How a Motorcycle-Fixing Philosopher Can Help Educators Start to Rethink and Repair Modern Knowledge Problems (Who’s Afraid of Epistemology? Cont’d)

In philosophy since Descartes, western civilization seems to have lost its ability to understand the value and nature of philosophical common sense. In our time, the motorcycle repairman, philosopher, author, scholar, and tinkerer Matthew Crawford can help us do some much-needed rethinking of our philosophies of knowledge, ethics, attention, and learning in the light of reality and in the pursuit of long-term flourishing.

Addendum #12: For Star Trek Day on September 8th, Consider Some 23rd Century Insights for 21st Century Educators

In honor of Star Trek Day and a few of my teaching colleagues who are Star Trek fans, I offer five educational insights as a tribute to over five decades of boldly going where no one has gone before.

Addendum #10: Empathy via Thoughtful Maintenance versus Hyper Design and Innovation Trends

In light of hearing teacher concerns near and far about starting this school year, I’m thinking that the dynamics of credibility between teachers and administrators work much like they do between teachers and students. Might we be a bit more considerate of teacher concerns about focusing so much on design thinking and innovation? Ken Sande’sContinue reading “Addendum #10: Empathy via Thoughtful Maintenance versus Hyper Design and Innovation Trends”

Addendum #9: Eleventh Hour HyFlex Planning Notes for High School Courses

This is one of those brief, barely-hanging-on posts. I need to take a detour from my series on “Ways of Knowing” for learning and teaching since remote-teaching-readiness is occupying my mind in light of recent news reports of districts being open for only a few days or a few weeks before shifting to remote learningContinue reading “Addendum #9: Eleventh Hour HyFlex Planning Notes for High School Courses”

Coaching Students to Engage Knowledge with Aquinas’ Scholastic Method (Who’s Afraid of Epistemology? Continued)

In this post, I explore some student-learning applications of Thomas Aquinas’ approach to argumentation via his thoughtful questioning and charitable disputation method as modeled in The Summa Theologiae. (Also often referred to as part of “the scholastic method.”) Aquinas’ method of charitable disputation serves well as a way to coach students to more thoughtfully summarize, analyze, and argue knowledge claims. Modern argumentation approaches, such as the Toulmin model of argument, can also be integrated.

Aquinas and Star Trek’s Kobayashi Maru for Thinking about “Sudden Remote Learning and Teaching” This Fall (Who’s Afraid of Epistemology? Continued)

In this post, I argue that Thomas Aquinas and Star Trek’s Mr. Spock both model some very helpful patterns for thinking through knowledge about preparing for our upcoming school year.

Synthesizing Knowledge with Thomas Aquinas for Better Learning, Teaching, and Long-term Flourishing (Who’s Afraid of Epistemology? Continued)

In this brief post, I reflect on Thomas Aquinas’ comprehensive approach to synthesizing knowledge from disparate sources.

Deliberately Sorting Out Knowledge with Aristotle for Better Learning, Teaching, and Long-term Flourishing (Who’s Afraid of Epistemology? Continued)

Even with many limitations of his 4th century BCE context, Aristotle can assist our pursuit of long-term flourishing (synonymous with his use of “eudaimonia” as the highest aim of life) through his methods of rationally deliberating topics of knowledge. For education and public life in our fractured republic, we need philosophical help from good thinkers and good methods in order to effectively pursue inclusive long-term flourishing.

Plato’s Ideas about Wrestling with Knowledge for Better Learning, Teaching, and Long-term Flourishing

At the heart of Plato’s philosophy is a wrestling with visions of true knowledge, especially in the tension between thoughtful individual inquiry versus superficial group-think. Despite his flaws, Plato can help us thoughtfully construct and consider different visions of learning and long-term flourishing in our time.