Another option for a follow-up article could be to delve into these categories; it would be interesting to see what differences, if any, exist regarding AI application in secondary education contexts.

I think that this, as one of the three points of interest identified in this study, is a key point. It is important for students to be able to use and adapt technology in any field. While AI may have negatives, I would argue it is more important to find effective ways to integrate it into the classroom instead of just hoping students will not use it.

I presume the implication is that in instances where students cannot engage in a face-to-face classroom experience, AI may be able to help with learning and answer questions on-demand. However, I definitely think this presents an equal number of challenges as it does opportunities--as AI is known to have "hallucinations" and cite nonexistent sources or present false information, how would students be able to verify what they read? Will students using AI in these contexts undermine research skills? How can these challenges be combated?

While I agree that this article is timely, I wonder how research into this topic will evolve over time since it is still relatively new. I think this leaves room for follow up once more data can be collected and the long-term implications can be more clearly determined.

I think this sentence is a key point and introduces why this is a relevant and necessary topic of study for education.

I think AI has definitely become an important consideration in the classroom regardless of subject area. As with the introduction of more affordable handheld calculators into schools, I think teachers will have to make room for AI so that students can learn to use it appropriately and effectively as a tool, as opposed to a substitute, for learning.

I am curious as to how the authors of this study measured this--a major concern regarding AI usage is that it might prove detrimental to critical thinking skills, in particular.

I'm so interested in this idea of chain migration and what avenues people use to do it. Like is it because there are existing pathways like physically,m or just rumour brings people to the same place.

had been driving

hadn't heard

had tried

had been living

had been chatting

had been working

had found

had run

had been knowing

had been raining

had finished

Which tables

I understand these are features of the two visual aid formats, but I wonder how the color coding or, most importantly, the interactive element of the skeleton concept maps might've affected the findings. Might be useful to discuss this (if not mentioned in the limitations)

Interested in justification for the duration before the delayed post test. Why 3 days and not a week or more?

repeated figure

Might be useful to include a few lines justifying the wash-out period for this study specifically. What unique factors about podcasts or the included visual aids that might necessitate wash-out?

figure 13

Would appreciate more information about the tool and process of feedback

Would help to mention it earlier as well

Were

figure 8?

Well done. I love the color coding and skeleton element

Kindly reference

Nicely done and written!

My question would be: Any reliability testing done? Especially since the study has multiple iterations- how might the presence of test-retest reliability affect your interpretation of the findings?

Very important!

Good call

and

Might be helpful to include the graph at the beginning of the section as an overview and a chance to set reader expectations

Where did the sample come from? is it from the rest of the batch (those who were not included?) or a different university?

Curious how these are usually taught in the curriculum

+If known, what sort of need assessment was originally done to include those topics in the curriculum?

This is mentioned in later sections, but might be helpful to state clearly if it was designed by the researcher from scratch or adapted/modified from any other source

Adding a bit more about why the author thinks the intervention would affect CT specifically would greatly strengthen the rational

++

I'm curious, any data on the effect of audio-only podcasts (without visual aids) on critical skills?

The introduction mentions that the podcasts' potential in developing critical thinking is unexplored more than once- and a comparison between supplementing podcasts with either assumes effectiveness. Would love to see data tackling that point or at least a discussion of it

If the accessible population is 110 and the minimum target sample is 94, why did the author choose random sampling over purposive whole-population sampling?

Very informative graph.

-Recommend editing the position of "immediate" and "Delayed" tests as it currently appears to associate with Groups A and B

-The graph implies there's more cross over after Round two. Recommend editing it to clarify.

-Might also be used to add your washout period to the graph

-Kindly also connect Pre-test, control variable, and post-test by arrows; and unify the way "Audio podcast - clinical case discussion" is written in rounds 1 and 2

Exclusion criteria are typically factors that may disqualify participants who are otherwise included in the study. With that in mind, what criteria might exclude any of your 4th year students from this study?

Recommend to mention randomization method here or move the sentence to 3.7

Might strengthen the rational section if added there

amazon

LEO WTF!?

is there a best way to call this out? with tools like Grammarly or should this be completely removed ?

This is a great policy. Thank you for the flexibility.

тут проверяем чего пишет мой ИИ

кульная штука для тестов ЮАй - вместо Селениума https://testengineer.ru/playwright-tutorial/#architecture

This is an example of the development of the empirical method, where scientist start to use more objective such as the usages of examinations or recording devices. Instead of using opinion-based methods to examine mental activities, like Wundt's idea of introspection, James use functionalism to properly focus on how mental activities helped an organism fit into its environment using test and experiments.

