Learning

The city's school board has revised its science curriculum to allow the teaching of creationism, prompting an outcry from more than 300 educators who urged that the decision be reversed.

School board members decided that a state law governing the teaching of evolution was too restrictive. The science curriculum "should not be totally inclusive of just one scientific theory," said Joni Burgin, superintendent of the district of 1,000 students in northwest Wisconsin.

Last month, when the board examined its science curriculum, language was added calling for "various models/theories" of origin to be incorporated.

The decision provoked more than 300 biology and religious studies faculty members to write a letter last week urging the board to reverse the policy. It follows a letter from 43 deans at Wisconsin public universities.

"Insisting that teachers teach alternative theories of origin in biology classes takes time away from real learning, confuses some students and is a misuse of limited class time and public funds," said Don Waller, a botanist at the University of Wisconsin at Madison.

A control system based on chaos has made a simulated, multi-legged robot walk successfully. The researchers behind the feat say it may have brought us closer to understanding how people and animals learn to move.

Standard robots control their leg motion either through complex computer programs or by using so-called genetic algorithms to “evolve” a successful walking strategy. Both these options are time-consuming and require a lot of computer power.

Roboticists Yasuo Kuniyoshi and Shinsuke Suzuki wondered whether chaotic systems might also generate efficient walking behaviour. Chaotic systems behave in a way that means that small effects are amplified so rapidly that the systems’ behaviour becomes impossible to predict more than a short time ahead. Such chaotic systems are behind a number of phenomena, including the weather and the performance of financial markets.

In a large and growing number of schools around the country, students are learning more than just reading, writing, and arithmetic. They are learning what character education advocates call the fourth and fifth R’s: respect and responsibility.

The formal teaching of morals and values is not a new phenomenon; rather, it has been part of democratic thought throughout history. Plato and Aristotle in the Greece of the 4th century B.C.E. believed the role of education was to train good and virtuous citizens. John Locke, the 17th-century democratic philosopher, believed that learning was secondary to virtue. "Reading and writing and learning I allow to be necessary, but yet not the chief business of education. I imagine you would think him a very foolish fellow, that should not value a virtuous or a wise man infinitely before a great scholar."

Globally networked, easy-to-use computers can enhance learning, but only within an educational environment that encourages students to question "facts" and seek challenges.

The physicist Murray Gell-Mann has remarked that education in the 20th century is like being taken to the world's greatest restaurant and being fed the menu. He meant that representations of ideas have replaced the ideas themselves; students are taught superficially about great discoveries instead of being helped to learn deeply for themselves.

In the near future, all the representations that human beings have invented will be instantly accessible anywhere in the world on intimate, notebook-size computers. But will we be able to get from the menu to the food? Or will we no longer understand the difference between the two? Worse, will we lose even the ability to read the menu and be satisfied just to recognize that it is one?

There has always been confusion between carriers and contents. Pianists know that music is not in the piano. It begins inside human beings as special urges to communicate feelings. But many children are forced to "take piano" before their musical impulses develop; then they turn away from music for life. The piano at its best can only be an amplifier of existing feelings, bringing forth multiple notes in harmony and polyphony that the unaided voice cannot produce.

The computer is the greatest "piano" ever invented, for it is the master carrier of representations of every kind. Now there is a rush to have people, especially schoolchildren, "take computer." Computers can amplify yearnings in ways even more profound than can musical instruments. But if teachers do not nourish the romance of learning and expressing, any external mandate for a new "literacy" becomes as much a crushing burden as being forced to perform Beethoven's sonatas while having no sense of their beauty. Instant access to the world's information will probably have an effect opposite to what is hoped: students will become numb instead of enlightened.

In addition to the notion that the mere presence of computers will improve learning, several other misconceptions about learning often hinder modern education. Stronger ideas need to replace them before any teaching aid, be it a computer or pencil and paper, will be of most service. One misconception might be called the fluidic theory of education: students are empty vessels that must be given knowledge drop by drop from the full teacher-vessel. A related idea is that education is a bitter pill that can be made palatable only by sugarcoating-a view that misses the deep joy brought by learning itself.

Another mistaken view holds that humans, like other animals, have to make do only with nature's mental bricks, or innate ways of thinking, in the construction of our minds. Equally worrisome is the naive idea that reality is solely what the senses reveal. Finally, and perhaps most misguided, is the view that the mind is unitary, that it has a seamless "I"-ness. Quite the contrary. Minds are far from unitary: they consist of a patchwork of different mentalities.

Bill Cosby went off on another tirade against the black community Thursday, telling a room full of activists that black children are running around not knowing how to read or write and "going nowhere."

He also had harsh words for struggling black men, telling them: "Stop beating up your women because you can't find a job."

Cosby made headlines in May when he upbraided some poor blacks for their grammar and accused them of squandering opportunities the civil rights movement gave them. He shot back Thursday, saying his detractors were trying in vain to hide the black community's "dirty laundry."

