#pedagogy — Public Fediverse posts

New York Times: The Scandinavian Solution to A.I. in Schools. “The economists David Strömberg, Victor Lei and Yanhui Wu found that while A.I. use raised homework scores among students, it lowered “monthly exam scores by 20 percent within six months. High-stakes entrance-exam scores fall by 18 and 24 percent,” with student performance worsening over time. The students with the greatest […]

babbletheclown: "chef educated me on how the world works" 😶
https://www.instagram.com/reel/DcL66xkRosE/?utm_source=ig_web_copy_link&igsi=NTc4MTIwNjQ2YQ==
#puppetsofinstagram #boburnham #howtheworldworks #bloodshed #bloodlust #genocide #racism #racialbigotry #pedagogy #classism #exploitation #workers #meansofproduction #fbi #cia #assassination #neoliberalfascism #policebrutality #pedocorporateelites #trump #epsteinclass #criminal #crime #corrupt #corruption #news #usnews #globalnews #politics #uspol #uspolitics #globalpolitics #history #ushistory #worldshitory

A twin to The Days of the Dreams.

The black fog slid across the terracotta floor of the tea shop like a living river of ice. Every glass jar on Moira’s shelves began to frost over, the dried herbs inside freezing white. The warm, comforting smell of chamomile and old paper was completely swallowed by the bitter scent of deep winter and ancient dust.

Toe, the black cat, stood on the very edge of the oak counter. He hissed, a sharp, angry sound, while Ashwaganda stood tall beside him, his orange fur puffed out like a shield.

“Stay behind me, Elio,” Moira whispered. Her breath was a thick white cloud in the freezing air.

Elio walked slowly out of the back kitchen. He was holding the heavy wooden bowl with both hands. The ossobuco and the fresh, golden pasta were steaming perfectly, radiating a deep, rich heat. The smell of the roasted meat, the sweet tomatoes, and the old wine fought against the cold fog, creating a wall of warm air around the chef.

“Where do I put it?” Elio asked, his teeth chattering from the sudden, unnatural cold.

“On the counter. Right between the two books,” Moira ordered.

Elio stepped forward. The shadows on the walls seemed to reach for him, long black fingers stretching out to grab the bowl. But the heat of the traditional food pushed them back. Elio placed the wooden bowl carefully onto the heavy oak wood, right between the dusty blue cover of The Days of the Dreams and the pristine white cover of its newly found twin.

The moment the bowl touched the wood, the black fog stopped moving along the floor.

Slowly, the fog began to rise. It gathered in the center of the room, pulling itself up into a tall, towering pillar of pure darkness. It had no face and no eyes, but Moira and Elio could feel it looking at them. It felt like a bottomless, starving void—an emptiness that had not been warm in a thousand years.

Elio took a step back, terrified.

Moira did not move. She stood tall, placed one hand on her blue book, and looked directly into the dark shadow.

“We offer you the memory of the hearth,” Moira said in a loud, clear voice. She remembered the words of the riddle. “We bring you the marrow of the bone, slow-cooked in the tears of the hills. We bind it with the golden sheet, stretched only by human hands.”

The towering shadow let out a sound. It was not a voice, but a low, hollow wind that rattled the teacups on their shelves.

The dark shape leaned forward, hovering directly over the steaming wooden bowl.

Elio grabbed Moira’s arm, ready to pull her away. But Moira shook her head. “Watch,” she whispered.

The shadow did not eat the food like a person or an animal would. Instead, it opened wide and breathed in. The thick, rich steam rising from the hot pasta and the roasted marrow was pulled straight up into the darkness.

As the shadow swallowed the heat, the smell, and the soul of the carefully cooked meal, something amazing happened. The pure black fog began to turn gray. The terrible, freezing cold in the room began to soften.

The shadow breathed in again, drinking the human effort, the patience, and the tradition that Elio had rolled into the pasta dough. The darkness turned lighter and lighter, until it looked like ordinary morning mist.

With one final, quiet sigh that sounded almost peaceful, the mist evaporated completely into the air.

