Reading & Reacting: What we know about schools — but choose to ignore

I am quickly becoming a big fan of Furman University Professor P.L. Thomas. He is thoughtful, articulate, and has a wonderful facility with connecting dots. In the recent Washington Post‘s The Answer Sheet, a republished blogpost, Thomas reveals a simple political reality, there is more currency in emotional appeals than factual ones. Using the resilience of the Intelligent Design debate as an analogy for current edreforms, Thomas illuminates with remarkable clarity how a powerful, concise message with emotional appeal can trump facts, knowledge, and, in some ways, distort reality.

ID advocacy has often won in the courts of political and public opinion despite having no credibility within the discipline it claims to inform—evolutionary biology.

The excellent bullet list, a treasure trove of hyperlinks, denoting what is already known and established about the current edreform agenda makes this piece a must read all by itself. Even if your eyes only gravitate toward that list there is enough information to inform anyone about the debate that is enveloping education today.

Yet, the point Thomas makes so well is that everything in that list has been known for some time. It is essentially established as fact, but makes no difference. Despite nearly twenty or more years of research that contradict today’s advancing edreform policies, the well-financed agenda full of slick sloganeering endures.


Image: iPad

posted via haaslearning.tumblr.com
and flipped to Teaching Today
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