Wundt's view of psychology as a study of conscious experience was the start of psychology and I find it really interesting how this one though created the formal beginning of psychology. Wundt's usage of introspection (a process by which someone examines their own conscious experience as objectively as possible) is an early and significant way for Wundt to study the human mind. However, these experiences can be totally subjective from the actual person. How can one's experience be verified by another? I thought that introspection was an unreliable way to study psychology. In addition, Wundt's belief in volunteerism (the concept in which people have free will) will slowly become a more popular idea now. Especially in the present time, many people feel as if they can choose their own path and make their own decisions, rather than their lives being prechosen for them.

Learning that the fairy god mother wasn't in the story was shocking. She was such a crucial part of the American story. I've never heard of a version where she gets her glam from a tree that started from her mother's grave, and grew from Cinderella's tears. - Olivia Fink German 2254.02

sxs

highlighted

Crying shaking throwing up

This shows his ability to research and also derive a collective conclusion that can be applied to many different aspects of history.

What is the final assignment going to be on?

What is the final assignment and reflection going to be on?

In the text even though Sciascia writes that "Many Māori of the diaspora are actively seeking and using virtual media to make and maintain strong connections with their haukāinga" I also believe it is difficult to maintain a genuine connection through social media without "kanohi ki te kanohi", the difficulty is that you do not get to interact on a personal level. It just allows you to feel more connected with human contact.

What really caught my attention here is how Stanford points out that capitalism is both powerful and deeply flawed. It’s impressive that it’s been able to drive innovation and productivity, but also kind of scary how uneven the benefits are. If capitalism depends so much on people’s energy and creativity, what happens when more and more people feel burnt out or left behind by the very system they’re fueling?

This is such a powerful statement because regular people are always taught that the economy is so confusing but in reality it is really not that hard but economists want to be known for having all the answers.

This really helped clarify how businesses think in terms of “unit labor cost.” I’d never thought of it like an equation before. But it also raises a disturbing point: workers are always being pushed to either work harder or accept less money. What would it take to flip this logic—so that gains in productivity automatically meant gains for the workers, not just the company?

This made me think about how normalized unpaid internships have become, especially for young people trying to enter competitive fields. Is this "hope" of a future job enough to justify free labor? What happens when that hope doesn't ever lead to a job? It feels like a way to bypass labor laws under the premise of gaining experience

The dual aspects of the Kundalini energy in Hindu mythology. Kali is the chaotic and raw force of awakening. With Durga as the refined and powerful manifestation of that energy once it is harnessed. Learn the transformative journey from the tumultuous awakening of Kundalini to its beneficial and enlightened expression.

With the inclusion of Aboriginal artists I also think that these creations have led to discussions about respectful, authentic representation to promote understanding, sovereignty, and reconciliation. I think it is important for the aboriginal people to be able to express themselves through the lenses of their eyes and what they genuinely went through much rather than someone who just read a story or two.

Amala is a traditional Nigerian dish served with Gbegiri, Ewedu, and tender inner meat. With rich flavors and textures. Try this simple recipe for a comforting and easily digestible meal.

A comprehensive guide for content creators on Oneup Hive. Using the Cartel Post Framework to enhance the design and structure of articles. With Markdown and PeakD Snippets. Learn essential elements like effective headings and visual integration. See the use of tables to create engaging and visually appealing posts.

Who invented the lighthouse? Learn the history and evolution of lighthouses and tilting beacons in navigation. See their literary and cultural symbolism.

A delicious recipe for Mexican-style sardines. With a spicy twist that can be adjusted to taste. The dish is easy to prepare with fresh ingredients. Making it a healthy and tasty meal option.

It is nice that we can pick out certain things we need to know about writing in this book. Instead of having too read everything to understand writing.

Control is hard to not crave in the classroom as educators are programmed to "control" their students behaviors and learning. Yet, control suppresses creativity, so with this we must begin to take a different approach.

Traditional teaching does not encourage this, but as I have seen in the classroom, the more you are working alongside the students rather than dumping information and expecting them to understand and demonstrate understanding based on the belief that we must "fill" them with specific knowledge prior to testing, students thrive and their creativity and individualism begins to flourish.

Friere speaks truth here. Education crosses its fingers and hopes that students will be complacent and simply follow the rules they are given. They want them to be vessels for their own words, as teachers are the deliverymen and the students are the recipients. Oh, and if they went against the role given to them and decided to not be passive? Then they are viewed as outsiders, going against the so-called "social norms".

I found this statement to be so true within my own experience in education. Those who are enforcing this banking concept of education are the ones who claim they know what is best for the kids. Yet, many of us in education can see right through this facade and understand it for what it truly is; greed.

Students can reenact teacher behavior (simply copying), and those who make the big decisions in education would be jumping up and down, yelling, "Yes! Great job! You are learning!". Copying and learning are not the same, yet this form of "educating" is highly celebrated.

