"When I get new evidence I change my mind. What do you do?" John Maynard Keynes
- The Strong Voice
- Intersubjective Stars
- Master and Emissary
- Teaching Cartoon: On Planning
- The Time of the Cats
- Nye(t) to the Single Observation of Any Type
- Being Unreasonable About Reasoning
- The Other English Revolution
- Time Requires Time
- Careful About the Exploding Fizz
- The Avalanche That Hasn’t Happened Yet
- Symmetry Series – God of the Navy
- musicians with guns – overstepping artifacts
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- "It requires a very unusual mind to undertake the analysis of the obvious." - Alfred North Whitehead
Cleveland Heights, Ohio
- If, during the long course of ages and under varying conditions of life, organic beings vary at all in the several parts of their organization, and I think this cannot be disputed; if there be, owing to the high geometric powers of increase of each species, at some age, season or year, a severe struggle for life, and this certainly cannot be disputed; then, considering the infinite complexity of the relations of all organic beings to each other and to their conditions of existence, causing an infinite variety in structure, constitution, and habits, to be advantageous to them, I think it would be a most extraordinary fact if no variation ever had occurred useful to each being’s own welfare, in the same way as so many variations have occurred useful to man. But if variations useful to any organic being do occur, assuredly individuals thus characterized will have the best chance of being preserved in the struggle for life; and from the strong principle of inheritance they will tend to produce offspring similarly characterized. This principle of preservation, I have called, for the sake of brevity, Natural Selection. [Charles Darwin (1859) On the Origin of Species]
- “It is essential to such a government, that it be derived from the great body of the society, not from an inconsiderable proportion, or a favored class of it; otherwise a handful of tyrannical nobles, exercising their oppressions by a delegation of their powers, might aspire to the rank of republicans, and claim for their government the honorable title of republic.” James Madison
- All the property that is necessary to a Man, for the Conservation of the Individual and the Propagation of the Species, is his natural Right, which none can justly deprive him of: But all Property superfluous to such purposes is the Property of the Publick, who, by their Laws, have created it, and who may therefore by other laws dispose of it, whenever the Welfare of the Publick shall demand such Disposition. He that does not like civil Society on these Terms, let him retire and live among Savages. He can have no right to the benefits of Society, who will not pay his Club towards the Support of it. -Benjamin Franklin
Thinking Outside the Agora
- What's The Purpose Of The Universe? Here's One Possible Answer April 18, 2014It's tempting to think of the universe as a meaningless repository for celestial objects like planets and stars. But an intriguing theory suggests there's much more to the cosmos than meets the eye — and that black holes play an integral role in what our universe is actually trying to achieve.Read more...
- Watch This Table Turn Sound Into A Dancing Pattern Of Flames April 18, 2014The latest installment of Veritasium is all about the "Pyro-Board." This snazzy contraption is a mesmerizing, planar take on the Rubens' tube – a perforated tube of gas – hooked up to a gas jet and a speaker – that can turn music into beautifully patterned, leaping flicks of fire.Read more...
- Why Were There So Many Giant Insects in the 1950s? April 18, 2014Hollywood produced some 500 science fiction movies during the 1950s, and the stars of many of them were colossal mutant insects. Why were people in the mid-twentieth century obsessed with giant bugs? One economist sums up the dominant theories.Read more...
- 10 Reasons an Artificial Intelligence Wouldn't Turn Evil April 18, 2014We all know the story. The moment that computers with their lightning-quick processing power and interlinked systems gain sentience - it's judgment day. But would that really happen? Here are some psychological reasons why digital super-intelligence isn't going to be evil intelligence.Read more...
- First Three Minutes of Joss Whedon's In Your Eyes Will Hook You April 18, 2014We've been waiting for our first glimpse of Joss Whedon's tiny movie In Your Eyes for ages, and now here's a whole three minutes. The film, written by Whedon but directed by Won't Back Down writer Brin Hill, premieres this Sunday at the Tribeca Film Festival. Watch the opening scene now!Read more...
