vol. 13, num. 8 :: 2014.04.18 — 2014.05.01
Learning happens everywhere all the time, but schools provide spaces specifically committed to education. Learning might be the only constant, however, as schools vary widely in terms of size, location, philosophy, pedagogy and more. On our experiences with schools, from Sunday school to university.
A tribute to Mr. Closz, and to all of the students who ponder the great mysteries of life.
Can a poem change the world?
A case for fewer measurable goals, and a lot more screwing around.
Tracking down the origins of a persistent rhythm.
Observations from a life as a teacher, student and parent involved with many schools.
Remembering the work of a good biology teacher.
Teaching children how to have a relationship with the natural environment cures an ache that is only temporarily dulled by material things.
American Protestant universities are currently faced with the challenge of defining an approach to culture that fears neither questions nor answers. In this sense, what does an effective institution look like?
Eileen Markey on a Catholic mother’s faith made genuine by doubt.
Kristen Howerton writes about lessons learned from Elizabeth Smart.
Learning versus playing. That dichotomy seems natural to people…. Learning, according to that almost automatic view, is what children do in school and, maybe, in other adult-directed activities. Playing is, at best, a refreshing break from learning. From that view, summer vacation is just a long recess, perhaps longer than necessary. But here’s an alternative view, which should be obvious but apparently is not: playing is learning. At play, children learn the most important of life’s lessons, the ones that cannot be taught in school. To learn these lessons well, children need lots of play — lots and lots of it, without interference from adults.
“The play deficit” in Aeon Magazine
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