50 good P-12 education blogs

June 11, 2008

Scott McLeod at Dangerously Irrelevant has a list of 50 good and great blogs that focus on education, P-12.

1. Through some glitch in the screening process, Millard Fillmore’s Bathtub sneaked onto the list. The bubbles in the Bathtub seem deeper and warmer as we just think about it.  We’re flattered to be listed, even with an asterisk.

2. There are 49 very good blogs on that list, a few of which I’ve not heard of before, some of my old favorites, and all of them very interesting that I’ve checked out so far. Go check them out. They deserve the traffic. You deserve the information.

In fact, just to give them all a link boost, I’ll copy McLeod’s list below the fold.

School’s out for me, with just a little cleanup and an amazing training burden left for the summer. This last semester has been a doozy. I’ve not blogged nearly so much as I should have. There are a lot of issues left on the table. It’s nice to be on the list; I wish there were more comments. I find the feedback useful, fun, and instructive, like older son Kenny’s chastisement this morning subtly slipped into comments on the Mencken typewriter post.

Where should education bloggers be going, Dear Readers? Where should this blog be going?

McLeod’s list below the fold; comments are open for the whole summer.

Read the rest of this entry »


And so it goes: Kurt Vonnegut dead

April 12, 2007

Kurt Vonnegut, smiling

Kurt Vonnegut

How teachers should address World War II in high school history classes continues to vex me, and others, too, I suppose. First is the problem that we have more than six decades of history after the war to cover in history classes, a problem my teachers didn’t have, or ignored.

More difficult is the connecting of the war to later events. Tom Brokaw’s book, The Greatest Generation, argues a strong case that America is better because of the of work of the people who survived the war, especially the veterans. But often I’ve thought that a simple recounting of history cannot adequately cover the struggle with existence and its meaning that so changed the world after the war, especially for veterans who saw combat. Kids ask why we didn’t just negotiate with the communists to end the Cold War, and why the Marshall Plan could even exist. Why build tract homes, and get an education?

Kurt Vonnegut’s Slaughterhouse Five provided some of the best answers to those questions, which is to say that the answers themselves lack clarity, and confuse. I wish students could read it just before we cover the Battle of the Bulge in a couple of classroom sessions, both to understand and empathize with the soldiers in the battle, and to understand how much that battle and the end of the war shaped events of the 1950s and Cold War.

Billy Pilgrim came unstuck in time, but was stuck forever with history, by history, remembering history in some cases even before it happened. Billy Pilgrim knew Santayana and Santayana’s ghost at the same time. Pilgrim, and Vonnegut, appeared to understand how hopeless life can be, but found reason to plod on anyway. There is hope at the bottom of Vonnegut’s work, or the hope that hope might be found just around the corner.

Vonnegut died yesterday.

The New York Times piece on Vonnegut informs and tells why people liked him personally. The Boston Globe’s article is shorter (I include it because the paper serves areas where he lived and worked). The Indianapolis Star story by Christopher Lloyd shines as a good example of home-town journalism, and may be the best one for use in high school classes. (My recollection is that all three links will die in a week, so go quickly!)

Note, November 24, 2012:  Interesting meditation on Vonnegut, on the anniversary of his birth, at the Automat; worth the read, you’ll see.


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