The Medium Is the Medium ~ David Brooks - The New York Times - July 2010

In this op-ed article, famous writer and columnist, David Brooks, provides new arguments for why the act of reading books is superior to internet reading.  He refers to a philanthropist who puts it like this, '"It's not the physical presence of the books that produces the biggest impact," she suggested. "It's the change in the way the students see themselves as they build a home library. They see themselves as readers, as members of a different group."'

25 Blasphemous Quotations  By Atheist Ireland | Published: January 2, 2010

• The brownnoser
• The polymath
• The pulseless
  
• The diverter
  
• The pariah
• The defiant
  
• The unprepared

...Indeed, Emanuel is hardly the first philosopher to find himself in hot water for views that are taken out of context. Princeton philosopher Peter Singer (whose views about doctor-assisted suicide are controversial even in their proper context) is a frequent victim of the phenomenon. Rumors about 18th century philosopher David Hume kept him from ever obtaining an academic post. And, of course, no one can really top Socrates, who was actually executed (a fate that Coulter says she'd welcome for Emanuel) for views that he arguably didn't really hold.

As practiced as an academic discipline, ethics is devoted to talking about really difficult cases. A lot of times, those cases involve death, in some form or another. Entire courses, both undergraduate and graduate, revolve around questions of life and death. That's not because academic ethicists are all terribly morbid, a charge I heard from more than one of my students when I taught introductory courses in philosophy and ethics. It's because that's where the hard questions are.

by Ryan Moore
Daily Texan Staff
Friday, August 7, 2009

The Erasure of Islam -- The Philosophers' Magazine

1. Discussion Tips for Students
2. The Art of Reply
3. Loose Threads
4. Discussion Topics vs/ Discussion Questions
5. Planting Seeds
   
6. Reduce, Reuse, and Recycle

• Free course content
• Up to the minute information
• Add variety
• Illustrate real-world applications of course concepts
• Teach students how to evaluate web-based materials
• Examples, illustrations, case studies
• Discussion prompts
• WAC ~ 'how is this relevant?' 'Summarize,' 'Respond.'

The future success of online teaching and learning depends on developing course design and pedagogical models that serve the interests of both students and faculty. Participants in the Engaging Ideas Workshop adopt a common set of content, design and pedagogical principles in their online courses and to work together as a professional community to improve this model through experimentation, research and collaborative discussion.  Participation in this workshop is voluntary and alternative course models outside of this workshop are encouraged. 

1. Do not overstate the power of your argument. One's sense of conviction should be in proportion to the level of clear evidence assessable by most. If someone portrays their opponents as being either stupid or dishonest for disagreeing, intellectual dishonesty is probably in play. Intellectual honesty is most often associated with humility, not arrogance.
2. Show a willingness to publicly acknowledge that reasonable alternative viewpoints exist. The alternative views do not have to be treated as equally valid or powerful, but rarely is it the case that one and only one viewpoint has a complete monopoly on reason and evidence.
3. Be willing to publicly acknowledge and question one's own assumptions and biases. All of us rely on assumptions when applying our world view to make sense of the data about the world. And all of us bring various biases to the table.
4. Be willing to publicly acknowledge where your argument is weak. Almost all arguments have weak spots, but those who are trying to sell an ideology will have great difficulty with this point and would rather obscure or downplay any weak points.
5. Be willing to publicly acknowledge when you are wrong. Those selling an ideology likewise have great difficulty admitting to being wrong, as this undercuts the rhetoric and image that is being sold. You get small points for admitting to being wrong on trivial matters and big points for admitting to being wrong on substantive points. You lose big points for failing to admit being wrong on something trivial.

Love in the Time of Darwinism  Kay S. Hymowitz, City Journal Autumn 2008

Not so long ago, the average mid-twentysomething had achieved most of adulthood's milestones--high school degree, financial independence, marriage, and children. These days, he lingers--happily--in a new hybrid state of semi-hormonal adolescence and responsible self-reliance. Decades in unfolding, this limbo may not seem like news to many, but in fact it is to the early twenty-first century what adolescence was to the early twentieth: a momentous sociological development of profound economic and cultural import...

Playboy's philosophy may not have been Aristotle, but it was an attempt, of sorts, to define the good life. The Maxim reader prefers lists, which make up in brevity what they lose in thought: "Ten Greatest Video Game Heroes of All Time," "The Five Unsexiest Women Alive," "Sixteen People Who Look Like They Absolutely Reek," and so on.

