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    <title>We Investigated The Biggest Government Fraud In America. You're Paying For It. - YouTube</title>
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    <dc:creator>robertogreco</dc:creator><description><![CDATA["Arizona has a huge school voucher program, and the money is being spent in shocking ways — lingerie, Xboxes, Disney vacations.

The vouchers were sold as helping poor kids, but the money is going to rich families and private schools, while public schools close and suffer."]]></description>
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    <title>Citations Needed: News Brief: Despite 9-Figure Infusion from Silicon Valley, Abundance Still Seeks Popular Support</title>
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<item rdf:about="https://www.theatlantic.com/ideas/2026/06/ai-tutor-education-human-investment/687678/">
    <title>AI Can’t Fix the Student-Motivation Problem - The Atlantic</title>
    <dc:date>2026-06-27T06:26:04+00:00</dc:date>
    <link>https://www.theatlantic.com/ideas/2026/06/ai-tutor-education-human-investment/687678/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["It turns out bots aren’t great teachers."

[archived: https://archive.is/noKrS ]]]></description>
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<item rdf:about="https://2ndbreakfast.audreywatters.com/the-algorithmic-order/">
    <title>The Algorithmic Order</title>
    <dc:date>2026-06-27T06:22:48+00:00</dc:date>
    <link>https://2ndbreakfast.audreywatters.com/the-algorithmic-order/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The history of education technology is inseparable from the history of standardized testing."]]></description>
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<item rdf:about="https://www.nytimes.com/2026/06/22/opinion/schools-testing-accountability.html">
    <title>Opinion | The ‘No Child Left Behind’ Nostalgia Is Delusional - The New York Times</title>
    <dc:date>2026-06-27T06:13:44+00:00</dc:date>
    <link>https://www.nytimes.com/2026/06/22/opinion/schools-testing-accountability.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[via Audrey Watters:
https://2ndbreakfast.audreywatters.com/the-algorithmic-order/ 

"In a recent op-ed in The New York Times, Ross Weiner argues that the calls to bring back the test-based accountability of “No Child Left Behind” is delusional. (Well, to be fair that’s the word that the headline writer chose: "delusional.") Weiner describes these policies as insufficient then and inadequate now. “Young people are placing more emphasis on purpose, relationships and contribution than on older markers of status,” he argues.

<blockquote>For a generation, the reform coalition took its validation from economists and accountability metrics, while treating parents, students and communities as mere functionaries rather than partners in a shared civic enterprise.

    Taking their priorities seriously would mean broadening what we expect from the classroom. Schools should put what students can do on equal footing with what they know, embedding real skills in academic learning rather than leaving them to chance or sequencing them to later in life. Schools should reconnect with the communities they serve, so young people learn through and about the places where they live. And they should reanimate the character-forming, developmental mission a pluralistic democracy requires.

    Federal policy has an essential role to play in public education: protecting civil rights, funding quality data and research, and encouraging promising practices to spread. But the formative mission cannot be mandated by Washington. Belonging, the foundation of both learning and civic commitment, is relational and starts local; it cannot be standardized or scaled, but must be cultivated by schools that are responsive to the communities they serve.</blockquote>

It’s not a fully-fleshed out vision for education, to be sure, but it does gesture at something quite different from the technocratic one that schools have spent the last few decades delivering -- and delivering via education technology, via a machinery that shapes the form and increasingly the content, the curricula and the pedagogy. Funny, for all the invocation of "the future of education" from ed-tech evangelists and testing companies and politicians, they're almost always talking about the past, or at least about much older narratives of what that future might look like. (And in doing so, they ignore that computers have been ubiquitous in classrooms for a very very long time now.)"]]]></description>
<dc:subject>rosswiener education schools schooling nclb 2026 audrey watters policy schoolreform reform civilrights technocracy pedagogy curriculum edtech teaching howweteach democracy belonging civics pluralism academics learning howwelearn</dc:subject>
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<item rdf:about="https://wwnorton.com/books/9780393881943/">
    <title>Coding Kids: Big Tech's Battle to Remake Public Schools, by Natasha Singer (2026) | W. W. Norton &amp; Company</title>
    <dc:date>2026-06-27T04:38:20+00:00</dc:date>
    <link>https://wwnorton.com/books/9780393881943/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The inside story of how Big Tech catalyzed, co-opted, and ultimately came to capture computer science and AI education in America.

Fourth graders doing Google-branded coding lessons. Amazon schooling seventh graders on its warehouse robots. Advanced Placement computing courses from Microsoft and Apple. Many educators and parents would object if Exxon wrote their school’s climate curriculum—or if schools assigned nutrition lessons from Coca-Cola and McDonald’s. Yet today, tech giants influence nearly every step of the education supply chain. They provide the classroom devices and software many students use to do assignments. They sell schools on the latest artificial intelligence tools. And increasingly, tech companies are launching their own corporate-branded school curricula, shaping how and what millions of children learn.

In recent years, the tech industry has helped spread computer science and AI education in schools at astonishing speed and scale. In Coding Kids, award-winning New York Times journalist Natasha Singer draws on a decade of reporting to reveal how tech titans used the promise of coding (high-paying jobs! change the world!) to weave rosy industry visions of technology into the very fabric of American education, sometimes sidelining crucial ideas like civics and critical thinking. Along the way, Singer takes readers through the powerful playbook Big Tech used to scale coding lessons nationwide. Then she shows readers how tech companies are now applying the same playbook to mainstream their AI tools in schools.

A revelatory account of the powerful forces shaping education and our kids’ futures, Coding Kids also offers hope. It tells the compelling stories of pioneering teachers fighting for a broader vision of tech education—one that not only teaches kids algorithms and app-making, but also asks students to grapple with the societal impacts of tech giants and their disruptive digital tools."]]></description>
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<item rdf:about="https://www.kqed.org/news/12088044/berkeley-public-schools-overhauled-reading-instruction-hows-it-going">
    <title>Berkeley Public Schools Overhauled Reading Instruction. How’s It Going? | KQED</title>
    <dc:date>2026-06-26T08:31:48+00:00</dc:date>
    <link>https://www.kqed.org/news/12088044/berkeley-public-schools-overhauled-reading-instruction-hows-it-going</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Nine years after a lawsuit spurred a reckoning around literacy education in Berkeley Unified School District, a new curriculum and culture have taken hold."]]></description>
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<item rdf:about="https://www.bostonglobe.com/2026/06/22/opinion/american-schools-failure-myth-scores/">
    <title>Opinion | No, American schools aren't failing</title>
    <dc:date>2026-06-25T08:13:56+00:00</dc:date>
    <link>https://www.bostonglobe.com/2026/06/22/opinion/american-schools-failure-myth-scores/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["A claim so familiar, people no longer feel obligated to back it up with evidence."

[archived: https://archive.is/WHzji ]

"The belief that American public schools are an international embarrassment, sites of endless failure, is one of the few things our polarized political system seems to agree on. After all, the transition from George W. Bush’s presidential education policy to that of Barack Obama was one of remarkable continuity, based on a shared premise: Our schools were in a broad state of emergency. Today, politicians of both parties still tell that story, as do op-ed pages and nonprofit organizations and bipartisan cable panels. The notion has hardened into an axiom, a claim so familiar that the people making it no longer feel obligated to back it up with evidence. But we don’t have to buy this narrative, and we shouldn’t — because the evidence tells us that the narrative just isn’t true.

The best way to consider a country’s educational performance is in relation to the performance of international peers, and the most authoritative international benchmark is the Organization for Economic Co-operation and Development’s Programme for International Student Assessment (PISA) exam, which tests 15-year-olds across 81 education systems. In the most recent results, from 2022, American students tested better in reading than 68 of the 80 other systems and well above the international average. In science, they bested 56 of 80. Math is our weakest subject, but even there we outscore 43 systems and tie with a dozen more, meaning that on our worst day we still do better than more than half the developed world. Our top performers look particularly good on the PISA; for example, 14 percent of American teenagers scored at the highest level in reading, double the OECD average.

Some critics note that our education system is expensive and say that we should demand better results for our money. But this demand implies that there’s a straightforward relationship between per-pupil spending and test scores; decades of evidence demonstrate that there is not. And the results show that we produce many sterling students for our money.

Indeed, the students at the top of our system aren’t merely fine; they’re the best on earth. American teams have placed in the top three at the International Mathematical Olympiad every year for a decade and won or tied for first in 2015, 2016, 2018, 2019, and 2024. In 2025, all five members of the US physics team won gold at the International Physics Olympiad, making the United States the only country to sweep gold that year. Our chemistry, biology, informatics, linguistics, and other teams collect medals year after year. These are overwhelmingly public-school kids from ordinary suburban and urban districts, outcompeting the best academic talent the world can produce. You rarely read about them because their success doesn’t fit the declinist story.

But scores are dropping, aren’t they? Yes, and that’s exactly why international context matters. The 2022 PISA results showed an unprecedented worldwide collapse, with average scores across the OECD falling roughly 10 points in reading and 15 in math. When students in Germany, Norway, and New Zealand decline in lockstep with students in Arizona and Connecticut, the cause is plainly not American teachers, unions, or curricula. (My own guess is that the smartphone is to blame, but I can’t prove it.) Even as our raw scores fell, our international rank rose in all three subjects because our peers’ scores fell further. Again, when was the last time you heard that in our media?