The desk lamp flickered and turned back on. The frost on the glass jars melted into tiny drops of water. The fire in the back room roared back to life, filling the tea shop with warmth once again.

Ashwaganda stopped puffing his fur and let out a long, happy purr. Toe jumped down from the counter and started to wash his paws.

Elio slowly walked up to the oak counter and looked into the wooden bowl.

The ossobuco and the pasta were still there. But they had completely changed. The rich red tomato sauce was totally gray. The golden yellow of the egg pasta was dull and white. The meat looked dry as dust. There was no steam, no smell, and no heat.

“It took the life out of it,” Elio whispered, staring at the bowl in shock. “It ate the essence of the food.”

“It ate the memory,” Moira corrected gently. She closed the covers of both the blue and white books. “It was starving for warmth. You gave it a meal made with care, patience, and human hands. A machine could never have made a meal that could defeat a shadow, Elio.”

Elio looked at his flour-covered hands. He had always cooked for awards, for speed, and for modern perfection. But tonight, he had cooked to save a village.

“I understand now,” the chef said softly. He looked at Moira with true respect. “Tradition is not just about the past. It is about keeping the warmth alive for the future.”

Moira smiled. She took the wooden bowl of gray, empty food and tossed it into the trash bin.

“Now,” Moira said, tying her apron back on. “Since the shadow ate your dinner, how about we go into the kitchen and make another batch of that hand-rolled pasta? Just for us this time.”

Elio smiled back, his fear finally gone. “Only if you let me show you how to chop the wild mallow for the salad.”

berkeley law ai policy

'The use of AI is prohibited for aid in conceptualizing, outlining, drafting, revising, translating, or editing any work submitted for credit. AI use is prohibited for any use for any purpose in any exam situation'

#ai #pedagogy #gettingThereEventually

https://www.law.berkeley.edu/academics/registrar/academic-rules/artificial-intelligence-policy/

“It is peaceful, Just like good cooking should be.”

Elio jumped back in fear. His flour-covered hands hit the wooden shelves behind him, knocking over a small jar of dried apple slices. The jar hit the floor, but neither of them looked at it.

The icy blue light from the white leather book grew brighter. It filled the dark tea shop, making the shadows on the walls look long and strange.

“Moira,” Elio whispered, his voice shaking. “What is happening? Books do not glow.”

“Stand back, Elio,” Moira said. Her voice was very steady, even though her heart was beating fast. She did not look away from the rusted iron box.

Toe, the black cat, let out a loud, angry yowl. He jumped down from the top shelf and stood on the counter next to Moira. Ashwaganda joined him. Both cats stared at the white book. Their fur was standing up, making them look twice as big.

Suddenly, the heavy cover of the white book flipped open all by itself.

Elio gasped and grabbed Moira’s arm. “Did you see that? There is no wind in here!”

Moira gently pulled her arm away. “I saw it. Do not be afraid. But do not touch it.”

She leaned over the counter to look at the open pages. The pages inside the white book were not yellow or creamy like her own book. They were completely black, like the night sky.

As they watched, glowing silver letters began to write themselves across the dark paper. The writing moved quickly, spelling out a message in the cold blue light.

Moira read the words out loud:

The twin wakes from the dark earth. The cook was called to the water. The old hunger returns to the hills.

Elio stepped closer, his eyes wide. He looked at the glowing words, then he looked at Moira. “The cook was called to the water? That means me. I went to the water to find the wild mallow. Are you telling me this… this magic book made me want to go there?”

Moira looked at him sadly. “Magic is like a magnet, Elio. It pulls things to it. It pulls people to it. You thought the wild mallow was your own idea for a new recipe. But the book was waiting to be found. It used you to wake up.”

Elio rubbed his face with his hands. He looked like he was trying to wake up from a very strange dream. “This is crazy. This is a quiet village in Italy. We make pasta and drink tea. Magic is not real.”

Moira knew it was time to share her biggest secret. If Elio was part of this now, he needed to know the truth.

She reached under the heavy oak counter. She pulled out her own book, The Days of the Dreams, with its dusty blue cover and the silver sleeping cat.

