for the transmission/communication portion, they primarily don't actively encourage their users to closely evaluate the transmitted ideas, internalize them, or ultimately expand upon them. Their primary mode is for maximizing on time of attention (including base emotions including excitement and fear) and the lowest levels of interaction and engagement (likes, retweets, short gut reaction commentary).

first test note.

If these are the types of things that are interesting, you might also try a shared bibliography that a handful of readers/researchers share and contribute to: https://www.zotero.org/groups/4676190/tools_for_thought

I've spend a lot of time in the education, pedagogy, and instructional design spaces in the past decade. I can guarantee you that he hasn't solved the problem. People have been talking about education reform for centuries and it's still no where close to being solved. If anything perhaps it's even gotten worse, particularly in Western culture.

If this is your area, I'd recommend taking a look at some of Andy Matuschak's work on mnemonic medium and Lynne Kelly's work on orality and memory which take some non-standard approaches to some of these wholly unsolved questions. Annie Murphy Paul's recent book The Extended Mind will also outline some fun recent work and potentially show you gaping holes in the thought enterprise.

https://www.reddit.com/r/antinet/comments/vu9ct9/folks_i_need_some_advice/

This is a key leverage point strategy for Stop Reset Go for Rapid Whole System Change (RWSC) strategy. As argued by Kevin Anderson https://youtu.be/mBtehlDpLlU, the wealthy are a crucial subculture to target and success can lead to big decarbonization payoffs.

The key is to leverage what contemplative practitioners and happiness studies both reveal - after reaching a specific level of material needs being met, which is achievable for staying within planetary boundaries, we don’t need any more material consumption to be happy. We need an anti-money song: https://youtu.be/_awAH-JJx1kamd and enliven Martin Luther King Junior’s quote aspirational: the only time to look down at another person is to give them a hand up. Educate the elites on the critical role they now play to solve the double problem of i equality and runaway carbon emissions.

OERs on Ethereum

I guess it depends on what a "disposition" is too. One definition is "a person's inherent qualities of mind and character." But if it's inherent, then it's not something that emerges from behaviours in the right circumstances.

This should be motivation enough for instructors to take the time - assuming their bureaucratic overloads allow it - to find ways to make education relevant. This is something, however, that must be baked into people at a young age. And that's the real problem.

We need to slow down - in every aspect of our lives - so we can attend to the present more thoughtfully, seriously, and appreciatively. Now will never happen again.

This is clearly a political statement intended to get more people to contribute to the country's economy. It is, however, woefully wrong in the broader sense.

Persistence does matter, but it isn't "omnipotent". Persistence, like education, can and should be acquired. But without talent and intelligence (and curiosity, and honour, and truthfulness, and...), persistence alone will not suffice.

One starts education with where the student is. But mustn't we also inventory what tools and attitudes the student brings? What tools beyond basic literacy do they have? (Usually we presume literacy, but rarely go beyond this and the lack of literacy is too often viewed as failure, particularly as students get older.) Do they have motion, orality, song, visualization, memory? How can we focus on also utilizing these tools and modalities for learning.

Link to the idea that Donald Trump, a person who managed to function as a business owner and president of the United States, was less than literate, yet still managed to function in modern life as an example. In fact, perhaps his focus on oral modes of communication, and the blurrable lines in oral communicative meaning (see [[technobabble]]) was a major strength in his communication style as a means of rising to power?

Just as the populace has lost non-literacy based learning and teaching techniques so that we now consider the illiterate dumb, stupid, or lesser than, Western culture has done this en masse for entire populations and cultures.

Even well-meaning educators in the edtech space that are trying to now center care and well-being are completely missing this piece of the picture. There are much older and specifically non-literate teaching methods that we have lost in our educational toolbelts that would seem wholly odd and out of place in a modern college classroom. How can we center these "missing tools" as educational technology in a modern age? How might we frame Indigenous pedagogical methods as part of the emerging third archive?

Link to: - educational article by Tyson Yunkaporta about medical school songlines - Scott Young article "You should pay for Tutors"

aside on serendipity

As I was writing this note I had a toaster pop up notification in my email client with the arrival of an email by Scott Young with the title "You should pay for Tutors" which prompted me to add a link to this note. It reminds me of a related idea that Indigenous cultures likely used information and knowledge transfer as a means of payment (Lynne Kelly, Knowledge and Power). I have commented previously on the serendipity of things like auto correct or sparks of ideas while reading as a means of interlinking knowledge, but I don't recall experiencing this sort of serendipity leading to combinatorial creativity as a means of linking ideas,

This makes me wonder how one might take a community chat space like the IndieWeb chat and replicate the experience for a classroom or for an entire university? It would require a huge amount of tummeling?

phatic communication is important in the social interaction components of education

How can this be put into edtech?