None of this is to deny that some American schools are in crisis. But those failures aren’t spread evenly across our system; they’re concentrated in a small number of places suffering from poverty, structural racism, and institutional decline. The United States has the highest child-poverty rate in the OECD (roughly a quarter of our children live in poverty, versus less than 10 percent in top-scoring nations like Finland and Denmark) and our socioeconomic and demographic stratification is pronounced. As such, our aggregate scores on assessments like PISA are weighed down disproportionately by disadvantaged students.

In Detroit, which sits at the bottom of every large urban US district tested, two-thirds of students were chronically absent in a recent year, speaking to a lack of stability and resources at the family level. What teachers could succeed in those conditions? Cleveland, Baltimore, districts in the impoverished rural areas of West Virginia — they all tell a similar story. The American schools that struggle the worst share no common curriculum, union contract, or pedagogy. What they share is extreme poverty, segregation, and decades of disinvestment — in local labor markets, transportation, and health care.

Imagine swapping the students of Detroit with those of wealthy Bloomfield Hills next door, where the schools have excellent performance metrics. Does anyone believe the students from Detroit would suddenly excel?

Simply shoveling money at urban schools is not the answer. In fact, poorer, higher-minority schools in the United States receive significantly more per-pupil funding than richer and whiter schools. As it stands, the teachers in the Detroit public school system are asked to achieve similar results to the ones in the Bloomfield system, despite the vast disparities in living and learning environments of the students they teach.

I’m known to be very skeptical about the influence of schools and teachers on test scores, which tend to reflect the socioeconomic conditions of groups and the variation in talent levels between individuals. But you don’t have to share my views in that regard to acknowledge that our worst-performing schools face conditions that no amount of teaching quality can overcome. And consider a fact that’s almost never reported: America’s most disadvantaged students, those in the bottom international decile in socioeconomic status, rank sixth out of 64 comparable nations in math. In other words, even in the midst of all that poverty and dysfunction, our poorest kids outperform almost all of the world’s other poorest kids. The problem is not that our schools fail poor children at an unusual rate. It is that some of our communities are deprived to a scandalous degree.

In sum, our median student does just fine, our best students are the envy of the world, but our worst-performing students drag down our averages in a way that makes our overall performance look much worse than it is — and those extreme negative outliers are almost universally found in communities with intense socioeconomic challenges.

This resolves a puzzle that has baffled pollsters for 40 years. American parents consistently rate the nation’s schools quite poorly while giving their own children’s schools high marks. Average grades for the American school system writ large typically fall in the C or D range, but more than three-quarters of parents typically give their own kids’ schools an A or B. Often this is regarded as a kind of cognitive bias, of irrationality on the part of those parents; surely, they must be viewing their own schools with rose-colored glasses, or so the conventional wisdom has long held. In fact, that attitude makes perfect sense when you reflect on the quantitative reality I’ve described: Most American K-12 schools and students really are doing quite well, which is reflected in the high marks parents give to their own local schools, but like all of us, parents have heard the relentless doomsaying about the country’s schools. Parents judge their own schools from direct experience and the national system from what they see on television. That is, on the question they actually know something about, about which they have the best evidence, they’re quite positive, and they have every reason to be.

The myth of universal failure didn’t come out of nowhere, and for the record I don’t think it was born entirely in bad faith. Some of the people who spread it were no doubt animated by a real and decent impulse to improve the lives of American children, saw the awful conditions in our inner cities, and overextrapolated their impression of school failure. Others were likely so motivated to attack public schools for ideological reasons that they didn’t care much about misrepresenting the data. Whatever the motives, over time it became far too common for politicians, pundits, and members of the media to take data that showed a handful of distressed communities dragging down otherwise strong averages and present it as proof that American education was rotten from root to branch. An honest reading pointed toward investing in poor places and pursuing avenues for shared prosperity other than just schooling; the sensationalist reading pointed toward dismantling public schools. Many people chose the sensationalist one and repeated it until it became something “everybody knew.”

The stakes are significant. If the failures of American education really are systemwide, the response has to be wholesale reform — new national mandates and perhaps a federal takeover of local education policy; even more standardized testing; the criminalization of teacher unions; private school vouchers for all. But the reality is that our educational failure is concentrated, and it’s concentrated in predictable places, which means the remedy must be too: Serious investment for the communities where poverty has done its damage, not merely for the schools that sit inside them, along with an effort to build more pathways to middle class stability for those who are not academically motivated.

There is some evidence that such investment, for example in environmental cleanup or direct financial assistance for poorer families, can improve learning outcomes. There too, though, the evidence is contested and the effects unclear. But this investment offers obvious advantages: Even if bringing more money and development into poor communities does not close academic gaps, the direct economic advantages will endure.

These efforts are both harder and more expensive than yet another round of complaining about teachers and their unions, but they have the advantage of potentially solving real problems. If we have a moral duty to improve our schools, as the school reformers insist, then that begins with a moral duty to tell the truth."]]></description>
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<item rdf:about="https://www.404media.co/are-public-libraries-becoming-childrens-libraries/">
    <title>Are Public Libraries Becoming Children’s Libraries?</title>
    <dc:date>2026-06-23T06:55:59+00:00</dc:date>
    <link>https://www.404media.co/are-public-libraries-becoming-childrens-libraries/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Books written for younger audiences are being relocated to adult sections at alarming rates. We asked experts to predict what that means for the rest of us."]]></description>
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<item rdf:about="https://www.commonwealmagazine.org/proper-education-aaron-robertson-black-catholic-writers">
    <title>A Proper Education | Commonweal Magazine</title>
    <dc:date>2026-06-21T03:50:07+00:00</dc:date>
    <link>https://www.commonwealmagazine.org/proper-education-aaron-robertson-black-catholic-writers</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Black Catholic writers and the parochial school"]]></description>
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<item rdf:about="https://www.publicbooks.org/who-benefits-from-distorting-american-studies/">
    <title>Who Benefits from Distorting American Studies? - Public Books</title>
    <dc:date>2026-06-18T01:35:45+00:00</dc:date>
    <link>https://www.publicbooks.org/who-benefits-from-distorting-american-studies/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Normativity, in the hands of the “non-distortionists,” smuggles into American studies assumptions that we’re told we must describe rather than prove. A key question the field has tackled, which Kahlenberg and Lin recognize, is what exactly is “American culture”? What is distinct from other cultures, in “its customs, norms, history, literature?” But what they should know—and we must remember—is that the actual error with the field is how the boundedness of the object of study (“America”) was an assumed truth, rather than a question.

Instead, the distinction of “America” was taken for granted, rather than something to uncover. During the collapse of empires (post–World War I) and the growing consolidation of US power (post–1898 to post–World War II) in the international arena, early American studies scholars were concerned with national identity (and perhaps anxious about its character); as such, they sought to understand and preserve some uniqueness. The authors insist the US is exceptional. In their eyes, “exceptionalism” is a truth to be described, just like “American culture.” The boundaries of these objects are taken for granted. What, who, when, and where they contain are but elements to find in the archive or the field. Like boxes to tick, or t’s to cross."]]></description>
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    <dc:date>2026-06-17T10:52:45+00:00</dc:date>
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    <dc:creator>robertogreco</dc:creator><description><![CDATA["Unusually for books on homeschooling, Skipping School is written for both scholarly and general audiences."]]></description>
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<item rdf:about="https://educationwars.substack.com/p/tied-up-in-knots">
    <title>Tied Up in Knots - by Jennifer Berkshire</title>
    <dc:date>2026-06-12T13:35:02+00:00</dc:date>
    <link>https://educationwars.substack.com/p/tied-up-in-knots</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["For the 'reform' wing of the Democratic Party, education is a knotty business"]]></description>
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<item rdf:about="https://nymag.com/intelligencer/article/gifted-talented-intelligence-public-schools-testing.html">
    <title>The Lie at the Core of Gifted and Talented Programs</title>
    <dc:date>2026-06-12T13:21:34+00:00</dc:date>
    <link>https://nymag.com/intelligencer/article/gifted-talented-intelligence-public-schools-testing.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Critics say the process we use to identify bright kids is flawed and insular. But what if giftedness itself is a lie?"

[archived:
https://archive.is/STpn3

via:
https://2ndbreakfast.audreywatters.com/public-offering-public-sacrifice/

"Katie Arnold-Ratliff explores “The Mirage of the Gifted Child.” Gifted & Talented programs, in many ways, are school segregation that is justified through scientism – specifically via standardized testing and intelligence testing and other metrics that purport to show that “we can put a concrete number to a child’s intelligence, that the smartest children need extra enrichment or acceleration to reach their potential, and that we can measure the beneficial impact of that enhanced learning on the children who receive it.” As Arnold Ratliff writes, “There is just one problem: Not a single part of this story is true.”"]]]></description>
<dc:subject>gifted schools schooling education 2026 segregation katiearnold-ratliff testing iq intelliegence standardizedtesting children potential measurement metrics</dc:subject>
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<item rdf:about="https://www.youtube.com/watch?v=tU1U6VXLw2Y">
    <title>Come funziona la scuola in Cina - YouTube</title>
    <dc:date>2026-06-09T07:23:54+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=tU1U6VXLw2Y</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["La scuola in Cina è un tema molto discusso e ancora oggi i cinesi hanno un'idea molto radicata: quella che fin dall’antico sistema imperiale degli esami fino al moderno gaokao (l'esame di ammissione all'università), lo studio rappresenti l’unica via legittima per migliorare il proprio status. Ma oggi il governo sta tentando di modificare questo approccio, a causa di nuove esigenze del proprio sistema produttivo.

