#pedagogy — Public Fediverse posts
Live and recent posts from across the Fediverse tagged #pedagogy, aggregated by home.social.
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What does it mean for students to use AI in active rather than passive ways?
If anyone is wondering why I’ve suddenly started saying ‘AI’ it’s because I’ve (reluctantly) accepted this is a necessary requirement for communicating effectively in higher education policy work. I still think we should be talking about models and will continue to write about them in my theoretical work.
What does it mean for students to use AI in active rather than passive ways? In Generative AI for Academics I talked about the difference between thinking with AI and using AI as a substitute for thinking. This roughly maps onto the cognitive outsourcing concept which I’ve argued we need to move away from. It’s too binary a distinction to capture the complexity of how users engage with AI, even if it does nonetheless track a meaningful distinction which matters. In some cases a user is actively thinking about their use and in other cases they are not. Furthermore, this is a distinction in practice which matters in principle. What it means to use AI is different if you are thinking about the use you are making of it. It doesn’t necessarily mitigate the risks but ceteris paribus it’s better to think about your use then not think about it.
I’ve tried two routes towards fleshing out this distinction as a spectrum. The first is to look at specific practices which a student might engage with in relation to AI. For example the HEPI (2025) research shows a variegated picture in terms of what students have used AI for in assessments. I’ve argued these practices range from the obviously problematic (use in assessment without editing) or obviously acceptable (explain concepts*) but that most are an ambiguous middle-ground in which context-sensitive judgements have to be made in terms of cohort characteristics, disciplinary standards and assessment design. This helps crack open the black-box of AI practice (treating AI use as if it’s fundamentally interchangeable rather intensely varied) but it doesn’t really address the question of what active use actually is. It simply restates the problem at a more granular level of specific practices which we can either assume to be active or passive in all usual cases or which we can inquire about activity or passivity in context-sensitive terms.
The other strategy was to use this notion from Jonathon Jackson’s interesting account of degrees of LLM use in learning. He suggests we need to design learning activities which inculcate the habit of shifting left so that if students reach human-in-the-loop or llm-centric use then they do not remain there. This feels important to me because it highlights how active use is something which has to be worked at longitudinally. It suggests that if we incorporate AI into learning we should do so in a way which ensures a left-shift is likely. This is particularly important when we consider the structural drivers of habituation which are going to intensify in consumer-focused subscription based LLMs over the coming years. If the student is not going to opt out entirely (and obviously they can’t if we’re building this into an assessment) then what matters becomes developing the inclination to pull back into more active forms of use.
In neither case have I really addressed the question though. What is active use? The notion of epistemic agency (introduced to me by Peter Kahn) offers a way through which we might begin to think about this question. Juuso Henrik Nieminen, Eeva Haataja & Peter J. Cobb offer hints of a potential answer in this paper. They define this for students as “their sense of agency in using, evaluating and producing knowledge” (970). It’s the outcome of “students’ transformational relationship with knowledge” (972) facilitated (or frustrated) by the environment in which teaching and learning is taking place. In a case study of student epistemic agency in authentic assessment they define the following area of focus for their inquiry (my bold):
We first focused on students’ accounts of their epistemic actions: how they explained learning and studying as they progressed in the course. We then analysed how these actions reflected students’ orientation to knowledge: how they positioned themselves with respect to knowledge in digitally-mediated authentic assessment
Pg 977Note that the first concept is emic: how do students account for their learning and progress. The second concept is etic: what can we infer from their actions about their orientations towards knowledge? This split is important I think because it enables us to take student narrations of knowledge work seriously without taking them literally. There’s a further level of inference we can make. Therefore we might ask in relation to AI use:
- How do students account for their actions with AI in terms of knowledge?
- What can we infer from student actions about their orientation towards knowledge?
