There are a total of four development stages described in Piaget's theory: the sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operational stage.

https://en.wikipedia.org/wiki/Ferdinand_Berthier

https://www.opencampusmedia.org/2023/09/12/the-inspiration-for-californias-grand-experiment-at-community-colleges-wisconsin/

Via Nate Maertens

• for: example - animal-plant communication, bee-flower communication, bee - primrose flower communication, communication - animal - plant, communication - bee - flower, 2019 University of Tel Aviv study, education, education - climate change, education - climate departure, education - species extinction

• for: communication - plants, education, education - climate change, education - climate departure, education - species extinction
• question: climate change education, climate departure education

Hi Allison, I really appreciate interactive methodology you have adopted for this course. Do we need to deliver seminar lecture for seminar teaching methodology?

https://saragoldrickrab.com/

The Great Conversation: The Substance of a Liberal Education. 27th Printing. Vol. 1. 54 vols. The Great Books of the Western World. 1952. Reprint, Encyclopedia Britannica, Inc., 1984.

I read the first edition.

Hutchins, Robert M. The Great Conversation: The Substance of a Liberal Education. Edited by Robert M. Hutchins and Mortimer J. Adler. 1st ed. Vol. 1. 54 vols. Great Books of the Western World. Chicago, IL: Encyclopedia Britannica, Inc., 1952.

urn:x-pdf:0ce8391ed9f9f1cfc78c28b6c923abac<br /> Annotation search: https://jonudell.info/h/facet/?user=chrisaldrich&max=100&exactTagSearch=true&expanded=true&addQuoteContext=true&url=urn%3Ax-pdf%3A0ce8391ed9f9f1cfc78c28b6c923abac

I love this image:

Via Bryan Mathers at https://bryanmmathers.com/education-work/

Gould, Jessica. “Teachers College, Columbia U. Dissolves Program behind Literacy Curriculum Used in NYC Public Schools.” Gothamist, September 8, 2023. https://gothamist.com/news/columbia-university-dissolves-program-behind-literacy-curriculum-used-in-nyc-public-schools.

The Teachers College of Columbia University has shut down the Lucy Calkins Units of Study literacy program.

Missing from the story is more emphasis on not only the social costs, which they touch on, but the tremendous financial (sunk) cost to the system by not only adopting it but enriching Calkins and the institution (in a position of trust) which benefitted from having sold it.

link to: https://hypothes.is/a/eicbpgSKEe6vc0fPdIm05w

The data of the past is congruent with the current psychological trends that face the education system of today. Developmentalists have charted how children construct and revise intuitive theories. In turn, a variety of theories have developed because of the greater use of statistical information that supports probabilistic contingencies that help to better inform us of causal models and their distinctive cognitive functions. These studies investigate the physical, psychological, and social domains. In the case of intuitive psychology, or "theory of mind," developmentalism has traced a progression from an early understanding of emotion and action to an understanding of intentions and simple aspects of perception, to an understanding of knowledge vs. ignorance, and finally to a representational and then an interpretive theory of mind.

The mechanisms by which life evolved—from chemical beginnings to cognizing human beings—are central to understanding the psychological basis of learning. We are the product of an evolutionary process and it is the mechanisms inherent in this process that offer the most probable explanations to how we think and learn.

Bada, & Olusegun, S. (2015). Constructivism Learning Theory : A Paradigm for Teaching and Learning.

Quote from chat:

"Academia will panic... slowly." —Peter Shea (first portion) and Lisa Durff for the second portion.

https://www.theatlantic.com/author/james-l-mursell/

See: Mursell, James L. “The Defeat of the Schools.” The Atlantic, March 1939. https://www.theatlantic.com/past/docs/issues/95dec/chilearn/murde.htm.

———. “The Reform of the Schools.” The Atlantic, December 1, 1939. https://www.theatlantic.com/magazine/archive/1939/12/the-reform-of-the-schools/654746/.