Fonti: Why is China’s gruelling gaokao college entrance exam so tough? - South China Morning Post - 31 maggio 2025"]]></description>
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<item rdf:about="https://www.corriere.it/opinioni/26_maggio_22/educare-e-un-atto-politico-8a22c14f-d58c-4a60-b3cf-807949c16xlk.shtml">
    <title>Opinioni | Educare è un atto politico | Corriere.it</title>
    <dc:date>2026-06-09T07:15:18+00:00</dc:date>
    <link>https://www.corriere.it/opinioni/26_maggio_22/educare-e-un-atto-politico-8a22c14f-d58c-4a60-b3cf-807949c16xlk.shtml</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["La scuola è una delle grandi infrastrutture democratiche della nostra società"

...

"La mattina del 13 maggio, a Reggio Emilia, quando la Principessa del Galles ha incontrato bambini e bambine, insegnanti, atelieristi, ricercatori e comunità educanti del Reggio Emilia Approach, si è materializzato qualcosa di profondo. Il riconoscimento internazionale del fatto che l’educazione sia oggi una delle grandi questioni politiche del nostro tempo. Non «politiche educative» nel senso amministrativo del termine, ma politica nel suo significato originario e più alto: costruire le condizioni della convivenza civile.

In un’epoca segnata da guerre, polarizzazioni, linguaggi aggressivi e crescente frammentazione sociale, l’educazione rappresenta uno dei pochi strumenti capaci di generare coesione. 

Per questo credo che oggi si debba avere il coraggio di affermare una tesi apparentemente semplice, ma profondamente radicale: educare è un atto politico, nonviolento, di pace. L’educazione è un atto politico perché forma persone capaci di convivere nella complessità, accogliendo come ricchezza la differenza, senza trasformarla in conflitto. Perché insegna il dialogo, invece della sopraffazione a cui assistiamo nei massimi sistemi. Perché costruisce cittadini e cittadine, e non semplicemente individui in competizione. Negli ultimi anni abbiamo assistito a una trasformazione profonda dello spazio pubblico.

I social network hanno accelerato la velocità delle reazioni, ridotto il tempo della riflessione, amplificato la radicalizzazione. La comunicazione politica e sociale si è progressivamente spostata verso registri emotivi e conflittuali. Anche i giovani crescono immersi in un ecosistema che spinge verso la semplificazione, la polarizzazione, l’immediatezza e la performance continua.

Dentro questo scenario, la scuola rischia di essere percepita soltanto come luogo di valutazione, selezione e preparazione tecnica al lavoro. Ma se la riduciamo a questo, perdiamo la sua funzione più importante.

La scuola è una delle ultime grandi infrastrutture democratiche delle nostre società. È il luogo in cui una comunità decide che il futuro non può essere lasciato al caso né alle disuguaglianze di partenza. Ogni giorno, nelle scuole, si compie un lavoro silenzioso ma decisivo: si impara ad ascoltare, a collaborare, a rispettare, a discutere senza distruggere, a convivere tra differenze. Sono gesti apparentemente ordinari. In realtà sono gli anticorpi democratici di una società. Un dirigente scolastico non è soltanto un amministratore efficiente. È un costruttore di comunità. È la persona che deve creare le condizioni affinché una scuola diventi un luogo di fiducia, di crescita reciproca, di innovazione umana prima ancora che tecnologica. Allo stesso modo, ogni volta che un docente valorizza la parola di uno studente fragile, che sceglie di accompagnare, di includere, di costruire fiducia, costruisce non soltanto il sapere, ma il modo con cui una società impara a stare insieme. Ed è per questo che dirigenti e insegnanti sono oggi, forse più che in passato, figure decisive per la qualità democratica delle nostre comunità.

Esperienze come quella del Reggio Emilia Approach assumono allora un significato internazionale che va oltre la pedagogia dell’infanzia. Il mondo guarda a Reggio Emilia perché lì si è sviluppata un’idea di educazione fondata sulla relazione, sull’ascolto, sulla creatività e sul riconoscimento della dignità dei bambini e delle bambine come cittadini fin dall’inizio della vita. Loris Malaguzzi parlava dei «cento linguaggi» dei bambini. Quella intuizione oggi appare ancora più moderna. Perché nell’epoca dell’intelligenza artificiale il rischio più grande non è soltanto tecnologico. È antropologico.

L’intelligenza artificiale cambierà profondamente il lavoro, la produzione e l’accesso al sapere. Ma proprio per questo aumenterà il valore delle competenze più umane: l’ascolto, l’empatia, il pensiero critico, la capacità di cooperare, la responsabilità verso gli altri. Ecco perché l’educazione sarà il vero terreno politico del XXI secolo.

Non ci sarà democrazia stabile senza comunità educanti forti, né innovazione sostenibile senza cultura critica. Non ci sarà coesione sociale senza scuole capaci di generare appartenenza. Forse è anche questo che la visita della Principessa Kate ha simbolicamente riconosciuto: che il futuro delle società contemporanee si gioca molto prima delle università, dei mercati e della politica istituzionale. Si gioca nei luoghi in cui i bambini imparano a guardare il mondo e gli altri. Luoghi che in molti contesti mancano e di cui c’è massimo bisogno. Nel tempo delle macchine intelligenti, la vera sfida sarà restare umani. E l’educazione resterà il più potente atto politico nonviolento che una società possa compiere.

* Presidente di Fondazione Reggio Children"]]></description>
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<item rdf:about="https://www.buzzsprout.com/2470045">
    <title>The Lower Frequencies</title>
    <dc:date>2026-06-07T01:23:52+00:00</dc:date>
    <link>https://www.buzzsprout.com/2470045</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["A podcast from the Ethnic Studies Council at the University of California."

[episode descriptions (at time of bookmarking)

"Episode 7: The Racial Environmental State with Keith Miyake
June 03, 2026 • 1:05:28
In this episode, we are joined by Keith Miyake, a professor in the Department of Ethnic Studies and Labor Studies at UC Riverside and a core member of the UC Ethnic Studies Council. Keith talks about how their moorings in STEM and ethnic studies inform and sharpen their research and organizing, including within the university, and how their work as an environmental engineer in Southern California helped inspire their new book, The Racial Environmental State: Contested Spaces of Resistance, published in June 2026 by the University of Washington Press. In this discussion, Keith addresses how activists and organizers have engaged with the Environment Impact Assessment (EIA) process in ways that exceed the parameters of the racial environmental state, opening up the possibility of redistribution of resources, the elimination of borders and prisons, challenging settler colonialism, and the forging of unlikely solidarities. They explore the pros and cons of working with the state in pursuit of racial and environmental justice and wrestles with how abolitionists can craft new relationships rooted in radical notions of democracy.  

Episode 6: The War Within: Repression and Resistance at UCSD with BT Werner
May 06, 2026 • 1:57:08
In the first episode of a new series, “The War Within,” featuring those fighting against war, imperialism, and repression from inside the UC system, we talk to BT Werner about their long history of organizing at UC San Diego (UCSD). Werner, a physicist who has been at the Scripps Institution of Oceanography for 35 years, discusses how understanding complex systems can help us fight back against UC repression while providing examples from the Black Winter of 2010 to the 2024 Gaza solidarity encampments. Two years after the May 6 police raid that violently dismantled the UCSD encampment, Werner and one other UCSD professor are still facing disciplinary changes and suspension. We encourage listeners to sign a petition demanding that the UCSD administration drop the charges immediately.

Episode 5: The UC v. Trump
December 05, 2025 • 47:29
When the UC Regents and administration failed to stand up to the demands of the Trump administration, faculty and workers stepped up to join the fight.  In this episode, Zoé Hamstead (Associate Professor of City and Regional Planning, UCB, co-chair of Berkeley Faculty Association, CUCFA Chair of Legal Affairs), Annie McClanahan, (Associate Professor of English, UCI, Co-President of the Council of UC Faculty Associations), and Anna Markowitz (Associate Professor of Education, UCLA, President of the executive board of the UCLA  Faculty Association) join The Lower Frequencies to discuss the role of faculty and the faculty associations (in partnership with UC unions, the AAUP, and other organizations) in waging a successful series of legal challenges that forced the Regents to disclose the federal demand letter and won a preliminary injunction against the Trump administration.

Episode 4: UC Move Your Money!
November 07, 2025 • 46:48
In this episode of The Lower Frequencies, we speak with UCLA Associate Professor of Anthropology Hannah Appel (who is also Associate Faculty Director of the Luskin Institute on Inequality and Democracy and co-founder and organizer with the Debt Collective), about a new systemwide UC campaign that empowers faculty to begin the process of divesting from war and genocide.  We walk through the three-step UC Move Your Money campaign and how it offers faculty a chance to take action today while building power for more ambitious efforts down the road.

Episode 3: The Right to Teach Truth: What K-12 Teachers Need to Know
October 14, 2025 • 1:05:55
In this third installment of The Lower Frequencies we host educators, lawyers, and activists who share practical advice and inspiration for teachers to defend the presentation of vital topics in K-12 schools. In response to the intensification of attacks to censor the teaching of genocide and queer and trans lives, for example,  Lupe Carrasco Cardona, Mark Kleiman, Tracie Noriego and Liz Jackson discuss how building community, knowing legal, employee, and union safeguards and responsibilities all protect our right to teach truth and defend student’s rights to a full and liberatory education.