In their analysis they offer a number of themes which can help us clarify what to look for in relation to these questions:
- A sense of being an active learner
- A sense of being a user of knowledge
- A sense of contributing to society
These are all things we can ask students about in their use of AI. To what extent do they feel they are using it an active way? It’s a fallible guide but we can nonetheless talk to students about whether it feels like they are learning (thanks to David Meecham for this point). It’s a phenomenological datapoint that can be taken seriously. Likewise we can ask them about the extent to which they feel they are actively engage with knowledge when they use AI? Does it feel like they are passive recipients or that they are linking thinks together in active ways? An interesting point in the paper was the role of interdisciplinarity and the acts of synthesis it invites in bringing this about.
In another paper Juuso Henrik Nieminen and Laura Ketonen talk about the same concept of epistemic agency in terms of assessment more broadly. They argue that what I think of as the promissory function of assessment (ensuring that a student given a credential has the learning the credential claims) and the stakes for students of the ensuing culture undermines an active and transformative engagement with knowledge. If it’s all about validating knowledge conceived of as a property of the individual student then the active engagement (facilitated by the environment) will tend to be neglected. Likewise a focus on employability skills too easily leads to a focus on discrete competencies to be reproduced in the workplace rather than the more diffuse meta-competency (?) which might or might not underlie them. If assessment is targeted at demonstrations of knowing rather than knowing it leaves us with a performative assessment culture.
It’s important that epistemic agency is conceived of in terms of the environment which facilitates or frustrates it. We encounter active or passive use of AI at the level of the individual student and the specific practices they are engaged in. I suggested in the previous post that we might see cognitive ownership at the task level and the learning journey level. The tasks which constitute the student’s learning (including informal learning) jointly combine into a learning journey which is characterised by a certain degree of cognitive ownership. What I’m talking about as cognitive ownership maps onto the phenomenological sense of being an active learners and being a user of knowledge. These are present at the task level and they jointly combine into characteristics of the learning journey.
The evaluative level which the student cannot conclusively adjudicate on is whether a sense of (actual) cognitive ownership is matched by (real) epistemic agency. It’s the latter question which forces us to look again at the context. To what extent is the learning environment (encompassing everything from learning design through to assessment and institutional provision of resources) facilitating epistemic agency? We’ve already seen from the second paper how assessment culture can frustrate epistemic agency at the learning journey level even if it might flicker into being at the task level. This gives us a framework for thinking about institutions as enabling epistemic agency by making it easier for students to use AI in active ways defined by cognitive ownership. It means we need to design environments that make this easier, as well as supporting activities and assessments which make this easier.
So what does it mean to talk about a student using AI in an active way? This is what I’m gesturing towards though it is still provisional:
- An experienced sense of being an active learner
- An experienced sense of actively working with knowledge
- A transformative engagement to knowledge (Nieminen and Ketonen) i.e. the student’s understanding is changed by the interaction
- The capability is retained in spite of the AI use (Pritchard’s challenge here)
I think this use is possible. In future posts I’ll have a go at defining it in concrete terms with examples. It’s a high threshold though: it’s ok if not all use meets this threshold but that’s exactly why we should left-shift in Jackson’s terms. It also means we should discourage use which does not incline towards this threshold because that would be ‘cognitive outsourcing’ in precisely the sense in which so many academics are worrying about it.
*The one pushback I had to this was that ‘explaining concepts’ is a problem because of the anglocentric bias of the corpus. Surely this would suggest though that ‘explaining concepts’ using resources from a library or articles from a journal system that hasn’t been colonised would be equally problematic? It seems like a category error to treat this as a problem specific to LLMs (as opposed to other knowledge sources) but I can see the specific risk that LLMs launder objectivity by presenting themselves as authoritative new sources of neutrality. But this itself suggests to me we need to scaffold the practice for students rather than retreat from it.
#AI #assessment #epistemicAgency #learning #passive #pedagogy -
CW: Pope Leo's Magnifica Humanitas: genAI and education [1/2]
Pope Leo's encyclical, Magnifica Humanitas, released today. Focus on genAI.
Reading it as a university teacher and a non-Catholic and an atheist, I find deep truths in this document.
