With American conservatives in power in the wake of the 2016 US Presidential election, the sharp dichotomy of political divisiveness from this election makes comparison of who makes up the two sides very easy. 21st-century American conservationism is bound to the post-both-Bushes Republican Party and to the populist “know-nothing-like” Tea Party (i.e. Freedom Caucus) movement […]
Upon retiring from public and private school classrooms after 40 years as a physicist who was “called” to teach physics and higher math to college-bound high school juniors (11th grade) and seniors (12th grade), I had accumulated over time certain sayings, thoughts, mores, musings, beliefs, philosophies, etc. I decided to pen 40 of them, one […]
In the wake of my retirement beginning June, 2016, I’ve experienced personally that the positive I’ve done professionally as a Ph.D. scientist who likes to teach (as opposed to a science and math teacher) stands out more than the positive criticism of our educational system I’ve offered in recent years. The wonderful things my former […]
In the presentation of a theory of human existence, Perception is Everything [Jan., 2016], it was suggested the theory could be applied to almost every aspect of human experience. The model paints the picture of the objective/subjective duality of human existence as the interactive dual flow (or flux) of real-world, empirical, and veridical data bombarding our […]
Or, The Ten Commandments for Academically Successful HS Classes Or, Ten-Point Guideline Toward Improving the Problems of Public and Private High Schools (While both Students and Teachers need to be cognizant of all ten for the ideal classroom student/teacher classroom relationship, the first four listed are directly addressed to teachers and administrators, while the last […]
Returning to the question from the Introduction: Why, then, this prank? It was an impish dream made real by extraordinary, out-of-the-box teenagers — not one, or two, but the improbable grouping of four of us of like mind (4 out of 54). We had the “gall” (or, better, using words from fellow Senior 1964 Joe […]
Replacing education models 1) and 2) with 3) (See 1: Education Reform… and 2: Education Reform…) requires considerable change in how school personnel are organized and how they relate to the students. But the real radical and revolutionary change comes in how we certify teachers, how we get those who want to teach ready to […]
I have stated at the beginning of 1: Education Reform — The Wrong Models! that I am a physicist who loves to teach, not a teacher who loves to teach physics and math. I went on to say the difference is not so obvious unless one understands the education model I have numbered 3) — […]
I am a physicist who loves to teach. I am not a teacher who loves to teach physics and math. This is the first of postings dedicated to focusing on the difference between the previous two sentences. I maintain that difference is crucial, for in that difference are the keys of how to reform education […]