Episode 2: The People V. UC: Thomas Harvey and Mark Kleiman
July 14, 2025 • 1:59:09
In the first of a series on “The People v. The UC,” The Lower Frequencies welcomes movement lawyers Thomas Harvey and Mark Kleiman to discuss their tireless work defending the students, staff, and faculty of the University of California from repression.  Mark and Thomas discuss what brought them to movement law, their work in defending ethnic studies from Zionist attacks, and their battles with the UC, including a successful court action against Regent Jay Sures and an ongoing lawsuit on behalf of those in the UCLA encampment who were brutalized by Zionist counter-protesters and police.  If you are interested in supporting their work, you can donate at the link to the UCLA lawsuit below or email Thomas Harvey at tbhlegal@proton.me.

Episode 1: Policing Ethnic Studies: The Legislative Jewish Caucus and AB 1468
April 14, 2025 • 57:22
The inaugural episode of The Lower Frequencies features guest Marcy Winograd and members of the UC Ethnic Studies Council discussing AB 1468, a bill authored and introduced by the California Legislative Jewish Caucus, without any consultation of ethnic studies experts, that would impose a massive and costly set of rules policing the ways in which ethnic studies can be taught by K-12 teachers in the state."]]></description>
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<item rdf:about="https://sfstandard.com/2026/06/06/sfusd-willie-brown-middle-school-miracle/">
    <title>The middle school miracle: How an SF school went from ‘carnage’ to a waitlist | The San Francisco Standard</title>
    <dc:date>2026-06-07T01:00:28+00:00</dc:date>
    <link>https://sfstandard.com/2026/06/06/sfusd-willie-brown-middle-school-miracle/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The $54 million Willie Brown Middle School was to be the pride of SFUSD. Then it cracked apart. Now its principal has led a once-unthinkable turnaround."]]></description>
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<item rdf:about="https://2ndbreakfast.audreywatters.com/at-what-cost/">
    <title>At What Cost?</title>
    <dc:date>2026-06-05T09:42:43+00:00</dc:date>
    <link>https://2ndbreakfast.audreywatters.com/at-what-cost/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["“What Do I Need To Get Done That I Don't Have To Think About?” asks historian Timothy Burke, pondering about the sorts of “mindless tasks” he’s supposed to gleefully hand over to “AI.” “This rhetoric drives me nuts because it is frequently offered without concrete existing examples,” he writes. “It’s always a vague, futureward offer made with no evident knowledge about what it is that most people actually do in work or in everyday life. As if, perhaps, the pitch is coming from billionaires who don’t have to do anything tedious except perhaps to order all those kinds of tasks to be done.”

It is mind-boggling to me that anyone, but especially the teachers’ labor union, would argue that any work an educator does is “mindless” or menial, that any work an educator does is the kind of task that one should automate if they don’t want to have to think about it. I’m not saying that teachers aren’t overworked -- good grief. Rather, I want to remind people that software is not a substitute for the kind of structural change necessary to improve everyone’s lives, in and around the classroom.

The kinds of tasks that I hear teachers being encouraged to offload to “AI” -- grading, lesson planning, communication with students and parents, design of handouts and other classroom material, IEPs -- are actually constitutive of the very work. These tasks -- and yes, some of them can be burdensome, time-consuming, annoying as hell -- are how you come to know the content, the community, the classroom, yourself and others. Nothing about teaching and learning should be thoughtless or careless the way in which “AI” promises thoughtlessness and carelessness as-a-service. Education isn’t comprised of tasks that should be automated; this isn’t work that needs to be made faster and cheaper. Teaching and learning are not something to be optimized or engineered like machinery, turned into the very “factory model of education” that Silicon Valley has spent decades inventing and positioning against.

If we’re worried about what the push-button classroom will do to students, we should probably stop demanding teachers become button-pushers as well."]]></description>
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<item rdf:about="https://jacobin.com/2026/05/educational-technology-children-learning-iready">
    <title>The EdTech Backlash Is Here, and It's Just Getting Started</title>
    <dc:date>2026-06-05T09:30:28+00:00</dc:date>
    <link>https://jacobin.com/2026/05/educational-technology-children-learning-iready</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Tech vendors promised personalized, frictionless learning. What American schools got instead was mind-numbing, data-hungry junk software that devalues teachers and shortchanges students. A growing movement led by alarmed parents is saying, “Enough.”"

[via:
https://2ndbreakfast.audreywatters.com/at-what-cost/ ]]]></description>
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<item rdf:about="https://www.nytimes.com/2026/06/04/us/social-media-schools.html">
    <title>‘Teachers Are Going to Hate It’: How Social Media Apps Hooked Teens at School - The New York Times</title>
    <dc:date>2026-06-05T05:37:40+00:00</dc:date>
    <link>https://www.nytimes.com/2026/06/04/us/social-media-schools.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Internal documents show how tech giants grabbed children’s attention throughout the day, a strategy that schools say has undermined education."

[archived:
https://archive.is/ijKtV ]

"Snapchat sent phone alerts to adolescents during school hours, urging them to share what was going on in their classrooms.

Meta paid “teen ambassadors” to promote Instagram and hand out swag to their friends at school.

TikTok gave the National PTA millions of dollars, in part to throw school events about online safety and provide favorable comments to journalists.

Again and again, the world’s leading social media companies have targeted students, even as complaints have mounted that they are hurting teenagers’ mental health and academic performance, according to a New York Times review of internal documents that lay bare for the first time these tactics to hook young users.

The documents emerged from lawsuits filed by more than 1,400 school districts against Meta, Snap, TikTok and YouTube amid a rising backlash against social media, with parent movements and best-selling books blaming the platforms for loneliness, bullying, eating disorders and sexual exploitation.

The outcry, long focused on social media’s harm to mental health, has now shifted to its upending of the classroom. Many school districts are banning smartphones, and some are re-evaluating their reliance on devices like Chromebooks, the inexpensive laptops made by YouTube’s parent company, Google.

The companies’ push to keep children glued to their screens has overshadowed concerns from parents, teachers and even their own trust and safety teams about interfering with school, according to the documents and interviews with dozens of parents, teachers and former tech company employees.

TikTok’s leaders decided not to disable notifications during school hours, rejecting a change that its safety teams had pushed for years. A Snapchat strategy document referred to classroom phone use as “under the desk” time. Google managers knew YouTube was recommending videos to students during the school day that had nothing to do with their lessons.

The school districts contend that the apps’ addictive designs made teachers’ jobs more difficult. “It is so constantly tempting to these kids to be on a platform that promises endless, infinite, varied entertainment rather than actually focusing on what they should be at school to do,” said Previn Warren, one of the lead lawyers for the schools.

The companies argue that the Covid pandemic and other factors have harmed adolescents’ mental health, and that parents, schools and cellphone makers bear responsibility for children’s phone habits. They also say that they have made their platforms safer with parental-control features and account restrictions for minors.

All four companies recently settled with Breathitt County Schools, a small district in rural Kentucky that served as a test case for the litigation nationwide. The district, which has about 1,500 students, had sought $3 million in damages and about $60 million that it had planned to put toward a long-term education and mental health plan. The companies agreed to pay Breathitt $27 million: $9 million from Meta, $8 million each from Snap and TikTok and $2 million from Google, according to documents released on Friday and first reported by Bloomberg.

While it’s hard to say how the ongoing litigation might ultimately affect classrooms, it poses a substantial financial risk to the companies, possibly costing billions of dollars, said Alexandra Lahav, a civil litigation professor at Cornell Law School. She noted that the companies were also facing a barrage of claims from families and state attorneys general.

Breathitt was the first of six so-called bellwether cases, whose outcomes are likely to guide the rest. The next plaintiff in line for trial, Tucson Unified School District in Arizona, which has about 40,000 students, is seeking more than $1 billion.

“These are massive, massive lawsuits,” Ms. Lahav said.

Winning with Teens

In the early days of social media, before the industry came under angry public scrutiny, some company leaders were candid about their pursuit of teenagers — a key demographic that they knew could drive the next hit app and yield lifelong users.

In 2012, a few months after the launch of Snapchat, its co-founder Evan Spiegel, then 21, wrote a blog post about feedback he had heard from some of the app’s early users.

“We were thrilled to hear that most of them were high school students who were using Snapchat as a new way to pass notes in class,” Mr. Spiegel wrote, indicating that “peaks of activity” occurred during school hours.

Meta also tried to promote its brand in schools, desperate to keep young users from leaving its flagship apps, Facebook and Instagram, for competitors.

“Winning schools is the way to win with teens,” read an internal document from 2018.
Beginning that year, the company recruited teen ambassadors to “act as our plug at local high schools within five key markets.” The students received branded gear to share, and they earned $45 gift cards for completing monthly challenges, such as posting Instagram video chats with friends.

Leia Immanuel, a former teen ambassador who is now an artist in New York City, said her Instagram followers supported her when she was bullied at school. But she now feels conflicted about the role she played in encouraging other young people to use the platform.

“In recent years I have been rethinking it,” she said. She still feels addicted to posting online and believes it is unhealthy. “I didn’t understand that at 14.”

Meta said its outreach efforts at schools, including the ambassadors program, had largely focused on promoting kindness and soliciting feedback on new products.

“We proudly work with parents, schools, safety organizations and teens themselves to inform safety features,” said Liza Crenshaw, a spokeswoman for Meta. She added that some of the documents produced in the lawsuit represented the ideas of individuals, not the company.

Google employees cited classrooms as a source of long-term customers. A 2020 slide deck said that “investing in schools helps onboard kids into Google’s ecosystem.”