This pope understands the pedagogical challenges posed by the genAI maelstrom; he understands them better than most of my academic colleagues.
Quote from Section 140:
"Education is a long journey requiring patience, and therefore needs time for development and for engagement with reality beyond appearances."
"Educating people about the use of AI, then, involves teaching them to decide when and for what purpose it ought not to be used. The speed and ease with which answers or summaries can be obtained risk extinguishing the desire to ask questions, which is a process that bears fruit only over time."
#PopeLeo #MagnificaHumanitas #HigherEducation #pedagogy #noLLM #AcademicChatter #StopTheAICorruption
[1/2] \cont'd
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CW: Strange alliances: I read a Jesuit's reflection on teaching
"To teach a person to live by thinking and to think by living."
Father Antonio Spadaro SJ offers a thoughtful reflection on the role of the university and the nature of learning.
I am a university teacher in a technical subject. I am not a Christian, not a Catholic. I am an atheist who admires the rebellious stance of the Reformation. But as a teacher, I find substance in Spadaro's text.
Learning and teaching are part of a process where the student encounters their subject, encounters others, encounters themselves. The university is a place that creates such encounters. That is a programme Martin Buber would be happy to share. It is also a programme that is threatened by the maelstrom of genAI corruption.
I am willing to treat Pope Leo as an ally in today's battle in defense of meaningful education.
#HigherEducation #pedagogy #PopeLeo #noAI #StopTheAICorruption #MartinBuber
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From answer engines to learning engines — Why fast answers are like fast food
People crave fast answers. But the purpose of information systems is to help people gain knowledge. So we should seek better questions. -
From answer engines to learning engines — Why fast answers are like fast food
People crave fast answers. But the purpose of information systems is to help people gain knowledge. So we should seek better questions. -
From answer engines to learning engines — Why fast answers are like fast food
People crave fast answers. But the purpose of information systems is to help people gain knowledge. So we should seek better questions. -
From answer engines to learning engines — Why fast answers are like fast food
People crave fast answers. But the purpose of information systems is to help people gain knowledge. So we should seek better questions. -
From answer engines to learning engines — Why fast answers are like fast food
People crave fast answers. But the purpose of information systems is to help people gain knowledge. So we should seek better questions. -
📰 The Middle Position of a Scholar-Practitioner (A free, 9-page article from 2008)
Tags: #BuddhistStudies #Pedagogy #Religion
https://buddhistuniversity.net/content/articles/at-ease-in-btw_williams-duncan-ryuken -
@rodsthencones @ZachWeinersmith
The way to do it. Teaching is to ask the right questions. Your kids were so lucky in their home support team! :-)
I once had a student visit me to help him solve a problem he said he was stuck with. He came, I sat him down and asked him to tell me the problem. He explained it to me, and he immediately saw the solution. I hadn't said a word. He left, a happy young man.
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Naming What You Feel: Emotional Literacy for Children. It provides a detailed overview of how understanding emotions helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards on the web.
Read the full analysis here:
https://www.dannasouthwellauthor.com/naming-what-you-feel-emotional-literacy/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy
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Naming What You Feel: Emotional Literacy for Children. It provides a detailed overview of how understanding emotions helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards on the web.
Read the full analysis here:
https://www.dannasouthwellauthor.com/naming-what-you-feel-emotional-literacy/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy
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Naming What You Feel: Emotional Literacy for Children. It provides a detailed overview of how understanding emotions helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards on the web.
Read the full analysis here:
https://www.dannasouthwellauthor.com/naming-what-you-feel-emotional-literacy/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy
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Naming What You Feel: Emotional Literacy for Children. It provides a detailed overview of how understanding emotions helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards on the web.
Read the full analysis here:
https://www.dannasouthwellauthor.com/naming-what-you-feel-emotional-literacy/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy
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Naming What You Feel: Emotional Literacy for Children. It provides a detailed overview of how understanding emotions helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards on the web.