Unfortunately, I feel this way sometimes with my elementary students. The curriculum can be horribly boring, but we must teach it as it is what is "designed to work", (just to be clear- I am currently rolling my eyes at that statement). We unload all of this content on them to ensure they are "filled" enough to be able to prove their competence during a state test that was probably created by someone who has never stepped foot in the classroom.

These words are just that, words. Students cannot put meaning behind it if they are not given a way to actually CARE about the content, rather than just be listening to someone speak AT them.

Often, teaching is done through the curriculum given to through companies whom profit off of the education of students. The curriculum is based on standards that must be met in order to successfully meet the goal of the grade level or year for that student. Yet, the teachings can be so dry (literally drier than the Sahara Desert), to the point where students often find themselves in a process of "hearing" the words, but not truly developing a conceptual understanding. This is often due to the lifelessness of the words, they have no meaning other than "You must know this!", to the students.

A question for Harper: * What's your favourite type of porridge?

A question for Tin Tin: * Do you ever dream of playing with red pandas?

Tin Tin cuddling a soft, snuggly red panda

A question for Alan: * Since my Our Little Nest idea is a Supermarionation short film, which channel do you think it'll air on?

Our Little Nest - a short film using the same Supermarionation techniques to tell the story of me and Lady Penelope indulging in simple pleasures from our soft, comfy bedroom nest

A question for Tin Tin: * When it's hot, do you like to swim in the sea without any clothes on?

A question for Tin Tin: * Do you dream of being an Amazonian rainforest princess?

1. Tin Tin floating down a deep river in the rainforest
2. Gazing at my reflection in the water
3. A gentle hug against Lady Penelope's bare, soft skin

1. Being massaged with honey and war paint
2. Tin Tin being Eve's daughter
3. Relaxing in a jungle nest

Hell

Review coordinated by Life Science Editors Foundation Reviewed by: Dr. Angela Andersen, Life Science Editors Foundation Potential Conflicts of Interest: None

PUNCHLINE This preprint uncovers how embryonic oxygen levels act as a regulatory switch controlling limb development timing in mammals. Using mouse and chick embryos, the authors demonstrate that hindlimb initiation in mammals is delayed due to hypoxia-induced expression of NFKB transcription factors (cRel, Rela) and Hif1a, which repress the limb-initiating gene Tbx4. In contrast, chick embryos in normoxia activate fore- and hindlimbs simultaneously. This oxygen-dependent repression is lifted as placental oxygenation increases, triggering hindlimb EMT and Tbx4 expression. Notably, limb heterochrony is not due to cis-regulatory evolution, but instead arises from differential trans-acting factor expression. The findings reframe heterochrony as an environmentally cued developmental program in placental mammals.

BACKGROUND Heterochrony—alteration in developmental timing—has long been recognized in limb evolution. While birds initiate fore- and hindlimb development simultaneously, mammals typically exhibit delayed hindlimb formation. This developmental delay has been hypothesized to reflect an "energy trade-off" during early embryogenesis. Yet, the molecular mechanisms linking the environment to timing remain unexplored. Zhu et al. provide the first mechanistic insight by identifying oxygen levels and NFKB signaling as modulators of limb timing in mammals.

KEY QUESTION ADDRESSED What molecular and environmental factors underlie the delay in hindlimb development in mammalian embryos compared to avian species?

SUMMARY Using mouse and chick embryos, the authors first demonstrate that mammalian hindlimb development is delayed starting from the earliest stage of limb bud formation—specifically, the epithelial-to-mesenchymal transition (EMT). This delay correlates with delayed expression of the hindlimb-specifying transcription factor Tbx4, but not its upstream activators (Pitx1, Isl1) or its forelimb counterpart (Tbx5). Surprisingly, enhancer-swap experiments rule out differences in Tbx4 cis-regulatory elements as the cause. Instead, bulk RNA-seq and functional screens reveal cRel, a member of the NFKB family, as a repressor of Tbx4 in early mouse hindlimb buds. Further experiments show that cRel and Rela are upregulated by hypoxia, and their expression is suppressed as the embryo transitions to normoxia via placental oxygenation. Culturing mouse embryos in normoxic conditions prematurely induces Tbx4 expression and EMT in the hindlimb. Knockout and overexpression experiments with cRel, Rela, and Hif1a confirm a hypoxia–NFKB–Hif1a–Tbx4 regulatory axis. This mechanism links maternal oxygen levels to developmental timing and may be an adaptive feature of viviparous mammals.

