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Honesty: What it means and how to teach it

vendredi 28 mars 2025 • Durée 37:21

We talk with Sarah Stitzlein, author of "Teaching honesty in a populist era: Emphasizing truth in the education of citizens." Dr. Stitzlein, a professor of education and affiliate professor of philosophy at the University of Cincinnati, is concerned with how to teach in a political context where truth and honesty seem increasingly at risk. She contrasts the philosophical approaches of populism and the pragmatism of educational philosophers such as John Dewey.

Overview

00:00-00:41 Intros

00:41-02:10 Why the book and the title

02:10-03:15 Defining populism

03:15-04:24 Differences between left and right populism—book is mostly about right populism

O4:24-08:00 Contrasting populist and pragmatic notions of truth and honesty

08:00-09:55 Defining honesty, and what it looks like in a classroom context

09:55-11:59 Honesty as a habit, not just a virtue

11:59-13:13 Is there a difference between truth and reality?

13:13-15:36 A truth claim in an educational context

15:36-16:49 Doing honesty as a verb

16:49-21:15 Seeking truth versus seeking solutions

21:15-23:20 “Alternative facts”

23:20-24:22 Philosophy, ethics, and education

24:22-25:58 From honesty in the classroom to honesty in the wider world

25:58-27:41 Scalability

27:41-29:30 Ethical outlook on civics

29:3o-31:40 Connections between democracy and education

31:40-35:56 Impact of AI

35:56- Outro

Transcript

Click here to see the full transcript of this episode.

References

Book "Teaching Honesty in a Populist Era: Emphasizing Truth in the Education of Citizens" By Sarah Stitzlein

Soundtrack by Poddington Bear

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Creating democratic learning environments: Educators in conversation

vendredi 21 février 2025 • Durée 46:48

We speak with Dr. Linda F. Nathan and Jonathan Mendonca, two co-editors of the recently published book, "Building Democratic Schools and Learning Environments: A Global Perspective," an anthology of accounts of creating innovative schools around the world. We discuss autonomy vs large-scale uniformity, issues of scaling innovations, and defining success. The book, intentionally available free online, includes both existing schools and concepts of possible schools.

Overview

00:00-00:59 Intros

00:59-02:48 Building democratic schools and learning environments

02:48-07:02 How the book came to be written

07:02-08:00 “Many ways” that schools can prepare students for democracy

08:00-11:32 The four pillars of democratic education

11:32-14:12 The “common good”

14:12-16:13 Barefoot EDU (Unifly Collective) and Shikha Institute of Education

16:13-20:58 Jonathan Mendonca’s vision of scale and reactions to it

20:58-23:32 Resolution of whether to teach in English or mother tongue in school in Madhya Pradesh

23:32-28:10 Managing tensions between autonomy and large-scale administration in U.S. schools, and examples

28:10-29:15 Sharing innovations

29:15-33:34 Building ability to meet students’ needs into systems: equity vs equality

33:34-37:16 Catalyzing large scale professional development for pre-school teachers in Haryana State

37:16-39:08 Looking at success for the next generation

39:08-41:46 Teaching students to nurture the planet

41:46- Outro

Going deep: Student-directed learning in Performance Standards Consortium schools

vendredi 9 août 2024 • Durée 39:31

We speak with Adam Grumbach, social studies program coordinator of the New York Performance Standards Consortium, and Naseem Haamid, a law student who attended Fannie Lou Hamer High School. We discuss inquiry based learning, Performance Based Assessment Tests, Habits of Mind, and self-directed, interdisciplinary portfolios, as alternatives to standardized-test driven curricula.

Overview

00:00-00:54 Intros

00:54-02:04 NYS Performance Standards Consortium

02:04-03:54 Potential effect on Consortium of elimination of Regents exams as graduation requirement

03:54-05:09 Inquiry- and literacy-based education

05:09-06:27 Creation of curricula

06:27-07:39 Students’ input into what they focus on

07:39-10:54 Naseem’s transition from a test-oriented school to Fannie Lou Hamer HS (FLH HS)

10:54-10:39 The most valuable things about FLH HS for Naseem

10:39-14:31 Transition from FLH HS to more traditional college and law school classes

14:31-17:21 Performance based assessment tests (PBATs) and other assessments

17:21-19:26 Rubrics

19:26-20:09 Grading of PBATs

20:09-24:45 Portfolios

24:45-28:25 College and career planning

28:25-32:56 Selecting and supporting teachers

32:56-35:35 Lessons for teachers elsewhere from the Consortium

The power of happiness: A Buddhist approach to secular education

jeudi 5 août 2021 • Durée 48:30

We speak with Drs. Isabel Nuñez and Jason Goulah, editors of “Hope and Joy in Education: Engaging Daisaku Ikeda across curriculum and context.” According to Ikeda, the internationally-famous Buddhist philosopher, education should first and foremost engender happiness and instill habits of global citizenship. Drs. Nuñez and Goulah talk about implications for teachers’ classroom practice.