Read the full analysis here:
https://www.dannasouthwellauthor.com/naming-what-you-feel-emotional-literacy/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy
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Wordle Limericks Books Explore the 5 Love Languages of Children. It provides a detailed overview of how creative wordplay serves as an intellectual foundation, helping the next generation develop the discernment necessary to navigate hidden digital risks and maintain safe decision-making standards.
Read here:
https://www.wordlelimericks.com/wordle-limericks-books-explore-the-5-love-languages-of-children/#Education #ChildDevelopment #Literacy #PublicInterest #Mindfulness #Pedagogy
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Wordle Limericks Books Explore the 5 Love Languages of Children. It provides a detailed overview of how creative wordplay serves as an intellectual foundation, helping the next generation develop the discernment necessary to navigate hidden digital risks and maintain safe decision-making standards.
Read here:
https://www.wordlelimericks.com/wordle-limericks-books-explore-the-5-love-languages-of-children/#Education #ChildDevelopment #Literacy #PublicInterest #Mindfulness #Pedagogy
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Wordle Limericks Books Explore the 5 Love Languages of Children. It provides a detailed overview of how creative wordplay serves as an intellectual foundation, helping the next generation develop the discernment necessary to navigate hidden digital risks and maintain safe decision-making standards.
Read here:
https://www.wordlelimericks.com/wordle-limericks-books-explore-the-5-love-languages-of-children/#Education #ChildDevelopment #Literacy #PublicInterest #Mindfulness #Pedagogy
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Wordle Limericks Books Explore the 5 Love Languages of Children. It provides a detailed overview of how creative wordplay serves as an intellectual foundation, helping the next generation develop the discernment necessary to navigate hidden digital risks and maintain safe decision-making standards.
Read here:
https://www.wordlelimericks.com/wordle-limericks-books-explore-the-5-love-languages-of-children/#Education #ChildDevelopment #Literacy #PublicInterest #Mindfulness #Pedagogy
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Wordle Limericks Books Explore the 5 Love Languages of Children. It provides a detailed overview of how creative wordplay serves as an intellectual foundation, helping the next generation develop the discernment necessary to navigate hidden digital risks and maintain safe decision-making standards.
Read here:
https://www.wordlelimericks.com/wordle-limericks-books-explore-the-5-love-languages-of-children/#Education #ChildDevelopment #Literacy #PublicInterest #Mindfulness #Pedagogy
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Northwest students gain global perspective in Italy | News
MARYVILLE, Mo. — Students and faculty in the School of Education at Northwest Missouri State University traveled this spring…
#Italy #Europe #Europa #EU #behaviormodification #branchesofscience #cognition #earlychildhoodeducation #education #educationtheory #humancommunication #Intelligence #learning #pedagogy #ReggioEmiliaApproach #teacher #teaching
https://www.europesays.com/italy/15836/ -
Too many events still use child-based pedagogical instead of adult-centered andragogical modalities. Concentrate on the latter.
#meetings #events #EventDesign #learning #andragogy #pedagogy #eventprofs
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Too many events still use child-based pedagogical instead of adult-centered andragogical modalities. Concentrate on the latter.
#meetings #events #EventDesign #learning #andragogy #pedagogy #eventprofs
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Too many events still use child-based pedagogical instead of adult-centered andragogical modalities. Concentrate on the latter.
#meetings #events #EventDesign #learning #andragogy #pedagogy #eventprofs
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Too many events still use child-based pedagogical instead of adult-centered andragogical modalities. Concentrate on the latter.
#meetings #events #EventDesign #learning #andragogy #pedagogy #eventprofs
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Too many events still use child-based pedagogical instead of adult-centered andragogical modalities. Concentrate on the latter.
#meetings #events #EventDesign #learning #andragogy #pedagogy #eventprofs
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The role of narrative in fostering emotional literacy is a vital area of study for modern caregivers and educators.
