About the Blog
•teaching and learning;
•the importance of public education in a democracy;
•definitions of intelligence and the many manifestations of intelligence in school, work, and everyday life; and
•the creation of a robust and humane philosophy of education.
If I had to sum up the philosophical thread that runs through my work, it would be this: A deep belief in the ability of the common person, a commitment to educational, occupational, and cultural opportunity to develop that ability, and an affirmation of public institutions and the public sphere as vehicles for nurturing and expressing that ability.
My hope is that this blog will foster an online community that brings people together to continue the discussion.
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Thursday, August 25, 2016
Friday, July 29, 2016
This commentary appeared in Inside Higher Ed on June 23, 2016. It offers some thoughts on a currently popular and valuable reform strategy that is being considered and in many cases implemented by a number of community colleges across the country.
Enacting the Model
To be sure, change happens. I’ve witnessed several successful programs take shape over the past few years as a core of energetic and creative faculty are given the resources to run with their ideas. But during that same time I’ve also seen such groups -- inspired, seemingly tireless people -- be stonewalled or shut down by larger groups of faculty within their subject area, by their department heads or by middle managers.
For all its merits, the book’s implementation plan is sometimes thin on the political and social dynamics of institutional change. To work amid a complex human landscape, the plan might well need to be combined with savvy, perhaps even Machiavellian leadership; with horse-trading; with both symbolic and financial incentives; with the strategic use of personal relationships; and, unfortunately, at times, with reassignment or marginalization of obstructionist personnel.