With its Chromebook laptops and software tailored for schools, Google has come to dominate the education technology market over the past 15 years. That business boomed during the pandemic, as many districts provided students with their own devices for remote learning. The majority of U.S. schools now use Google products to teach.

Members of the company’s education department were often excited about products they thought could improve learning, such as affordable laptops and educational YouTube videos, according to court documents and interviews. They worked alongside product managers, however, who were focused on a different upside: increasing YouTube’s viewership.

In one 2015 memo, YouTube employees noted that Saturdays drew 80 million hours’ more watch time than Thursdays, and that “increasing usage in schools M-F could decrease this gap!”

It was clear even back then that YouTube was proving problematic for schools, according to documents first reported by The Wall Street Journal. The company’s education team repeatedly complained that the algorithm often led children into a spiral of unrelated content.

One slide presentation illustrated how this could happen. If someone began a YouTube session with a query about linear equations, the platform would first offer a learning video, the presentation showed. But after that, the algorithm would recommend a Will Ferrell comedy video.

A Google spokesman said the documents were outdated. In 2022, the company released a tool that allows teachers to remove ads and recommendations on videos they assign students to watch, said the spokesman, José Castañeda. He also said that YouTube could be blocked, and that browsing on the site had been turned off by default on school Chromebooks for a decade.

But teachers and parents said that even when YouTube and other sites were blocked, students used internet proxies and other workarounds. And schools often allowed YouTube browsing so children could do research, which Google said highlighted its educational value but which made policing its use more difficult.

Joanna Houston, the mother of a sixth grader in Richmond Hill, Ga., said her son had watched more than 1,500 noneducational YouTube videos on his Chromebook during school between August and January.

She was concerned that her son’s school had embraced Chromebooks and YouTube, but she blamed Google for marketing to schools and making it so easy to mindlessly consume its content.

“It’s this whole ecosystem that ultimately benefits this company, and I don’t think it very much benefits students,” she said.

‘The #1 Cause of Drama’

The companies heard complaints not only from parents and teachers but from their own internal trust and safety teams.

At a conference on student safety in 2023, Snap representatives met with education officials from across the United States. According to internal emails, school administrators there raised alarms about their experiences with Snapchat — including children as young as 9 sending nude pictures.

A superintendent from Alabama told the executives that he had warned about the app in a newsletter to parents, which he shared with them. “Snapchat is the #1 cause of drama in school aged children,” it said, citing bullying and inappropriate images. “If YOU want to protect your child, make them delete it.”

That same year, a Snap employee pushed back against a new feature that sent high school students phone notifications during the day. The alerts urged the adolescents to share what was in their backpack or what their class was up to.

The employee said that children should be able to opt out of the notifications to “avoid legal risks around dark patterns” — a term referring to manipulative design features. The suggestion was not taken.

A Snap spokeswoman said that the company was pleased to have resolved the Breathitt lawsuit amicably and that many of the documents showed the company was listening to feedback.

“We do not target schools,” said Monique Bellamy, the spokeswoman, adding that Snapchat is simply popular among teenagers. “We care deeply about the safety and well-being of all Snapchatters, and our teams have worked for years to raise the bar on safety.”

At TikTok, some employees warned that frequent interruptions in the classroom would lead to a backlash.

“Teachers are going to hate it,” an employee wrote in 2022 to an internal group focused on child safety, referring to a new feature prodding users to post within the next three minutes. “Kids already have smartphone addiction in class.”

In response, a manager said the team’s job was to support as well as challenge the business. Competitors, she said, were doing the same thing.

“If we assume teens are going to do this anyway, we’d rather them be here on TikTok,” she wrote. The company removed the feature in 2023.

That same year, TikTok considered turning off notifications altogether for minors during school hours, but the plan was scrapped. Internal documents about the feature noted it would reduce the number of daily active users and would be difficult for the company to administer because of the variety of school schedules.

TikTok declined to comment on the internal documents about app features that affected children in school. A spokeswoman said the app had dozens of privacy and safety settings, including parental controls.

PTA ‘Propaganda’

Leading technology companies have long partnered with parent-teacher associations to burnish their reputations and promote internet safety. But the new documents show how the National PTA, a nonprofit that represents some 22,000 local chapters, actively solicited such contracts.

In a 2024 email pitching its services to Snap, the National PTA promised it could “help with sentiment” and create “more understanding and comfort” among parents. (Snap ultimately declined to offer funding.)

Exactly how much the National PTA has received from social media companies remains secret, but some details emerged in the documents. In 2024, a National PTA official told Snap executives that companies generally paid the organization $250,000 to $500,000 a year, and that a handful gave millions of dollars a year.

“Parents, students and school communities rely on PTA to help them navigate the challenges of a changing world,” said Heidi May Wilson, a spokeswoman for the National PTA, in a statement responding to questions about the lawsuit documents. “That includes technology and social media, which are now central parts of children’s lives.”

TikTok signed the first of several contracts with the group in 2019, just as the app’s thriving business in America was coming under fire. Prominent lawmakers like Senator Marco Rubio had accused its Chinese parent company, ByteDance, of censorship, painting it as a propaganda tool of the Chinese Communist Party.

The deal with the National PTA aimed to “positively raise ByteDance’s profile among parents,” according to a PTA slide deck for the company that was quoted in a plaintiff brief.

In November 2019, a National PTA employee asked its new sponsor where it should host an internet safety event. In emails, TikTok employees discussed that the ideal schools would be in “major market media centers” and “sensitive political districts.”

Tampa, which was represented by Mr. Rubio and had the most populous TV viewing area in Florida, met both criteria. The National PTA gave a county chapter $1,000 to put on the event at Buchanan Middle School.

In addition to about 75 parents and children, local TV reporters showed up to the cafeteria event in February 2020. Surrounded by balloons with TikTok’s logo, parents talked about screen-time rules, and a panel of students answered questions. A local influencer said that TikTok had helped her build a career traveling the world.

While many parents appreciated that the event helped them talk about social media with their children, the influencer’s presence felt like “propaganda,” said Damaris Allen, who was then the chapter president. “I just remember being very, very annoyed.”

Later that year, TikTok gave the National PTA $2 million for support during the pandemic. It paid another $3 million in 2024 for the group to promote the company’s youth safety efforts, including providing “positive” quotes to news outlets. The TikTok spokeswoman said the company was proud to fund the organization.

In December of last year, a publication in northeast Ohio covered a TikTok-sponsored event about online safety. A National PTA representative told the outlet: “It was important for the youth to illustrate how they use platforms and how they use TikTok for good.”"]]></description>
<dc:subject>socialmedia addiction children youth teens siliconvalley bigtech attention schools schooling education howweteach teaching distraction jennifervalentino-devries snapchat meta facebook instagram tiktok google chromebooks ethics psychology adolescence bytedance edtech manipulation youtube screentime</dc:subject>
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<item rdf:about="https://www.hamiltonnolan.com/p/they-want-to-get-rid-of-your-property">
    <title>They Want to Get Rid of Your Property Taxes Because They Think You Are Morons</title>
    <dc:date>2026-06-04T09:02:01+00:00</dc:date>
    <link>https://www.hamiltonnolan.com/p/they-want-to-get-rid-of-your-property</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The Republican plan to defund everything."

...

"Axing property taxes is just the latest manifestation of the grand right wing project—which has defined the South for generations—of making states into little dystopias of poor public services and poor public education in order to give wealthy residents low taxes and a large pool of desperate, low-wage labor to fulfill all of their needs. For red states like Florida that have already done away with state income taxes, property taxes are the final barrier standing in the way of fully realizing this ill-advised model of government. Republicans imagine that pushing taxes on wealthy residents as close to zero as possible will attract an influx of rich people to their states, and that those rich people can send their kids to private schools and start profitable businesses with all the low-wage labor, and this will lead to a state with great golf courses and rich private developments behind security gates and awful public schools and well-funded militaristic police forces to keep the poors at bay. What the South already is, in other words— just more so.

“This is really a historic opportunity to have more money in people’s pockets and to actually have their home be their private property that the government just can’t use as a piggy bank,” says Ron Desantis, who assumes that voters are gullible rubes with the understanding of a child. Paying property taxes means that “you never actually own anything. you just rent it from the government forever,” say a zillion gullible rubes online, proving him right. Southern Republicans have had great success by wagering that their voters have the attention spans of goldfish and economic reasoning skills of hyperactive kittens: They will vote for all tax cuts, complain about how the government doesn’t do things well, and then blame immigrants and/ or their black neighbors. It’s been working for a long time! 

