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    <title>Mathematics via Problems: Part 1: Algebra</title>
    <dc:date>2024-09-20T15:41:41+00:00</dc:date>
    <link>https://bookstore.ams.org/view?ProductCode=MCL/25</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[This book is a translation from Russian of Part I of the book Mathematics via Problems: From Olympiads and Math Circles to Profession. Part II, Geometry, and Part III, Combinatorics, have been published in the same series.

The main goal of this book is to develop important parts of mathematics through problems. The author tries to put together sequences of problems that allow high school students (and some undergraduates) with strong interest in mathematics to discover and recreate much of elementary mathematics and start edging into the sophisticated world of topics such as group theory, Galois theory, and so on, thus building a bridge (by showing that there is no gap) between standard high school exercises and more intricate and abstract concepts in mathematics.

Definitions and/or references for material that is not standard in the school curriculum are included. However, many topics in the book are difficult when you start learning them from scratch. To help with this, problems are carefully arranged to provide gradual introduction into each subject. Problems are often accompanied by hints and/or complete solutions.

The book is based on classes taught by the author at different times at the Independent University of Moscow, at a number of Moscow schools and math circles, and at various summer schools. It can be used by high school students and undergraduates, their teachers, and organizers of summer camps and math circles.

In the interest of fostering a greater awareness and appreciation of mathematics and its connections to other disciplines and everyday life, MSRI and the AMS are publishing books in the Mathematical Circles Library series as a service to young people, their parents and teachers, and the mathematics profession.

Titles in this series are co-published with the Mathematical Sciences Research Institute (MSRI).

]]></description>
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    <title>Mathematics via Problems: Part 2: Geometry</title>
    <dc:date>2024-09-20T15:41:18+00:00</dc:date>
    <link>https://bookstore.ams.org/view?ProductCode=MCL/26</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[This book is a translation from Russian of Part II of the book Mathematics via Problems: From Olympiads and Math Circles to Profession. Part I, Algebra, and Part III, Combinatorics, have been published in the same series.

The main goal of this book is to develop important parts of mathematics through problems. The authors tried to put together sequences of problems that allow high school students (and some undergraduates) with strong interest in mathematics to discover and recreate much of elementary mathematics and start edging into more sophisticated topics such as projective and affine geometry, solid geometry, and so on, thus building a bridge between standard high school exercises and more intricate notions in geometry.

Definitions and/or references for material that is not standard in the school curriculum are included. To help students that might be unfamiliar with new material, problems are carefully arranged to provide gradual introduction into each subject. Problems are often accompanied by hints and/or complete solutions.

The book is based on classes taught by the authors at different times at the Independent University of Moscow, at a number of Moscow schools and math circles, and at various summer schools. It can be used by high school students and undergraduates, their teachers, and organizers of summer camps and math circles.

In the interest of fostering a greater awareness and appreciation of mathematics and its connections to other disciplines and everyday life, MSRI and the AMS are publishing books in the Mathematical Circles Library series as a service to young people, their parents and teachers, and the mathematics profession.

Titles in this series are co-published with the Mathematical Sciences Research Institute (MSRI).

]]></description>
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    <title>Sage for Undergraduates: Second Edition, Compatible with Python 3</title>
    <dc:date>2024-09-20T15:36:28+00:00</dc:date>
    <link>https://bookstore.ams.org/view?ProductCode=MBK/143</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[As the open-source and free alternative to expensive software like MapleTM, Mathematica®, and MATLAB®, Sage offers anyone with a web browser the ability to use cutting-edge mathematical software and share the results with others, often with stunning graphics. This book is a gentle introduction to Sage for undergraduate students during Calculus II, Multivariate Calculus, Differential Equations, Linear Algebra, Math Modeling, or Operations Research.

This book assumes no background in programming, but the reader who finishes the book will have learned about 60 percent of a first semester computer science course, including much of the Python programming language. The audience is not only math majors, but also physics, engineering, environmental science, finance, chemistry, economics, data science, and computer science majors. Many of the book's examples are drawn from those fields. Filled with “challenges” for the students to test their progress, the book is also ideal for self-study.

What's New in the Second Edition:

In 2019, Sage transitioned from Python 2 to Python 3, which changed the syntax in several significant ways, including for the print command. All the examples in this book have been rewritten to be compatible with Python 3. Moreover, every code block longer than four lines has been placed in an archive on the book's website http://www.sage-for-undergraduates.org that is maintained by the author, so that the students won't have to retype the code! Other additions include...

The number of “challenges” for the students to test their own progress in learning Sage has roughly doubled, which will be a great boon for self-study.
There's approximately 150 pages of new content, including:
New projects on Leontief Input-Output Analysis and on Environmental Science
New sections on Complex Numbers and Complex Analysis, on SageTex, and on solving problems via Monte-Carlo Simulations.
The first three sections of Chapter 1 have been completely rewritten to give absolute beginners a smoother transition into Sage.
]]></description>
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    <title>Mathematics via Problems: Part 3: Combinatorics</title>
    <dc:date>2024-09-20T15:34:07+00:00</dc:date>
    <link>https://bookstore.ams.org/view?ProductCode=MCL/29</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[This book is a translation from Russian of Part III of the book Mathematics via Problems: From Olympiads and Math Circles to Profession. Part I, Algebra, and Part II, Geometry, have been published in the same series.

The main goal of this book is to develop important parts of mathematics through problems. The authors tried to put together sequences of problems that allow high school students (and some undergraduates) with strong interest in mathematics to discover such topics in combinatorics as counting, graphs, constructions and invariants in combinatorics, games and algorithms, probabilistic aspects of combinatorics, and combinatorial geometry.

Definitions and/or references for material that is not standard in the school curriculum are included. To help students that might be unfamiliar with new material, problems are carefully arranged to provide gradual introduction into each subject. Problems are often accompanied by hints and/or complete solutions.

The book is based on classes taught by the authors at different times at the Independent University of Moscow, at a number of Moscow schools and math circles, and at various summer schools. It can be used by high school students and undergraduates, their teachers, and organizers of summer camps and math circles.

In the interest of fostering a greater awareness and appreciation of mathematics and its connections to other disciplines and everyday life, SLMath (formerly MSRI) and the AMS are publishing books in the Mathematical Circles Library series as a service to young people, their parents and teachers, and the mathematics profession.

]]></description>
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    <title>MAA Blog: The Stamp Problem — MATH VALUES</title>
    <dc:date>2022-05-28T11:43:56+00:00</dc:date>
    <link>https://www.mathvalues.org/masterblog/my-mathematical-journey-the-stamp-problem</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[The term intellectual need was introduced by Guershon Harel. It refers to a problematic situation that necessitates the development of a particular piece of mathematics. Harel illustrates this with reference to A Radical Approach to Real Analysis in which I draw on Fourier’s solution of Laplace’s equation and the problems it created for the then current understandings of infinite series. The intellectual need for a better comprehension of infinite series would give rise to the real analysis of the 19th century. The emphasis is on the necessity of the piece of mathematics. If you really want students to be engaged, you have to pique their natural curiosity.

I have never been satisfied with the introduction of modular arithmetic as “clock arithmetic”: what happens when you add nine hours to 7:00 pm? The problem is just not sufficiently engaging. In contrast, students find the stamp problem intriguing and challenging. By the time they are done they comprehend how modular arithmetic works 

]]></description>
<dc:subject>pedagogy intellectual-need rather-interesting autobiography mathematical-recreations mathematics education</dc:subject>
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<item rdf:about="https://arxiv.org/abs/1707.07201">
    <title>[1707.07201] PRIMES STEP Plays Games</title>
    <dc:date>2020-04-19T12:36:53+00:00</dc:date>
    <link>https://arxiv.org/abs/1707.07201</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[A group of students in 7-9 grades are inventing combinatorial impartial games. The games are played on graphs, piles, and grids. We found winning positions, optimal strategies, and other interesting facts about the games.
]]></description>
<dc:subject>mathematical-recreations pedagogy education learning-by-doing to-write-about</dc:subject>
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<item rdf:about="https://www.counterpunch.org/2018/12/25/the-language-of-neoliberal-education/">
    <title>The Language of Neoliberal Education</title>
    <dc:date>2018-12-29T12:55:49+00:00</dc:date>
    <link>https://www.counterpunch.org/2018/12/25/the-language-of-neoliberal-education/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[The culture of manufactured illiteracy is also reproduced through a media apparatus that trades in illusions and the spectacle of violence. Under these circumstances, illiteracy becomes the norm and education becomes central to a version of neoliberal zombie politics that functions largely to remove democratic values, social relations, and compassion from the ideology, policies and commanding institutions that now control American society. In the age of manufactured illiteracy, there is more at work than simply an absence of learning, ideas or knowledge. Nor can the reign of manufactured illiteracy be solely attributed to the rise of the new social media, a culture of immediacy, and a society that thrives on instant gratification. On the contrary, manufactured illiteracy is political and educational project central to a right-wing corporatist ideology and set of policies that work aggressively to depoliticize people and make them complicitous with the neoliberal and racist political and economic forces that impose misery and suffering upon their lives. There is more at work here than what Ariel Dorfman calls a “felonious stupidity,” there is also the workings of a deeply malicious form of 21stcentury neoliberal fascism and a culture of cruelty in which language is forced into the service of violence while waging a relentless attack on the ethical imagination and the notion of the common good. In the current historical moment illiteracy and ignorance offer the pretense of a community in doing so has undermined the importance of civic literacy both in higher education and the larger society.