Elio stared at it. “There are two of them?”

“Yes,” Moira said quietly. “Mine is the blue book. I found it years ago. It helps protect Speranza. It warns me when danger is coming. But I did not know it had a twin.”

Moira placed her blue book on the counter, right next to the rusted metal box that held the white book.

As soon as the two books were close to each other, the air in the room felt heavy. A warm, golden light began to glow from Moira’s blue book. It mixed with the icy blue light of the white book.

The silver letters in the white book faded away. New words began to write themselves, but this time, the words flowed across both books at the same time. The writing started on the black pages of the white book and finished on the yellow pages of the blue book.

Light and shadow meet again. The gates of the old hunger are open. You must feed the shadow, or it will eat the village.

The light from both books flashed brightly, and then, suddenly, they both went totally dark. The glowing stopped. The shop was quiet again.

Elio was breathing heavily. He pointed at the black pages of the white book. “Feed the shadow? What does that mean, Moira? Feed it what?”

Moira looked down at her hands. They were shaking just a little bit. She thought about the warning. The old hunger returns.

“I don’t know yet,” Moira admitted, looking up at the worried chef. “But I think your cooking is going to be very important, Elio. And I think we are going to need more than just wild mallow to save Speranza this time.”

Discovering Flowers in SFO

https://www.steinerskolen-norge.no/display/edecf743-106a-8b24-6faa-6c5759452479

🌱 From Seed to Sunflower

https://www.steinerskolen-norge.no/display/edecf743-726a-8b18-b75d-e83522798411

Our New School Building is Growing!

https://www.steinerskolen-norge.no/display/edecf743-206a-8af8-f0cf-4b9875042218

Climate Geography: From Polar to Tropical Zones

https://www.steinerskolen-norge.no/display/edecf743-116a-89cc-74dc-199798262975

🐝 Bees, Flowers, and Swarms: Experiencing Nature in Year 3

https://www.steinerskolen-norge.no/display/edecf743-186a-899b-0780-9c3063318851

I just published my method for learning almost anything: clarify, immerse, build, lock in, evaluate. Built on neuroscience (retrieval practice, spaced repetition) — not learning-style myths.

12 years designing educational TV taught me what makes knowledge stick.

Free, with sources 👇
https://philippe.bertieri.fr/en/apprendre/
Tell me if you like it👍

#Learning #Neuroscience #EdTech #Pedagogy #LanguageLearning

Deus ex machina is now just the machine.

No need for the deus hypothesis, in 2026.

Zero mathematical need. Closed on maths, and logics. Not or. And.

The logic is closed, as well.

Mathematical physics is closed.

Unreasonable, I know:

https://en.wikipedia.org/wiki/The_Unreasonable_Effectiveness_of_Mathematics_in_the_Natural_Sciences

#humanism #science #education #pedagogy

'artificial intelligence is now firmly embedded in how students produce text. Somewhere between two-thirds and 90 percent of high school and college students are already using A.I. for schoolwork...All this points to some questions about writing itself: Why work so hard to learn it? And what do students stand to lose when they stop facing down a blank page, alone with their thoughts?'

#pedagogy #genAI #technology #writing

https://www.nytimes.com/2026/08/17/us/student-writing-essays-ai.html?unlocked_article_code=1.6FA.e6aa.rXVS_EFjHWki&smid=nytcore-ios-share

Our new food and health room is ready!

https://www.steinerskolen-norge.no/display/edecf743-116a-81a1-8b39-8a8528310252

🌸 The Circle of Blooms: A New Beginning

https://www.steinerskolen-norge.no/display/edecf743-196a-8056-c60f-696341957037

What are the judgements which students are making as they use AI?

I enjoyed this paper by Walton et al about the role of judgement in how students use AI. There’s currently a startling lack of rich data about the judgements students actually make in their use of chatbots chatbots, as they summarise on pg 2:

There remains little information beyond decontextualised self-reports about
what these judgements might be and how they influence what students learn (or fail to learn) from completing their assessments. Thus, educators and institutions continue to design assessments and set policy to take account of GenAI use without understanding how their choices will affect students and learning. Exploring how students make judgements with—and about—GenAI will therefore provide a much-needed perspective on how students are coming to learn with, rely on, and dissemble with GenAI.