If there is any tangible lesson to be extracted from this latest step down the path towards a government that exists solely to defund everything except the police who will tackle you when you protest the government, it is that the political opposition must be able to articulate a positive vision of what government can and should be—along with a negative vision of the bootlicker goons whose entire political platform is to fuck up your schools and cut your wages and funnel your state’s wealth into the pockets of New York investment funds. Have some fucking self-respect, Florida homeowners! You are being treated as weak pawns who will give up all the promises of civilized society in order to save a few bucks on your tax bill. You will get a tax cut and in exchange you will give up any possibility of having a state where everyone has equal access to a decent education and functioning public services and the plausible possibility of making a better life for themselves than their parents had. That ain’t gonna happen when you defund local governments and put total economic power in the hands of people who consider Fox News their favorite philosopher. I’m sorry for sounding like some kinda MSNBC boomer here, but come the fuck on. Republicans want you dumb and desperate and willing to serve them drinks on a golf course for less than $15 an hour. That’s it! Enjoy your tax cut, suckers! Huddle in your home and pray there are no storms this year. They ain’t coming to rescue you. They cut the funding for that. Maybe that money you saved on property taxes can buy you a bus ticket to a blue state."]]></description>
<dc:subject>florida hamiltonnolan rondesantis 2026 taxes taxation republicans inequality power governance government democracy economics publicservices propertytaxes education schools schooling libraries incometaxes</dc:subject>
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<item rdf:about="https://www.youtube.com/watch?v=mc4s1qu8IP8">
    <title>Françoise Vergès: The world is made through struggle - YouTube</title>
    <dc:date>2026-05-31T00:36:05+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=mc4s1qu8IP8</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In this episode, I sit down with the incredible Françoise Vergès. We had a beautiful conversation about how the politics of Réunion has animated her life's work,  how she was brought up in the struggle alongside the revolutionaries in her family, about her time in Algeria and Paris, decolonial feminisms (of course!), and the centrality of psychic life to our ongoing fight against fascism and oppressive systems. We honestly talked about so so much more, so I am excited for you to hear it! It was such an honor to sit down with a sister-comrade who has shaped so much of my thinking and political orientation to scholarship.

Françoise Vergès is a political theorist, curator and writer. She writes on the racist fabrication of premature death, decolonial feminism, the impossible decolonization of the western museum, climate disaster and antiracist, anticapitalist politics of vital needs. She works with artists and curates, since 2015, public performances with artists and activists. She is currently working on a film about anti colonial struggles in Reunion Island through her parents’ personal archives and her own.

For more information and on and links to Françoise's powerful work, see her website: https://francoiseverges.com/

This is the passage I read from Françoise's landmark A Decolonial Feminism (Pluto, 2019):

"I used a familiar fruit, the banana, to shed light on a number of analogies and elective affinities: the banana's dispersion from New Guinea to the rest of the world, the banana and slavery, the banana and US imperialism (banana republics), the banana and agribusiness (pesticides, insecticides--the chlordecone scandal in the Antilles), the banana and working conditions (the plantation regimes, sexual violence, repression), the banana and the environment (monocultures, pilluted water and land), the banana and sexuality (Josephine Baker), the banana and branding (Banana Republic), the banana and racism (when did the association of bananas and Negrophobia begin?), the banana and science (researching the 'perfect' banana), the banana and consumption (bringing bananas into the home, suggesting recipes), the banana and rituals for ancestors, and the banana and contemporary art. The method is simple: starting from one element to uncover a political, economic, cultural, and social ecosystem in order to avoid segmentation that the Western social-sciece method has imposed." p. 21-22"

[via:

"Palestine, Playing Fields; Perfidy! The False Capitalist Narrative Running (Puns😎) Throughout!" (this is the part that references college football (plays a clip from here: https://www.youtube.com/watch?v=RHDhdavY-u8 ) and is part of full show: https://www.youtube.com/live/2rHMi1MXILs )
https://www.youtube.com/watch?v=PaUkUZ-X-_o

which points to

"🍌The Banana Method as Psychic Militancy!"
https://www.youtube.com/watch?v=kGNrqiLdKfQ

which points to

"Revolution Is Mental Health! ft Lara Sheehi"
https://www.youtube.com/live/PGnGalaE4Go ]
]]></description>
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<item rdf:about="https://2ndbreakfast.audreywatters.com/moral-panic-moral-imagination/">
    <title>Moral Panic, Moral Imagination</title>
    <dc:date>2026-05-30T23:13:37+00:00</dc:date>
    <link>https://2ndbreakfast.audreywatters.com/moral-panic-moral-imagination/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["It's become quite commonplace to charge those of us who challenge technology – specifically children's use of technology -- with fomenting some sort of "moral panic." To do so invokes a long history of opposition to television and rock-n-roll and video games and comic books, and posits that any complaints about cell phones and social media and “AI” are simply the latest manifestation of this kind of outrage -- an outrage that is grounded in cultural conservativism and un-grounded from science.

New media always generate a frenzied concern from certain corners – concerns that range from quiet handwringing to loud outrage; and importantly, if these concerns are unchecked – or so the story goes – they will extend beyond consternation and pearl-clutching and aim for outright censorship. The charge of "moral panic," therefore is meant to elicit its own sort of highly charged response: the need to thwart those critics and to label them as standing in the way of progress, science, and/or simply "fun".

It's been some fifty years now since the sociologist Stanley Cohen first used the phrase “moral panic” to describe a "condition, episode, person or group of persons [that] emerges to become defined as a threat to societal values and interests" -- in his work specifically, the youth cultures in post-war Britain (even more specifically, the conflict between the mods and the rockers). According to Cohen, moral panics arise when a group's beliefs and practices are marked as deviant, and when the threat – whether real or perceived, literal or symbolic – the group allegedly poses to the social order gets magnified by the mass media. "Moral entrepreneurs" – clergy, politicians, “socially-accredited experts,” and “right-thinking people” – step up to man the “moral barricades,” as Cohen puts it: to diagnose the deviance and to draw the lines of normativity, sometimes to propose solutions, but mostly to pontificate.

There are many ways in which we can see these barricades built and torn down in the decades since Cohen’s work first appeared, as what constitutes “deviance” has, in many instances, has changed radically (as perhaps too has society’s tolerance for “folk devils.”) And there has been major upheaval as well in the main conduit, in Cohen’s formulation at least, for spreading moral panics: the mass media.

But that’s hardly stopped the phrase from being used to police boundaries – cultural, social, technological, political alike. To call something a "moral panic" remains a fairly common rhetorical move, one that serves to dismiss and delegitimate people's concerns, particularly about the ways in which the world around them might be changing. The phrase posits these concerns as hysterical – a panic. It conflates having a moral or ethical stance with being (politically, culturally) reactionary. And it implies that complainants are un- or even anti-scientific.

Ironically perhaps, this dismissive attitude seems to demand its own sort of compliance and complacency. "Don't worry," it tries to reassure everyone, even though, when you look around, there's a lot to be concerned about.

With apologies to Douglas Adams, there are reasons we might panic.

I do wonder what the pundits and posters who always shout “moral panic!” in response to any criticism of technology make of the moral campaign of Pope Leo XIV, who expressly chose that name to pay down a challenge to digital technology and “AI” and, importantly, to directly link his papacy to that of Leo XIII who “stood up for the rights of factory workers during the Gilded Age, when industrial robber barons presided over rapid change and extreme inequality.”

I spent much of the week reading the Pope’s new, 40,000 word encyclical, Magnifica Humanitas (and assiduously avoiding any knee-jerk “takes” from those who can’t seem to handle the written word in any form longer than a tweet. This is why I am not on social media any more, incidentally. Reading and writing and thinking are too important – and life is too short – to waste words performing “intelligence” on the tech billionaires’ platforms. Do I sound panicky? I don't know...).

The history of the Catholic Church is long (and in plenty of ways, awful), but as Pope Leo narrates it, it’s a story of the institution ever moving towards a fuller recognition of social justice and human dignity – a move that he credits in part to the earlier Leo’s 1891 encyclical Rerum Novarum, “a milestone in the development of the Church’s social teaching,” that

<blockquote>“places the dignity of work and of workers at the forefront of its reflection; affirms the right to a fair wage for oneself and one’s family; recognizes that persons have a fundamental value that takes precedence over capital and profit; defends private property along with its indispensable societal role; esteems workers’ associations; and proposes forms of cooperation between the different components of society as an alternative to the mentality of class struggle.”</blockquote>

Human dignity – the word “dignity” appears over one hundred times in this latest encyclical – is undermined by the ongoing exploitations of capitalism; and it is increasingly threatened by the acceleration of technologies, particularly “AI” which

<blockquote>“promises to boost productivity by taking over mundane tasks, [but] frequently forces workers to adapt to the speed and demands of machines, rather than machines being designed to support those who work. As a result, contrary to the advertised benefits of AI, current approaches to technology can paradoxically de-skill workers, subject them to automated surveillance and relegate them to rigid and repetitive tasks. The need to keep up with the pace of technology can erode workers’ sense of agency and stifle the innovative abilities they are expected to bring to their work.”</blockquote>

With a remarkable apology for the Church’s role in colonialism, the Pope links the violence of slavery and human trafficking in the past to the violence of slavery and human trafficking today and the threats of new forms of slavery in the future – “a decisive test for the ethical discernment of AI and digital transformation,” particularly as new technologies curb human freedoms, intellectually and bodily. “Without this ethical and humanizing reflection, the growing power of digital systems could lead us toward new atrocities that are no less shameful than those of the past that we now deplore, while we continue to present ourselves as ‘advanced’ and ‘civilized’ societies.”

To avoid this future – to avoid the reduction of everyone to objects, to eschew the tech industry’s valorization of efficiency and extraction, to end its demands to control all aspects of our lives – it is imperative that we build systems that are “centered on the human person and not solely on performance,” the Pope argues. He’s speaking here specifically of how we push back on automation and technology in the workplace, but I think this is absolutely relevant to education as well. Teachers’ working conditions are, as the union saying goes, students’ learning conditions; but I think we need to see students as doing work too – important intellectual work of their own, work that also matters for minds and souls and bodies and futures and freedom. Both teachers and students deserve dignity and care; both deserve systems that are human and humane; both deserve systems that are not mechanistic and exploitative as almost every single piece of education technology that’s flooded classrooms most certainly is.

