The American Bar Association’s decision to end the Law School Admissions Test in order to increase racial diversity will mean more Black and Hispanic students (“Law Schools Without LSATs,” The Wall Street Journal, Nov. 25). But at what price? It is further evidence that merit in any form is anathema. I wouldn’t at all be […]No LSATs likely mean no bar exams in the future —
Brian Rosenberg: The recent announcement by the law schools at Yaleand Harvard that they would “no longer participate” in the rankings offered up annually by U.S. News and World Report is, I suppose, worthy of at least polite applause. Berkeley Law followed soon after, then Columbia, Georgetown, and Stanford. As of today, 10 of the…Higher Ed’s Prestige Paralysis — SIS
The world would be a better place if successful campaigning and successful governing didn’t depend on such different skill sets. Here’s an updated version of an old Out in Left Field post. Narcissistic Leadership Personality, of course, is a multi-dimension affair, and there are as many personality spectra as there are personality dimensions. But one […]Campaigning vs. governing, nth edition — Catherine & Katharine
Paul A. Kirschner & Mirjam Neelen
Learning strategies that have a high risk of being ineffective, are usually the ones learners prefer. We say, ‘have a high risk of being ineffective’, because the learning strategies we’re referring to, such as highlighting and summarising, are not necessarily ineffective. It’s the way learners apply them that often makes them useless (see our blog ‘Why some things don’t work and how we can make them work’).
Often, learners think they’ll remember more of something that they’re reading when they reread or highlight while reading it. Unfortunately, it’s not that simple. To study effectively, and by this we mean studying in such a way that you’re able to remember and apply/use what you’ve learned a day, a week, a month, a year later, you need to use better learning strategies.
The question that arises is, then: How can we support and guide learners…
View original post 1,182 more words
We hardly ever reblog a post. First of all, because we love writing ourselves and also because we’re quite critical when it comes to what we publish on our blog.
(BTW, good opportunity to let those who reach out to us to ask if we would like to post their sponsored content… you can save yourself the energy as the answer will always be NO).
That said, once every so often, we see a quality blog that impresses us. And then, sometimes, we reblog. This is one of these rare occasions.
Efrat Furst, who has a background in cognitive-neuroscientific research (focused on human learning and memory), works with educators and learners to bridge the sciences of learning (cognitive psychology and neuroscience) with teaching and learning in classrooms
She has written a great blog on Learning in the Brain, in which she explains in an accessible and eloquent way…
View original post 56 more words
Paul A. Kirschner
This blog has been previously posted on https://www.kirschnered.nl/2022/11/09/discipulus-economicus-the-calculating-learner/
Maybe you’ve heard of the homo economicus (Latin for economic man). Wikipedia defines the homo economicus as “the portrayal of humans as agents who are consistently rational and narrowly self-interested, and who pursue their subjectively defined ends optimally.” In normal language: The homo eonomicus is a person who makes decisions on what to do based upon questions like: What’s in it for me? Do the costs of doing something weigh up against the benefits I receive if I do it? If the balance shifts to profits, we do it. If it shifts to costs, we don’t. A spin-off on this is the discipulus economicus, or as (s)he is pejoratively called: the calculating student. This is a student who carries out the minimum of effort for the maximum benefit; a far cry from no pain, no gain.
View original post 318 more words
In the previous blog https://drpeterwilmshurst.wordpress.com/2022/09/25/is-the-lancet-complicit-in-research-fraud/ Professor Patricia Murray and I explained that the Lancet has failed to retract two articles by Paolo Macchiarini, which described surgery on a patient in Barcelona in 2008 and her follow up in 2014.1,2 There is no doubt that senior editors of the Lancet know that the publications are fraudulent. They have the evidence of fraud relating to these publications, which caused serious patient harms. The Lancet’s continued endorsement of Macchiarini’s publications is difficult to understand because a branch of Sweden’s Central Ethical Review Board found him guilty of research fraud in 2017 and requested retraction of publications that Macchiarini falsified when working at the Karolinska Institute. The Swedish investigators had no authority to consider Macchiarini’s original 2008 paper from when he worked in Barcelona. Since 2019, Macchiarini has received criminal convictions in Italy and Sweden for harming patients in those countries after he…
View original post 2,984 more words
By Althea Need KaminskeI recently taught about effective learning strategies in one of my courses and, as I do every week, reserved a day for questions and clarifications. My students asked a version of a question that I get a lot about effective learning strategies: “If this is so effective, why isn’t it being taught…Self-Regulated Learning and Personality — Learning Scientists Blog – The Learning Scientists
(Cross-posted at FacilitatedCommunication.org.) This post is a sequel to my September 7th post on an article by Gernsbacher and Pripas-Kapit entitled “Who’s Missing the Point? A Commentary on Claims that Autistic Persons Have a Specific Deficit in Figurative Language.” This post is also the latest installment in my series on a set of FC-friendly articles […]Autism, figurative language, empathy, and “autistic culture” — Catherine & Katharine
In the years since I originally posted this on Out in Left Field, the emphasis on social-emotional learning is greater than ever. Somehow the pandemic has become an excuse for shifting the balance away from straight-up academics towards even more social emotional learning, even as declines in academic skills are at least as worrying as declines in socio-emotional maturity. […]Social emotional learning and academic slippage in the post-Pandemic era — Catherine & Katharine