Keeping Your Cool: Emotional Literacy and Storytelling. It provides a detailed overview of how storytelling helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards online and off.
Read here:
https://www.dannasouthwellauthor.com/keeping-your-cool-emotional-literacy-storytelling/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy
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The role of narrative in fostering emotional literacy is a vital area of study for modern caregivers and educators.
Keeping Your Cool: Emotional Literacy and Storytelling. It provides a detailed overview of how storytelling helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards online and off.
Read here:
https://www.dannasouthwellauthor.com/keeping-your-cool-emotional-literacy-storytelling/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy
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The role of narrative in fostering emotional literacy is a vital area of study for modern caregivers and educators.
Keeping Your Cool: Emotional Literacy and Storytelling. It provides a detailed overview of how storytelling helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards online and off.
Read here:
https://www.dannasouthwellauthor.com/keeping-your-cool-emotional-literacy-storytelling/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy
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The role of narrative in fostering emotional literacy is a vital area of study for modern caregivers and educators.
Keeping Your Cool: Emotional Literacy and Storytelling. It provides a detailed overview of how storytelling helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards online and off.
Read here:
https://www.dannasouthwellauthor.com/keeping-your-cool-emotional-literacy-storytelling/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy
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The role of narrative in fostering emotional literacy is a vital area of study for modern caregivers and educators.
Keeping Your Cool: Emotional Literacy and Storytelling. It provides a detailed overview of how storytelling helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards online and off.
Read here:
https://www.dannasouthwellauthor.com/keeping-your-cool-emotional-literacy-storytelling/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy
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A quotation from Eleanor Roosevelt
Q. Should we discourage children from playing war games?
A. We might wish to discourage them, but it would be utterly useless at the present time, so we might as well give in gracefully and try to see that when war games are played they teach the lessons which we wish our children to learn — fair play, magnanimity in victory, courage in defeat and no hatred of peoples.Eleanor Roosevelt (1884–1962) First Lady of the US (1933–1945), politician, diplomat, activist
Column (1942-08), “If You Ask Me,” Ladies’ Home Journal, Vol. 59More about this quote: wist.info/roosevelt-eleanor/83…
#quote #quotes #quotation #qotd #eleanorroosevelt #children #conflict #courage #fairplay #games #hatred #lessons #magnanimity #model #moralityplay #nationalism #pedagogy #play #prejudice #teachingmoment #wargames #WorldWar2 #ww2 #parenting
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A quotation from Eleanor Roosevelt
Q. Should we discourage children from playing war games?
A. We might wish to discourage them, but it would be utterly useless at the present time, so we might as well give in gracefully and try to see that when war games are played they teach the lessons which we wish our children to learn — fair play, magnanimity in victory, courage in defeat and no hatred of peoples.Eleanor Roosevelt (1884–1962) First Lady of the US (1933–1945), politician, diplomat, activist
Column (1942-08), “If You Ask Me,” Ladies’ Home Journal, Vol. 59More about this quote: wist.info/roosevelt-eleanor/83…
#quote #quotes #quotation #qotd #eleanorroosevelt #children #conflict #courage #fairplay #games #hatred #lessons #magnanimity #model #moralityplay #nationalism #pedagogy #play #prejudice #teachingmoment #wargames #WorldWar2 #ww2 #parenting
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A quotation from Eleanor Roosevelt
Q. Should we discourage children from playing war games?
A. We might wish to discourage them, but it would be utterly useless at the present time, so we might as well give in gracefully and try to see that when war games are played they teach the lessons which we wish our children to learn — fair play, magnanimity in victory, courage in defeat and no hatred of peoples.Eleanor Roosevelt (1884–1962) First Lady of the US (1933–1945), politician, diplomat, activist
Column (1942-08), “If You Ask Me,” Ladies’ Home Journal, Vol. 59More about this quote: wist.info/roosevelt-eleanor/83…
#quote #quotes #quotation #qotd #eleanorroosevelt #children #conflict #courage #fairplay #games #hatred #lessons #magnanimity #model #moralityplay #nationalism #pedagogy #play #prejudice #teachingmoment #wargames #WorldWar2 #ww2 #parenting
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A quotation from Eleanor Roosevelt