]]></description>
<dc:subject>neoliberalism fascism corporatism education nodding</dc:subject>
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<dc:identifier>https://pinboard.in/u:Vaguery/b:6bda83989608/</dc:identifier>
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<item rdf:about="https://www.youtube.com/watch?v=o-WWw1wydwI">
    <title>DAVID GRAEBER / The Revolt of the Caring Classes / 2018 - YouTube</title>
    <dc:date>2018-05-13T12:48:32+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=o-WWw1wydwI</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["The financialisation of major economies since the '80s has radically changed the terms for social movements everywhere. How does one organise workplaces, for example, in societies where up to 40% of the workforce believe their jobs should not exist? David Graeber makes the case that, slowly but surely, a new form of class politics is emerging, based around recognising the centrality of meaningful 'caring labour' in creating social value. He identifies a slowly emerging rebellion of the caring classes which potentially represents just as much of a threat to financial capitalism as earlier forms of proletarian struggle did to industrial capitalism.

David Graeber is Professor of Anthropology, London School of Economics and previously Assistant Professor and Associate Professor of Anthropology at Yale and Reader in Social Anthropology at Goldsmiths, University of London. His books include The Utopia of Rules: On Technology, Stupidity, and the Secret Joys of Bureaucracy (2015) Debt: The First 5000 Years (2011) and Fragments of an Anarchist Anthropology (2004). His activism includes protests against the 3rd Summit of the Americas in Quebec City in 2001, and the 2002 World Economic Forum in New York City. Graeber was a leading figure in the Occupy Wall Street movement, and is sometimes credited with having coined the slogan, 'We are the 99 percent'.

This lecture was given at the Collège de France on the 22nd March 2018."]]></description>
<dc:subject>have-watched very-good care caring teaching nursing economics capitalism labor work employment compensation resentment bullshitjobs finance politics policy us uk workingclass intellectuals intellectualism society manufacturing management jobs liberalism values benefits nobility truth beauty charity nonprofit highered highereducation activism humanrights os occupywallstreet opportunity revolution revolt hollywood military misery productivity creation creativity maintenance gender production reproduction socialsciences proletariat wagelabor wage salaries religion belief discipline maintstreamleft hospitals freedom play teachers parenting mothers education learning unions consumption anarchism spontaneity universalbasicincome via:robertogreco</dc:subject>
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</item>
<item rdf:about="https://www.chronicle.com/article/There-Is-No-Case-for-the/242724/">
    <title>There Is No Case for the Humanities - The Chronicle of Higher Education</title>
    <dc:date>2018-03-10T11:39:28+00:00</dc:date>
    <link>https://www.chronicle.com/article/There-Is-No-Case-for-the/242724/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[But this is no counsel of despair. In 1773, Samuel Johnson visited the University of St. Andrews on his journey to the Western Isles of Scotland. St. Andrews is an ancient institution, one of the 25 or so oldest universities in the world, and yet 350 years in, it had evidently fallen on hard times. Fewer than 100 students remained, and one of its old colleges had been dissolved. "To see it pining in decay and struggling for life," Johnson noted, "fills the mind with mournful images and ineffectual wishes." He was under no illusion as to where the blame lay: "It is surely not without just reproach, that a nation, of which the commerce is hourly extending, and the wealth encreasing ... while its merchants or its nobles are raising palaces, suffers its universities to moulder into dust."

And yet St. Andrews survived. Today it has roughly 10,000 students and is highly regarded, particularly in the humanities.

The humanities and the university do need defenders, and the way to defend the humanities is to practice them. Vast expanses of humanistic inquiry are still in need of scholars and scholarship. Whole fields remain untilled. We do not need to spend our time justifying our existence. All we need to do is put our hand to the plow. Scholarship has built institutions before and will do so again. Universities have declined and come to flourish once more. The humanities, which predate the university and may well survive it, will endure — even if there is no case to defend them.

]]></description>
<dc:subject>stern-but-fair education humanities academic-culture corporatism</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:9e74484e8984/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:humanities"/>
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</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://blog.mrmeyer.com/2018/i-have-big-reservations-about-chalkbeats-teaching-competition/">
    <title>I Have Big Reservations About Chalkbeat’s Teaching Competition – dy/dan</title>
    <dc:date>2018-02-25T11:36:20+00:00</dc:date>
    <link>http://blog.mrmeyer.com/2018/i-have-big-reservations-about-chalkbeats-teaching-competition/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[The Real World a) isn’t a competition, b) allows for characters to develop over time, and crucially, c) isn’t a live event. It is edited. You don’t watch the cast members do anything mundane. In the case of teaching, we’d love for the public to understand that good teachers assess what students know and adjust their instruction in response. But no one wants to watch a class work quietly on a five-minute exit ticket in real time. So the show would edit quickly past students completing the assessment and straight to the teacher trying to make sense of a student’s thinking, involving the audience in that process.

The challenge I’d like to see the folks at Chalkbeat take up is how to make those invisible aspects of teaching – the work that takes place after the bell – visible to the public. The work of presenting is already teaching’s most visible aspect.

]]></description>
<dc:subject>pedagogy education competition controversy rather-interesting to-write-about</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:1e05a438c32b/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:competition"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:to-write-about"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://medium.com/q-e-d">
    <title>Q.E.D. – Medium</title>
    <dc:date>2018-01-26T13:24:05+00:00</dc:date>
    <link>https://medium.com/q-e-d</link>
    <dc:creator>Vaguery</dc:creator><dc:subject>mathematics education zine rather-interesting to-write-about pedagogy mathematical-recreations</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:d5c9a26bdbf5/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:zine"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:mathematical-recreations"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.maa.org/external_archive/devlin/LockhartsLament.pdf">
    <title>Lockhart's Lament [PDF]</title>
    <dc:date>2017-09-23T11:16:56+00:00</dc:date>
    <link>https://www.maa.org/external_archive/devlin/LockhartsLament.pdf</link>
    <dc:creator>Vaguery</dc:creator><dc:subject>mathematical-recreations education learning-by-doing pedagogy cultural-engineering public-policy learning-in-public</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:9c6d0b4b0c17/</dc:identifier>
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</item>
<item rdf:about="http://suburbdad.blogspot.com/2017/08/tying-peasants-to-land.html">
    <title>Confessions of a Community College Dean: Tying the Peasants to the Land</title>
    <dc:date>2017-08-27T13:24:49+00:00</dc:date>
    <link>http://suburbdad.blogspot.com/2017/08/tying-peasants-to-land.html</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[We’ve seen plenty of discussion of border walls and travel restrictions at the national level in the last year or so.  But now we’re starting to see a less conspicuous version of it at the state level.  The state-level version doesn’t have quite the racial charge to it that the national one does, but it’s hard not to see the two as being of a piece.  They’re about tying the peasants to the land.

 The dangers of both policies are clear.  At a really basic level, they invite -- sometimes almost compel -- reciprocation.  If New York keeps its “human capital” but New Jersey doesn’t, at some point, someone in NJ will notice the imbalance and try to right it.  That may trigger Pennsylvania.  Then Maryland, Delaware, and Virginia.  Then…

 Ask any economist about the efficiency losses of protectionism.  If we train smart people in New York but their talents could best be used in California, then we wind up settling for second- or third-best uses of their talents.  And that’s assuming we find those uses at all.  Remember the Great Recession?  Imagine graduating the University of Michigan in 2009, only to be told that leaving the state would require ponying up all that past tuition, but the in-state economy simply isn’t hiring.  ]]></description>
<dc:subject>public-policy education to-write-about economics</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:3759dcf11d29/</dc:identifier>
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</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://hackeducation.com/2017/04/14/omidyar">
    <title>The Omidyar Network and the (Neoliberal) Future of Education</title>
    <dc:date>2017-05-14T11:12:52+00:00</dc:date>
    <link>http://hackeducation.com/2017/04/14/omidyar</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[So, while in the US we see neoliberalism pushing to dismantle public institutions and public funding for public institutions, in the Global South, these very forces are there touting the “power of markets” to make sure public institutions can never emerge or thrive in the first place. Investors like the Omidyar Network are poised to extract value from the very people they promise their technologies and businesses are there to help.
Conveniently, the Omidyar Network’s investment portfolio also includes journalistic and research organizations that are too poised to promote and endorse the narratives that aggrandize these very technocratic, market-based solutions.
]]></description>
<dc:subject>neoliberalism education corporatism disintermediation-in-action not-a-good-idea</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:4d37a4985e56/</dc:identifier>
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</item>
<item rdf:about="https://qz.com/947480/we-need-a-slow-food-movement-for-higher-education/">
    <title>We need a &quot;slow food&quot; movement for higher education — Quartz</title>
    <dc:date>2017-04-17T12:08:22+00:00</dc:date>
    <link>https://qz.com/947480/we-need-a-slow-food-movement-for-higher-education/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[Slow teaching is not about lowering standards. Rather, it is about reducing our distractedness so that we can focus on our students and our subjects. We need to be able to concentrate on creating a convivial classroom in which our students can meet the challenges—and we can foster the joys—of learning a discipline.
Slow scholarship is about resisting the pressure to reduce thinking to the imperative of immediate usefulness, marketability, and grant generation. It’s about preserving the idea of scholarship as open-ended enquiry. It will improve the quality of teaching and learning.
In the current climate, most of us simply don’t have time for genuine collegiality. As academics become more isolated from each other, we are also becoming more compliant—more likely to see structural problems, including those of general working conditions, as individual failings. When that happens, resistance to corporatization seems futile. Collegiality, properly understood as a community practice, is about mutual support rather than works-in-progress, about sharing our failures as well as our successes, and about collaboration as well as competition. It offers solidarity.
]]></description>
<dc:subject>scholarship academic-culture education attention via:? disintermediation-in-action</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:919232921c03/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:scholarship"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academic-culture"/>
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</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://hapgood.us/2016/05/13/choral-explanations/">
    <title>Choral Explanations | Hapgood</title>
    <dc:date>2017-03-31T11:44:45+00:00</dc:date>
    <link>https://hapgood.us/2016/05/13/choral-explanations/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[Unlike wiki, however, individual control of writing is preserved, and multiple unique passes at a subject are appreciated. And big questions get a lot of passes. Here’s a snapshot of a few of the sixty-eight responses to Quora’s question of why many physicists believe in a multiverse.