The answer shouldn't necessarily be to figure out how to quantify the online unseen portions of the learning process.

Similarly how might one assess the end results of things which are non-literate?

I appreciate the poetry in this on top of the broader sentiment.

Beyond this, Gracie also had senses of timing and spatial skills that many also often lack. This is a sort of neurodiversity piece which some are either lifted up or pulled down by within our literacy-focused teaching system.

It may be a skill she's focused on improving, or one which she's naturally gifted and might improve upon to use in a professional career. Focusing on a literacy-only framing for her education is the sort of thing that, instead of amplifying her talents, may have the effect of completely destroying them, and her altogether.

If it's true that the movement toward technology is inevitable, how might we deal with it?

Compare this with the solution(s) that nomadic hunter-gatherers had to face when changing from a lifestyle built on movement to one of settling down to a life of agriculture. Instead of attaching their knowledge and memories to their landscape as before, they built structures (like Stonehenge) to form these functions.

Part of moving forward may involve moving back historically to better understand these ideas and methods and regaining them so that we might then reattach them to a digital substrate. How can we leverage the modalities of the digital for art, song, dance, music, and even the voice into digital spaces (if we must?). All digital or only digital certainly isn't the encompassing answer, but if we're going to do it, why not leverage the ability to do this?

As an example, Hypothes.is allows for annotating text to insert photos, emoji, audio (for music and voice), and even video. Videos might include dance and movement related cues that students might recreate physically. These could all be parts of creating digital songlines through digital spaces that students can more easily retrace to store their learnings for easier recall and to build upon in the future.

https://www.uopeople.edu/

Mentioned at Hypothes.is Social Learning Summit.

Generally looks legit, though it has faced accusations of being a diploma mill and some balanced sounding reviews of it are not good.

A masters will run about $3-4,000 in fees.

Based in Pasadena, CA

Yup. This is basically a version of "don't coddle your students".

If people who are incongruent can imagine how our societies would flourish were we as individuals more congruent, this could be a powerful leverage point for system change that dispells the collective illusion.

I've been collecting some feedback on folks who've introduced this to students. I'm curious how your experiment ultimately went? Did they take to it? Do you feel like some are still using or even experimenting with the methods?

Recommended by Ben Williamson. Purpose: It may have some relevance for the project with Ben around chat bots and interviews, as well as implications for the introduction of portfolios for assessment.

State level government officials would need to undergo some kind of global open Deep Humanity type education to begin to shift their inner worldviews, paradigms and value systems, along with business leaders, as the close ties between the influence of business lobbies on governments has a very powerful controlling influence.

Of course, this would be easier if there were a concerted global effort to nominate proactive, empathetic ecocivilizationally and social justice minded women to positions of power.

This can be done through a decentralized, zero marginal cost hyperthreat education campaign relying on crowdsourcing via the internet. Since the threat level has become salient to a sufficient scale, these aware actors can be crowdsourced for a scalable education campaign.

I like how Dr. Pacheco-Vega outlines some of his research process here.

Sharing it on Twitter is great, and so is storing a copy on his website. I do worry that it looks like the tweets are embedded via a simple URL method and not done individually, which means that if Twitter goes down or disappears, so does all of his work. Better would be to do a full blockquote embed method, so that if Twitter disappears he's got the text at least. Images would also need to be saved separately.

TL;DR

Chef: Breaks things down to its fundamental principles and then mixes and matches them to create something new.

Cook: Gathers inspiration from what solutions has already been done, understands it, and tweaks some parts to personalize it for their needs.

To that effect, it might do some good, in terms of developmental psychology and early education to adopt some aspects of this phase in life into the curriculum (not talking about just formal education but also in parenting as well).

It is like making someone accustomed to a feeling or experience by slowly exposing them to small amounts that are interesting or bearable for them—like building up a resistance to a poison.

Most people weren't taught positive or even useful note taking skills in school, and this is a massive problem in a knowledge-based and knowledge privileged society.

Evidence for Benjamin Franklin encouraging the education of women in mathematics.

Might Hypothes.is also be included with this list? Though it could go a bit further toward packaging and making it more easily available to self-hosters.