Q. Should we discourage children from playing war games?
A. We might wish to discourage them, but it would be utterly useless at the present time, so we might as well give in gracefully and try to see that when war games are played they teach the lessons which we wish our children to learn — fair play, magnanimity in victory, courage in defeat and no hatred of peoples.Eleanor Roosevelt (1884–1962) First Lady of the US (1933–1945), politician, diplomat, activist
Column (1942-08), “If You Ask Me,” Ladies’ Home Journal, Vol. 59More about this quote: wist.info/roosevelt-eleanor/83…
#quote #quotes #quotation #qotd #eleanorroosevelt #children #conflict #courage #fairplay #games #hatred #lessons #magnanimity #model #moralityplay #nationalism #pedagogy #play #prejudice #teachingmoment #wargames #WorldWar2 #ww2 #parenting
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A quotation from Eleanor Roosevelt
Q. Should we discourage children from playing war games?
A. We might wish to discourage them, but it would be utterly useless at the present time, so we might as well give in gracefully and try to see that when war games are played they teach the lessons which we wish our children to learn — fair play, magnanimity in victory, courage in defeat and no hatred of peoples.Eleanor Roosevelt (1884–1962) First Lady of the US (1933–1945), politician, diplomat, activist
Column (1942-08), “If You Ask Me,” Ladies’ Home Journal, Vol. 59More about this quote: wist.info/roosevelt-eleanor/83…
#quote #quotes #quotation #qotd #eleanorroosevelt #children #conflict #courage #fairplay #games #hatred #lessons #magnanimity #model #moralityplay #nationalism #pedagogy #play #prejudice #teachingmoment #wargames #WorldWar2 #ww2 #parenting
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National Council on Teacher Quality: Have you checked out our new database?. “Earlier this month, NCTQ launched an amazing new tool to give the public better access to the content of collective bargaining agreements, teacher handbooks, school calendars and teacher salary schedules. … We’ve begun with the nation’s 50 largest school districts but will be adding an additional 50 this year.”
https://rbfirehose.com/2026/05/12/national-council-on-teacher-quality-have-you-checked-out-our-new-database/ -
National Council on Teacher Quality: Have you checked out our new database?. “Earlier this month, NCTQ launched an amazing new tool to give the public better access to the content of collective bargaining agreements, teacher handbooks, school calendars and teacher salary schedules. … We’ve begun with the nation’s 50 largest school districts but will be adding an additional 50 this year.”
https://rbfirehose.com/2026/05/12/national-council-on-teacher-quality-have-you-checked-out-our-new-database/ -
National Council on Teacher Quality: Have you checked out our new database?. “Earlier this month, NCTQ launched an amazing new tool to give the public better access to the content of collective bargaining agreements, teacher handbooks, school calendars and teacher salary schedules. … We’ve begun with the nation’s 50 largest school districts but will be adding an additional 50 this year.”
https://rbfirehose.com/2026/05/12/national-council-on-teacher-quality-have-you-checked-out-our-new-database/ -
National Council on Teacher Quality: Have you checked out our new database?. “Earlier this month, NCTQ launched an amazing new tool to give the public better access to the content of collective bargaining agreements, teacher handbooks, school calendars and teacher salary schedules. … We’ve begun with the nation’s 50 largest school districts but will be adding an additional 50 this year.”
https://rbfirehose.com/2026/05/12/national-council-on-teacher-quality-have-you-checked-out-our-new-database/ -
National Council on Teacher Quality: Have you checked out our new database?. “Earlier this month, NCTQ launched an amazing new tool to give the public better access to the content of collective bargaining agreements, teacher handbooks, school calendars and teacher salary schedules. … We’ve begun with the nation’s 50 largest school districts but will be adding an additional 50 this year.”