''A clergyman in charge of education for the country's leading scientific organisation - it's a Monty Python sketch," pronounced Britain's top atheist, Richard Dawkins, recently.

The problem was that Reiss, as well as being an evolutionary biologist and population geneticist, is a non-stipendiary priest in the Church of England. When he said recently that science teachers should answer questions about creationism if pupils asked them he was deemed to have been advocating the idea that British schools should teach the idea that the world was magicked up (complete with fossils and ancient geology) just 6,000 years ago - and then tell pupils to make their own minds up between that and the theory of evolution to which the overwhelming scientific evidence points.

A Teacher on the Front Line as Faith and Science Clash by Amy Harmon -NYTimes

ORANGE PARK, Fla. -- David Campbell switched on the overhead projector and wrote "Evolution" in the rectangle of light on the screen.

He scanned the faces of the sophomores in his Biology I class. Many of them, he knew from years of teaching high school in this Jacksonville suburb, had been raised to take the biblical creation story as fact. His gaze rested for a moment on Bryce Haas, a football player who attended the 6 a.m. prayer meetings of the Fellowship of Christian Athletes in the school gymnasium.

"If I do this wrong," Mr. Campbell remembers thinking on that humid spring morning, "I'll lose him."

Optimism in Evolution
By Olivia Judson -NY Times

When the dog days of summer come to an end, one thing we can be sure of is that the school year that follows will see more fights over the teaching of evolution and whether intelligent design, or even Biblical accounts of creation, have a place in America's science classrooms.

In these arguments, evolution is treated as an abstract subject that deals with the age of the earth or how fish first flopped onto land. It's discussed as though it were an optional, quaint and largely irrelevant part of biology. And a common consequence of the arguments is that evolution gets dropped from the curriculum entirely.

Infant Transplant Procedure Ignites Debate
Ethicists Question Strategy in Which Hearts Are Removed Minutes After They Stop Beating
By Rob Stein -Washington Post

Surgeons in Denver are publishing their first account of a procedure in which they remove the hearts of severely brain-damaged newborns less than two minutes after the babies are disconnected from life support, and their hearts stop beating, so the organs can be transplanted into infants who would otherwise die.

The Boundaries of Organ Donation after Circulatory Death
The New England Journal of Medicine

In the August 14, 2008 issue of the Journal, Boucek et al. report on three cases of heart transplantation from infants who were pronounced dead on the basis of cardiac criteria. Moderator Atul Gawande, of Harvard Medical School; George Annas, of the Boston University School of Public Health; Arthur Caplan, of the University of Pennsylvania; and Robert Truog, of Harvard Medical School discuss key ethical aspects of organ donation after cardiac death.

Perspective Roundtable: Organ Donation after Cardiac Death (Flash Video)
1. Introduction
2. Criteria for Death
3. Dying vs. Dead
4. Rethinking the Dead Donor Rule
5. Public Trust
6. Consent and Prognosis
7. Conclusions

Bring Clarity to Writing | ThinkSimpleNow.com

Have you ever read an email from someone that was too wordy, lacked focus, and left you confused? How can we learn from reading such emails to improve our own communication? How do we compose emails and writings that others will actually want to read?

The ability to write clearly is crucial to getting your message across no matter what you're writing, whether it's an email, a blog post, a magazine article, or a letter to a friend. Clear and concise writing is vital to having your words read and understood.

How Our Culture Keeps Students Out of Science - Chronicle.com

Success in the sciences unquestionably takes a lot of hard work, sustained over many years. Students usually have to catch the science bug in grade school and stick with it to develop the competencies in math and the mastery of complex theories they need to progress up the ladder. Those who succeed at the level where they can eventually pursue graduate degrees must have not only abundant intellectual talent but also a powerful interest in sticking to a long course of cumulative study. A century ago, Max Weber wrote of "Science as a Vocation," and, indeed, students need to feel something like a calling for science to surmount the numerous obstacles on the way to an advanced degree.

At least on the emotional level, contemporary American education sides with the obstacles. It begins by treating children as psychologically fragile beings who will fail to learn -- and worse, fail to develop as "whole persons" -- if not constantly praised. The self-esteem movement may have its merits, but preparing students for arduous intellectual ascents aren't among them. What the movement most commonly yields is a surfeit of college freshmen who "feel good" about themselves for no discernible reason and who grossly overrate their meager attainments.

Why Islam Is Unfunny for a Cartoonist -By Andrew Higgins - WSJ.com

The arrest of a controversial Dutch cartoonist has set off a wave of protests. The case is raising questions for a changing Europe about free speech, religion and art.