Michael Otsuka [@MikeOtsuka]. (2022, January 21). 👀Orwellian red-underlined command from the govt’s latest HE guidance👇. Even if this is assessed as too risky, based on best evidence & analysis, we must pretend that everything is now as it was before the pandemic. Ignorance is strength. (@ucu) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1048605/180122_Higher_education_COVID-19_operational_guidance.pdf https://t.co/biDj1FN1Jm [Tweet]. Twitter. https://twitter.com/MikeOtsuka/status/1484466338034864128

Trisha Greenhalgh #IStandWithUkraine 🇺🇦 [@trishgreenhalgh]. (2021, September 26). Big Thread coming on ‘returning to on-site teaching’. Intended mainly for universities (because I work in one), but may also be useful for schools. Mute thread if not interested. I’ll base it around real questions I’ve been asked. 1/ [Tweet]. Twitter. https://twitter.com/trishgreenhalgh/status/1442162256779821060

I wonder if that suggests the tests matter less, or more?

Known by who for educating who? This is the most ridiculously reductionist and nostalgic lament in the entire piece.

Please define this "real merit".

Do the policies and practices that shape disadvantaged lives come festooned (eg, drug sentencing laws)? Or do they seep out with a colder, darker, less obvious rhetoric?

So the lack of civics lamented above is not caused by the global cultural studies that happened? There could be both, right?

How many generations have passed mistaking this solution as progress?

Except ideas have always been structured by identify. Perhaps universal ideas might be better seen as the identity politics of a privilege that doesn't appreciate being interrogated.

It's easy to reach for these "universal" principles, which have always been universal in theory only. It doesn't surprise me that folks heretofore excluded challenge universal principles that have not served their purposes.

Or was it a quiet plea that people can figure things out without hard rules and signs?

What were the problems with the other boys?

Wow. That's an incredibly long reach to make an incendiary point.

This is where it gets really interesting. I'd have to explore what branches out from here, but the term "political correctness" is not really just one thing that everyone agrees on, and from where I'm sitting, mostly seems to arise around areas where people who historically have had less of a voice start having one that disturbs established POVs.

hm: another statement I'd need to think about or hear more about. How would we measure if there really was significant disillusionment from hope Obama's presidency raised? Sounds sorta right, but hard to prove.

Wait, how does meritocracy value security?

This is a great juxtaposition of the trap the author and so many upper-middle-class people find themselves in.

A worry I have for sure...

Ahhh...so THIS is why we stay married!

Interesting, I'm ready to buy that the post-WWII period had the biggest opening to education in the USA — tho far from truly open or meritocratic and definitely unevenly distributed in many ways, including between K12 and higher ed — but I'm not sure I'd put standardized tests first in a list of reasons for the opening. I'd want to hear more about that.

I like an alternate theory: their kid had been making representational drawings for a long time, but purposely obscuring it until the revelation could make the biggest impact.

So idealistic with other values?

Project N95—The National Clearinghouse for personal protective equipment and COVID-19 tests. (n.d.). Retrieved April 20, 2022, from https://www.projectn95.org/

Eric Feigl-Ding [@DrEricDing]. (2021, November 12). 💡BEST. VIDEO. ALL. YEAR. Please share with friends how the mRNA vaccine works to fight the coronavirus. 📌NOTA BENE—The mRNA never interacts with your DNA 🧬. #vaccinate (Special thanks to the Vaccine Makers Project @vaccinemakers of @ChildrensPhila). #COVID19 https://t.co/CrSGGo6tqq [Tweet]. Twitter. https://twitter.com/DrEricDing/status/1459284608122564610

Bristol, U. of. (n.d.). November: COVID-19 mortality risk in schools | News and features | University of Bristol. University of Bristol. Retrieved 20 April 2022, from http://www.bristol.ac.uk/news/2021/november/covid19-mortality-schools.html

Training students to be able to imitate the symptoms of disease so that they may demonstrate them to others is an effective form of context shifting. It allows the students to shift from a written or spoken description of the disease to a physical interpretation of it for themselves which also entails more cognitive work than even seeing a particular patient with the problem and identifying it correctly. The need to mentally internalize the issue and then physically recreate it helps in the acquisition of the knowledge.

Role playing or putting oneself into the shoes of another is another good example of creating a mental shift in context.

Getting medical students to play out the symptoms of patients can help to diffuse their social discomfort in dealing with these patients.

If this practice were used on broader scales might it also help to normalize issues that patients face and dispel social stigma toward them?

Nineteenth-century physician Jean-Martin Charcot, known as the father of neurology, brought patients to his lectures at Universitaire Pitié-Salpêtrière in Paris to allow students to see forms of disease first hand.

