On meltdown
The reductio ad absurdum of the loss of academic trust.
Thoughts (mainly about learning and teaching)
which may or may not lead somewhere.
Nowadays, even respectable writing often relies on secondary sources. One of the most-cited ideas of the current period is that the flapping of a butterfly's/humming-bird's/mosquito's wing in Peru/Brazil/Panama (it's usually South America) can cause a hurricane/typhoon/tornado/flood in the US/Russia/wherever.
A classicist's commentary on Doctor Who (12 April 08); but read the comments! Hint; scroll to the bottom and read them chronologically, id est upwards.
The linked article reports on neurological research on dyslexia among English and Chinese speakers, suggesting that its manifestations in brain activity are quite different.
Not "learning styles"! That idea is useless and counter-productive, but nonetheless people do have preferences about how they learn best.
"How nice of you to get in touch! Feedback like yours is always encouraging, and much appreciated.
But don't be too hard on [the university]! There's a lesson in all this...It has always been thus in teaching!
- You turned to my page after wrestling with their material. It's quite possible that had they not laid the foundations you would not have been able to make sense of it with the help of my page.
- And quite possibly you looked at a few other pages before settling on mine; it just so happened that my approach clicked with you, just as I'm sure it fails to do with lots of other people who never tell me about it.
Excuse the cryptic title. The link is to Phil Beadle's stimulating column in Tuesday's Education Guardian. He discusses the current obsession with "e-learning" in education, in very sceptical terms.
The "next blog" link at the top of most Blogger pages is horribly addictive. There is an option to turn it off, but it really irritates me to find a site which has done that, so I can't do it myself.