Overview

00:00-00:52 Intros
00:52-02:14 Daisaku Ikeda
02:14-05:10 Ikeda’s central ideas on education
05:10-09:30 Relevance of his ideas to non-Buddhists
09:30-14:41 Concept of global citizenship and teachers’ practice
14:41-20:26 Self-love
20:26-25:35 Inner transformation and social change
25:35-29:57 Relationships of humans to other animals and to future generations
29:57-33:35 Ikeda’s Buddhist humanism and John Dewey’s pragmatism
33:35-36:46 Religion and spirituality
36:46-42:50 Bringing hope and joy into classrooms in 2021-2022
42:50-45:31 Teachers working collectively to create hope and joy
45:31-48:30 Outro

Transcript

Click here to see the full transcript of this episode.

References

“Hope and Joy in Education” Book page at Teachers College Press
Institute for Daisaku Ikeda Studies in Education at DePaul University

The Algebra Project: Bob Moses on math literacy as a Civil Right (Encore)

mercredi 28 juillet 2021 • Durée 01:18:20

Bob Moses died this week. In memoriam, we repost our interview with him from February 2020. The Algebra Project founder and president–and lead organizer of the famous 1964 Mississippi Freedom Summer voting rights campaign–talked about math literacy as an organizing tool to guarantee quality public school education for all children. He described the Algebra Project’s strategies to connect math to students’ life experiences and everyday language.

Overview

00:00-1:15 Introductions

01:15-15:05 Math literacy as an organizing tool; experiential learning; Willard Van Orman Quill’s “regimented language”

15:05-16:45 Literacy across the curriculum

16:45-20:35 Logistics of working with schools

20:35-25:53 Bottom up movement; involving students and parents

25:49-32:07 Funding as a critical issue: District 13 in Brooklyn, Miami/Broward County; need for direct federal investment

32:07-48:15 Quality education as a Constitutional right; Who are “We, the People?”; Circular 3591; Douglas Blackmon, Slavery by another name; equitable funding

48:15-50:12 STEM funding, National Science Foundation (NSF)

50:12-43:39 Establishing math literacy and educational quality as a Constitutional right

43:39-55:37 Next Gen curriculum; math texts become obsolete as soon as they are printed

55:37-1:02:57 Flagway game/sport

1:02:57-1:10:07 Relationship of Algebra Project to Culturally Responsive and Sustaining Framework; fundamental metaphors and concepts that can anchor math education

1:10:07-1:15:25 Nicholas Lemann’s “Transaction Man”; coming together at the intersection of different interests around a common problem; Math Literacy Institute at University of Ohio, Mansfield

Savage inequalities: How school funding intentionally privileges white, wealthy communities (Encore)

mercredi 21 juillet 2021 • Durée 34:34

Zahava Stadler, Policy Director of EdBuild, explains how housing discrimination and state funding policies disadvantage Black and low-income districts. EdBuild has reported on funding schemes throughout the country, documenting a $23 billion annual funding gap between White districts and districts of color. Ms. Stadler describes how states could allocate education dollars more equitably, benefitting at least 70% of students.

References

Access EdBuild’s knowledge base and tools on the website: edbuild.org

Overview

00:00-00:48 Intros

00:48-02:26 How schools are funded in most of the country

02:26-05:02 How reliance on property taxes shortchanges Black and other communities of color; impact of housing discrimination

05:02-08:23 Gerrymandering of school districts to advantage affluent communities

08:23-11:14 Examples of Indianapolis and Columbus school districting boundaries

11:14-13:44 Micro districts

13:44-16:23 Shifting school district funding to county or state levels to eliminate some of the inequalities; 70%+ of students would benefit

16:23-20:12 Funds from outside the formulas exacerbate inequalities

20:12-23:42 Problems with funding formulas

23:42-27:41

Teaching differently about being “modern”: Questioning Western mindsets

mercredi 14 juillet 2021 • Durée 26:21

In our guest episode of Lev Moscow’s podcast, A Correction, Professor Walter Mignolo of Duke discusses decoloniality, a radically different way of thinking and teaching which rejects the “naturalness” of racial capitalism and its development. Lev and Dr. Mignolo discuss what this can look like in high school and college classrooms.