And I’d add here too that students – children and adult students like – deserve systems that do not view them solely or even primarily as vulnerable and weaker beings in need of protection. When children are described as “precious treasure,” as the Magifica Humanitas does, it is too easy then to cast them as the objects of education and to deny their agency, their inquiry, their rights."]]></description>
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<item rdf:about="https://placesjournal.org/article/modernist-schools-for-disabled-children-new-deal-era/">
    <title>Disabling Modernism</title>
    <dc:date>2026-05-30T22:54:41+00:00</dc:date>
    <link>https://placesjournal.org/article/modernist-schools-for-disabled-children-new-deal-era/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["During the first decade of the New Deal, modernist architects designed schools for disabled children that proposed radical visions of civic care."]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=GqZZIdp0_TY">
    <title>Do Chatbots Really Belong in Schools? with Tom Mullaney - YouTube</title>
    <dc:date>2026-05-29T07:21:45+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=GqZZIdp0_TY</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Generative AI is making its way into many parts of society, and schools are no different. Tom Mullaney joins Paris Marx to discuss how generative AI has been adopted in K-12 education and the many concerns it presents for students and teachers.

Tom Mullaney is a high school social studies teacher in the suburbs of Philadelphia.

Tech Won’t Save Us offers a critical perspective on tech, its worldview, and wider society with the goal of inspiring people to demand better tech and a better world. Support the show on Patreon.

The podcast is made in partnership with The Nation. Production is by Kyla Hewson."]]></description>
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<item rdf:about="https://vimeo.com/1189456423">
    <title>Our Uniform | Videos &amp; Movies on Vimeo</title>
    <dc:date>2026-05-27T08:39:45+00:00</dc:date>
    <link>https://vimeo.com/1189456423</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In this Oscar-nominated animated short, the filmmaker revisits her childhood, recalling the experience of wearing a hijab as a young schoolgirl. The uniform becomes a quiet force that shaped her understanding of girlhood—defined by what was forbidden rather than what was allowed.

Uploaded on May 5, 2026 at 9:58 am

#women #uniform #school #Iran"

[via:

"How much of our identity is sewn into the clothes we wear? | Psyche Videos"
https://psyche.co/videos/how-much-of-our-identity-is-sewn-into-the-clothes-we-wear

"How much of our identity is sewn into the clothes we wear?

‘People have different colours and patterns and textures, for they have tried different uniforms.’

In the Oscar-nominated short Our Uniform, the Iranian animator Yegane Moghaddam explores the interplay between clothing and identity by revisiting her memories of attending an all-girls school in Tehran, where the mandatory uniform included a hijab. Moghaddam’s inventive visual style melds paint on fabric with stop-motion animation, making garments the canvas on which she explores themes of constraint, freedom and womanhood. As she connects her personal experience to broader questions of how clothing can shape the self, Moghaddam is careful to distinguish between imposed dress codes and personal choice. Her film is not a critique of the hijab itself, but a reflection on how identity can be sewn into what we choose – or do not choose – to wear."]]]></description>
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<item rdf:about="https://walledgardenedu.substack.com/p/the-surveillance-classroom">
    <title>The Surveillance Classroom - by Andrew Cantarutti</title>
    <dc:date>2026-05-27T07:45:20+00:00</dc:date>
    <link>https://walledgardenedu.substack.com/p/the-surveillance-classroom</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["What Watching Students Teaches Them About What We Believe"

...

"What the Watched Student Learns

The strongest argument against surveillance in schools is not unreliability — though that’s real enough. It is what surveillance models. Our core objective as educators is not to ensure compliance toward an easily measured goal; it’s to assist in the formation of young people so that they may become trusting, caring, and capable members of a healthy society.

The philosopher Onora O’Neill draws a distinction between trust and control. Trust requires vulnerability and the acceptance of risk. She says, “Where we have guarantees of proofs, placing trust is redundant.” In other words, if a system uses watertight monitoring to ensure that someone performs perfectly, you aren’t actually trusting them; you’re just managing their compliance. Trust only exists where we give up control.

Surveillance produces compliance, not character. If we wish for someone to be trustworthy, we have to, as Emerson suggested, open up the space for trust to take root. A student completing an essay inside keystroke-monitoring software isn’t learning to be honest; they’re learning to perform honesty for the system. This is a different skill entirely, and it’s not one that schools should be teaching. A classroom that surveils its students teaches them that they are suspect, that their inner processes are a liability, and that the school’s relationship to them is adversarial.

O’Neill’s characterization of trust and control is amplified by Nguyen’s thesis. A student whose behaviour is optimized for an integrity score develops the capacity for score-management, not integrity. A student whose emotions are measured continuously develops performance awareness, not self-awareness. Ironically, surveillance produces convincing imitations of the qualities we hope young people develop while stifling their actual formation.

A camera or an algorithm can’t replace the relational — and immeasurable — knowledge that a teacher develops about a student over time, through repeated observation, exchange, and authentic care. As Barrett explains, trying to measure and analyze a student’s emotions actually displaces the opportunity to build relational trust that only occurs between people, not people and machines.

The Walled Garden’s answer to the illegibility of genuine learning isn’t surveillance, but redesigned conditions. Artifacts of Attention — handwritten drafts, annotated sources, and in-class work periods — don’t monitor students for compliance; they create the conditions under which authentic student engagement becomes more likely and more visible. A teacher who reads a student’s essay outline, subsequent drafts, and their final product doesn’t need a keystroke log to know whether thinking and growth occurred. They created the conditions that made thinking possible, and with it, genuine interest in the process.

There is a stark distinction to be made here: assessment that reveals process versus surveillance that monitors compliance. The first treats students as trustworthy learners. The second treats them as untrustworthy liabilities. Both can produce a document. Only one produces a student.

Schools Built for Trust

Consider what young people are inheriting:

• According to the 2025 Edelman Trust Barometer, an annual global report, only 36% of people believe things will be better for the next generation. 61% believe that government and business make their lives harder and serve narrow interests. And 53% of 18-34 year-olds approve of hostile activism: “attacking people online, intentionally spreading disinformation, threatening or committing violence, damaging public or private property.”

• According to a UN DESA Policy Brief from December of last year, “more than half of the world’s population reports little or no trust in their government.”

Young people in classrooms right now are forming their foundational sense of what institutions are, what they do, and whether they deserve engagement. They’re forming those opinions through their lived experience, not through civics lessons.

The good news is that schools, among institutions, are in a unique position. According to Edelman’s 2026 report, teachers are trusted by 70% of people, second only to scientists. Their 2023 report noted that 64% considered teachers “a unifying force”, higher than any other profession. If we do the math — eight hours a day, across twelve years — it’s clear that what schools model through their practices, rather than their stated values, shapes civic dispositions at scale.

The AMP State of Global Youth Report (2025) reinforces this claim: “the thread that runs through all of these is that the youth trust people they know or people that work directly with individuals far more than they trust systems, platforms, or any political structure.” This makes sense when we consider what we know about trust — that it’s built through relational experience: through fairness, by being heard, and through small acts of consistent care. This is what good teachers do.

Schools, and the professionals who work within them, need to remember that they aren’t passive mirrors of social conditions. Their design choices, the metrics they record, and the software they license are pedagogical and civic acts. Fashion assessment in a humane manner and watch trust grow. Outsource surveillance to an algorithm and watch it erode.

If we want students who will grow into citizens capable of trusting and being trusted, that capacity has to be practised somewhere. The surveillance classroom can’t produce it. The Walled Garden can."]]></description>
<dc:subject>andrewcantarutti 2026 surveillance pedagogy teaching howweteach schools schooling ralphwaldoemerson ai artificialintelligence data emotionalsurveillance focuspocus morphcast engagement attention lisafeldmanbarrett neuroscience integrity learning howwelearn cthinguyen onorao'neill trust control honesty relationships care exchange observation compliance democracy governance government civics</dc:subject>
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<item rdf:about="https://freddiedeboer.substack.com/p/raj-chettys-just-so-stories">
    <title>Raj Chetty's Just-So Stories - Freddie deBoer</title>
    <dc:date>2026-05-26T23:47:52+00:00</dc:date>
    <link>https://freddiedeboer.substack.com/p/raj-chettys-just-so-stories</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["For a long time I’ve been getting some version of the comment, “What about Chetty!” in response to my perspective on education, as in Raj Chetty, the economist who for the past decade has made a lot of waves asserting that our education problems are straightforwardly the product of bad teachers and that replacing them will have implausibly large economic effects. I tend to try and work from a broader perspective than “this is why I think this guy is wrong,” but I get this request so often, here you go. This is why I think Raj Chetty is wrong."

...

"So, to recap. The thing being measured changes year to year for the same teacher; sometimes it changes from period to period; it changes when you switch statistical models; it changes when you switch the composition of the class. Meanwhile, the supposed quasi-experimental defense against student-sorting bias does not survive replication. And when deployed in the real world, the system is broken enough that a federal court treated it as a due-process violation. This all describes a body of research and chief researcher which have both received pretty close to unanimous positive coverage in the media! The ed reform reality distortion field is very powerful, and nowhere has it been more powerful than when it comes to the halo effect around Raj Chetty.

