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Month: June 2008

Let’s Hear It for the Lefties – or – Living Left in a Rightie World

New thoughts since the first posting: If you have also read The World is Flat by Thomas Friedman, you might be interested in his magazine interview with Daniel Pink in the American Association of School Administrator’s February 2008 issue.


I get tickled when people notice that I’m left-handed – I’m fond of remarking, “yes, we lefties are the only ones in our right mind!” Now it seems that our time has come… if indeed you believe that being left-handed  means you are  right-brained.Pink\'s 2005 book

In his 2005 book, A Whole New Mind: Moving from the Information Age to the Conceptual Age, author Daniel Pink has given us some news, both bad and good.

The bad news is that people (like my engineer hubby) who earn their living using linear, logical, analytical skills may soon find that demand for their skill sets has waned. In the place of left-brained thinking has risen the need for a set of traits that have historically been  discounted in education and industry. These skills include creativity, empathy, inutition, and the ability to find  relationships among seemingly unrelated objects and events; or as I like to call it: putting the puzzle together without the benefit of the picture on the box.

According to Mr. Pink, a new era is beginning to take shape Continue reading Let’s Hear It for the Lefties – or – Living Left in a Rightie World

What do you believe?

“There are neither ignoramuses nor perfect sages; there are only men who are attempting, together to learn more than they now know.”    – Paulo Freire




The starting point of any educational process lies with the philosophy held by the educator. Perhaps there is no more important aspect to the teacher-learner relationship, because the working philosophy of the teacher determines the purpose, and ultimately much of the success of the educational activity.


What is the aim of the instructional program?


What assumptions has the educator made about truth and what experiences are valuable?


What assumptions exist about the nature of the learner, and his will to learn?


Don’t you wish that education could begin with the end in mind – and that the end was something other than Continue reading What do you believe?

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