]]></description>
<dc:subject>collective-behavior wisdom-of-crowds social-media learning-by-doing education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:d72c53afa79c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:collective-behavior"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:social-media"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:learning-by-doing"/>
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</item>
<item rdf:about="http://mfeldstein.com/why-ed-tech-will-fail-to-transform-education-for-now/">
    <title>Why Ed Tech Will Fail to Transform Education (for Now) -e-Literate</title>
    <dc:date>2017-03-17T12:53:11+00:00</dc:date>
    <link>http://mfeldstein.com/why-ed-tech-will-fail-to-transform-education-for-now/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[There are lots of ingenious people working in education. But at the moment, they are mostly working on their own or in small groups with little ability to get the attention of the large population of professional educators who could test and refine their innovations, rendering them practically useful and efficacious. Despite the insights being gained here and there in laboratories, classroom studies, and informal daily experiments of lone educators, we do not have the kinds of social structures in education that enabled the breathtaking progress of 19th- and 20th-Century medicine. We know from experience that isolated pockets of humans can be aware that moldy bread cures infections without that awareness leading to society as a whole getting anywhere close to “discovering” penicillin for literally thousands of years. Mass communication didn’t change that; the advent of the newspaper did not guarantee that the medical information it spread was any better than (or even as good as) grandma’s best home remedy. We are not going to tweet, blog, or Facebook our way out of this rut.

I see only a few very early signs that we are developing the social infrastructure for empirically-driven progess in education. Until we do more, I have little hope that learning sciences or educational technologies will lead to any big breakthroughs in improving educational outcomes.

]]></description>
<dc:subject>education extended-analogies technology relevance-in-sociology rather-interesting to-write-about</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:984a18bb3bde/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:extended-analogies"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:relevance-in-sociology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:rather-interesting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:to-write-about"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://radicalscholarship.wordpress.com/2016/12/08/on-education-and-credentialing-making-a-straight-cut-ditch-of-a-free-meandering-brook/">
    <title>On Education and Credentialing: “Mak[ing] a Straight-cut Ditch of a Free, Meandering Brook” | the becoming radical</title>
    <dc:date>2016-12-21T12:58:42+00:00</dc:date>
    <link>https://radicalscholarship.wordpress.com/2016/12/08/on-education-and-credentialing-making-a-straight-cut-ditch-of-a-free-meandering-brook/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[Education and teacher education are trapped in a very long technocratic nightmare bound to a reductive behaviorism and positivism.

These false gods are useful for control and compliance, but are in no way supportive of educating everyone in a free society.

Technocrats and bureaucrats cut straight ditches; teaching and learning are meandering brooks.

]]></description>
<dc:subject>education what-gets-measured-gets-fudged performance-measure rubrics academic-culture social-norms pedagogy it's-more-complicated-than-you-think</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:5e2f2d2049b7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:what-gets-measured-gets-fudged"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:performance-measure"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:rubrics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academic-culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:social-norms"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:it's-more-complicated-than-you-think"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://redpincushion.us/blog/teaching-and-learning/not-yetness/">
    <title>Not-yetness | the red pincushion</title>
    <dc:date>2016-12-17T18:19:39+00:00</dc:date>
    <link>http://redpincushion.us/blog/teaching-and-learning/not-yetness/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[Davis and Sumara (2008) argue that “an education that is understood in complexity terms cannot be conceived in terms of preparation for the future. Rather, it must be construed in terms of participation in the creation of possible futures” (p. 43). And yet the push for simplicity and accountability defines a pretty narrow set of possible outcomes for students. Gardner Campbell cautions us to be careful with learning outcomes statements: “Yet these {learning outcomes} are still behaviors, specified with a set of what I can only describe as jawohl! statements, all rewarding the bon eleves and marching toward compliance and away from more elusive and disruptive concepts like curiosity or wonder.” Simplification and an over-pursuit of accountability run counter to our view that education is complex, messy, creative, unpredictable, multi-faceted, social, and part of larger systems.

]]></description>
<dc:subject>education performance-measure metrics emergent-design emergence pedagogy social-norms academic-culture to-write-about rather-good</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:dabfebcf782a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:performance-measure"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:metrics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:emergent-design"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:emergence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:social-norms"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academic-culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:to-write-about"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:rather-good"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://radicalscholarship.wordpress.com/2016/12/09/education-reform-and-the-eternal-failure-of-the-unimaginative-bureaucratic-mind/">
    <title>Education Reform and the Eternal Failure of the Unimaginative Bureaucratic Mind | the becoming radical</title>
    <dc:date>2016-12-17T14:46:42+00:00</dc:date>
    <link>https://radicalscholarship.wordpress.com/2016/12/09/education-reform-and-the-eternal-failure-of-the-unimaginative-bureaucratic-mind/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[Like sports drinks, testing is inherently a sham, and our refusal to step away from a paradigm that has never worked despite countless efforts at making it work is our own version of a very real and current Idiocracy.

]]></description>
<dc:subject>education public-policy what-gets-measured-gets-fudged metrics Taylorism the-tyranny-of-rationality</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:5c799ae0d328/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:public-policy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:what-gets-measured-gets-fudged"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:metrics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:Taylorism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:the-tyranny-of-rationality"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://radicalscholarship.wordpress.com/2016/12/10/measuring-proficient-teachers-codifies-bad-teaching/">
    <title>Measuring Proficient Teachers Codifies Bad Teaching | the becoming radical</title>
    <dc:date>2016-12-11T17:15:02+00:00</dc:date>
    <link>https://radicalscholarship.wordpress.com/2016/12/10/measuring-proficient-teachers-codifies-bad-teaching/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[Rubrics, they argue, ultimately fail complex human behaviors such as writing. While rubrics facilitate statistical aspects of measuring human behaviors (such as teaching and learning), by doing so, they also tend to erode the quality of the very behaviors being measured.

As a writing teacher, I can confirm Wilson’s and Kohn’s critiques that student writing conforming to a rubric and thus deemed “proficient” or “excellent” can be and often is quite bad writing. Rubric-based labels such as “proficient” reflect compliance to the rubric, not writing quality.

]]></description>
<dc:subject>education what-gets-measured-gets-fudged academic-culture public-policy measurement standard-setting-play technocracy</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:0b11a0158b9e/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:what-gets-measured-gets-fudged"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academic-culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:public-policy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:measurement"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:standard-setting-play"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:technocracy"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://meaningness.com/metablog/meta-rationality-curriculum">
    <title>What they don’t teach you at STEM school | Meaningness</title>
    <dc:date>2016-12-06T14:36:47+00:00</dc:date>
    <link>https://meaningness.com/metablog/meta-rationality-curriculum</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[This post sketches a hypothetical curriculum for developing these meta-systematic capabilities. It’s preliminary; perhaps even premature. There is no existing presentation of this subject that I know of, which makes it more difficult than it should be. My understanding of the topic draws on a dozen academic disciplines, each written in its own unnecessarily obscure code. Both my understanding, and the pedagogical structure I’m proposing, are tentative and incomplete.
Partly this presentation hopes to inspire some readers to pursue meta-systematicity; partly it is a plan for a large project that I hope to pursue myself; partly I hope you will give feedback, make suggestions, or contribute ideas to the project too!
]]></description>
<dc:subject>essay philosophy-of-science education rather-good to-write-about</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:cd5e3bd05c81/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:essay"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:philosophy-of-science"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:rather-good"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:to-write-about"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://fredrikdeboer.com/2016/08/10/teachers-are-laborers-not-merchants/">
    <title>teachers are laborers, not merchants – Fredrik deBoer</title>
    <dc:date>2016-08-15T23:47:30+00:00</dc:date>
    <link>http://fredrikdeboer.com/2016/08/10/teachers-are-laborers-not-merchants/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[Education is always getting disrupted, in the Silicon Valley mind. And though they dress it up in a million different ways, this disruption always functions the same way: by minimizing the teacher, the actual human being, whose job it is to inspire and direct and cajole and, yes, to drag students into competence. Either the teachers are replaced by an iPad or they’re forced to scale up the number of students they can teach by factors of hundreds or thousands through online technologies. One way or the other, the teacher is the problem the technology is designed to solve.

