catapult magazine

catapult magazine

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.



The glory of learning

A tribute to Mr. Closz, and to all of the students who ponder the great mysteries of life.

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Schooled in poetry

Can a poem change the world?


Playing at life

A case for fewer measurable goals, and a lot more screwing around.


Learning’s heartbeat

Tracking down the origins of a persistent rhythm.

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Lessons learned

Observations from a life as a teacher, student and parent involved with many schools.

Thunderstorm at a bus stop

Remembering the work of a good biology teacher.


In case you missed it the first time

No tears flow at the mall

Teaching children how to have a relationship with the natural environment cures an ache that is only temporarily dulled by material things.

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Thorough converts

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?

Weaving the web

Religious education

Eileen Markey on a Catholic mother’s faith made genuine by doubt.


The damaging effects of shame-based sex education

Kristen Howerton writes about lessons learned from Elizabeth Smart.


daily asterisk

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.

Peter Gray
“The play deficit” in Aeon Magazine

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