KEY RESULTS Hindlimb EMT and Tbx4 expression are delayed in mice but not chicks * → In mouse embryos, hindlimb EMT is delayed by ~18 hours relative to the forelimb (Figure 1A–B) * → In chick embryos, forelimb and hindlimb EMT occur nearly simultaneously * → Expression of Tbx4 (hindlimb) and Tbx5 (forelimb) correlates with EMT timing in both mouse and chick embryos (Figure 1C–I)

Early limb patterning signals are not delayed (mouse and chick) * → BMP, Wnt, and RA signaling are active in both forelimb and hindlimb fields in mouse and chick embryos at the same developmental stage (Figure 2A–B) * → Expression of upstream transcription factors Pitx1, Isl1, and Hoxb9 occurs on time in both limb fields in mouse and chick embryos (Figure 2C–F)

Tbx4 enhancer function is conserved across species * → The mouse HLEA/HLEB and chick Tbx4-Rec1 enhancers drive equivalent spatial and temporal expression when introduced into either mouse or chick embryos (Figure 3C–E, H) * → CRISPR/dCas9-KRAB repression of Tbx4-Rec1 in chick embryos reduces Tbx4 expression (Figure 3F–I) * cRel and Rela repress Tbx4 in mouse hindlimbs * → Bulk RNA-seq of early hindlimb buds from mouse embryos reveals cRel as a candidate repressor of Tbx4 (Figure 4A–C) * → Electroporation of cRel and Rela into chick hindlimb buds reduces Tbx4 expression and limb bud size (Figure 4D) * → In cRel knockout mouse embryos, Tbx4 expression is elevated and EMT occurs earlier than in controls (Figure 4E–H)

Oxygen regulates hindlimb timing in mouse embryos * → In mouse embryos, early hypoxia is evidenced by nuclear Hif1a accumulation in hindlimb mesenchyme (Figure 5A–C) * → Culturing mouse embryos under normoxic conditions leads to precocious Tbx4 and Pitx1 expression in hindlimbs (Figure 5E–G) * → EMT is also accelerated under normoxia in mouse hindlimbs (Figure 5H–I) * → qPCR on lateral plate mesoderm (LPM)-derived cells from mouse embryos shows cRel is upregulated in hypoxic vs. normoxic conditions (Figure 5J)

cRel and Hif1a functionally interact in mouse embryos * → In Hif1a knockout mouse embryos, Tbx4 expression is elevated and hindlimb EMT is precocious—mimicking the cRel knockout phenotype (Figure S9I–J) * → Manipulating cRel expression alters Hif1a levels in mouse embryonic cells (Figure S10) * → scRNA-seq from mouse LPM derivatives confirms upregulation of Tbx4, Pitx1, and Hox9 under normoxia (Figure S6E)

STRENGTHS * Identifies a molecular mechanism linking environmental oxygen levels to developmental timing * Demonstrates that heterochrony arises from trans-acting regulatory inputs, not enhancer evolution * Uses a broad and rigorous toolkit: enhancer reporters, genetic knockouts, hypoxia assays, ex utero culture, single-cell and bulk RNA-seq * Highlights the adaptability of developmental programs to viviparous life history * Conceptually reframes heterochrony as plastic and environmentally modulated

FUTURE WORK & EXPERIMENTAL DIRECTIONS * Characterize direct chromatin binding of cRel and Hif1a at Tbx4 enhancers * Examine other NFKB targets in the LPM that might contribute to limb timing * Explore whether similar timing mechanisms are conserved in other mammalian species, including humans * Investigate how oxygen levels interface with metabolic and mitochondrial signaling during early development * Test whether early normoxia affects other embryonic heterochronies beyond limb formation * Directly test whether hypoxia modulates limb timing in birds. Although oxygen manipulation in chick embryos is technically challenging, comparative data would clarify whether the hypoxia–NFKB–Tbx4 axis is a placental adaptation or part of a broader vertebrate timing program.

AUTHORSHIP NOTE This review was drafted with the assistance of ChatGPT (OpenAI) to organize and articulate key insights. Dr. Angela Andersen checked the final document.

FINAL TAKEAWAY This preprint provides a paradigm shift in our understanding of limb heterochrony by uncovering a mechanism through which maternal oxygen availability regulates the timing of hindlimb development. By linking environmental hypoxia to NFKB- and Hif1a-mediated repression of Tbx4, the authors show how the embryo delays hindlimb formation until placental oxygenation is sufficient. This elegant mechanism offers an evolutionary and physiological explanation for mouse hindlimb delay, and it opens new avenues in developmental timing, maternal-fetal signaling, and the evolution of viviparity.