There is another way, which is to actually put our money where our mouth is, recognize that education is expensive, and that teachers themselves have value, and that mankind has cultivated human relationships of respect and guidance between teacher and student for millennia for good reason. I know a thing or two about a thing or two, and people pay me for that knowledge. But despite a culture of the autodidact, I know almost all of it because of great teaching, because teachers with patience and dedication had the time and resources to guide me to understanding. Teachers are not a problem to be solved; teachers are skilled laborers who should be well-compensated and respected.

But nobody ever made a fortune off of an IPO by doing that.

]]></description>
<dc:subject>via:cshalizi education public-policy business-model-failure entrepreneurship-as-pathology</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:af9ea116b471/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:via:cshalizi"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:public-policy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:business-model-failure"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:entrepreneurship-as-pathology"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://blog.mrmeyer.com/2016/testify/">
    <title>dy/dan » Blog Archive » Testify</title>
    <dc:date>2016-08-13T11:11:09+00:00</dc:date>
    <link>http://blog.mrmeyer.com/2016/testify/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["I don’t care about the multimedia. I care about the testimonial. Curiosity is my project. Multimedia lets me testify on its behalf."]]></description>
<dc:subject>via:robertogreco education pedagogy cultural-norms self-defense pragmatism to-write-about</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:e03823f98733/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:via:robertogreco"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:cultural-norms"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:self-defense"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:pragmatism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:to-write-about"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://aeon.co/essays/dewey-knew-how-to-teach-democracy-and-we-must-not-forget-it">
    <title>Dewey knew how to teach democracy and we must not forget it | Aeon Essays</title>
    <dc:date>2016-08-02T11:23:54+00:00</dc:date>
    <link>https://aeon.co/essays/dewey-knew-how-to-teach-democracy-and-we-must-not-forget-it</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[Dewey put forth the philosophy of education that would change the world in Democracy and Education, a book that turns 100 this year. Dewey’s influence is far-reaching, but his pedagogy has been under assault for at least a generation. The United States Department of Education report A Nation at Risk (1983) signalled the rise of the anti-Dewey front, under the somewhat misleading name of the ‘education reform’ movement. The report warns that other countries will soon surpass the US in wealth and power because ‘a rising tide of mediocrity’ engulfs schools in the US. The problem, according to the report, is that US education is ‘an often incoherent, outdated patchwork quilt’. The education reform movement aims to replace that ‘patchwork quilt’ – mostly made by local school boards, teachers and parents – with a more uniform system based on national standards.

]]></description>
<dc:subject>dewey public-policy education diversity democracy</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:818b3fe8b1b4/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:dewey"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:public-policy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:diversity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:democracy"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://hackeducation.com/2016/05/07/identity-power-algorithms">
    <title>Identity, Power, and Education's Algorithms</title>
    <dc:date>2016-05-11T12:04:18+00:00</dc:date>
    <link>http://hackeducation.com/2016/05/07/identity-power-algorithms</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[As I’ve argued previously, some ed-tech companies contend (in response to privacy concerns, to be clear) that their learning algorithms work without knowing who students are. Knewton’s CEO, for example, has said that “We can help students understand their learning history without knowing their identity.” But what does it mean to do so? What does it mean when ed-tech companies talk about an “identity-less-ness” learning? What does it mean to build “learning sciences” and “learning technologies” on top of this sort of epistemology? What does “personalization” possibly mean if there’s no “personally identifiable information” involved? What happens to bodies and identities – particularly bodies and identities of marginalized people – when they’re submitted to a new algorithmic regime that claims to be identity-less, that privileges identity-less-ness? And of course, what are the ideologies underneath these purportedly identity-less algorithms? (We might be able to answer that question, if partially, even when the algorithms are black-boxed.) These are some of the most important questions we must ask about identity, power, and education technologies.
]]></description>
<dc:subject>education public-policy algorithms docile-bodies philosophy corporatism rather-interesting criticism</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:2aab3c4d6406/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:public-policy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:algorithms"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:docile-bodies"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:philosophy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:corporatism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:rather-interesting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:criticism"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.theatlantic.com/education/archive/2016/01/the-man-who-tried-to-kill-math-in-america/429231/">
    <title>How Math Class Has Evolved From the Progressive-Education Movement to the Common Core - The Atlantic</title>
    <dc:date>2016-02-09T17:59:24+00:00</dc:date>
    <link>http://www.theatlantic.com/education/archive/2016/01/the-man-who-tried-to-kill-math-in-america/429231/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[That initiative gave way to the increasingly popular progressive education-reform movement, which preached that a deeper understanding of math wasn’t practical for most Americans—that the way it was taught didn’t take into account their interests and thus squashed their will to learn. Less math is more, the thinking went. Because this movement won, instead of raising the numeracy of the general public and ensuring it was better equipped to navigate the increasingly sophisticated technology and global economy, American schools allowed an entire generation of students to fall behind mathematically. Because it usually only takes one generation to erase the gains of the previous one, Baby Boomers, Xers, and older Millennials are still nowhere near as numerate as they should be.

]]></description>
<dc:subject>education history reform public-policy</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:a58c20edbac8/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:public-policy"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://arxiv.org/abs/1504.02042">
    <title>[1504.02042] A Framework for Understanding the Patterns of Student Reasoning Difficulties in Quantum Mechanics</title>
    <dc:date>2015-11-01T13:30:13+00:00</dc:date>
    <link>http://arxiv.org/abs/1504.02042</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[Compared with introductory physics, relatively little is known about the development of expertise in advanced physics courses, especially in the case of quantum mechanics. Here, we describe a framework for understanding the patterns of student reasoning difficulties and how students develop expertise in quantum mechanics. The framework posits that the challenges many students face in developing expertise in quantum mechanics are analogous to the challenges introductory students face in developing expertise in introductory classical mechanics. This framework incorporates both the diversity in upper-level students' prior preparation, goals, and motivation in general (i.e., the facts that even in upper-level courses, students may be inadequately prepared, have unclear goals, and have insufficient motivation to excel) as well as the "paradigm shift" from classical mechanics to quantum mechanics. The framework is based on empirical investigations demonstrating that the patterns of reasoning, problem-solving, and self-monitoring difficulties in quantum mechanics bear a striking resemblance to those found in introductory classical mechanics. Examples from research in quantum mechanics and introductory classical mechanics are discussed to illustrate how the patterns of difficulties are analogous as students learn to unpack the respective principles and grasp the formalism in each knowledge domain during the development of expertise. Embracing such a framework and contemplating the parallels between the difficulties in these two knowledge domains can enable researchers to leverage the extensive literature for introductory physics education research to guide the design of teaching and learning tools for helping students develop expertise in quantum mechanics.
]]></description>
<dc:subject>pedagogy education science academic-culture sociology scientific-communication rather-interesting models-and-modes</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:c3c0f490a08e/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:science"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academic-culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:sociology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:scientific-communication"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:rather-interesting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:models-and-modes"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://hackeducation.com/2015/05/08/wonderwoman/">
    <title>The Golden Lasso of Education Technology</title>
    <dc:date>2015-05-09T12:11:27+00:00</dc:date>
    <link>http://hackeducation.com/2015/05/08/wonderwoman/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[Of late, I’ve been especially interested in the connection between the rise of the field of educational psychology at the turn of the twentieth century and the rise of intelligence testing and teaching machines and now, of course, so-called intelligent machines, AI, that will teach and test. The behaviorist B. F. Skinner – the person perhaps most commonly associated with the phrase “teaching machines.” He is, I would argue, one of the most influential figures on education technology, taking the insights he’d gleaned from working with animals to devise a theory – and machines – to shape and reward student behavior. Other, earlier contributors to the field – Edward Thorndike, Lewis Terman, Robert Yerkes, Sidney Pressey. The former three gave us experimental educational psychology, the multiple choice test, intelligence testing. The latter designed what’s often recognized as the first teaching machine.
]]></description>
<dc:subject>yes-this engineering-criticism cultural-dynamics artificial-intelligence taylorism sociology narratives education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:466c759aac9d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:yes-this"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:engineering-criticism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:cultural-dynamics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:artificial-intelligence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:taylorism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:sociology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:narratives"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://hackeducation.com/2015/04/25/factory-model/">
    <title>The Invented History of 'The Factory Model of Education'</title>
    <dc:date>2015-04-26T12:46:02+00:00</dc:date>
    <link>http://hackeducation.com/2015/04/25/factory-model/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[As Dorn notes, phrases like “the industrial model of education,” “the factory model of education,” and “the Prussian model of education” are used as a “rhetorical foil” in order make a particular political point – not so much to explain the history of education, as to try to shape its future.
]]></description>
<dc:subject>history education public-policy disintermediation-in-action the-unshared-narrative it's-more-complicated-than-you-think solutionism</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:2493446a8f2a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:public-policy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:disintermediation-in-action"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:the-unshared-narrative"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:it's-more-complicated-than-you-think"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:solutionism"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.richard-hall.org/2015/04/16/on-learning-gain-academic-subsumption-and-performance-anxiety/">
    <title>on learning gain, academic subsumption and performance anxiety | Richard Hall's Space</title>
    <dc:date>2015-04-20T11:56:36+00:00</dc:date>
    <link>http://www.richard-hall.org/2015/04/16/on-learning-gain-academic-subsumption-and-performance-anxiety/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[THREE. This idea of the subsumption of University life under the dictates of the market is critical. It contains within it an unfolding of the relationship between academic labour, the market and the production of academic commodities. Through this unfolding, academic labour is monitored and reconfigured so that it is productive of value, rather than productive of the practice of freedom.
]]></description>
<dc:subject>education public-policy disintermediation-in-action disrupted-world alas</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:89e921dd6d34/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:public-policy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:disintermediation-in-action"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:disrupted-world"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:alas"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://itself.wordpress.com/2015/02/26/the-case-for-faculty-self-governance/">
    <title>The case for faculty self-governance | An und für sich</title>
    <dc:date>2015-02-27T12:29:22+00:00</dc:date>
    <link>https://itself.wordpress.com/2015/02/26/the-case-for-faculty-self-governance/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[As Gerry Canavan has eloquently pointed out, the perpetual crisis mentality of higher ed is an indication that the very large and expensive management class that has taken over universities in recent decades is an utter failure. Well-managed universities should not need significant “flexibility” in their course offerings semester to semester, for example, nor should they be blindsided by demographic trends that were easily predictable decades ahead of time. Gerry notes, of course, that the apparent “failure” of the autonomous administration class actually reflects a success on another level: they want to destroy the traditional university, and using constant crises to force budget cuts is a great way to destroy anything.