Through a nicely designed walk through method they identify six categories of what they call judgement events: time bound occurrences where the student where a student evaluates AI and its outputs as they worked on an assessment. What I particularly like about this framing is how it enables us to distinguish between:

1. The occurance and sequencing of judgement events.
2. The (epistemically) better or worse judgement events which make up that sequence

It does what Milan and I describe in The Platform Learns To Speak as opening the blackbox of AI use in order to look at the process which underpins it. The obvious lesson to take from the notion of judgement events is to ask three questions of assessment design:

1. What is the process? Where and when are judgements called for?
2. What kind of judgement events are desirable for constructive alignment?
3. How does the logic of the design ideally knit together these judgement events?
4. How does the embedding of the assessment support or hinder this ambition?

A crucial point they make in this paper concerns student’s ability to distinguish their own epistemic contribution to the output. I’ve been prone in the last year to saying that we need to help students understand what it feels like to be learning*. I stand by this but I realise it’s a precarious achievement rather than something we can rely on. This is why I like their two points on pg 13 so much:

This makes two points: firstly, GenAI use can enhance or hinder learning,
depending on circumstance. Secondly, students’ own views of what they learnt or how they worked with GenAI use does not distinguish between these cases.

*Thanks to David Meechan for setting me off on this, when he visited us.

Idaho Now Offering Master Gardener Online | Preston Citizen https://www.allforgardening.com/1930578/idaho-now-offering-master-gardener-online-preston-citizen/ #Bark(botany) #BehaviorModification #botany #cognition #conifer #EarthSciences #EasternMeadowVole #education #GardeningIdaho #girdling #gopher #HumanCommunication #idaho #Kingdoms(biology) #lawn #learning #NaturalEnvironment #pedagogy #Pest(organism) #PhysicalGeography #Pine #plants #Rodent #rodenticide #soil #Spruce #tree #Vole #WinterStorm

New blog post: “There are two kinds of theorems”.

Mathematics alternates between model-building and model-using. After the model building comes a series of theorems showing that the model works and makes sense. And then come the real theorems, the new ones about the thing that was being modeled.

This is perhaps the most important mathematical methodology, and it is never explained to the students, who are left wondering why Euclid proves a lot of theorems about things that are obvious (“vertical angles are equal”) or why we show that the Peano axioms can prove the commutativity of addition.

https://blog.plover.com/math/two-kinds-of-theorems.html

#math #pedagogy #mathEducation #geometry #universeOfDiscourse

'With this letter we take a principled stand against the proliferation of so-called 'AI' technologies in universities. As an educational institution, we cannot condone the uncritical use of AI by students, faculty, or leadership...It undermines our basic pedagogical values and the principles of scientific integrity. It prevents us from maintaining our standards of independence and transparency. And most concerning, AI use has been shown to hinder learning and deskill critical thought'

#pedagogy #coercivePlatforms #education #criticalThinking #technology

https://openletter.earth/open-letter-stop-the-uncritical-adoption-of-ai-technologies-in-academia-b65bba1e

Why prompting should not be our focus when teaching students about AI

This is a sketch of a much longer piece of work I need to write:

