I recognize that this could politicized, and that’s not my intention for sharing this. Educators, after all, work best when they approach educating with an open mind (or open mindset) and flexibility. This is a reason education is both an art and a science. On the other hand, we should be careful about being “early adopters”. We should explore new ideas and tools, but we should approach these explorations with awareness and with special attention to measuring (somewhat objectively) what we hope to achieve against what was actually achieved (somewhat objectively).
The Neurocritic: Against Initiatives: “don’t be taken in by the boondoggle”.
Here’s Professor Leah Krubitzer, who heads theLaboratory of Evolutionary Biology at University of California, Davis:
“From a personal rather than scientific standpoint, the final important thing I’ve learned is don’t be taken in by the boondoggle, don’t get caught up in technology, and be very suspicious of “initiatives.” Science should be driven by questions that are generated by inquiry and in-depth analysis rather than top-down initiatives that dictate scientific directions. I have also learned to be suspicious of labels declaring this the “decade of” anything: The brain, The mind, Consciousness. There should be no time limit on discovery. Does anyone really believe we will solve these complex, nonlinear phenomena in ten years or even one hundred? Tightly bound temporal mandates can undermine the important, incremental, and seemingly small discoveries scientists make every day doing critical, basic, nonmandated research. These basic scientific discoveries have always been the foundation for clinical translation. By all means funding big questions and developing innovative techniques is worthwhile, but scientists and the science should dictate the process.”