Adults often struggle trying to learn a second language, but the process may not be as tedious and slow as commonly believed. University of Washington researchers who followed college students learning first-year French have found that the students' brain activity was clearly discriminating between real and pseudo-French words after only 14 hours of classroom instruction. At the same time, however, the students performed at 50-50 levels when asked to consciously choose whether or not the stimuli were real French words. In addition, the researchers found that as the students had more exposure to French, the difference in brain response to words and pseudo words became larger.

The study, which is one of the first to look at how fast second-language words are learned and how the brain responds to words with increasing experience with the new language, was published June 13 in the on-line edition of the journal Nature Neuroscience. The research team was headed by Judith McLaughlin, a UW research scientist, and Lee Osterhout, an associate professor of psychology. "Age and reduced brain plasticity are the classic reasons usually given for difficulty in learning a second language. But almost all thinking about this concerns syntax and grammar, while word learning has been ignored," Osterhout said.

The Model of Hierarchical Complexity presents a framework for scoring reasoning stages in any domain as well as in any cross cultural setting. The scoring is based not upon the content or the subject material, but instead on the mathematical complexity of hierarchical organization of information. The subject’s performance on a task of a given complexity represents the stage of developmental complexity.

NEWTON, Mass., May 21 /PRNewswire/ -- Zoesis Studios announced today it has appointed David Blohm to its Board of Directors and Professor John D. Mayer, Professor Pattie Maes and Kevin Mowrer to the company's Strategic Advisory Board.

According to Ellen Bossert, chief executive officer, Zoesis, "These visionaries will ensure that Zoesis is synonymous with meaningful, enriching, educational products that appeal to parents and children alike. Their talent will further support the company's mission of bringing seemingly alive, emotional digital characters to children on a broad basis."

(DANNY HILLIS:) I have always envied Alexander the Great, because he had Aristotle as a personal tutor. In those days, Aristotle knew pretty much everything there was to know. Even better, Aristotle understood the mind of Alexander. He understood which topics interested Alexander, what Alexander knew and did not know, and what kinds of explanations Alexander preferred. Aristotle had been a student of Plato, and he was himself a great teacher. We know from his writings that he was full of examples, explanations, arguments, and stories. Through Aristotle, Alexander had the knowledge of the world at his command.

Of course no one today knows all that is known, in the sense that Aristotle did. Now there is far too much knowledge for that to be possible. The scientific revolution, and the technological revolution that followed it, led to a self-reinforcing explosion of knowledge. The explosion continues. Today not even the most highly trained scientist, the most scholarly historian, or the most competent engineer can hope to have more than a general overview of what is known. Only specialists understand most of the new discoveries in science, and even the specialists have trouble keeping up.

This problem isn't new. In 1945, Vannevar Bush wrote an essay for Atlantic Monthly about out the problem of too much knowledge. He wrote,

William Ouchi, friend and advisor to state education chief Richard Riordan, is determined to bring entrepreneurial methods to schools.

He has never been elected to public office and he holds no official title in state government.

But UCLA management professor William G. Ouchi is emerging as a pivotal figure in the future of California public education.

Ouchi has teamed up with his golfing buddy and former City Hall boss, state Education Secretary Richard Riordan, in a quest to reinvent the state's 8,000 schools.

Riordan is the official face of this two-man offensive, the connection to Gov. Arnold Schwarzenegger. Ouchi, the author of popular books about teamwork in corporate America, is the behind-the-scenes idea man who argues for turning principals into entrepreneurs, giving campuses new control over their budgets and prodding schools to compete for students.

The events and aftermath of September 11, 2001, have underscored the need for the nation to strengthen and enhance American knowledge of international relations, world regions, and foreign languages. Homeland security and effective United States engagement abroad depend upon an increased number of Americans who have received such training and are willing to serve their nation.'

Does a Rembrandt portrait or a van Gogh still life press some special buttons in every human being's brain? Will a red painting speak to us in ways a blue one never could? Are we wired in ways that make every one of us enjoy a smiling bust and shiver at a frowning one?

And if our brains determine how art works on us, what does that tell us about art, or us -- could studying the way we're wired determine crisply that the "Mona Lisa" is truly great, or do we need some history to tell us how a complex painting speaks, or not, to all its different viewers?

The Third International Conference on Neuroesthetics, subtitled "Emotions in Art and the Brain," was held earlier this month at the Berkeley Art Museum and tried to get a start at least on answering such questions. It was a showcase for the progress that's been made in figuring out what goes on in the brain when art is seen or made. The fundamental premise of the field, stated by several of the invited speakers, is that every time something out there in the world makes us feel a certain way, it's because some particular bits of our brains are being tickled by it. A close look at a brain (the "neuro" part of the discipline) as it gets lit up by art (the "aesthetics" part) should give us insight into the links that exist between the two.

I have never let my schooling interfere with my education.
- Unknown