Education philosophy
Sarah Dillard
What High School Science Could Be: Getting ...

Of the four core academic subjects, science education suffers most from a lack of ambition about its own relevance. We explore how science education could become more relevant—and why it matters for all of us.

What High School Science Could Be: Getting Ambitious About Relevance
Education philosophy
Sarah Dillard
Thinking Critically about Critical Thinking

In education, critical thinking is a popular idea but an elusive reality. We discuss the steps we take to achieve critical thinking in our classrooms, including selecting powerful concepts and sources, making connections between the classroom and the world, using discussion to deepen thinking, and finally, moving from isolated concepts to the bigger picture.

Thinking Critically about Critical Thinking
Education philosophy
Sarah Dillard
POV: An Autocrat's Dream Education System

If you were an autocrat, what would your dream education system look like?

Here’s what I imagine, as I look out over my queendom.

Education philosophy
Guest User
"Why are we learning this?

Why are we learning this? It’s the most commonly asked question in classrooms.

When asked, teachers generally reach for an instrumental answer. There isn’t always one in easy grasp, but it’s the reflex.

Today we consider a different, deeper ‘why’ thanks to help from Margaret Atwood. In the 2004 Kesterton Lecture at the Carleton School of Journalism, Atwood does what great writers do best: reveals a deep truth that both makes me feel something and makes me want to be a better person.

"Why are we learning this?

Identity & Prejudice

Student Project: Generational Perspectives on Identity Development

Students emerge from our 2-week summer programs having developed original, self-directed projects. Here, we feature Identity & Prejudice student Anna Ghai’s interview-based project discussing generational perspectives on identity development.

"Why are we learning this?

"Why are we learning this?

Why are we learning this? It’s the most commonly asked question in classrooms.

When asked, teachers generally reach for an instrumental answer. There isn’t always one in easy grasp, but it’s the reflex.

Today we consider a different, deeper ‘why’ thanks to help from Margaret Atwood. In the 2004 Kesterton Lecture at the Carleton School of Journalism, Atwood does what great writers do best: reveals a deep truth that both makes me feel something and makes me want to be a better person.