Ben Connell’s Post

Academics are relevant, but peripheral, to educational equity. Autonomous motivations and agentic engagement are more central than academics to achieving an education. FYI- An educated person is someone who perceives accurately, thinks clearly, and acts effectively on self-selected goals and aspirations that are relevant to their situation, as they non-consciously maintain mental maps of reality and how it works without necessarily being aware that any of those things are going on. Academics are tools for relating to reality. The way you relate to reality must take precedence over the tools you use to accomplish that task. No matter how important academics will become in the future you are imagining for your student, sacrificing their motivation and engagement, in their present, is foolish. The results of that strategy is what we have now in the mainstream of schooling.

Academics are relevant, but peripheral, to educational equity. Autonomous motivations and agentic engagement are more central than academics to achieving an education. FYI- An educated person is someone who perceives accurately, thinks clearly, and acts effectively on self-selected goals and aspirations that are relevant to their situation, as they non-consciously maintain mental maps of reality and how it works without necessarily being aware that any of those things are going on. Academics are tools for relating to reality. The way you relate to reality must take precedence over the tools you use to accomplish that task. No matter how important academics will become in the future you are imagining for your student, sacrificing their motivation and engagement, in their present, is foolish. The results of that strategy is what we have now in the mainstream of schooling.

Academics are relevant, but peripheral, to educational equity.Autonomous motivations and agentic engagement are more central than academics to achieving an education. FYI- An educated person is someone who perceives accurately, thinks clearly, and acts effectively on self-selected goals and aspirations that are relevant to their situation, as they non-consciously maintain mental maps of reality and how it works without necessarily being aware that any of those things are going on.  Academics are tools for relating to reality. The way you relate to reality must take precedence over the tools you use to accomplish that task.  No matter how important academics will become in the future you are imagining for your student, sacrificing their motivation and engagement, in their present, is foolish. The results of that strategy is what we have now in the mainstream of schooling.

Academics are relevant, but peripheral, to educational equity. Autonomous motivations and agentic engagement are more central than academics to achieving an education. FYI- An educated person is someone who perceives accurately, thinks clearly, and acts effectively on self-selected goals and aspirations that are relevant to their situation, as they non-consciously maintain mental maps of reality and how it works without necessarily being aware that any of those things are going on. Academics are tools for relating to reality. The way you relate to reality must take precedence over the tools you use to accomplish that task. No matter how important academics will become in the future you are imagining for your student, sacrificing their motivation and engagement, in their present, is foolish. The results of that strategy is what we have now in the mainstream of schooling.

Estee Stephenson is doing really important research about gifted education programs in Australia independent schools and is recruiting participants. More information below. Please feel free to share this information with anyone else who may be interested in participating. #gifted #giftededucation #research #schools #independentschools #education #leadership #edleadership #evaluation

Academics are relevant, but peripheral, to educational equity. Autonomous motivations and agentic engagement are more central than academics to achieving an education. FYI- An educated person is someone who perceives accurately, thinks clearly, and acts effectively on self-selected goals and aspirations that are relevant to their situation, as they non-consciously maintain mental maps of reality and how it works without necessarily being aware that any of those things are going on. Academics are tools for relating to reality. The way you relate to reality must take precedence over the tools you use to accomplish that task. No matter how important academics will become in the future you are imagining for your student, sacrificing their motivation and engagement, in their present, is foolish. The results of that strategy is what we have now in the mainstream of schooling.

Academics are relevant, but peripheral, to educational equity. Autonomous motivations and agentic engagement are more central than academics to achieving an education. FYI- An educated person is someone who perceives accurately, thinks clearly, and acts effectively on self-selected goals and aspirations that are relevant to their situation, as they non-consciously maintain mental maps of reality and how it works without necessarily being aware that any of those things are going on. Academics are tools for relating to reality. The way you relate to reality must take precedence over the tools you use to accomplish that task. No matter how important academics will become in the future you are imagining for your student, sacrificing their motivation and engagement, in their present, is foolish. The results of that strategy is what we have now in the mainstream of schooling.

INDIANA RESIDENTS! Have you taken a look at the proposed diploma changes for Indiana high school students that would start effecting the class of 2029? If not, you need to. The Indiana Department of Education is seeking public comment on these changes until July 30. IDOE Link for public comment: https://lnkd.in/gJ2aK2Qm These changes include eliminating the Academic Honors Diploma, the diploma most sought out by college-going students, and the diploma most encouraged by institutes of higher education. The proposed redesign does not, in fact, meet the minimum admission standards for Indiana’s largest universities. It would no longer require: •Math above Algebra 1 •World history, economics, or geography •Foreign languages or fine arts •Health The two degree options that would be offered under these changes are: 1) Graduates Prepared to Succeed (GPS) Diploma, which has fewer math and social studies requirements than the current Core 40 diploma 2) GPS Diploma Plus, which would require students to complete at least 75 hours of work experience in high school Requirements are being shifted to work-based learning in an effort to meet the workforce gap in Indiana. This is, however, at the expense of forcing many young students to make a decision regarding whether or not they would attend college at a far earlier stage in their high school career. This is also at the expense of many courses that provide students with broader perspectives on the world and many courses that instill critical thinking skills through those broader perspectives. Even if universities within Indiana change their requirements to more closely align with new HS degree requirements, attending college out of state becomes even more of an obstacle. Additionally, we risk furthering the flow of families out of our state who choose to raise their children elsewhere due to decreased educational opportunities (which also widens the workforce gap). This article from Chalkbeat is a good read regarding these changes: https://lnkd.in/geGYQxfR We cannot have an equitable, multicultural Indiana without student success. Thanks for your consideration – if you feel moved to share, please do!

Strong education is essential for true equity and the proposed diploma changes abandon post-secondary preparedness in favor of either an easier course load or workforce experience. These changes would also eliminate the Core 40 diploma.

A Comprehensive Guide to Application Procedures at City, University of London Applying to university can be a daunting task, particularly for prospective students. City, University of London, with its diverse programs and vibrant community, provides a structured application process designed to assist applicants at each step. This guide offers a detailed overview of the application procedures for prospective undergraduate and postgraduate students. Undergraduate Application Process Choosing Your Course: Before beginning the application, it's crucial to select a course that aligns with your interests and career goals. City offers a range of undergraduate programs acros... > Readmore https://lnkd.in/ehkZ_npn