On a sunny May morning, six plainclothes police officers, two uniformed policemen and a trio of functionaries from the state prosecutor's office closed in on a small apartment in Amsterdam. Their quarry: a skinny Dutch cartoonist with a rude sense of humor. Informed that he was suspected of sketching offensive drawings of Muslims and other minorities, the Dutchman surrendered without a struggle.

Literacy Debate - Online, R U Really Reading? - NYTimes.com

Children like Nadia lie at the heart of a passionate debate about just what it means to read in the digital age. The discussion is playing out among educational policy makers and reading experts around the world, and within groups like the National Council of Teachers of English and the International Reading Association.

As teenagers' scores on standardized reading tests have declined or stagnated, some argue that the hours spent prowling the Internet are the enemy of reading -- diminishing literacy, wrecking attention spans and destroying a precious common culture that exists only through the reading of books.

But others say the Internet has created a new kind of reading, one that schools and society should not discount. The Web inspires a teenager like Nadia, who might otherwise spend most of her leisure time watching television, to read and write.

Study: No gender differences in math performance -- Phsyorg.com

We've all heard it. Many of us in fact believe it. Girls just aren't as good at math as boys. But is it true? After sifting through mountains of data - including SAT results and math scores from 7 million students who were tested in accordance with the No Child Left Behind Act - a team of scientists says the answer is no. Whether they looked at average performance, the scores of the most gifted children or students' ability to solve complex math problems, girls measured up to boys.

How Anecdotal Evidence Can Undermine Scientific Results
Why subjective anecdotes often trump objective data

By Michael Shermer -Scientific American

The recent medical controversy over whether vaccinations cause autism reveals a habit of human cognition--thinking anecdotally comes naturally, whereas thinking scientifically does not.

...The reason for this cognitive disconnect is that we have evolved brains that pay attention to anecdotes because false positives (believing there is a connection between A and B when there is not) are usually harmless, whereas false negatives (believing there is no connection between A and B when there is) may take you out of the gene pool. Our brains are belief engines that employ association learning to seek and find patterns. Superstition and belief in magic are millions of years old, whereas science, with its methods of controlling for intervening variables to circumvent false positives, is only a few hundred years old. So it is that any medical huckster promising that A will cure B has only to advertise a handful of successful anecdotes in the form of testimonials.

Is online college exam site ethical? - CNN.com

A Web site developed this year that allows students to share old exams online is causing debate among professors about its ethical implications. PostYourTest.com is an educational tool that lets students anonymously upload materials and tests from their previous and current classes, said Demir Oral, creator of the site.

The 411 to avoid boredom- Los Angeles Times

Crackberry. Only a metaphor for our addiction-like urge to check e-mail? Or does the term shed light on a deep biological truth about our hunger for information?

Human-motivation studies traditionally stress well-established needs: food, water, sex, avoidance of pain. In a culture like ours, most of these needs can be satisfied easily. Just open the refrigerator door, or blow on that spoonful of hot soup. (Satisfying the need for sex may require a bit more doing.)

What's been missing from this scientific research is humans' nonstop need for more information.

Corporate media colludes with democracy's demise.
by: Bill Moyers, In These Times | truthout.org

I heard this story a long time ago, growing up in Choctaw County in Oklahoma before my family moved to Texas. A tribal elder was telling his grandson about the battle the old man was waging within himself. He said, "It is between two wolves, my son. One is an evil wolf: anger, envy, sorrow, greed, self-pity, guilt, resentment, lies, false pride, superiority and ego. The other is the good wolf: joy, peace, love, hope, serenity, humility, empathy, generosity, truth, compassion and faith."

The boy took this in for a few minutes and then asked his grandfather, "Which wolf won?"

The old Cherokee replied simply, "The one I feed."

Democracy is that way. The wolf that wins is the one we feed. And in our society, media provides the fodder.

Our media institutions, deeply embedded in the power structures of society, are not providing the information that we need to make our democracy work. To put it another way, corporate media consolidation is a corrosive social force. It robs people of their voice in public affairs and pollutes the political culture. And it turns the debates about profound issues into a shouting match of polarized views promulgated by partisan apologists who trivialize democracy while refusing to speak the truth about how our country is being plundered.