When was the medical teaching practice of "rounds" instituted?

South Africa has an interesting number of school and learners. with a big number of learners in the country.

Article 24

Socially centered education! ...The critical concept of the human interbeing.

Simply the word abridgement here leads me to wonder:

Was the continual abridgement of texts and excerpting small pieces for later use the partial cause of the loss of the arts of memory? Ars excerpendi ad infinitum? It's possible that this, with the growth of note taking practices, continual information overload, and other pressures for educational reform swamped the prior practices.

For evidence, take a look at William Engel's work following the arts of memory in England and Europe to see if we can track the slow demise by attrition of the descriptions and practices. What would such a study show? How might we assign values to the various pressures at play? Which was the most responsible?

Could it have also been the slow, inexorable death of many of these classical means of taking notes as well? How did we loose the practices of excerpting for creating new ideas? Where did the commonplace books go? Where did the zettelkasten disappear to?

One author, with a carefully honed practice and the extant context of their life writes some brief notes which get passed along to their students or which are put into a new book that misses a lot of their existing context with respect to the new readers. These readers then don't know about the attrition happening and slowly, but surely the knowledge goes missing amidst a wash of information overload. Over time the ideas and practices slowly erode and are replaced with newer techniques which may not have been well tested or stood the test of time. One day the world wakes up and the common practices are no longer of use.

This is potentially all the more likely because of the extremely basic ideas underpinning some of memory and note taking. They seem like such basic knowledge we're also prone to take them for granted and not teach them as thoroughly as we ought.

How does one juxtapose this with the idea of humanist scholars excerpting, copying, and using classical texts with a specific eye toward preventing the loss of these very classical texts?

Is this potentially the idea of having one's eye on a particular target and losing sight of other creeping effects?

It's also difficult to remember what it was like when we ourselves didn't know something and once that is lost, it can be harder and harder to teach newcomers.

Jeremias Drexel became one of the earliest educators and reformers to recommend against the ars memoria and instead use the art of excerpting as a means external written memory.

Unfortunately, like most NYT content, this article is behind a paywall. I'm partly reading this as I plan to develop a set of open education resources myself and the problem of how to manage dead/unavailable links looks like a key stumbling block.

I have too many places with notes and annotations. I've been looking at Roam, Obsidian, and Databyss as places to aggregate my notes. Anyone else struggle to keep track of your annotations?

Audrey Watters puts Antonio Gramsci, Paolo Freire, Franz Fanon, and bell hoods down as some of the most important thinkers in education.

Collective memory is our history.

Something interesting here tying collective memory to education. Dig into this and expand on it.

http://hackeducation.com/2022/01/30/bell

William Wirt, a student of John Dewey who became the superintendent of schools in Gary, Indiana in 1908, was one of the first educators to use a bell to signal the changes between classroom periods.

Audrey Watters starts out a piece on the history of school bells with just the sort of falsehood that she's probably aiming to debunk. Perhaps she would have been better off with George Lakoff's truth sandwich model as starting off with the false story is too often has the opposite effect and leads readers down the road to inculcating the idea further into the culture.

She doesn't reveal the falsehood until the end of the third graph at which time one's brain has been stewing in falsehood for far too long.

Dr Ellie Murray, ScD. (2022, January 6). School & university administrators, as you grapple with this week’s decisions, spare some time to think about how to delay next January’s start date to Jan 16 2022. Do you need to extend into summer? Change course lengths? Figure it out because this is going to happen again! [Tweet]. @epiellie. https://twitter.com/epiellie/status/1478921243961274370

A license of this type means that the licensee, or the person that is granted a license to use the service, cannot limit whom the licensor (e.g., the service provider) allows to also use the service.

Note: This is information is intended to be educational rather than informative. It is NOT intended to be, nor should it be treated as legal advice, and is not intended to provide any indication that an attorney-client relationship is being sought or being established. Before you do anything that could have an impact on your legal or equitable rights, you should always retain counsel in your jurisdiction, after carefully considering the merits and qualifications of that counsel.

Kinds of data-driven decision making in higher education.

Masterclass may appear to be selling an education product, but they're really selling inspiration, infotainment, and the credibility of their teachers.

L'association de deux sujets qui n'ont pas de corrélation vérifiéé, revient dans la conclusion en contradiction avec la conclusion de l'étude de Ramdoss, S et al.