]]></description>
<dc:subject>academic-culture education administration politics public-policy disintermediation-in-action</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:6bf781873eaa/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academic-culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:administration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:public-policy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:disintermediation-in-action"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://bryanalexander.org/2013/09/18/peak-education-2013/">
    <title>Peak education 2013 | Bryan Alexander</title>
    <dc:date>2013-09-22T20:09:51+00:00</dc:date>
    <link>http://bryanalexander.org/2013/09/18/peak-education-2013/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[I want to try out this hypothesis as a way of thinking about many current trendlines.  Readers and listeners know I have been tracking a large number of grim developments in the American higher education world.  Synthesizing them is what I’m currently addressing.

]]></description>
<dc:subject>education disintermediation-in-action peak-everything academic-culture</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:aee614f80708/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:disintermediation-in-action"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:peak-everything"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academic-culture"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.rsablogs.org.uk/2013/enterprise/kid-job-career/">
    <title>Will your kid get a job or have a career? : RSA blogs</title>
    <dc:date>2013-08-18T15:18:28+00:00</dc:date>
    <link>http://www.rsablogs.org.uk/2013/enterprise/kid-job-career/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[It may sound as if the concern here is with elitism within education but that isn’t right. It’s a concern at elitism for a few and mediocrity for the rest. The real concern is the lack of appreciation there may be for the diversity of routes to success increasingly available to our young people. It’s not about ‘parity of esteem’; it’s about understanding different routes to success.
]]></description>
<dc:subject>education academia academia-doesn't-guarantee-acuity cultural-assumptions</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:54e7a424508b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academia-doesn't-guarantee-acuity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:cultural-assumptions"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.insidehighered.com/blogs/confessions-community-college-dean/subprime-students">
    <title>Subprime Students? | Inside Higher Ed</title>
    <dc:date>2013-06-11T12:21:59+00:00</dc:date>
    <link>http://www.insidehighered.com/blogs/confessions-community-college-dean/subprime-students</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[It’s a convenient belief, because it lets everyone else off the hook.  If people rise or fall entirely on their own merits, then those who fell must lack merit. If they lack merit, then their failure is nothing to worry about.  After all, if they had merit, they wouldn’t have failed!
]]></description>
<dc:subject>education cultural-norms disintermediation-in-action disintermediation-culture MOOCs academic-culture</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:ffa830a03080/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:cultural-norms"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:disintermediation-in-action"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:disintermediation-culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:MOOCs"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academic-culture"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://edwired.org/2013/03/31/no-more-lying-about-the-past/">
    <title>No More Lying About the Past | edwired</title>
    <dc:date>2013-04-01T12:05:11+00:00</dc:date>
    <link>http://edwired.org/2013/03/31/no-more-lying-about-the-past/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[But I also think it’s worth considering what the decision of the undergraduate committee means in terms of how we regulate teaching as opposed to research. In essence, my colleagues (who, by the way, I respect very much) decided that it was acceptable to tell a faculty member that he could not teach a course because they disagreed with the teaching methodology. Can you imagine the furor that would ensue if the word “research” were substituted for “teaching” in the previous sentence?

]]></description>
<dc:subject>academic-culture education history culture-civil-war</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:2799ef0f22bf/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academic-culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:culture-civil-war"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.presentationzen.com/presentationzen/2012/03/rethinking-education-learning-the-role-of-school.html">
    <title>Presentation Zen: Videos to help you rethink education, learning, &amp; school</title>
    <dc:date>2012-06-05T23:40:10+00:00</dc:date>
    <link>http://www.presentationzen.com/presentationzen/2012/03/rethinking-education-learning-the-role-of-school.html</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[A number of videos, including an excellent RSA animation of Ken Robinson's famous TED talk on education. Something important in this—not so much the content (which I suspect Dewey would have nodded about) but because these are accumulating, and more and more elites are claiming things need to be transformed.]]></description>
<dc:subject>education creativity pedagogy academic-culture public-policy</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:a02fd3b44b72/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:creativity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academic-culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:public-policy"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.commondreams.org/view/2012/03/23-8">
    <title>'A Test You Need to Fail': A Teacher's Open Letter to Her 8th Grade Students | Common Dreams</title>
    <dc:date>2012-03-24T11:51:58+00:00</dc:date>
    <link>https://www.commondreams.org/view/2012/03/23-8</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["Because what I hadn’t known—this is my first time grading this exam—was that it doesn’t matter how well you write, or what you think. Here we spent the year reading books and emulating great writers, constructing leads that would make everyone want to read our work, developing a voice that would engage our readers, using our imaginations to make our work unique and important, and, most of all, being honest. And none of that matters. All that matters, it turns out, is that you cite two facts from the reading material in every answer. That gives you full credit. You can compose a “Gettysburg Address” for the 21st century on the apportioned lines in your test booklet, but if you’ve provided only one fact from the text you read in preparation, then you will earn only half credit. In your constructed response—no matter how well written, correct, intelligent, noble, beautiful, and meaningful it is—if you’ve not collected any specific facts from the provided readings (even if you happen to know more information about the chosen topic than the readings provide), then you will get a zero."]]></description>
<dc:subject>standards standard-setting-play culture-war education disintermediation-targets</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:0616ddc9e3c9/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:standards"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:standard-setting-play"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:culture-war"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:disintermediation-targets"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://sethgodin.typepad.com/seths_blog/2012/02/wwwstopstealingdreamscom-my-new-manifesto-is-now-live.html">
    <title>Seth's Blog: www.stopstealingdreams.com is ready to read and share</title>
    <dc:date>2012-03-06T11:52:47+00:00</dc:date>
    <link>http://sethgodin.typepad.com/seths_blog/2012/02/wwwstopstealingdreamscom-my-new-manifesto-is-now-live.html</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["My readers ask me that question more than just about any other. So here's my question back: What is school for? (Click the link to get to the free download).