- What's The Purpose Of The Universe? Here's One Possible Answer April 18, 2014
- Young Raspberry Pirates April 19, 2014
- New Project: Build an Omnidirectional Holonomic Robot from Lego April 18, 2014
- LeJOS, the Java Operating System for Legos, Releases EV3 Beta April 18, 2014
- Maker Pro Newsletter – 04/17/14 April 18, 2014
- 10 Tools and Techniques for Light Painting April 18, 2014
Daily Archives: January 10, 2010
[excerpt] she won’t know if the school prepares kids for real-world success until the first class graduates. But Quest has already proved itself in one area: The kids love it. “It’s fun,” says student Nadine Clements. Her least favorite part of school? “Dismissal.”
A New School Teaches Students Through Videogames. A school uses videogame-based lessons to teach a new generation of kids
By Susannah F. Locke; Popsci January 7, 2009
The Quest to Learn school opened last September in Manhattan, welcoming the first class of sixth-graders who will learn almost entirely through videogame-inspired activities, an educational strategy geared to keep kids engaged and prepare them for high-tech careers.
This year’s 72-student class is split into four groups that rotate through five courses during the day: Codeworlds (math/English), Being, Space and Place (social studies/English), The Way Things Work (math/science), Sports for the Mind (game design), and Wellness (health/PE). Instead of slogging through problem sets, students learn collaboratively in group projects that require an understanding of subjects in the New York State curriculum. The school’s model draws on 30 years of research showing that people learn best when they’re in a social context that puts new knowledge to use.
The Quest To Learn School: “Quest to Learn is a school for digital kids. It is a community where students learn to see the world as composed of many different kinds of systems. It is a place to play, invent, grow, and explore.”
I’m going to bet, and do so with confidence, that the uncited research folds in the following, “People learn best when the learning is shaped to be, for the learner, intrinsically rewarding.
For adults, I would put it this way:
adults learn when they’re able to test their experiential knowledge and then to use it
Implicit in this formulation–and perhaps applicable to young learners–is the intrinsic benefit provided by active learning, via which a learner is supported in their putting their own discoveries to concrete tests. This intrinsic benefit is named: fun. The added benefit is that accountability itself becomes an easeful aspect of the ecology of learning. Against which the grim banking theory of education is likely to, at the end of the school day, have students praying for the bell, and, dismissal.
In her book, Magic Trees of the Mind, Dr. Marian Diamond, neuroscientist at the University of California/Berkeley, describes the characteristics of an enriched environment that:
Includes a steady source of positive emotional support
Provides a nutritious diet with enough protein, vitamins, minerals, and calories
Stimulates all the senses (but not necessarily all at once!)
Has an atmosphere free of undue pressure and stress but suffused with a degree of pleasurable intensity
Presents a series of novel challenges that are neither too easy nor too difficult for the child at his or her stage of development
Allows for social interaction for a significant percentage of activities
Promotes the development of a broad range of skills and interests that are mental, physical, aesthetic, social, and emotional
Gives the child an opportunity to choose many of his or her own activities
Gives the child a chance to assess the results of his or her efforts and to modify them
Offers an enjoyable atmosphere that promotes exploration and the fun of learning
Above all, allows the child to be an active participant rather than a passive observer.
excerpt: Learning Society of the Future: Questions to Consider by Dee Dickinson
A daring hypothesis holds that younger learners are not dramatically constituted to be different than the adult learners each will grow to be. I’m reminded of Malcolm Knowles.
Knowles (1980) came from a humanistic orientation and believed that self-actualization was the prime objective of adult learning, and the mission of educators was to assist adult learners to develop and achieve their full potential as emotional, psychological, and intellectual beings. Knowles made four assumptions about adults as learners: (1) Adults tend to be more self-directed as a result of their maturity, (2) Adults possess personal histories which defines their identities and serve as a resource of experiential learning upon which new learnings can be applied, (3) Motivation in adults is directed to more socially relevant learning, and (4) Adult learners have interest in immediate application for problem-solving. (src)