Monthly Archives: September 2015

Thinking, Flexibility, and Dogma: Survival or Extinction

Dogma has a meaning related to an official opinion or a set of principles or knowledge that is handed down from some sort of authority. But, we often use this word to mean any sort of knowledge claim that is … Continue reading

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The Tragedy of Simple Science Illiteracy

I’m a science educator, but I’m not a big fan of promoting science as more important than the arts or any other subject matter area. I often cringe when I hear people talk about the importance of science literacy. But…. … Continue reading

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Teaching, Learning, and Time

Almost all of schooling is focused around warped uses of time. By “warped” I mean trying to squeeze a lot of material into a short period of time. “Efficiency” is the key word that marks this insidiously warped use of … Continue reading

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Alternatives to Consumerism in Life and Schooling

Over the past few days, I was thinking about this week’s blog entry as a re-analysis of some old research data from a teaching unit. I was looking through old transcripts of students working on a ship building project and … Continue reading

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Consciousness of Trees and Our Need to Move Beyond Simple Systems Thinking

Trees and shall we say plants have much more going on than we’ve assumed. We need to pay attention. This powerful short video points to how our thinking needs to move beyond mechanistic thinking and even beyond simple systems thinking … Continue reading

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Meat, Veggies, Water, Sentience, & Perplexities

At certain times in my life, I tried following a vegetarian lifestyle. But, each time, no matter how careful I was, I couldn’t do it. I lost way too much weight the first and I was already very skinny; and … Continue reading

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“Oh, Look He’s Wagging His Tail” – A Little Girl’s Exploration of Earthworms and How Current Approaches to Schooling and Systems Thinking Short-Change Students

Many years ago, I was studying how children thought while they worked with earthworms. The approach was pretty much like the approach I preferred to take as a teacher… Put the earthworms in front of the children with minimal instruction, … Continue reading

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Beyond Systems 2: Borderless Cognition

As discussed in my last posting, the mere mention of “systems” brings to mind images of mechanistic-like dynamics. But, this sort of association with living “systems” is problematic. In the embedded video of hawks catching prey and flying through various … Continue reading

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