https://rbfirehose.com/2026/05/12/national-council-on-teacher-quality-have-you-checked-out-our-new-database/ -
Event: Wikipedia as Pedagogy: How faculty and students are shaping public scholarship in the field of religion
Hosted by WikiEducation and the AAR Teaching & Learning Committee
In this webinAAR, you will hear from three faculty who
#Events #Teaching #DigitalEducation #EngagedLearning #pedagogy #PublicScholarship #wiki #Wikipedia
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Event: Wikipedia as Pedagogy: How faculty and students are shaping public scholarship in the field of religion
Hosted by WikiEducation and the AAR Teaching & Learning Committee
In this webinAAR, you will hear from three faculty who
#Events #Teaching #DigitalEducation #EngagedLearning #pedagogy #PublicScholarship #wiki #Wikipedia
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Event: Wikipedia as Pedagogy: How faculty and students are shaping public scholarship in the field of religion
Hosted by WikiEducation and the AAR Teaching & Learning Committee
In this webinAAR, you will hear from three faculty who
#Events #Teaching #DigitalEducation #EngagedLearning #pedagogy #PublicScholarship #wiki #Wikipedia
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Event: Wikipedia as Pedagogy: How faculty and students are shaping public scholarship in the field of religion
Hosted by WikiEducation and the AAR Teaching & Learning Committee
In this webinAAR, you will hear from three faculty who
#Events #Teaching #DigitalEducation #EngagedLearning #pedagogy #PublicScholarship #wiki #Wikipedia
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The role of cognitive framing in early childhood development is a vital area of study for modern educators and parents.
Growth Mindset Quotes for Kids That Build Confidence and Resilience. It provides an analytical yet practical overview of how specific linguistic tools can foster the critical thinking necessary to navigate modern digital risks and personal challenges.
Read here:
https://www.dannasouthwellauthor.com/growth-mindset-quotes-for-kids/#Education #ChildDevelopment #CognitiveGrowth #PublicInterest #Pedagogy #Resilience
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The role of cognitive framing in early childhood development is a vital area of study for modern educators and parents.
Growth Mindset Quotes for Kids That Build Confidence and Resilience. It provides an analytical yet practical overview of how specific linguistic tools can foster the critical thinking necessary to navigate modern digital risks and personal challenges.
Read here:
https://www.dannasouthwellauthor.com/growth-mindset-quotes-for-kids/#Education #ChildDevelopment #CognitiveGrowth #PublicInterest #Pedagogy #Resilience
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The role of cognitive framing in early childhood development is a vital area of study for modern educators and parents.
Growth Mindset Quotes for Kids That Build Confidence and Resilience. It provides an analytical yet practical overview of how specific linguistic tools can foster the critical thinking necessary to navigate modern digital risks and personal challenges.
Read here:
https://www.dannasouthwellauthor.com/growth-mindset-quotes-for-kids/#Education #ChildDevelopment #CognitiveGrowth #PublicInterest #Pedagogy #Resilience
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The role of cognitive framing in early childhood development is a vital area of study for modern educators and parents.
Growth Mindset Quotes for Kids That Build Confidence and Resilience. It provides an analytical yet practical overview of how specific linguistic tools can foster the critical thinking necessary to navigate modern digital risks and personal challenges.
Read here:
https://www.dannasouthwellauthor.com/growth-mindset-quotes-for-kids/#Education #ChildDevelopment #CognitiveGrowth #PublicInterest #Pedagogy #Resilience
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The role of cognitive framing in early childhood development is a vital area of study for modern educators and parents.
Growth Mindset Quotes for Kids That Build Confidence and Resilience. It provides an analytical yet practical overview of how specific linguistic tools can foster the critical thinking necessary to navigate modern digital risks and personal challenges.
Read here:
https://www.dannasouthwellauthor.com/growth-mindset-quotes-for-kids/#Education #ChildDevelopment #CognitiveGrowth #PublicInterest #Pedagogy #Resilience