Lieber Code of 1863 (U.S. Civil War: first documented sanctions against intentional destruction of heritgae)

member of Ansar Dine, a Tuareg Islamist militia in North Africa. Al-Mahdi admitted guilt in the International Criminal Court in 2016 for the war crime of attacking religious and historical buildings in the Malian city of Timbuktu (Wikipedia)

war crimes

destruction of art by Nazis; connection to degenerate art?

consequences for destruction of material cultural heritage

This sentence is logically backwards and misleading.

What It Should Say: "After eating, when blood glucose rises, insulin is secreted. Insulin promotes the uptake of glucose by cells and its conversion into glycogen for storage. This process helps lower high blood glucose levels, thereby preventing hyperglycemia."

The way this is phrased in English implies that long-periods of fasting increases your blood sugar (from what food source?), and then insulin is secreted to prevent hyperglycemia (again, from what food source?). It also implies that glucose cellular uptake somehow increases blood glucose. I read this multiple times before realising that it wasn't my comprehension which was wrong, it is just worded poorly.

masculinity

Insinuating that women are expected to not feel for anything.

Jody's shocked that Janie talked back

Use of rhetorical device, public humiliation

Janie becomes so depressed that she succumbs to disassociating as a way to get away from reality like the purpose of drugs. Final sentence means that she lacked emotion so much that it didn't matter whether it was good or bad

She wanted to believe that Jody was still something to/for her even though she knows deep down she's harboring hatred towards him, that's the type of character she is

How early does the post arrive?

How does a daily ritual go?

If I wear a wig, do I look girly?

How much is ten compared to one?

What makes a good story?

How do you become a werewolf?

If it's day here, then is it night somewhere else?

How should I take care of my body?

How can I take care of planet Earth?

Why do towels keep people dry?

How do you throw surprise parties?

How can I set up my own clubhouse?

Why do people brush their teeth before bed?

Does shoo fly pie really contain flies in it?

Do all people believe in fairies?

Are internet memes really annoying?

受欢迎的，流行的

Your love being the only present I'd have

Playing gentle games in our room which holds the nest

Being connected to one another

Our home being the cradle of gentleness

Listening to the sounds of the country outside

Living a happy life under one roof

Living our lives worry free

Following behind you like a little shadow

Allowing me to feel small as an ant

Being the baby of the household

Developing a deep bond with each other

Singing softly about the stars before we go to sleep

Having a little and not a lot

Lady Penelope being queen of my world

Dreaming of running in the fields

Having chocolate porridge on cold mornings

You gently singing about the branches of an oak tree to help me sleep

Not having to go out in public

Pretending our nest is a tropical island

No need to fall out of bed in our nest

Treating our nest like it's a throne

Seeing the magic in a small place

Reminiscing on the 2000's in the evening

Using our nest just like a proud eagle and her chicks would

A cosy boho style around us

Snuggling close to your body

Sharing tea, cake and jam under the covers

Knowing you'll always be there to care for me

A kind and gentle voice to guide me

Sharing gentleness daily

Splashing about in the bathroom sink

Being cuddly, snuggly polar bears

Knowing life holds a magic key to your heart

Being a lioness and cub

Touching hands gently before bed

Knowing there's no need for schooling with you around

Feeling free to make our own rules

“内库烧为锦绣灰，天街踏尽公卿骨。”这一句是经典。

Zumrud Amirgulu Abaszade; Rana Jabbar Karimova; Aytan Yagub Mammadzada; Aynur Hajikhalil Ansarova; Shalala Garib Ismayilova; Shahana Gazanfar Gurbanova

话说，翻山国内站的那个 翻山游记，怎么不更新了啊？感觉那是个很好的资源渠道。

Document de Synthèse : Réflexions sur l'Éducation, le Savoir et l'Intelligence selon Bernard Lahire

• Ce document de synthèse présente les idées principales et les faits marquants des extraits de l'interview de Bernard Lahire, sociologue et directeur de recherche au CNRS, à l'occasion de la publication de son livre "Savoir ou périr".

L'entretien explore la nature de l'apprentissage, le rôle de l'école et de l'évaluation, la définition de l'intelligence, la recherche scientifique et la transmission du savoir dans nos sociétés contemporaines.

1. Le Savoir comme Condition de Survie et l'Origine de l'École

Bernard Lahire insiste sur une perspective fondamentale : l'apprentissage et la transmission des savoirs sont intrinsèquement liés à la survie de toute espèce vivante, y compris l'espèce humaine.

• Survie et Adaptation : "Nos sociétés ne fonctionneraient pas, ne survivraient pas si elle n'organisait pas cet apprentissage."

L'apprentissage est une capacité d'adaptation essentielle, présente chez toutes les espèces. Un animal qui n'apprend pas à reconnaître ses prédateurs ne survit pas.