For those interested in the history of classical education, manuscripts, books, and knowledge transfer, the University of Pennsylvania Libraries and the Shoenberg Institute have a potentially relevant ongoing zoom series called Coffee with a Codex in which they regularly bring out rare manuscripts, codices, incunabula, etc. from their collection to show and discuss.

Keep in mind that the presentation is done by library curators who may not be subject matter experts on the books they present, but the topics are nearly all relevant to classical education. Most attendees are academics, historians, medievalists, or regularly doing research in the areas of information studies and will often have thoughts, ideas, or experience with classical education, and may be able to answer questions about historical practices in the chat. Presentations are generally informal, short, and meant for a generalist audience. Quite often digital scans of the materials they present are available for browsing online or downloading for further study.

See the full schedule for Coffee with a Codex three weeks ahead at https://schoenberginstitute.org/coffee-with-a-codex/

To give folks an idea of the presentations, recordings of Coffee With A Codex since January 2022 are available at their YouTube Playlist. (To my knowledge they don't archive copies of their chat transcripts where the participants are usually fairly active, but some of the chat does make it verbally into the recorded discussion.)

​

Of particular interest this coming week is a presentation on a book which will touch on the recent conversation "Ancient Textbooks for Ancient Curriculums?" by u/psimystc with respect to the Carolingian educational program in the 9th-11th centuries.

https://libcal.library.upenn.edu/event/11148297

Details

Date: Thursday, September 7, 2023<br /> Time: 12:00pm - 12:30pm

Coffee with a Codex: Boethius and Aristotle <br /> On September 7, Curator Dot Porter will bring out LJS 101, a 9th and 11th century copy of Aristotle translated by Boethius, created as part of the Carolingian educational program. See the record: https://franklin.library.upenn.edu/catalog/FRANKLIN_9951865503503681

Free registration is required. https://libcal.library.upenn.edu/event/11148297

An informal lunch or coffee time to meet virtually with Kislak curators and talk about one of the manuscripts from Penn's collections. Each week we'll feature a different manuscript and the expertise of one of our curators. Everyone is welcome to attend. Welcome back for 2023-2024!

Syndication link: https://www.reddit.com/r/ClassicalEducation/comments/16a1oyi/coffee_with_a_codex_at_penn_libraries_recurring/

• for: system change, polycrisis, extreme weather, planetary tipping points, climate disruption, climate chaos, tipping point, hothouse earth, new meme, deep transformation
• title: The Great Disruption has Begun
• author: Paul Gilding
• date: Sept 3, 2023
• source: https://www.paulgilding.com/cockatoo-chronicles/the-great-disruption-has-begun

• summary

  • good q uick opening paragraphs that summarize the plethora of extreme events in 2023 up to Sept 2023 (but misses the Canadian Wildfires) and also the list of potential planetary tipping points that are giving indication of being at the threshold.
  • He makes a good point about the conservative nature of science that underestimates impacts due to the inertia of scientific study.
  • Coins a good meme
    • Everything, everywhere, all at once
  • He ties all the various crisis together to show the many components of the wicked problem we face
  • finally what it comes down to is that we cannot stop the coming unprecedented changes but we can and must slow it down as much as possible and we should be prepared for a wild ride

• comment

  • It would be a good educational tool for deep and transformative climate education to map all these elements of the polycrisis and show their feedbacks and interactions, especially how it relates to socio-economic impacts to motivate transformative change and mobilize the urgency now required.

Mills, Anna, Maha Bali, and Lance Eaton. “How Do We Respond to Generative AI in Education? Open Educational Practices Give Us a Framework for an Ongoing Process.” Journal of Applied Learning and Teaching 6, no. 1 (June 11, 2023): 16–30. https://doi.org/10.37074/jalt.2023.6.1.34.

Annotation url: urn:x-pdf:bb16e6f65a326e4089ed46b15987c1e7

Search: https://jonudell.info/h/facet/?user=chrisaldrich&max=100&exactTagSearch=true&expanded=true&addQuoteContext=true&url=urn%3Ax-pdf%3Abb16e6f65a326e4089ed46b15987c1e7

What does open education tell us about AI in academia?

