A Quote by Dean Spade

I strive to find materials that will engage students, expand their capacities as critical readers and thinkers, and feel immediately relevant to their daily lives and future work in court and social service systems.
I say, 'Get me some poets as managers.' Poets are our original systems thinkers. They contemplate the world in which we live and feel obligated to interpret, and give expression to it in a way that makes the reader understand how that world runs. Poets, those unheralded systems thinkers, are our true digital thinkers. It is from their midst that I believe we will draw tomorrow's new business leaders." --Sidney Harman, CEO Multimillionaire of a stereo components company
I often notice how students can gain the capacity to use certain critical methodologies through engaging with very different texts - how a graphic novel about gentrification and an anthology about Hurricane Katrina and a journalistic account of war profiteering might all lead to very similar classroom conversations and critical engagement. I'm particularly interested in this when teaching law students who often resist reading interdisciplinary materials or materials they interpret as too theoretical.
Audiences of critical thinkers are my favorite kinds of audiences. There are jokes I tell in the show that don't get laughs unless I am in front of an audience of critical thinkers. Put me in front of a crowd of science teachers or astronauts! The guileless aren't our audience - it's the critical thinkers we love.
In some of the classes, especially the introductory religion courses I took, the professors can veer into a particular strain of religious anti-intellectualism. Professors typically aren't given tenure at Liberty, so there's pressure to hew to the party line on religious and social issues. I didn't see a whole lot of my professors encouraging critical thinking among their students. Which isn't to say that students don't engage critical thinking skills at Liberty - just that it wasn't part of my classroom experience there.
I think it's fairly unique to define the end goal of K-12 schooling as helping students become better thinkers, more creative thinkers, and to organize the whole school around creative and critical thinking.
I chose Congo in order to become close to a place that we had turned away from. It isn't present in our imaginations, in the stories we tell each other. Yet it's relevant to our lives and to our worlds, in a practical way. Congo supplies raw materials for the things that we use on a daily basis. We are intimately linked to Congo, economically. We're linked to it through human events that are occurring there, that affect all of us, and yet you don't find narratives of Congo present in our lives.
In my daily work, I work on very large, complex, distributed systems built out of many Python modules and packages. The focus is very similar to what you find, for example, in Java and, in general, in systems programming languages.
High school teachers who want to get reluctant readers turned around need to give the students some say in the reading list. Make it collaborative: The students will feel ownership, and everyone will dig in.
You can't be a passive recipient of images, you have to engage with images and read their subtexts. These are critical things that will be taught to the students by a film club.
Engage with your readers as often as you can. Readers, myself included, want a relationship with everyone in their lives, even the people behind the pages of their favorite books.
Middle school students are at a critical time in their lives when making good choices matters - the decisions they make in these formative years have an impact on their future success.
“When ye are in the service of your fellow beings ye are only in the service of your God.” Focusing on serving our brothers and sisters can guide us to make divine decisions in our daily lives and prepares us to value and love what the Lord loves. In so doing, we witness by our very lives that we are His disciples. When we are engaged in His work, we feel His Spirit with us. We grow in testimony, faith, trust, and love.
If no one speaks out for [young readers], if they don’t speak out for themselves, all they’ll get for required reading will be the most bland books available. Instead of finding the information they need at the library, instead of finding novels that illuminate life, they will find only those materials to which nobody could possibly object... In this age of censorship I mourn the loss of books that will never be written, I mourn the voices that will be silenced — writers’ voices, teachers’ voices, students’ voices — and all because of fear.
[The error in the teaching of mathematics is that] mathematics is expected either to be immediately attractive to students on its own merits or to be accepted by students solely on the basis of the teacher's assurance that it will be helpful in later life. [And yet,] mathematlcs is the key to understanding and mastering our physical, social and biological worlds.
We are, first of all, not solitary creatures and second of all, we are deeply embedded in the lives of others. It's very easy to forget that and to engage in an atomistic fallacy - where we think that all we have to do is study the individual components of a system in order to understand the system. That's clearly not the case when it comes to social systems.
You can find academic and industrial groups doing some relevant work, but there isn't a focus on building complex molecular systems. In that respect, Japan is first, Europe is second, and we're third.
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