• L'Apprentissage Humain : Chez l'homme, l'apprentissage est extrêmement développé, allant de l'apprentissage social par imitation à l'enseignement organisé, complété par le langage.

• L'Émergence de l'École : L'école, en tant qu'institution dédiée à l'apprentissage, est une invention relativement tardive dans l'histoire de l'humanité (XVIe siècle au sens moderne).

Avant, la transmission se faisait "par voir faire et ouï-dire", via la culture orale.

L'écriture, apparue il y a environ 5000 ans, a permis d'objectiver et d'accumuler le savoir, rendant possible son organisation pédagogique et l'institutionnalisation de l'école.

• La Sophistication du Savoir : La complexification et la division des savoirs dans nos sociétés modernes ont rendu l'école indispensable et allongé les parcours scolaires.

La survie collective repose sur une masse considérable de savoirs sophistiqués, gérés par des corps de professionnels divers.

2. La Recherche de la Vérité et la Vulnérabilité du Savoir

Lahire aborde la nécessité de la vérité et les dangers de l'affaiblissement des institutions du savoir.

• La Vérité comme Nécessité Vitale : La vérité n'est pas qu'une question philosophique, c'est une condition de survie.

"Si nos savoirs d'ailleurs avant même les savoirs scientifiques… avaient été faux… ça fait longtemps qu'on aurait disparu."

Même les savoirs empiriques anciens devaient avoir un rapport minimal à la vérité pour permettre aux sociétés de survivre face aux fléaux naturels et aux maladies.

• Le Suprême Pouvoir et la Vulnérabilité : La division du travail et des connaissances a rendu l'humanité "surpuissante" en permettant des réalisations complexes comme le téléphone portable.

Cependant, attaquer les lieux de transmission et de création culturelle (recherche, éducation) est une forme de "suicide collectif".

• L'Attaque contre la Recherche : Des coupes budgétaires dans la recherche, la limitation du nombre de chercheurs ou l'exigence de rentabilité immédiate sont des freins à la production de nouveaux savoirs.

"À chaque fois qu'on affaiblit ces secteurs bah on se rend pas compte de tout ce qui serait possible."

La recherche, par nature, est imprévisible et ses applications ne peuvent pas toujours être anticipées à court terme.

3. L'École et la Destruction de la Curiosité et de l'Intelligence

Lahire critique vivement le système scolaire actuel, qui, selon lui, entrave les dispositions naturelles des enfants.

• La Curiosité Innée : Les enfants sont naturellement curieux, testant et explorant leur environnement par l'expérimentation et les questions.

Cette "pulsion exploratrice" est une disposition naturelle.

• L'École, Frein à la Curiosité : Le système scolaire, avec sa discipline collective, ses programmes surchargés et surtout l'évaluation constante, tend à étouffer cette curiosité.

"L'évaluation devient quelque chose qui bloque en fait la curiosité des enfants."

• Le Piège de l'Évaluation : L'évaluation est censée vérifier l'apprentissage, mais elle est devenue un objectif en soi, inversant la logique.

Les élèves apprennent "pour pouvoir passer un contrôle", ce qui nuit à un apprentissage profond et désintéressé.

• Les Mathématiques, Instrument de Sélection : Les mathématiques, une discipline intrinsèquement incroyable, sont devenues un "instrument de torture", un "perfouettard" pour la sélection scolaire, ce qui génère de l'aversion chez les élèves.

• Nuire à la Créativité : L'école, en privilégiant la reproduction des connaissances transmises, laisse peu de place à l'imagination et à la créativité.

Les artistes, par exemple, ont souvent un rapport "très contrarié à l'école", perçue comme un lieu de mémorisation rigide plutôt que de stimulation créative.

• La Docilité des Bons Élèves : Le système sélectionne des élèves qui sont de bons reproducteurs des savoirs scolaires, mais paradoxalement, ils ne sont pas toujours les mieux placés pour la recherche qui demande de la rébellion intellectuelle.

"Quand on a été trop bon élève, on est aussi très docile."

4. L'Intelligence au-delà du QI et les Voies de la Recherche

Lahire propose une vision plus large de l'intelligence et met en lumière les qualités du "vrai chercheur".

• L'Intelligence comme Capacité d'Adaptation : L'intelligence n'est "certainement pas ce que mesure un quotient intellectuel".

C'est avant tout "des capacités d'adaptation, c'est résoudre des problèmes".

Cette forme d'intelligence est présente "un peu partout dans le vivant", des plantes aux unicellulaires.

• L'Intelligence Créatrice : L'intelligence créatrice, notamment artistique, implique d'inventer des formes et des regards nouveaux, ce qui ne correspond pas aux critères d'évaluation académiques standards.