(~13:00) Koe argues for making information relevant (Dr. Sung always says you must make info relevant) through the learning for the solving of a particular problem, either for a client, your business, or your personal life. Your problem becomes the lense through which you learn.

For self-education this is ideal.

Dr. Sung's approach differs in that he advocates for the creation of relevancy through inquiry (the asking of relational questions) which is also incredibly powerful, however this is more suited to gaining more motivation for forced learning, i.e., in the formal education system.

In addition, Koe's lense is, I think, more of a high-level filter, whereas Sung's questioning is applicable on the content level. Therefore, both approaches could be, and should be, combined into the same overall (self-)educational system.

(~10:20) Koe makes a very, very, very valid point about education:

I quote: "There is one thing that the school system did get right which is consistent, daily education in hopes for a better future. But, schools don't prioritize curiosity, so most people hate learning by the time they graduate." (emphasis added by me)

The larger point that Koe is making is that if we own anything in life, it is our mind; for everything else can be taken away from us; as such, we must spend a significant amount of effort to cultivate it, grow it, care for it, and make it unique.

(~6:07) Koe argues that specializing, or focusing on one aspect only, limits your potential in every conceivable way.

I think I agree, yet I do also think there is a place for that... It depends on the person and what they enjoy. However, I might still be mistaken.

Dan Koe seems to argue against a specialistic education based on the argument that it is nigh-impossible for a teenager to decide what they want (to be) for the rest of their lives. He also gives the argument that it results in a lack of creativity and underlying knowledge (that which connects the dots, instead of compartmentalization) which would result in abnormal performance.

I can bypass the limitation of the first point by giving the counter-point that when one has an insane amount of metacognition, which can be trained, it does not matter if one changes path later; why? Because one can easily learn the new subject matter and skills.

However, the second point is interesting and I think I agree with it. That said, I think there is a continuum, instead of only two points, between super-specialists and super-generalists. I myself enjoy specializing. And I believe a team of specialists (that can also work together) can accomplish much more than one (or even multiple) generalist.

https://sourcebooks.fordham.edu/source/courcon1.asp

Medieval Sourcebook: Robert de Courçon: Statutes for the University of Paris, 1215 The basic course was in the arts. Of the other faculties theology was best represented at Paris, law at Bologna, and medicine at Salerno. Robert de Courçon's statutes lay down the course in arts and enumerate the books to be studied. Students were expect to be able to teach as well as learn.

https://en.wikipedia.org/wiki/Ratio_Studiorum

These various shifts in culture and perspective were concurrent with the shift in education from the formal to the progressive.

See also Education: A Short Introduction

Hutchins attributes the loss of classical education to both internal decay and external confusion, but I would suggest that some of the shift was also the need for industrialization and expanded access.

ouch!

This is an extreme statement which bundles together a lot without direct evidence.

Written in an era in which there was a lot of pro-Democracy and anti-Communist discussion, Hutchins is making an almost religious statement here which binds education and democracy in the ways in which the Catholic church bound education and religion in scholasticism. While scholasticism may have had benefits, it also caused a variety of ills which took centuries to unwind into the Enlightenment.

Why can't we separate education from democracy? Can't education of this sort live in other polities? Hasn't it? Does critical education necessarily lead to democracy?

What does the explorable solution space of admixtures of critical reasoning and education look like with respect to various forms of government? Could a well-educated population thrive under collectivism or socialism?

The definition of "natural slavery" here is contingent and requires lots of context, particularly of the ways in which Aristotle used it versus our current understanding of chattel slavery.

Interesting history and possible solutions.

Dewey on the humanization of work front running the dramatic changes of and in work in an industrial age?

Note here the potential coupling of democracy and education as dovetailing ideas rather than separate ideas which can be used simultaneously. We should take care here not to end up with potential baggage that could result in society and culture the way scholasticism combined education and religion in the middle ages onward.

Current day book banners (2022-2023) wouldn't agree here.