• The role of prompting is diminishing is diminishing as chatbots develop because they increasingly infer and pre-empt what the user shares. It’s no longer a crucial skill for using them effectively and we need to avoid presenting it as if it is.
• As Essien et al put it, “agency in prompting does not automatically produce learning; without reflective regulation, it may become only efficient prompting”. The student might still treat uncritically accept outputs, outsource to a self-defeating degree or engage in malpractice while nonetheless prompting effectively.
• It’s hard to talk about prompting without veering into the terrain of ‘prompt engineering’. This is a contingent feature of the discourse but there’s a whole theory of what models are implicit in the notion of ‘prompt engineering’ which is really unhelpful for learning: imagining prompting as a form of natural language coding through which you unlock the machine.
• The language of prompting also lends itself to thinking about single-shot interaction which is now how you use a chatbot in reflective and thoughtful ways. Again there’s nothing necessary about this but the discourse constraints our capacity to emphasise the dialogical element as essential while still talking about prompting.
• If we see the use of chatbots for learning in terms of dialogue, then we need a dialogical vocabulary for thinking about it. What makes for a better or worse conversation? What is the student bringing to the model? How are they greeting the responses of the chatbot? How does the interaction unfold through these dynamics over time? This is the terrain we need to work on and again I think the language gets in the way.
• The capabilities involved in this are much more like literacy more broadly than the language of prompting can really account for. To write fluently, confidently and thoughtfully equips you to prompt effectively. To draw upon a range of references in expansive and relevant ways unlocks the capability of the model to respond to complexity. If we talk about this as ‘prompting’ we redescribe what are relatively familiar aspirations of humanistic education in an unhelpful way. This also obscures inequalities of cultural capital in who can do this and who cannot do it.

I realise in writing this my problem is less with prompting and more on prioritising it and the conceptual baggage which comes with it. Instead I suggest the focus needs to be on student agency when using chatbots. Essien et al again:

When students maintain control over goals, prompts, evaluation, and final judgement, the feared risk of cognitive atrophy may be reduced (Yang et al. 2024), and AI may function less as a surrogate and more as a dialogic partner (Krakowski 2025). This aligns with warnings that passive AI use may weaken learning (Linde- baum et al. 2025).

So perhaps I’d see student agency as composed of (a) prompting skills (b) literacy (c) critical AI literacy?

The Case for Aesthetic Education

Why Friedrich Schiller believed art belongs at the heart of education—and why it matters for equal opportunity today.

By: Marco Elvis Joven Domínguez

https://daily.jstor.org/the-case-for-aesthetic-education/

Books by Friedrich Schiller at PG:
https://www.gutenberg.org/ebooks/author/289

#books #literature #pedagogy

@henkheijmans

#altText : a vintage #classroom, with #boys only but with some unusual aspects: pulpits are not oriented towards the blackboard (as they still generally are in #France except in #kindergarten #school) but facing one another, there's a "News" board full of pinned sheets and objects, and a table (presumably the unseen teacher's) is covered with pots where plants appear to be growing.

1/2

https://fr.wikipedia.org/wiki/P%C3%A9dagogie_Freinet

#education #teaching #école #Freinet #pédagogie #pedagogy

RE: https://scholar.social/@olivia/117026104474024967

‘The role of the university is even lost on many, so bears repeating: produce knowledge and educate at the highest level. AI destroys both at their core. It exposes some of us as confused, some of us as opportunistic, and both groups as cowards who would rather extract than reflect, would rather move fast and break things than learn to follow the slow and methodical praxis of scholarly work’

#pedagogy #academicChatter

https://ergosphere.blog/posts/the-machines-are-fine/

"[Frank Herbert] has a character observe: 'What do such machines really do? They increase the number of things we can do without thinking. Things we do without thinking; there's the real danger.' Herbert was writing science fiction. I'm writing about my office. The distance between those two things has gotten uncomfortably small."

This post by ergosphere.blog gets at what bothers me about LLMs.

#LLM #AI #programming #pedagogy #learning

Too many events still use child-based pedagogical instead of adult-centered andragogical modalities. Concentrate on the latter.

https://www.conferencesthatwork.com/index.php/learning/2015/06/three-key-kinds-of-learning-at-events-part-2

#meetings #events #EventDesign #learning #andragogy #pedagogy #eventprofs

'Stanford’s “The Evidence Base on AI in K-12” reviewed over 800 academic papers and found exactly 20 that produced strong causal evidence. Twenty. Out of 800...The hot take that AI will transform education is running about 780 papers ahead of the evidence'

#pedagogy #polycrisis #education #genAI

https://medium.com/@jasonsattler/heres-what-we-know-about-ai-and-education-it-s-not-good-672340aa728f