---
This article was adapted from Bill Moyers' keynote address at the National Conference for Media Reform in Minneapolis on June 7. [pdf]

'The Dumbest Generation' by Mark Bauerlein - Los Angeles Times

In the four minutes it probably takes to read this review, you will have logged exactly half the time the average 15- to 24-year-old now spends reading each day. That is, if you even bother to finish. If you are perusing this on the Internet, the big block of text below probably seems daunting, maybe even boring. Who has the time? Besides, one of your Facebook friends might have just posted a status update!

Ignorant America: Just How Stupid Are We? | Democracy and Elections | AlterNet

Ask the political scientists and you will be told that there is damning, hard evidence pointing incontrovertibly to the conclusion that millions are embarrassingly ill-informed and that they do not care that they are. There is enough evidence that one could almost conclude -- though admittedly this is a stretch -- that we are living in an Age of Ignorance.

Surprised? My guess is most people would be. The general impression seems to be that we are living in an age in which people are particularly knowledgeable. Many students tell me that they are the most well-informed generation in history.

Why are we so deluded?

Textbook Piracy Grows Online, Prompting a Counterattack From Publishers - Chronicle.com

College students are increasingly downloading illegal copies of textbooks online, employing the same file-trading technologies used to steal music and movies. Feeling threatened, book publishers are stepping up efforts to stop the online piracy.

100+ Resources for Teaching Without Textbooks | Teaching Tips

What would your classroom be like without your students cracking open their oversized textbooks everyday? Probably a lot more interesting, especially for the kiddies. There are so many other resources out there for teachers to use, online and off, that teaching without textbooks is becoming more and more acceptable. If you don't believe us, scroll down this list of over 100 different resources -- including websites, iPod lectures and field trips -- that will encourage you to toss out your textbooks.

Stop distorting young minds! Faith organisations shouldn't run our schools
By AC Grayling -guardian.co.uk

Anousics, people with a worrying range of beliefs and practices, are indoctrinating our children with the full support of the government

Everything you are about to read is true. Without any public consultation or debate, without once having made this a manifesto pledge, without ever having invited independent or critical opinion to scrutinise the implications, the British government is handing over large tracts of the school education system, along with tens of millions of our tax money, to groups of Anousics.

Higher Education: From Craft-Production to Capitalist Enterprise?

One may well ask: why shouldn't higher education be produced more efficiently? When the power loom displaced hand-loom weaving, society gained cheaper cloth. The success of capitalism in revolutionizing the means of production was even praised in several oft-quoted paragraphs of The Communist Manifesto. And 20th century economist Joseph Schumpeter saw the ever-cheaper commodity as capitalism's major accomplishment...

The New Atlantis » The Myth of Multitasking

In one of the many letters he wrote to his son in the 1740s, Lord Chesterfield offered the following advice: "There is time enough for everything in the course of the day, if you do but one thing at once, but there is not time enough in the year, if you will do two things at a time." To Chesterfield, singular focus was not merely a practical way to structure one's time; it was a mark of intelligence. "This steady and undissipated attention to one object, is a sure mark of a superior genius; as hurry, bustle, and agitation, are the never-failing symptoms of a weak and frivolous mind."

Free Online Courses from Great Universities | Open Culture

Short and Sweet: Technology Shrinks the Lecture - Chronicle.com

"Some traditional lectures are 50 minutes just because lectures always tended to be 50 minutes -- but there's not 50 minutes worth of material in there," he says. "When I'm done, I'm done. I'm not just going to keep talking just fill up the time."

When two worlds collide: threat of class warfare over faith-based schooling
-The Sydney Morning Herald

The debate about 'values based' education is hotting up. John Kaye and Stephen O'Doherty outline the opposing positions on the role of religion in schools.

JOHN KAYE Greens NSW MP and education spokesman: Alarm bells start sounding when young people leave school confused about the boundaries between faith and evidence. They get even louder when the penny drops on the massive state and federal funding that supports the growth of schools that systematically mislead their students. And they reach a crescendo when governments are caught accepting the distortion of education in faith-based private schools.

More Colorado Follies By Stanley Fish ~Think Again~ -The New York Times

I've just returned from New Zealand and find that in my absence the University of Colorado - the same one that earlier this year appointed as its president a Republican fund-raiser with a B.A. in mining and no academic experience - has gifted me again, this time with the announcement of plans to raise money for a Chair in Conservative Thought and Policy.

Why? The answer is apparently given in the first sentence of a story that appeared in the May 13th edition of the Rocky Mountain News: "The University of Colorado is considering a $9 million program to bring high-profile conservatives to teach on the left-leaning Boulder campus."

Embedded in this sentence is the following chain of reasoning: The University of Colorado, Boulder, is left-leaning and therefore it is appropriate to spend university funds (technically state funds) in an effort to redress a political imbalance.