Purpose for the work involved or purpose for the worker? Does it show a shift to living to work or working to live here?

Hutchins indicates that John Dewey was misunderstood as a philosopher of education.

"The educational ideas of John Locke" -- but where they actually his ideas though?

See: Graeber & Wengrow: The Dawn of Everything.

Dan Allosso in Retrenchment, Day 21 at 2023-08-23<br /> (accessed:: 2023-08-23 12:50:42)

• for: quote, quote - Barry Chudakov, quote - progress trap, progress trap, cultural evolution, technology - futures, futures - technology, progress trap, indyweb - support, future - education
• quote
• paraphrase
  • Technology’s greatest contribution to social and civic innovation in the next decade
  • will be to provide
    • accurate, user-friendly context and
    • honest assessment of
      • issues,
      • problems and
      • potential solutions / comment - indyweb /
  • We are facing greater accelerations of
    • climate change,
    • social mobility,
    • pollution,
    • immigration and
    • resource issues.
  • Our problems have gone from complicated to wicked.
  • We need
    • clear answers and
    • discussions that are
      • cogent,
      • relevant and
      • true to facts.
  • Technology must guard against becoming a platform to enable targeted chaos,
  • that is, using technology as a means to
    • obfuscate and
    • manipulate.
  • We are all now living in Sim City:
  • The digital world is showing us a sim,
    • or digital mirror,
  • of each aspect of reality.
  • The most successful social and civic innovation I expect to see by 2030
  • is a massive restructuring of our educational systems based on new and emerging mirror digital worlds. / comment: This bodes well for Indyweb for education/
  • We will then need to expand our information presentations to include
    • verifiable factfulness that ensures any digital presentation faithfully and
    • accurately matches the physical realities.
  • Just as medicine went from
    • bloodletting and leeches and lobotomies to
    • open-heart surgery and artificial limbs,
  • technology will begin to modernize information flows around core issues: urgent need, future implications, accurate assessment.
  • Technology can play a crucial role to move humanity
    • from blame fantasies
    • to focused attention and working solutions.”

https://danallosso.substack.com/p/retrenchment-day-18?utm_source=post-email-title&publication_id=40880&post_id=136245201&isFreemail=true&utm_medium=email

An interesting example of academic administrative bloat discussed here.

https://www.thenation.com/article/society/wvu-cuts-higher-education/

https://danallosso.substack.com/p/retrenchment-day-14

If done solely from a business perspective, the administration ought to be looking very closely on what their "product" actually is and the quality of what they're directly selling and to whom. It sounds like they ought to re-evaluate their priorities and might benefit from reading The Fall of the Faculty by Benjamin Ginsberg. Is it worthwhile to get a bulk discount and buy a couple hundred copies to send to the deans and senior administration?

https://danallosso.substack.com/p/retrenchment-day-8

What is it that colleges are actually selling that they can so easily cut faculty over staff?

https://danallosso.substack.com/p/retrenchment-day-5

https://danallosso.substack.com/p/retrenchment-day-16

https://www.youtube.com/watch?v=Z8OTapyT-YM

Retrenched! by Dan Allosso

Two of the driving reasons behind the Great Books project were improvement of both education and democracy.

The democracy portion was likely prompted by the second Red Scare from ~1947-1957 which had profound effects on America. Published in 1952, this series would have considered it closely and it's interesting they included Marx in the thinkers at the end of the series.

disappearance [of education] as an...

there's also disappearance of context of what has gone before

AI as subject matter expert?

What does that look like though?

Needs citation

AI for teachers as creating efficiencies around how they use their time. Providing feedback to students as opposed to creating or even leading activities.

(13:36) Perhaps this is also why visual information is so useful for learning and cognition (see GRINDE)... Maybe the visual medium should be used more in instruction instead of primarily auditory lectures (do take into account redundancy and other medium effects from CLT though)

In some respects, even the past is not a done deal. It must be examined and studied and will be viewed differently in the present and in the future, thus making history a feedback loop, though hopefully in positive ways.

