Every day, adults are role models of learning (whether or not they want to be). (more…)

The amount of time required to process thoughts, as well as the perceived “rawness” of the experience, varies considerably from person to person. It could (more…)

Each child has a spark of genius waiting to be discovered, ignited, and fed. And the goal of schools shouldn’t be to manufacture “productive citizens” (more…)

“School days” should have extensive downtimes—that is, stretches without scheduled activities and even without the context of impending homework. Admittedly, one of the scariest things (more…)

...tests emphasize exactly the wrong skills. They emphasize the memorization of massive amounts of facts that neurologically have a half-life of about 12 hours. They (more…)

Learning to be focuses on helping someone understand who they are and who they want to be. This type of learning answers such questions as: (more…)

Tests only test the test taker’s ability to prepare for and take tests. For example, there is no skill worth having that can be measured (more…)

Children need to be socialized. They need to spend time with peers and adults that is both positive and productive. (more…)

Any structure that does not embrace the chaotic diversity of talents is doomed to a lower common denominator approach. Ultimately, along the way that approach (more…)

Grouping students by the same age is just a bad idea. (more…)

It is time to consider new approaches to education through a lens outside the ones of the education-industrial complex. (more…)

Being a role model has two values, not necessarily in this order. First, children learn by watching adults. Second, adults will be a lot more (more…)