I've just published a 30,000 word manifesto, totally free to read, share, translate, print and, most of all, use to start an essential conversation. It took a lot to get it to you, and I'm encouraging you to take a few minutes to check it out. After you read it, perhaps you'll write one of your own."]]></description>
<dc:subject>education academia-doesn't-guarantee-acuity disintermediation-in-action cultural-assumptions</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:67ec2f78b071/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academia-doesn't-guarantee-acuity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:disintermediation-in-action"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:cultural-assumptions"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.fastcodesign.com/1663918/finch-the-99-robot-that-makes-computer-science-fun">
    <title>Finch, The $99 Robot That Makes Computer Science Fun | Co.Design</title>
    <dc:date>2011-05-28T11:41:52+00:00</dc:date>
    <link>http://www.fastcodesign.com/1663918/finch-the-99-robot-that-makes-computer-science-fun</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["I'm jealous of high school computer science students these days. I had to tap out my GOTO 10 commands on a crappy CRT monitor; they get a cheap, rugged robot to play with. The Finch, as it's called, costs just $99, so every student in a classroom can have their own. And its design was rigorously based on educational research that uncovered the five key attributes to making the perfect educational toy."]]></description>
<dc:subject>robotics education Making gadgets</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:7c89f1c3ee27/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:robotics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:Making"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:gadgets"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://rudepundit.blogspot.com/2011/05/your-bullshit-conservative-ideology-is.html">
    <title>The Rude Pundit</title>
    <dc:date>2011-05-26T22:29:46+00:00</dc:date>
    <link>http://rudepundit.blogspot.com/2011/05/your-bullshit-conservative-ideology-is.html</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["remember: the government giving massive amounts of money to corporations to hire people to do shit is capitalism; the government just hiring people to do shit is socialism"]]></description>
<dc:subject>education conservatism we're-fucked</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:1132b0270c6c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:conservatism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:we're-fucked"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.thenation.com/article/160410/faulty-towers-crisis-higher-education?page=full">
    <title>Faulty Towers: The Crisis in Higher Education | The Nation</title>
    <dc:date>2011-05-16T14:04:12+00:00</dc:date>
    <link>http://www.thenation.com/article/160410/faulty-towers-crisis-higher-education?page=full</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["…For all its pretensions to public importance (every professor secretly thinks he’s a public intellectual), the professoriate is awfully quiet, essentially nonexistent as a collective voice. If academia is going to once again become a decent place to work, if our best young minds are going to be attracted back to the profession, if higher education is going to be reclaimed as part of the American promise, if teaching and research are going to make the country strong again, then professors need to get off their backsides and organize: department by department, institution to institution, state by state and across the nation as a whole. Tenured professors enjoy the strongest speech protections in society. It’s time they started using them."]]></description>
<dc:subject>reformation-is-gonna-be-ouchy disintermediation-targets life-o'-the-mind cultural-assumptions education graduate-school academia-doesn't-guarantee-acuity academic-culture</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Vaguery/b:43a7078dc3b6/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:reformation-is-gonna-be-ouchy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:disintermediation-targets"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:life-o'-the-mind"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:cultural-assumptions"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:graduate-school"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academia-doesn't-guarantee-acuity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academic-culture"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.truth-out.org/lessons-be-learned-from-paulo-freire-education-is-being-taken-over-mega-rich65363">
    <title>t r u t h o u t | Lessons to Be Learned From Paulo Freire as Education Is Being Taken Over by the Mega Rich</title>
    <dc:date>2010-11-26T12:34:36+00:00</dc:date>
    <link>http://www.truth-out.org/lessons-be-learned-from-paulo-freire-education-is-being-taken-over-mega-rich65363</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["Critical pedagogy, for Freire, meant imagining literacy as not simply the mastering of specific skills, but also as a mode of intervention, a way of learning about and reading the word as a basis for intervening in the world."
]]></description>
<dc:subject>via:tsuomela pedagogy education class-civil-wars democracy</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:643eb12904d7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:via:tsuomela"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:class-civil-wars"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:democracy"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://seekingalpha.com/article/217993-college-loan-debt-a-big-problem-for-borrowers-lenders-and-government?source=feed">
    <title>College Loan Debt: A Big Problem for Borrowers, Lenders and Government -- Seeking Alpha</title>
    <dc:date>2010-08-02T12:31:42+00:00</dc:date>
    <link>http://seekingalpha.com/article/217993-college-loan-debt-a-big-problem-for-borrowers-lenders-and-government?source=feed</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["Is it any wonder that the value of a college education is now being questioned more than it used to be? Perhaps a basic education in personal finance would help more people make informed decisions about college and how to handle the financing of that endeavor."
]]></description>
<dc:subject>disintermediation-targets economics academia-doesn't-guarantee-acuity colleges education</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:ddb342b2841c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:disintermediation-targets"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:economics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academia-doesn't-guarantee-acuity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:colleges"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://davecormier.com/edblog/2008/06/03/rhizomatic-education-community-as-curriculum">
    <title>Rhizomatic Education : Community as Curriculum @ Dave’s Educational Blog</title>
    <dc:date>2010-05-17T18:53:39+00:00</dc:date>
    <link>http://davecormier.com/edblog/2008/06/03/rhizomatic-education-community-as-curriculum</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["In the rhizomatic model of learning, curriculum is not driven by predefined inputs from experts; it is constructed and negotiated in real time by the contributions of those engaged in the learning process. This community acts as the curriculum, spontaneously shaping, constructing, and reconstructing itself and the subject of its learning in the same way that the rhizome responds to changing environmental conditions…"
]]></description>
<dc:subject>education pedagogy generalism agility academic-culture social-norms network-culture</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:d03ff3470e7b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:generalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:agility"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academic-culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:social-norms"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:network-culture"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://economistsview.typepad.com/economistsview/2010/05/deficit-hawkerys-harsh-impact-on-education.html?utm_source=feedburner&amp;utm_medium=feed&amp;utm_campaign=Feed%3A+EconomistsView+(Economist's+View+(EconomistsView))">
    <title>Economist's View: &quot;Deficit Hawkery's Harsh Impact on Education&quot;</title>
    <dc:date>2010-05-09T13:44:29+00:00</dc:date>
    <link>http://economistsview.typepad.com/economistsview/2010/05/deficit-hawkerys-harsh-impact-on-education.html?utm_source=feedburner&amp;utm_medium=feed&amp;utm_campaign=Feed%3A+EconomistsView+(Economist's+View+(EconomistsView))</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["It is a mantra of the deficit hawks that they are working to ensure their children and grandchildren will one day have the same opportunities that they have had. But right now, in real time, those same children and grandchildren are having those opportunities taken away. ..."
]]></description>
<dc:subject>education public-policy financial-crisis politics conservatism-by-rote economics</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:fd423c9d29f9/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:public-policy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:financial-crisis"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:conservatism-by-rote"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:economics"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://economistsview.typepad.com/economistsview/2010/04/whats-up-with-the-young-folks.html?utm_source=feedburner&amp;utm_medium=feed&amp;utm_campaign=Feed%3A+EconomistsView+(Economist's+View+(EconomistsView))">
    <title>Economist's View: &quot;What's Up With the Young Folks?&quot;</title>
    <dc:date>2010-04-11T12:49:02+00:00</dc:date>
    <link>http://economistsview.typepad.com/economistsview/2010/04/whats-up-with-the-young-folks.html?utm_source=feedburner&amp;utm_medium=feed&amp;utm_campaign=Feed%3A+EconomistsView+(Economist's+View+(EconomistsView))</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["The big change appears to be that those in school have become increasingly less attached to the labor market. The percentage of school enrollees aged between 16 and 24 who are also participating in the labor market was relatively stable between 1989 and 1998 at around 51 percent. However, labor market participation by those in school declined between 1999 and 2008 from 50 percent to 42 percent. In contrast, labor force participation by those aged between 16 and 24 not enrolled in school has declined only modestly—from 82 percent to 80 percent between 1989 and 2008."
]]></description>
<dc:subject>education social-dynamics economics labor capitalism capital types-of transformation</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:45b295c7a23c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:social-dynamics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:economics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:labor"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:capitalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:capital"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:types-of"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:transformation"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://halfanhour.blogspot.com/2010/04/we-learn.html">
    <title>Half an Hour: We Learn</title>
    <dc:date>2010-04-05T19:02:44+00:00</dc:date>
    <link>http://halfanhour.blogspot.com/2010/04/we-learn.html</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["They attempt to co-opt nascent OER initiatives by directing them toward commercial enterprise, arguing that resources must allow commercial licensing, and directing production toward enterprises and initiatives that must receive see funding and draw a return on that investment through the conversion of OERs into commodities.