These are much pithier versions of what Robert Hutchins is getting at when he's talking about the importance of the Great Conversation with respect to Democracy.

Benjamin Bloom was the originator (and the taxonomy was named after him)

Why do governments and some so-called education leaders ask about how to best help (academically) children from "poor circumstances" in such a way that improving their circumstances is never part of the equation despite it being the immediate root of their problem?

Gary Thomas feels that the 1960s Plowden Report was the strongest official impetus for progressive education in the 20th century.

He suggest that it was a natural successor to the Hadow Report.

experience’ (1916: 101).

Bennett, Neville. Teaching Styles and Pupil Progress. Open Books, 1976.

a nice little comparative table

Perhaps there is a need for balance between the two perspectives of formal and progressive education. While one can teach another the broad strokes of the "rules" of note taking, for example, using the zettelkasten method and even give examples of the good and the bad, the affordances, and tricks, individuals are still going to need to try things out to see what works for them in various situations and for their specific needs. In the end, its nice to have someone hand one the broad "rules" (and importantly the reasons for them), so that one has a set of tools which they can then practice as an art.

Formalist education stance: One can't simply discover everything and as a result leaning can require specific work and long practice (learning to write, for example).

Progressive education stance: learning is easy and we've got an innate ability to do complex learning tasks. As a result, putting students into situations where they have the ability to think is better than simply telling them what to think, which might be a more formalist stance.

Basically, you must be unique. You can't compete when you learn exactly the same as everyone else. The education system sets up to fail and makes you a modern slave.

This is a painful statement to be said by an educator, a word whose root means to "lead out".

Many developed countries have national curricula and specific teacher-training standards, but the United States does not. Instead decisions on curricular and standards are created and enforced at the state and local levels, often by politically elected figures including governors, mayors, superintendents, and school boards.

This leaves early education in the United States open to a much greater sway of political influence. This can be seen in examples of Texas attempting to legislate the display the ten commandments in school classrooms in 2023, reading science being neglected in the adoption of Culkins' Units of Study curriculum, and other footballs like the supposed suppression of critical race theory in right leaning states.

C'est aussi ça, la justice épistémique!

Santalucia, Nick. “The Zettelkasten in the Secondary Classroom.” Blog, July 6, 2021. https://www.nicksantalucia.com/blog/the-zettelkasten-in-the-secondary-classroom-k12.

Or. perhaps, it's just rampant civic ignorance. I think there's a significant portion of the population who just don't care to be informed about the demographics of their own countries.

How do we measure these things, especially the latter two?

This is more about engagement and retention. Users use the product deeply and repeatedly. These things can be measure but it's different meaures?

Paging Christie DeCarolis...

Wow, just totally different genres, really.

I'm down with this!

Information (or knowledge) creation is a *continuous* process. Scientific publication could (maybe should) be continuously be updated as presented in the following book chapter:

HELLER, Lambert, THE, Ronald and BARTLING, Sönke, 2014. Dynamic Publication Formats and Collaborative Authoring. In: BARTLING, Sönke and FRIESIKE, Sascha (eds.), Opening Science. Online. Springer International Publishing. pp. 191–211. [Accessed 11 January 2014]. ISBN 978-3-319-00025-1. Retrieved from: http://link.springer.com/chapter/10.1007/978-3-319-00026-8_13

As an educator, be courageous, lead by example. Start by asking questions out loud, not only those you wish students to answer, but also those you genuinely don't know, and wish to research together with your students.

Asking questions is how we learn. Do not avoid it for the sake of not looking stupid. That is stupid. Inquiry-Based Learning.

As Confucius said: "The one who asks a question is a fool for a minute, the one who doesn't ask is a fool for life."

Recommended Resource:

I recommend adding this doctoral research article on developing open education practices (OEP) in British Columbia, Canada. The scholarly article is released by Open University, a U.K. higher education institution that promotes open education.