• Le Vrai Chercheur : Un vrai chercheur est "un sale gosse", "un peu rebelle", qui ose poser des questions "stupides" et aller au-delà des demandes.

Il faut "retrouver l'enfant qui est en nous" et ne pas se laisser impressionner, comme le souligne le mathématicien Alexandre Grothendieck.

• Exemples Notables : Des figures comme Einstein ou Grothendieck, malgré leur génie, ont eu un rapport difficile avec l'école ou le système académique, qui pouvait freiner leur curiosité et leur capacité à prendre du recul.

Grothendieck distinguait les mathématiciens "caseurs" (qui travaillent à l'intérieur d'une maison déjà faite) des "bâtisseurs" (qui reconstruisent les fondations).

5. Une Éducation Rationnelle et Collective : Propositions et Défis

Lahire esquisse des pistes pour une réforme de l'éducation.

• Respecter la Curiosité : Il faut s'appuyer sur la curiosité naturelle des enfants, l'accompagner et l'alimenter, plutôt que de la briser.

Des pédagogies comme celle de Freinet, avec des "leçons de choses" concrètes, sont des exemples positifs.

• Alléger les Programmes et Donner du Temps : Les programmes scolaires sont surchargés, rendant impossible un apprentissage approfondi.

Il est crucial de donner "le temps" aux enseignants et aux élèves pour l'approfondissement, car l'assimilation des connaissances demande du temps. "Terminer un programme ça n'a aucun sens."

• Lutter contre les Inégalités Sociales : Les enfants ne sont pas égaux devant l'école, car les "déterminismes sociaux" jouent un rôle majeur.

Les enfants de milieux favorisés bénéficient d'interactions culturelles et pédagogiques précoces qui les avantagent considérablement.

Il faut des politiques de compensation, donner "plus à ceux qui ont moins", en réduisant par exemple la taille des groupes pour les élèves en difficulté.

• Recherche de Synthèse : La spécialisation excessive des sciences, notamment sociales, rend difficile une vision systémique.

Il est nécessaire de développer des pôles de "synthétisation" et de faire des liens entre les différentes branches du savoir, à l'image des grands "synthétiseurs" comme Newton, Einstein ou Darwin.

• Critique des Classements : Les classements comme PISA ou Shanghai sont jugés peu pertinents.

Ils alimentent une "concurrence internationale" mais "n'ont jamais servi à améliorer en de quelque manière que ce soit le système éducatif", car ils ne s'attaquent pas aux causes profondes des problèmes.

6. L'Altricialité Secondaire et le Développement Culturel

Lahire fait le lien entre la biologie humaine et la nécessité de l'apprentissage.

• Dépendance Prolongée : L'espèce humaine se caractérise par une "altricialité dite secondaire", c'est-à-dire une longue période de dépendance des petits envers les parents. Cette vulnérabilité prolongée a accru la durée de l'apprentissage.

• Entrelacement Biologique et Culturel : Le développement physiologique de l'enfant est intimement lié à son développement culturel et social.

Apprendre à grandir dans une société humaine ne se limite pas à la maturité biologique, mais englobe l'acquisition d'une grande quantité de savoirs, notamment la lecture, l'écriture et le calcul, bases essentielles de la scolarisation précoce.

• En conclusion, Bernard Lahire dresse un tableau critique mais lucide du système éducatif actuel, en le replaçant dans une perspective biologique et historique.

Il plaide pour une réorientation profonde, qui remette la curiosité, l'approfondissement et la justice sociale au cœur des processus d'apprentissage et de création du savoir, conditions essentielles à la survie et à l'épanouissement collectif de l'humanité.

pre and post process

Meaning he was sincerely laughing. Maybe a part of him did want to be a part of them but his ego and sense of duty forbade him not to which is why he looks down on others who don't have that sense as well.

DOI: 10.1038/s44161-025-00697-z

Resource: None

Curator: @dhovakimyan1

SciCrunch record: RRID:Addgene_66656

What is this?

DOI: 10.1038/s44161-025-00697-z

Resource: None

Curator: @dhovakimyan1

SciCrunch record: RRID:Addgene_66655

What is this?

DOI: 10.1038/s44161-025-00697-z

Resource: Imaris (RRID:SCR_007370)

Curator: @dhovakimyan1

SciCrunch record: RRID:SCR_007370

What is this?

DOI: 10.1038/s41531-025-01084-y

Resource: RRID:IMSR_JAX:023837

Curator: @dhovakimyan1

SciCrunch record: RRID:IMSR_JAX:023837

What is this?

DOI: 10.1038/s41467-025-62836-1

Resource: (IMSR Cat# JAX_003782,RRID:IMSR_JAX:003782)

Curator: @dhovakimyan1

SciCrunch record: RRID:IMSR_JAX:003782

What is this?