And they foster a sense of incapacity in opinion and the media to suggest to students themselves that they are incapable of independent action without the comforting support of corporations and institutions, that they are simply not capable of learning form themselves. From the first utterance that "OCW is not an MIT education" the suggestion has been that education must need be a high-priced endeavour, available, really, only to those willing to pay the price."
]]></description>
<dc:subject>open-access DIY education academic-culture disintermediation-in-action orthogonal-culture edupunk</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:fd2a90540371/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:open-access"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:DIY"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academic-culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:disintermediation-in-action"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:orthogonal-culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:edupunk"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://economistsview.typepad.com/economistsview/2010/03/bail-out-our-schools.html?utm_source=feedburner&amp;utm_medium=feed&amp;utm_campaign=Feed%3A+EconomistsView+(Economist's+View+(EconomistsView))">
    <title>Economist's View: &quot;Bail Out Our Schools&quot;</title>
    <dc:date>2010-03-10T22:00:45+00:00</dc:date>
    <link>http://economistsview.typepad.com/economistsview/2010/03/bail-out-our-schools.html?utm_source=feedburner&amp;utm_medium=feed&amp;utm_campaign=Feed%3A+EconomistsView+(Economist's+View+(EconomistsView))</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["Bailing out the financial system, but not bailing out schools in financial trouble because of the crisis, is unconscionable…"
]]></description>
<dc:subject>education financial-crisis public-policy bailout schools burning-your-seedcorn</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:f89ebff83053/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:financial-crisis"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:public-policy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:bailout"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:burning-your-seedcorn"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://blog.jonudell.net/2010/03/08/a-geek-anti-manifesto/">
    <title>A geek anti-manifesto « Jon Udell</title>
    <dc:date>2010-03-09T16:12:36+00:00</dc:date>
    <link>http://blog.jonudell.net/2010/03/08/a-geek-anti-manifesto/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["These are basic life skills that everyone should want to master. If we taught them broadly, and if everyone learned them, then this sort of mastery wouldn’t attract the geek label. But we don’t teach these skills broadly, most people don’t learn them, and the language we use isn’t our friend. If systems thinking is geeky then only geeks will be systems thinkers. We can’t afford for that to be true. We need everyone to be a systems thinker."
]]></description>
<dc:subject>systems-thinking education models-and-modes diversity-as-defense</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:75cbad82c9bb/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:systems-thinking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:models-and-modes"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:diversity-as-defense"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.tnr.com/article/politics/humanities-and-inhumanities?page=0,0">
    <title>Humanities And Inhumanities | The New Republic</title>
    <dc:date>2010-03-07T22:41:16+00:00</dc:date>
    <link>http://www.tnr.com/article/politics/humanities-and-inhumanities?page=0,0</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["Menand focuses on the elite institutions that still concentrate on providing an education in the arts and sciences, and argues that they have failed to respond to these and other painfully obvious problems because they remain stuck in patterns that were set a century and more ago. In the late nineteenth and early twentieth centuries, he explains, scholars set out to create a limited free space in which they could set standards for the fields they practiced and for undergraduate and graduate training--a professional space dedicated, like the legal and medical professional spaces that took shape at the same time, to pursuing the general good rather than personal gain."
]]></description>
<dc:subject>academic-culture disintermediation-in-action life-o'-the-mind cultural-assumptions academia education future humanities universities</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:1e3c35ab31f9/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academic-culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:disintermediation-in-action"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:life-o'-the-mind"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:cultural-assumptions"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:future"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:humanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:universities"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://suburbdad.blogspot.com/2010/02/times-whiffs-again.html">
    <title>Confessions of a Community College Dean: The Times Whiffs Again</title>
    <dc:date>2010-02-05T16:07:18+00:00</dc:date>
    <link>http://suburbdad.blogspot.com/2010/02/times-whiffs-again.html</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["Several alert readers sent me links to this article from the New York Times. It's a weirdly chipper "pick up some money in your spare time by adjuncting!" piece, written for (and apparently by) people who aren't terribly conversant in higher ed.

Depending on your angle to the universe, it could be read as refreshing, bizarre, or deeply offensive. (I fall into the 'bizarre' camp, with sympathies for the 'deeply offensive.')"
]]></description>
<dc:subject>education academia adjunct worklife assumptions</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:c4be2dd8ec74/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:adjunct"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:worklife"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:assumptions"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.poynter.org/column.asp?id=45&amp;aid=176417">
    <title>Poynter Online - Romenesko</title>
    <dc:date>2010-01-25T21:03:12+00:00</dc:date>
    <link>http://www.poynter.org/column.asp?id=45&amp;aid=176417</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["Under the new plan, EWA will immediately shift from a traditional membership organization to an open community, embracing a wider net of people concerned about the quality of education information. The organization will create 21st century mechanisms for supporting traditional writers in real time while adopting creative advocacy on behalf of first-rate sustainable journalism."
]]></description>
<dc:subject>education writing journalism business-model openness collaboration nonprofit trade-association</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:9225d68d9ac9/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:writing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:journalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:business-model"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:openness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:collaboration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:nonprofit"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:trade-association"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://campustechnology.com/Articles/2008/10/Avoiding-the-5-Most-Common-Mistakes-in-Using-Blogs-with-Students.aspx?Page=1">
    <title>Avoiding the 5 Most Common Mistakes in Using Blogs with Students -- Campus Technology</title>
    <dc:date>2010-01-25T20:26:43+00:00</dc:date>
    <link>http://campustechnology.com/Articles/2008/10/Avoiding-the-5-Most-Common-Mistakes-in-Using-Blogs-with-Students.aspx?Page=1</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["I've used blogs in my classes for five years with university graduate students. I've found them to be extremely helpful in certain circumstances but only when there is clarity for students in their use. Students who object to the inclusion of blogs in a course are usually objecting to what they perceive will be just one more task on top of a myriad of others or simply some busy work that will not benefit their learning. Older students can also reject the notion of "publication" that is inherent with blogging. Each of these objections can be addressed by an effective and innovative instructor by careful planning and skillful management. There are, however, several common mistakes that should be avoided when using blogs in instruction. I have made all of these mistakes and have learned how to address each one proactively."
]]></description>
<dc:subject>blogging academic-culture pedagogy education edtech advice seems-to-apply-to-blogging-generally-too</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:5ca75efd343e/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:blogging"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academic-culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:edtech"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:advice"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:seems-to-apply-to-blogging-generally-too"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.zenmoments.org/my-favorite-liar/">
    <title>My Favorite Liar | Zen Moments</title>
    <dc:date>2009-11-28T02:01:26+00:00</dc:date>
    <link>http://www.zenmoments.org/my-favorite-liar/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["Brilliant … but what made Dr. K’s technique most insidiously evil and genius was, during the most technically difficult lecture of the entire quarter, there was no lie. At the end of the lecture in which he was not called on any lie, he offered the same challenge to work through the notes; on the following Monday, he fielded our theories for what the falsehood might be (and shooting them down “no, in fact that is true – look at “) for almost ten minutes before he finally revealed: “Do you remember the first lecture – how I said that ‘every lecture has a lie?’”"
]]></description>
<dc:subject>critical-thinking pedagogy liars education psychology learning teaching leadership</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:33a8cc38253c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:critical-thinking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:liars"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:leadership"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.core77.com/blog/object_culture/kids_building_a_pinhole_camera_no_longer_impressive_columbias_computer_vision_lab_raises_the_bar_15181.asp?utm_source=feedburner&amp;utm_medium=feed&amp;utm_campaign=Feed%3A+core77%2Fblog+(Core77.com's+design+blog)">
    <title>Kids building a pinhole camera no longer impressive; Columbia's Computer Vision Lab raises the bar - Core77</title>
    <dc:date>2009-11-14T14:47:47+00:00</dc:date>
    <link>http://www.core77.com/blog/object_culture/kids_building_a_pinhole_camera_no_longer_impressive_columbias_computer_vision_lab_raises_the_bar_15181.asp?utm_source=feedburner&amp;utm_medium=feed&amp;utm_campaign=Feed%3A+core77%2Fblog+(Core77.com's+design+blog)</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["Columbia University's Computer Vision Labaratory is testing out a product called the BigShot, a digital camera intended to be taken apart and assembled by children, in order to remind them that yeah, someone actually designed and built this thing."
]]></description>
<dc:subject>DIY Makers education learning-by-doing camera photography techniques</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:0652c979da53/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:DIY"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:Makers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:learning-by-doing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:camera"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:photography"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:techniques"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://unhinderedbytalent.com/Phi/archives/2009/11/04/never-forget-who-the-true-enemy-is/">
    <title>Never forget who the true enemy is</title>
    <dc:date>2009-11-05T22:11:54+00:00</dc:date>
    <link>http://unhinderedbytalent.com/Phi/archives/2009/11/04/never-forget-who-the-true-enemy-is/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["Such deliberate cluelessness and misrepresentation – it’s unfortunate the U.S. News & World Report will publish nonsense generated by someone who’s clearly only using half a brain."
]]></description>
<dc:subject>Civil-War culture-war intelligent-design education public-policy mad-science-is-just-angry-not-foolish</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:07aa42bda449/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:Civil-War"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:culture-war"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:intelligent-design"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:public-policy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:mad-science-is-just-angry-not-foolish"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://openresearch.sebpaquet.net/2009/10/fate-of-incompetent-teacher-in-youtube.html">
    <title>Seb's Open Research: The Fate of the Incompetent Teacher in the YouTube Era</title>
    <dc:date>2009-11-03T16:28:16+00:00</dc:date>
    <link>http://openresearch.sebpaquet.net/2009/10/fate-of-incompetent-teacher-in-youtube.html</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["How fast is this going to happen? Well, Khan is already becoming famous. Last year CNN gave him airtime to explain the financial crisis. Why him, and not an economics Ph.D. type, you ask? Because he is understandable, and because some genius at CNN figured out that at least some of their viewers were able and willing to learn a little bit in order to understand what is going on."
]]></description>
<dc:subject>pedagogy web2.0 disintermediation education academia YouTube learning teaching distance science2.0</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:c346fa0ec45c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:web2.0"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:disintermediation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:YouTube"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:distance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:science2.0"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://mikecaulfield.com/2009/10/26/abstinence-only-web-education/">
    <title>Tran|script, by Mike Caulfield » Blog Archive » Abstinence-only Web Education</title>
    <dc:date>2009-11-03T13:32:12+00:00</dc:date>
    <link>http://mikecaulfield.com/2009/10/26/abstinence-only-web-education/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["Shockingly crazy worldview, I hereby name you “Abstinence-only Web Education”.
Adding this: there is always this resentment of people in the Academy toward the term “real world” — as in what we teach them “in here” has to pertain to the real world “out there”. I sympathize with that resentment, and even commiserated about the inappropriateness of the term with a coworker a couple nights ago.
But it’s things like abstinence-only web education that make that term relevant and, yes, often a legitimate critique. It’s not everybody, true, but the belief of even a percentage in higher education that what we really need to do is get back to printed books to solve the information filter problem is evidence enough that we are insulated from the world outside the campus, and to a stunning degree."
]]></description>
<dc:subject>cultural-norms academia education pedagogy web2.0 disintermediation-targets</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:046b403193b0/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:cultural-norms"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:web2.0"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:disintermediation-targets"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://wewanteverything.wordpress.com/2009/09/24/communique-from-an-absent-future/">
    <title>Communiqué from an Absent Future « we want everything</title>
    <dc:date>2009-09-29T11:11:12+00:00</dc:date>
    <link>http://wewanteverything.wordpress.com/2009/09/24/communique-from-an-absent-future/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["If the university teaches us primarily how to be in debt, how to waste our labor power, how to fall prey to petty anxieties, it thereby teaches us how to be consumers.  Education is a commodity like everything else that we want without caring for.  It is a thing, and it makes its purchasers into things.  One’s future position in the system, one’s relation to others, is purchased first with money and then with the demonstration of obedience."
]]></description>
<dc:subject>academia academic-culture cultural-norms politics education future activism ashes-make-glass</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:192763c1094b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academic-culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:cultural-norms"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:future"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:activism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:ashes-make-glass"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.washingtonmonthly.com/college_guide/feature/college_for_99_a_month.php">
    <title>College for $99 a Month by Kevin Carey | Washington Monthly</title>
    <dc:date>2009-09-07T12:25:56+00:00</dc:date>
    <link>http://www.washingtonmonthly.com/college_guide/feature/college_for_99_a_month.php</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["StraighterLine is the brainchild of a man named Burck Smith, an Internet entrepreneur bent on altering the DNA of higher education as we have known it for the better part of 500 years. Rather than students being tethered to ivy-covered quads or an anonymous commuter campus, Smith envisions a world where they can seamlessly assemble credits and degrees from multiple online providers, each specializing in certain subjects and—most importantly—fiercely competing on price. Smith himself may be the person who revolutionizes the university, or he may not be. But someone with the means and vision to fundamentally reorder the way students experience and pay for higher education is bound to emerge."
]]></description>
<dc:subject>academia academic-culture business-model disintermediation disintermediation-in-action education industry credentials</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:ee193a773c2a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academic-culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:business-model"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:disintermediation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:disintermediation-in-action"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:industry"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:credentials"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://whereareyourkeys.wordpress.com/">
    <title>&quot;Where Are Your Keys?&quot;: The Language Fluency Game</title>
    <dc:date>2009-09-03T11:10:44+00:00</dc:date>
    <link>http://whereareyourkeys.wordpress.com/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["Fluency, in the fluency game paradigm, means you don’t learn, you teach; either you teach yourself, or you teach others. In doing so, you achieve a major milestone: all your skills and knowledge “come alive”, because they can readily jump from you into others. As living skills, they can spread throughout the people in your family, community, and work life. And your fluency in one skill signifies a fluency in self-teaching. With any new skill, you know just where to start, and where to go after that."
]]></description>
<dc:subject>learning-by-doing pedagogy fluency education generalism games serious-games</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:8f3b8a85ea58/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:learning-by-doing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:fluency"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:generalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:serious-games"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.wired.com/techbiz/people/magazine/17-09/st_thompson">
    <title>Clive Thompson on the New Literacy</title>
    <dc:date>2009-08-25T14:27:11+00:00</dc:date>
    <link>http://www.wired.com/techbiz/people/magazine/17-09/st_thompson</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["It's almost hard to remember how big a paradigm shift this is. Before the Internet came along, most Americans never wrote anything, ever, that wasn't a school assignment. Unless they got a job that required producing text (like in law, advertising, or media), they'd leave school and virtually never construct a paragraph again."
]]></description>
<dc:subject>writing literacy cultural-norms cultural-assumptions pedagogy transformation social-media education social-norms</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:51eff1fe9c9e/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:writing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:literacy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:cultural-norms"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:cultural-assumptions"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:transformation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:social-media"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:social-norms"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://simonwillison.net/2009/Jul/28/tools/">
    <title>Hack Day tools for non-developers</title>
    <dc:date>2009-07-29T23:54:32+00:00</dc:date>
    <link>http://simonwillison.net/2009/Jul/28/tools/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["There’s only one rule at hack day: build something you can demonstrate at the end of the event (Powerpoint slides don’t count). Importantly though, our hack days are not restricted to just our development team: anyone from the technology department can get involved, and we extend the invitation to other parts of the organisation as well. At the Guardian, this includes journalists.