Paskevicius, M. & Irvine, V. (2019). Open Education and Learning Design: Open Pedagogy in Praxis. Open University, 2019(1). DOI: 10.5334/jime.51

A relevant excerpt from the article reveals the study results that show OEP enhances student learning:

"Furthermore, participants reflected on how inviting learners to work in the open increased the level of risk and/or potential reward and thereby motivated greater investment in the work. This was articulated by Patricia who suggested “the stakes might feel higher when someone is creating something that’s going to be open and accessible by a wider community” as well as Alice who stated “students will write differently, you know, if they know it’s not just going to their professor.” The practice of encouraging learners to share their work was perceived by Olivia to “add more value to their work,” by showing learners the work they do at university can “have an audience beyond their professors.”"

Ferguson, Niall. “I’m Helping to Start a New College Because Higher Ed Is Broken.” Bloomberg.Com, November 8, 2021, sec. Opinion. https://www.bloomberg.com/opinion/articles/2021-11-08/niall-ferguson-america-s-woke-universities-need-to-be-replaced.

Seems like a lot of cherry picking here... also don't see much evidence of progress in a year and change.

Only four jobs listed on their website today: https://jobs.lever.co/uaustin. Note all are for administration and none for teaching. Most have a heavy fundraising component.

In our minds, there can be no more urgent task for a society than to ensure the health of its system of higher education.

Really?! A conservative saying we should worry about the health of education as his fellows choke off funding to all levels of education in general?

"Why are you turning blue and gasping for breath?" the Republican asks as he stands on the throat of education.

Mitchell Langbert’s analysis of tenure-track, Ph.D.-holding professors from 51 of the 66 top-ranked liberal arts colleges in 2017 found that those with known political affiliations were overwhelmingly Democratic. Nearly two-fifths of the colleges in Langbert’s sample were Republican-free.

No acknowledgement here that 2017 was a Republican Presidential administration, which means that a reasonable number of academics left academia to staff the administration. It's a common occurrence that there are reasonable shifts back and forth between government and academia as administrations change. One should look at comparisons from a Democratic presidential administration for a better idea versus Ferguson's cherry picking here.

Also unmentioned is the general disbelief in logic and the underpinning of science on the right in general, a fact which may make conservatives less likely to figure in these sorts of career paths. Are conservatives more likely to take career paths in capitalism-based endeavors than go into academia in the first place given the decrease in regulatory climate in the last half century?

Additionally by only looking at liberal arts institutions, he's heavily biasing the sample from the start. Why not also include the wide variety of non-liberal arts institutions? Agriculture and Mechanical Schools, Engineering Schools, Religious Schools, etc.?

The presumption of liberal profesoriate from the start is also likely to discourage students from considering the profession regardless of their desires and career goals, particularly when the professoriate has significantly shrunk in the last thirty years due to decreased funding. One ought to worry that there are any educators in the business of higher education, much less conservative ones who may be more biased to leave for higher paying careers elsewhere.

There are so many missing pieces of analysis here...

https://www.getalongfilm.com/

What a fantastic documentary. Everyone in Pasadena should be forced to watch this.

We need better answers for these problems....

How did Michael Oakeshott's philosophy overlap with the idea of the 'Great Conversation' or 20th century movement of Adler's Great Books of the Western World.

How does it influence the idea of "having conversations with the text" in the annotation space?

The formal educational viewpoint (in contrast to progressive education) can broadly be broken into conservative and liberal interpretations The conservative viewpoint focuses on transmission of knowledge while the liberal places its focus on initiation or induction into a culture's formative ideas.

Maria Montessori's educational model stemmed from the ideas of Pestalozzi and Froebel.

Current American climate indicates that Republicans take this quote of Aristotle's to heart, but they're not closely thinking about how they define "education". They're definitely not defining it with respect to John Locke's views in Some Thoughts Concerning Education which encourages political systems that move away from an electorate that is subservient to authority.

see: https://hypothes.is/a/upfxCtSiEe2wrdd3cOo-Lg for John Locke

We could say first, though I highly suspect that his ideas came from somewhere else...