Once shunned by academics, Wikipedia now a teaching tool -- Physorg.com

Writing for Wikipedia "seems like a much larger stage, more of a challenge," than a term paper, said professor Jon Beasley-Murray, who teaches Latin American literature at the University of British Columbia in this western Canadian city...

As an experiment, last January Beasley-Murray promised his students a rare A+ grade if they got their projects for his literature course, called "Murder, Madness and Mayhem," accepted as a Wikipedia Featured Article." In May, three entries created by nine students in the course became the first student works to reach Wikipedia's top rank. Their articles, about the book "El Señor Presidente" by Nobel prize-winning Guatemalan author Miguel Ángel Asturias, ran May 5 on Wikipedia's home page.

Evolution's Critics Shift Tactics With Schools By Stephanie Simon - The Wall Street Journal

They have spent years working school boards, with only minimal success. Now critics of evolution are turning to a higher authority: state legislators.

In a bid to shape biology lessons, they are promoting what they call "academic freedom" bills that would encourage or require public-school teachers to cast doubt on a cornerstone of modern science.

Community College Open Textbook Project Gets Under Way - Chronicle.com

The Community College Open Textbook Project begins this week with a member meeting in California.

At the meeting, representatives of institutions around the country will start reviewing open-textbook models for "quality, usability, accessibility, and sustainability," according to a news release. They will initially review four providers of free online educational resources: Connexions, run by Rice University; Flat World Knowledge, a commercial digital-textbook publisher that will begin offering free textbooks online next year; the University of California's UC College Prep Online, which offers Advanced Placement and other courses online; and the Community College Consortium for Open Educational Resources, which was founded by the Foothill-De Anza Community College District and the League for Innovation in the Community College.

The Art of Creating Controversy Where None Existed By Leah Ceccarelli -Science Progress

Manufactroversy (măn'yə-făk'-trə-vûr'sē) N., pl. -sies.

1. A manufactured controversy that is motivated by profit or extreme ideology to intentionally create public confusion about an issue that is not in dispute.
2. Effort is often accompanied by imagined conspiracy theory and major marketing dollars involving fraud, deception and polemic rhetoric.

With all the sophisticated sophistry besieging mass audiences today, there is a need for the study of rhetoric now more than ever before. This is especially the case when it comes to the contemporary assault on science known as manufactured controversy: when significant disagreement doesn't exist inside the scientific community, but is successfully invented for a public audience to achieve specific political ends.

In a New Generation of College Students, Many Opt for the Life Examined By Winnie Hu -New York Times

When a fellow student at Rutgers University urged Didi Onejeme to try Philosophy 101 two years ago, Ms. Onejeme, who was a pre-med sophomore, dismissed it as "frou-frou."

"People sitting under trees and talking about stupid stuff -- I mean, who cares?" Ms. Onejeme recalled thinking at the time.

But Ms. Onejeme, now a senior applying to law school, ended up changing her major to philosophy, which she thinks has armed her with the skills to be successful. "My mother was like, what are you going to do with that?" said Ms. Onejeme, 22. "She wanted me to be a pharmacy major, but I persuaded her with my argumentative skills."

What if Napster stocked textbooks? Engineering professor Richard Baraniuk talks about his vision for Connexions, an open-source system that lets teachers share digital texts and course materials, modify them and give them to their students -- all free, thanks to Creative Commons licensing.

Link here to the TED site to see more information and discussions related to this video.

A Nation of Wimps -- Psychology Today

The perpetual access to parents infantilizes the young, keeping them in a permanent state of dependency. Whenever the slightest difficulty arises, "they're constantly referring to their parents for guidance," reports Kramer. They're not learning how to manage for themselves.

Think of the cell phone as the eternal umbilicus. One of the ways we grow up is by internalizing an image of Mom and Dad and the values and advice they imparted over the early years. Then, whenever we find ourselves faced with uncertainty or difficulty, we call on that internalized image. We become, in a way, all the wise adults we've had the privilege to know. "But cell phones keep kids from figuring out what to do," says Anderegg. "They've never internalized any images; all they've internalized is 'call Mom or Dad.'"

At 71, Physics Professor Is a Web Star - New York Times

CAMBRIDGE, Mass. -- Walter H. G. Lewin, 71, a physics professor, has long had a cult following at M.I.T. And he has now emerged as an international Internet guru, thanks to the global classroom the institute created to spread knowledge through cyberspace.