It’s especially important that kids get bored — and be allowed to stay bored — when they’re young. That it not be considered “a problem” to be avoided or eradicated by the higher-ups, but instead something kids grapple with on their own.

We’ve stopped training children to do this. Rather than teach them to absorb material that is slower, duller and decidedly two-dimensional, like a lot of worthwhile information is, schools cave in to what they say children expect: fun. Teachers spend more time concocting ways to “engage” students through visuals and “interactive learning” (read: screens, games) tailored to their Candy Crushed attention spans. Kids won’t listen to long lectures, goes the argument, so it’s on us to serve up learning in easier-to-swallow portions.

We need to have a lot of difficult conversations in order to resolve the issues we are facing as a society, and the only way these conversations will be productive and enduring is if we all can agree on the facts. Right now, with Americans believing more than 40 percent of the news they see is fake, we aren’t quite there as a society, but that doesn’t mean we can’t be. The internet is an amazing tool, but to use it most effectively we have to embrace its benefits while also understanding the ways in which it makes us vulnerable. If students are still learning dated practices such as cursive writing in school, shouldn’t they be learning how to navigate and consume the internet responsibly as well?

Much misinformation and many falsehoods related to politics circulate online. This paper investigates how youth judge the accuracy of truth claims tied to controversial public issues. In an experiment embedded within a nationally representative survey of youth ages 15-27 (N=2,101), we examined factors that influenced youth judgements regarding the accuracy of the content. Consistent with research on motivated reasoning, youth assessments depended on a) the alignment of the claim with their prior policy position and, to a lesser extent, on b) whether the post included an inaccurate statement. However, and most importantly, among those participants who reported the most media literacy learning experiences, there was a large, statistically significant difference in ratings of accuracy between those exposed to a post that employed misinformation and those who saw an evidence-based post. Implications for educators and policymakers are discussed.

In the future, if you want a job, you must be as unlike a machine as possible: creative, critical and socially skilled. So why are children being taught to behave like machines?

StyrelseAkademien är en ideell förening som verkar för ett bättre styrelsearbete i svenska företag. Vår mission är att öka kunskapen om styrelsearbetets betydelse för lönsamhet och utvecklingskraft. Vi arbetar med utbildning, nätverk, rekrytering och opinionsbildning.

StyrelseAkademien Sverige har arton medlemsföreningar med över 6 000 individuella medlemmar. Vi utbildar ca 2 000 personer om året i styrelse- och ägarfrågor.

New Japanese words every day, with kana, romaji and kanji. And colorful pictures, just in case.

Perfection is unattainable: Learning English as a lingua franca (ELF) involves approaching the language as a tongue shared by non-native speakers around the world rather than as a lingo that must be mastered to native-speaker level. Letting go of the idea of speaking 'perfect English' could do wonders for Japanese students' confidence.

School is a place where children are compelled to be, and where their freedom is greatly restricted — far more restricted than most adults would tolerate in their workplaces. In recent decades, we have been compelling our children to spend ever more time in this kind of setting, and there is strong evidence (summarized in my recent book) that this is causing serious psychological damage to many of them. Moreover, the more scientists have learned about how children naturally learn, the more we have come to realize that children learn most deeply and fully, and with greatest enthusiasm, in conditions that are almost opposite to those of school.

The Theoretical Minimum is a series of Stanford Continuing Studies courses taught by world renowned physicist Leonard Susskind. These courses collectively teach everything required to gain a basic understanding of each area of modern physics including all of the fundamental mathematics. The sequence begins with the modern formulations of classical mechanics discovered by Lagrange and Hamilton in the late 18th and 19th centuries, and then moves on to the radical new theories of relativity and quantum mechanics discovered by Albert Einstein and others in the early 20th century. The sequence concludes with a study of modern cosmology including the physics of black holes.

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