While the original proverb appears in King James Version of the Bible, Book of Proverbs 13:24, the satirical poem Hudibras is the first appearance of the quote and popularized the aphorism "spare the rod and spoil the child".

https://en.wikipedia.org/wiki/Hudibras

https://en.wiktionary.org/wiki/spare_the_rod_and_spoil_the_child

syndication link: https://en.wikipedia.org/w/index.php?title=Hudibras&oldid=1148518740

Locke stressed the need for regular bowel movements in children in his book Some Thoughts Concerning Education and presupposed a link between the looseness of one's stool and the weakness of their bodies. This seemed to be a moralism rather than a question of general health and eating habits which continued into even my own childhood.

John Locke provides some intellectual foundation in his Some Thoughts Concerning Education (1693) for Rousseau's Émile (1762) progressive and empiricist perspectives of teaching and learning.

What is H.G.Wells trying to say here? Our schools are the most conservative institution in our modern world (2023). It took a literal pandemic to get them online in any meaningful way and they did not adapt very well at all, they could have but they didn't.

Perhaps of interest here, would not be a specific OER text, but an OER zettelkasten or card index that indexes a variety of potential public domain or open resources, articles, pieces, primary documents, or other short readings which could then be aggregated and tagged to allow for a teacher or student to create their own personalized OER text for a particular area of work.

If done well, a professor might then pick and choose from a wide variety of resources to build their own reader to highlight or supplement the material they're teaching. This could allow a wider variety of thinking and interlinking of ideas. With such a regiment, teachers are less likely to become bored with their material and might help to actively create new ideas and research lines as they teach.

Students could then be tasked with and guided to creating a level of cohesiveness to their readings as they progress rather than being served up a pre-prepared meal with a layer of preconceived notions and frameworks imposed upon the text by a single voice.

This could encourage students to develop their own voices as well as to look at materials more critically as they proceed rather than being spoon fed calcified ideas.

Stroebe, Lilian L. “Die Stellung Des Mittelhochdeutschen Im College-Lehrplan.” Monatshefte Für Deutsche Sprache Und Pädagogik, 1924, 27–36. https://www.jstor.org/stable/44327729

The place of Middle High German in the college curriculum<br /> Lilian L. Stroebe<br /> Monthly magazines for German language and pedagogy (1924), pp. 27-36

... of course to the reading material. Especially in the field of etymology it is easy to stimulate the pupils' independence. For years I have had each of my students create an etymological card dictionary with good success, and I see that at the end of the course they have this card box ...

https://www.nytimes.com/2023/01/03/opinion/college-learning-students-success.html

Worth reading

Adams, Henry. The Education of Henry Adams: An Autobiography. Edited by Ira B. Nadel. 1907. Reprint, Oxford: Oxford University Press, 1999.

annotation target: url: urn:x-pdf:36c954cb79cc117f8dbeff1351049bda

Use of games involve the flow state. flow state is perhaps the most valuable state a student or anyone trying to learn something could be in. Flow combined with the acquisition of knowledge is a rare occassion that cannot be compared when taking education and insight as valuable with any other state (the normal state). (One could argue Thomas Campbell's trancedental medititative state, but he was a natural 'Talent', and it involves a practice of TM (Transcedental Meditation) that is beyond the scope of the ability of many educational settings to provide or consider).

This is specific to USA. I wonder if anyone has compared performance in Canada, especially in engineering. The difference in the approaches to accreditation suggest to me that this may not be as much a problem. That is, since getting a license is harder in the US, then it may be that many students study engineering but then don't go into engineering. I'd like to see the numbers for just engineering. I'd like to see corresponding numbers for Canadian engineering. And I'd also like to know the numbers for the subset of students that then actually go on to a career in engineering. I wonder if the effect will still be present, and what the Canadian numbers would show.

What was the specific change in mathematical teaching instituted by Whewell, Peacock, and Herschel in An Elementary Treatise on Mechanics (1819)?

https://www.youtube.com/watch?v=vrU3OlGV_Zs