En contradiction avec l'hypothèse :

Results suggest that CBI should not yet be considered a researched-based approach to teaching communication skills to individuals with ASD. However, CBI does seem a promising practice that warrants future research. Les résultats suggèrent que le CBI ne devrait pas encore être considéré comme un approche fondée sur la recherche pour enseigner les compétences en communication aux personnes ayant Troubles du Spectre Autistique. Cependant, le CBI semble être une pratique prometteuse qui justifie des recherches futures.

https://fivethirtyeight.com/features/universities-say-they-want-more-diverse-faculties-so-why-is-academia-still-so-white/

Some good examples of senior and well-known people who have failed to get tenure, largely because of race.

Examples of how the system is set up to exclude diversity in terms of how the game is played.

Tyler Black, MD. (2022, January 25). /1 Hi Lucy and your colleagues. Your advocacy toolkit contains poorly sourced, contexted, and biased information on mental health during the pandemic/schooling. And I have receipts too! (Thread) #urgencyofnormal https://t.co/JeWKE0iGn1 [Tweet]. @tylerblack32. https://twitter.com/tylerblack32/status/1486111652076527623

Dr Ellie Murray, ScD 🇨🇦. (2022, February 18). If you have a little one who’s getting a vaccine soon but feeling a bit scared, this new book from @JanZauzmer is quite cute & might help them preview the experience. #VaccinesSaveLives https://t.co/MRngUYWsOJ [Tweet]. @EpiEllie. https://twitter.com/EpiEllie/status/1494695602248200198

https://www.theguardian.com/us-news/2015/oct/17/berkeley-math-professor-alexander-coward-campus-battle

A mathematics lecturer at UC Berkeley went against the grain and got fired for it. I'm curious what his teaching secrets were.

YES I underline and highlight when I read and YES I know xyz studies demonstrate highlighting is not an 'effective learning technique' ... but not all learning is about remembering #toolsforthought

— Amy Rae Fox (@thoughtafox) February 2, 2022

An interesting perspective. Worth comparing the ideas of learning and remembering and what relationship they have to each other.

How cherry-picking science became the center of the anti-mask movement. (2022, February 14). Gothamist. https://gothamist.com

Kevin Courtney #NEU💝NHS. (2022, January 5). Ventilation isn’t just for Covid.... ...It’s for Education This study looks at the impact of CO2 not just as a marker of pollution but as a pollutant in itself. It shows that as CO2 rises above 700/800 ppm cognitive function begins to be impaired https://dash.harvard.edu/bitstream/handle/1/27662232/4892924.pdf?sequence=1&fbclid=IwAR2kWIHIJfssa_sw72MD6W1hnkDvSm4bikK5FOLxwQxhjYLEYjfPCfzXz3E [Tweet]. @cyclingkev. https://twitter.com/cyclingkev/status/1478778857536860170

No evidence for this statement, but does bring up some good questions:

When does learning start?

What does the process look like?

What are the ingredients or building blocks?

How do we define learning?

How do we better encourage learning

Critical thinking can provoke people into "divisive" considerations. Such a tip line makes it pretty easy to disrupt any attempt to 'teach kids to think [critically]'

Just one or two such efforts aren't too worrisome, but this might portend a broad change in the mission of education, from humanistic flourishing to the production of a compliant populace.

Meyerowitz-Katz, G., Bhatt, S., Ratmann, O., Brauner, J. M., Flaxman, S., Mishra, S., Sharma, M., Mindermann, S., Bradley, V., Vollmer, M., Merone, L., & Yamey, G. (2021). Is the cure really worse than the disease? The health impacts of lockdowns during COVID-19. BMJ Global Health, 6(8), e006653. https://doi.org/10.1136/bmjgh-2021-006653

Claudia Sahm. (2022, January 5). “We, as experts, have a responsibility to policymakers and everyday people to match the strength of our recommendations to the strength of our data. When I read Oster, I see a tone and conviction that far exceeds the many limitations of her data.” https://t.co/NqWwj0hi28 [Tweet]. @Claudia_Sahm. https://twitter.com/Claudia_Sahm/status/1478532000441151488

Dame Adjin-Tettey, T. (2022). Combating fake news, disinformation, and misinformation: Experimental evidence for media literacy education. Cogent Arts & Humanities, 9(1), 2037229. https://doi.org/10.1080/23311983.2022.2037229

Michaud, M., & Center, U. of R. M. (n.d.). Trust in science at root of vaccine acceptance. Retrieved February 8, 2022, from https://medicalxpress.com/news/2022-01-science-root-vaccine.html

Major COVID course correction immediately required. (n.d.). Retrieved February 7, 2022, from https://ozsage.org/media_releases/major-covid-course-correction-immediately-required/