One underlying assumption of a curriculum is that it’s comprised of knowledge and skills that are both knowable and worth knowing.
A good question can open minds, shift paradigms, and force the uncomfortable but transformational cognitive dissonance that can help create thinkers.
The shift toward a fluid, formless, socialized nature of information, thought, and belief is a not a small one.
In an increasingly digital world, the things a student needs to know are indeed changing–sometimes drastically.
What is the relationship between quality and effect? It’s partly causal but that’s not exactly it. But there is clearly interdependence.
Some readers may think they dislike the process of reading but everyone loves ideas–and reading is a wonderful strategy to find them.
Good teaching is addicting–a kind of magic. It’s also unsustainable by the standards we’ve created for schools and teachers.
This is first about how the process of becoming wrong—the sweeping of the arms out in front of you as you search—helps…