DOI: 10.1038/s41467-025-62836-1

Resource: RRID:Addgene_51503

Curator: @dhovakimyan1

SciCrunch record: RRID:Addgene_51503

What is this?

DOI: 10.1038/s41467-025-62836-1

Resource: RRID:Addgene_162379

Curator: @dhovakimyan1

SciCrunch record: RRID:Addgene_162379

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DOI: 10.1038/s41375-025-02731-2

Resource: (Abcam Cat# ab86712, RRID:AB_10675692)

Curator: @dhovakimyan1

SciCrunch record: RRID:AB_10675692

What is this?

DOI: 10.1038/s41375-025-02731-2

Resource: (Abcam Cat# ab86712, RRID:AB_10675692)

Curator: @dhovakimyan1

SciCrunch record: RRID:AB_10675692

What is this?

DOI: 10.1021/acsabm.5c00735

Resource: (ATCC Cat# CRL-3304, RRID:CVCL_II76)

Curator: @dhovakimyan1

SciCrunch record: RRID:CVCL_II76

What is this?

DOI: 10.1021/acsabm.5c00735

Resource: (NIH-ARP Cat# 2188-324, RRID:CVCL_0022)

Curator: @dhovakimyan1

SciCrunch record: RRID:CVCL_0022

What is this?

DOI: 10.1016/j.xcrm.2025.102321

Resource: (IZSLER Cat# BS TCL 237, RRID:CVCL_8792)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_8792

What is this?

DOI: 10.1016/j.xcrm.2025.102321

Resource: (ATCC Cat# CRL-1611, RRID:CVCL_1067)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_1067

What is this?

DOI: 10.1016/j.xcrm.2025.102321

Resource: (ATCC Cat# CRL-1932, RRID:CVCL_1051)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_1051

What is this?

DOI: 10.1016/j.xcrm.2025.102321

Resource: (IMSR Cat# JAX_013062,RRID:IMSR_JAX:013062)

Curator: @areedewitt04

SciCrunch record: RRID:IMSR_JAX:013062

What is this?

DOI: 10.1016/j.xcrm.2025.102321

Resource: (IMSR Cat# JAX_005557,RRID:IMSR_JAX:005557)

Curator: @areedewitt04

SciCrunch record: RRID:IMSR_JAX:005557

What is this?

DOI: 10.1016/j.xcrm.2025.102317

Resource: RRID:Addgene_42562

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_42562

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DOI: 10.1016/j.xcrm.2025.102317

Resource: RRID:Addgene_12259

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_12259

What is this?

DOI: 10.1016/j.xcrm.2025.102317

Resource: RRID:Addgene_36083

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_36083

What is this?

DOI: 10.1016/j.xcrm.2025.102317

Resource: RRID:Addgene_12251

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_12251

What is this?

DOI: 10.1016/j.xcrm.2025.102317

Resource: RRID:Addgene_12253

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_12253

What is this?

DOI: 10.1016/j.xcrm.2025.102316

Resource: (RRID:CVCL_1345)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_1345

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DOI: 10.1016/j.immuni.2025.08.001

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_178450

What is this?

DOI: 10.1016/j.immuni.2025.08.001

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_139804

What is this?

DOI: 10.1016/j.immuni.2025.08.001

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_139839

What is this?

DOI: 10.1016/j.immuni.2025.08.001

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_139817

What is this?

DOI: 10.1016/j.immuni.2025.08.001

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_139806

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DOI: 10.1016/j.cub.2025.07.080

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_83918

What is this?

DOI: 10.1016/j.celrep.2025.116210

Resource: RRID:Addgene_13641

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_13641

What is this?

DOI: 10.1016/j.celrep.2025.116210

Resource: (KCB Cat# KCB 82002YJ, RRID:CVCL_Z230)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_Z230

What is this?

DOI: 10.1016/j.celrep.2025.116210

Resource: RRID:Addgene_13016

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_13016

What is this?

DOI: 10.1016/j.celrep.2025.116210

Resource: (IZSLER Cat# BS CL 86, RRID:CVCL_0059)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0059

What is this?

DOI: 10.1016/j.celrep.2025.116210

Resource: (RRID:CVCL_0063)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0063

What is this?

DOI: 10.1016/j.celrep.2025.116210

Resource: RRID:Addgene_8454

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_8454

What is this?

DOI: 10.1016/j.celrep.2025.116210

Resource: RRID:Addgene_12253

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_12253

What is this?

DOI: 10.1016/j.celrep.2025.116210

Resource: RRID:Addgene_12253

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_12253

What is this?

DOI: 10.1016/j.celrep.2025.116210

Resource: RRID:Addgene_12251

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_12251

What is this?