For our first hack day, I put together a list of “tools for non-developers”—sites, services and software that could be used for hacking without programming knowledge as a pre-requisite. I’m now updating that list with recommendations from elsewhere. Here’s the list so far:"
]]></description>
<dc:subject>hacking education development teaching DIY learning-by-doing hackday tools</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:6043a506b354/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:hacking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:development"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:DIY"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:learning-by-doing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:hackday"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:tools"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://cyber.law.harvard.edu/node/5505">
    <title>&quot;Should Copyright Of Academic Works Be Abolished?&quot; | Berkman Center</title>
    <dc:date>2009-07-28T13:55:47+00:00</dc:date>
    <link>http://cyber.law.harvard.edu/node/5505</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["The conventional rationale for copyright of written works, that copyright is needed to foster their creation, is seemingly of limited applicability to the academic domain. For in a world without copyright of academic writing, academics would still benefit from publishing in the major way that they do now, namely, from gaining scholarly esteem. Yet publishers would presumably have to impose fees on authors, because publishers would not be able to profit from reader charges. If these publication fees would be borne by academics, their incentives to publish would be reduced. But if the publication fees would usually be paid by universities or grantors, the motive of academics to publish would be unlikely to decrease (and could actually increase) – suggesting that ending academic copyright would be socially desirable in view of the broad benefits of a copyright-free world. "
]]></description>
<dc:subject>copyright academic-culture publishing disintermediation openness open-access education pedagogy reputation publishers</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:f95370269b79/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:copyright"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academic-culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:publishing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:disintermediation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:openness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:open-access"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:reputation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:publishers"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://citizenengineer.com/">
    <title>citizen engineer - HD video, comic book/zine &amp; kit</title>
    <dc:date>2009-07-24T11:56:54+00:00</dc:date>
    <link>http://citizenengineer.com/</link>
    <dc:creator>Vaguery</dc:creator><dc:subject>makers hacking telephony engineering video education tutorial hardware hack security electronics</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:bf3760f3a2f2/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:makers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:hacking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:telephony"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:engineering"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:video"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:tutorial"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:hardware"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:hack"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:security"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:electronics"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.stetson.edu/~efriedma/puzzle.html">
    <title>Erich's Puzzle Palace</title>
    <dc:date>2009-06-25T11:02:04+00:00</dc:date>
    <link>http://www.stetson.edu/~efriedma/puzzle.html</link>
    <dc:creator>Vaguery</dc:creator><dc:subject>puzzles games education mathematics collection Nudge</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:b29e7eadc924/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:puzzles"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:mathematics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:collection"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:Nudge"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.mathpuzzle.com/">
    <title>MathPuzzle.com</title>
    <dc:date>2009-06-22T13:01:24+00:00</dc:date>
    <link>http://www.mathpuzzle.com/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA[[more raw material for Nudge project]
]]></description>
<dc:subject>mathematics education games geek fun puzzles geometry learning-by-doing intuition Nudge</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:48885c21ce40/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:mathematics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:geek"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:fun"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:puzzles"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:geometry"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:learning-by-doing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:intuition"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:Nudge"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.gh-mathspeak.com/">
    <title>2004 MathSpeak Initiative</title>
    <dc:date>2009-06-16T17:57:23+00:00</dc:date>
    <link>http://www.gh-mathspeak.com/</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA["For years, students with print disabilities have struggled to have access to instructional materials in the field of Science, Engineering, Mathematics, and Technology. For students who cannot read ordinary print, understanding complex equations and formulas is a daunting challenge, most often addressed with the aid of a human reader. This intervention strategy, however, is fundamentally limited and does not provide true access to the student."
]]></description>
<dc:subject>braille assist assistive-technology education accessibility math</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:ce6683fa6c81/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:braille"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:assist"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:assistive-technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:accessibility"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:math"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.union.edu/integration/index.php">
    <title>Symposium on Engineering and Liberal Education</title>
    <dc:date>2009-06-05T13:33:59+00:00</dc:date>
    <link>http://www.union.edu/integration/index.php</link>
    <dc:creator>Vaguery</dc:creator><description><![CDATA['"What is it that identifies humans? The use of tools. For that reason, perhaps engineering is the most human of studies. ... Maybe we should teach engineering as a liberal art, and maybe a piece of every literate person's experience should be to create a useful artifact that improves life, including something as important as communication."'
]]></description>
<dc:subject>engineering conference education pedagogy academia generalism worklife engineering-philosophy pragmatism</dc:subject>
<dc:identifier>https://pinboard.in/u:Vaguery/b:beb4da26b4f7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:engineering"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:conference"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:generalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:worklife"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:engineering-philosophy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Vaguery/t:pragmatism"/>
</rdf:Bag></taxo:topics>
</item>
</rdf:RDF>