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Addressing teachers’ trauma; plus, antiracist teaching in a white classroom

jeudi 8 juillet 2021 • Durée 40:11

We speak with Shayla Ewing, English and drama teacher in Pekin, Illinois, about supporting teachers experiencing secondary and primary trauma, which the pandemic intensified. We also talk about the how and why of teaching about white privilege in an all-white classroom.

Overview

00:00-00:44 Intros

00:44-02:23 Becoming a Pekin High School English and drama teacher

02:23-03:40 Teach Plus Illinois

03:40-04:46 “Compassion fatigue Is overwhelming educators”

04:46-06:54 Symptoms and contributing factors of compassion fatigue

06:54-10:46 Recommendations for compassion fatigue healing, including things to do and not to do

10:46-13:19 Healing for teachers’ own trauma

13:19-16:38 Support for teachers and students in crises

16:38-20:29 Rewards for working unsustainable hours

20:29-24:05 Incorporating educator well-being into educational initiatives

24:05-29:04 Talking about white privilege in all-white classes

29:04-32:57 Students’ reactions

32:57-35:21 Parents’ reactions

35:21-40:11 Outro

Transcription

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The attack on public education: Will public schools survive?

jeudi 1 juillet 2021 • Durée 45:30

We speak with University of South Carolina law professor Derek Black about the history of education as a core government service and the current wave of voucher laws in red states. Professor Black argues that these will permanently reduce education funding levels and threaten the very existence of public schools. We also talk about the #RedforEd resistance and the need to substantially increase funding for schools with many low-income students.

Overview

00:00-00:48 Intros

00:48-01:38 Why “Schoolhouse Burning” is subtitled “Public Education and the Assault on American Democracy”

01:38-03:38 Importance of Reconstruction for government role in education

03:38-06:13 Commitments to education in state constitutions

06:13-08:25 Tension between schools as reproducing social structures and vehicles for social mobility

08:25-16:35 How to achieve equity in school funding

16:35-18:49 Recent voucher laws around the U.S.

18:49-20:47 Vouchers and parochial schools

20:47-22:54 Impact of proliferation of charter schools

22:54-25:02 Why now for vouchers?

25:02-27:08 Why today’s battles over charters and vouchers are undermining the concept of public education

27:08-29:07 Libertarianism and the idea of removing government from education

29:07-30:19 Privatization and race

30:19-33:29 Reducing taxes on the wealthy and long-term reduction in public funding for education

33:29-36:23 Significance of #RedforEd teachers’ strikes

Authentic history: Too uncomfortable for white kids?

jeudi 24 juin 2021 • Durée 27:45

We speak with Betty Collins, eighth grade teacher in Tulsa County, Oklahoma. Ms. Collins speaks about conservatives’ hostility to Critical Race Theory, which looks at the role of systemic racism in US history. We discuss a just-enacted law in Oklahoma that tries to ban teaching history that may make any students “uncomfortable” and how unions and educators are responding.

Overview

00:00-00:46 Intros

00:46-01:10 Union School District, Tulsa County

00:10-02:10 HB 1775

02:10-02:44 Why HB 1775 was passed

02:44-03:59 Critical Race Theory: Misunderstandings and opposition

03:59-05:07 Educators’ responses to HB 1775

05:07-06:11 Range of the law’s impact in different districts

06:11-08:33 Teaching about Blacks and Native Americans through a Critical Race Theory lens

08:33-09:35 Penalties for teaching accurate history?

09:35-10:30 Relationship between HB 1775 and the state educational standards

10:30-11:07 Black and brown students’ discomfort at their true history not being taught

11:07-12:40 Responding to a parent who doesn’t want their child to be “uncomfortable”

12:40-13:05 When Betty Collins learned about the Tulsa Race Massacre

13:05-14:04 Becoming politically engaged through #RedforEd

14:04-16:24 Encouraging students to be civically engaged

16:24-17:13 #RedforEd

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Ethical Schools – Détails, épisodes et analyse

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Ethical Schools – Détails, épisodes et analyse

Détails du podcast

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Apple Podcasts

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Historique des publications

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Apple Podcasts

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