Blogging On History, Science, and Education
May 31, 2010
Last week 8,000 microbiologists gathered under one roof (a big one) in San Diego. I was with them at an annual convention, carrying a 350-page schedule of events. Thumbing through that monster catalogue I found sessions with titles like this: Use of Luminescent Trypanosomes to Explore the Pathogenesis and Treatment of Chagas Disease and African Sleeping Sickness. (more…)
May 22, 2010
Because of what I do, I meet great teachers. They are the ones who come to conferences and booksignings, who seek out a writer. California’s Jim Bentley is one of those great ones. He teaches fifth grade and, in addition to having his students read history, he has them actively participate in civic activities.
I asked him some questions recently and, as I expected, he gave me much to think about.
What is the proper role of civic education in America?
Here are Jim’s words: (more…)
May 18, 2010
I sit alone in a home office-which overlooks a pond and trees and Colorado mountains, so I’m not complaining—but I don’t have as much contact with my readers as I used to have, and I often wonder how they are reacting to what I write.
So I was delighted with two emails I got this week.
One described my books as “unbiased.” Which is nice to hear, except that I, as a writer, know there is no such thing as an unbiased book. Even those dreadfully dull textbooks (which aren’t written by real authors, mostly they are put together by editorial ghosts) are the product of choices. No one can tell it all, so by necessity we bring our backgrounds and our purpose into whatever we write. (more…)
May 15, 2010
The test scores keep rolling in: Reading scores stay “flat” as the gap between rich and poor becomes a chasm. In science we rank somewhere in the middle of the international scene, gazing wistfully at places like Singapore and Finland where students excel in math and physics. Are their kids smarter than ours? Are their teachers more skilled? I don’t think so. But I do think we are off-course in some of our teaching methods. (more…)
May 6, 2010
University of Washington microbiologist and brain theorist John J. Medina spoke to a group of educators in Denver recently.
He described the way the brain stores information, which got me thinking about the way schools work. According to Medina, most information that we learn needs to be revisited within a two-hour window, or it is lost. If the goal is to take knowledge from our fluid memory banks and put it into long-term memory storage, that isn’t likely to happen unless the information gets repeated-usually more than once. (more…)
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