It’s possible to maintain that there is some true underlying “teacher quality” out there, and that we simply lack the instruments to measure it reliably. I’m not married to the idea that there’s no such thing as teacher quality. (I am however married to the idea that there’s no such thing as school quality.) But there are two highly-plausible possibilities that render this factor largely irrelevant. First is the possibility that teacher influence on student outcomes just isn’t very large at all, probably in the single digits in terms of what portion of the variance in student test scores teachers can control, and thus not a solution to any large-scale problems. Second, there’s the possibility in of meaningful interaction effects, that what teachers contribute to student outcomes is genuine but emerges from the interaction of a particular teacher with a particular group of students in a particular school under particular conditions, rather than a stable, transferable individual attribute that can be ranked on a single dimension. If true, the bottom-five-percent teacher whose dismissal would supposedly net $250,000 per classroom is largely a statistical artifact: a person who happened to land below the cutoff in a noisy estimate that in another year or based on another model would have placed elsewhere.

Chetty and his team have made some serious empirical efforts. There was, at one time, a plausible story to be told about their findings. But we now have more than a decade’s worth of reasons to be deeply skeptical of their claims; the fact that so many informed people come to me with the assumption that Chetty’s work is some sort of neoliberal trump card just shows the degree to which the establishment media has advanced an anti-teacher point of view. The strong policy claims that have hitched onto Chetty’s work, the insistence that we can fairly identify, reward, and dismiss teachers on the basis of value-added scores, and that doing so will yield large, predictable gains in lifetime outcomes - it all rests on measurements that are noisy, fickle, arbitrary, and unfair. Until the construct of teacher quality passes the tests we would demand of any other quantitative trait, the responsible reading of the evidence is not that we have found a powerful tool for increasing social justice but that we have learned how easy it is to mistake noise, sorting, and modeling choice for the thing we wish we were measuring.

Unfortunately, the previously-mentioned media effort to inoculate Chetty from criticism had proven quite effective, and he’s very rarely put in a position to defend his views. Still, someone email this to Chetty. And, fuck it, to Barack Obama, Michelle Rhee, Eva Moskowitz, Matt Yglesias, Jon Chait, Arne Duncan…"]]></description>
<dc:subject>freddiedeboer rajchetty teaching howweteach pedagogy education schools schooling us 2026 economics policy valueadded barackobama outcomes standardizedtesting testing jonathanchait lindadarling-hammond jesserothstein hisd houston measurement michellerhee evamoskowitz mattyglesias arneduncan socialjustice teachers</dc:subject>
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<item rdf:about="https://www.frontporchrepublic.com/2026/05/is-there-room-for-enmity-in-the-a-i-classroom/">
    <title>Is There Room for Enmity in the A.I. Classroom? - Front Porch Republic</title>
    <dc:date>2026-05-22T08:21:03+00:00</dc:date>
    <link>https://www.frontporchrepublic.com/2026/05/is-there-room-for-enmity-in-the-a-i-classroom/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["By heightening emotion, hatred deepens the personhood of both teachers and students."

...

"Over the past year, the deployment of Large Language Models (LLMs) in high school and college classrooms has called into question the uniquely human elements of teaching. What can a flesh-and-blood instructor offer that a well-tuned machine cannot?

One naturally thinks of affirmation and love, of the teacher as a moral exemplar and a trusted advisor, which are roles that disembodied algorithms can at best counterfeit.

Less obvious is the student’s need for hatred.

Theorists have long recognized that opposition drives identity-formation. As Walter Ong puts it, an individual’s sense of self comes from the knowledge “that something else is not me and is (in some measure) set against me.” We often associate eye-rolling, scorn, spite, and defiance with middle-schoolers, but the same reactions remain important (if more subtly expressed) through all levels of education. Schooling is a protracted struggle, and students learn their lessons in part from feelings of revulsion and revolt.

Alarmed by the sycophancy that LLMs employ and the intellectual laziness that they allow, critics have begun to use similar language, exhorting students to “normalize struggle,” seek out “friction” or “disagreement,” and “grapple with A.I.” Professor Marc Watkins advises his students to

<blockquote>choose courses that will challenge you, even unsettle you. Don’t accept being coddled. When you choose to engage in debates, please have the intellectual curiosity to explore the topic in depth, have the intellectual honesty to recognize the merits of arguments of the opposing side, admit to the weaknesses in your own viewpoint, and have the intellectual humility to admit when you don’t know and wish to learn more.</blockquote>

Sound advice, but woefully incomplete in the current context.

LLMs are already capable of exploring topics and weighing arguments with students, not to mention structuring personal goals and offering encouragement. (“Let’s dive in!”) Thus, Watkins’s vision of “struggle,” construed as a matter of personal choice and individual self-improvement, is easily reconciled with the quantification and benchmarks of artificial intelligence.

Loathing (like love) operates quite differently, creating meaning through human relationships, in which willfulness, idiosyncrasy, and feelings preclude quantification or smooth standardization. By heightening emotion, hatred deepens the personhood of both teachers and students.

Of course, feelings of hatred spring from many sources and encompass many shades of meaning. Some students nurse petty grudges to avoid responsibility for their own wrongdoing. Others perceive condescension from their teachers and repay it in kind. Some rankle at teachers with strong personalities and worldviews. Others feel the stirring of metaphysical revolt, objecting to the very existence of injustice, suffering, and constraint in the classroom or the world at large.

Uniting all these types of hatred are their mimetic effects on the student. Strong feelings bind the individual to the object of disdain, whose attributes he internalizes and mirrors (if only in negation). Thus, every type of hatred is educational insofar as it holds the student’s attention and shapes his character.

The trouble is that not all these lessons are equally educational or necessarily salutary. To set oneself against another can spur achievement (as in athletic rivalries) but, if one is not careful, it can also lead to what the philosopher Friedrich Nietzsche calls ressentiment: an unworthy type of envy, insecurity, and conformity that debases the individual as it tears others down. That is why Nietzsche urges students to choose their enemies carefully, noting that “the most spiritual human beings” will test themselves only against life’s “most formidable weapons.”

One need not agree with every aspect of Nietzsche’s philosophy to grant the point. We all need someone to pitch our deepest aspirations against, someone we can both respect and pointedly reject as we chart our own course. It is in this sense that “the man of knowledge must be able not only to love his enemies but also to hate his friends,” Nietzsche writes. “One repays a teacher badly if one remains only a pupil.”

To help students strive toward selfhood, the teacher must embody authority—not only communicating information but personifying standards of wisdom, taste, and morals—and must do so knowing that pupils will chafe not only at the lessons but at the teacher herself. Yet, she cannot simply play the foil, pull punches, or abdicate responsibility for the struggle. To become the bearer of student hatred—to stand as an obstacle for the next generation to overcome—is a tragic aspect of teaching, but there is nothing to do but to press on in sincerity and faith.

Unfortunately, both the rhetoric and reality of teachers’ authority have been in decline for a long time. By bifurcating knowledge and value, LLMs now threaten to dissolve this authority entirely. The teacher can no longer be the master of content or technique, while the algorithm cannot embody truth, culture, or human excellence. LLMs already provide students with detailed (sometimes problematic) feedback, but as Abeba Birhane points out, “There is nothing at stake for a generative AI model. It cannot feel a sense of loss, embarrassment, accomplishment or care towards a student, as human teachers do.” An algorithm cannot feel the pangs of doubt or resolve, and for the same reason it cannot elicit existential scorn or hatred. Students know that a machine’s praise or censure rings hollow. They cannot define themselves in opposition to an LLM, and why should they want to?

In Being and Time (1927), Martin Heidegger argues that the modern individual (Dasein) “stands in subjection to Others.” Worse, they are not even “definite Others” but an anonymous amalgam of social conventions: a “dictatorship of the ‘they.’” It is hard to read Heidegger’s diagnosis without thinking about LLMs. In today’s world, he writes, anonymous authority

<blockquote>prescribes what can and may be ventured, it keeps watch over everything exceptional that thrusts itself to the fore. Every kind of priority gets noiselessly suppressed. Overnight, everything that is primordial gets glossed over as something that has long been well known. Everything gained by a struggle becomes just something to be manipulated. Every secret loses its force. This case of averageness reveals in turn an essential tendency … which we call the ‘levelling down’ of all possibilities of Being…. The ‘they’ is there alongside everywhere, but in such a manner that it has always stolen away whenever Dasein presses for a decision. Yet because the ‘they’ presents every judgment and decision as its own, it deprives the particular Dasein of its answerability.</blockquote>

LLMs stifle self-realization because, while they seem ubiquitous and almost omniscient, they also deprive students of any answerable or embodied authority, trapping them instead in a web of probability, generalization, and disembodied “expertise.” Subjection is in some ways intrinsic to education, part of a broader project of discipline and formation, but it must be experienced concretely, in relationship to “definite Others.”

Hannah Arendt warns that as technology expands, it becomes less likely “that man will encounter anything in the world around him that is not man-made and hence is not, in the last analysis, he himself in a different disguise.” Drawing from Heidegger, she underscores the danger of this eerie echo chamber. It is only through encounters with reality (not artificiality) that one becomes truly human. Consciousness begins not in the familiarity and sameness of one’s own mind but in confrontation with an unpredictable, inflexible entity outside the self—whether Nature, God, or (for our purposes) a recalcitrant teacher.

LLMs merely masquerade as the Other. Aggregated and amorphous, designed for fluidity and user satisfaction, they are artificial in the fullest sense of the word. When students engage with an LLM, they are literally talking to no one. How much classroom time should be occupied with such activities? What lessons should they replace?

However one responds to those questions, the answers have nothing to do with processing speed, safety guardrails, or other technical matters. They are fundamentally questions about how we conceive of humanity and whether we are committed to its formation and perpetuation. If we hope to prevent “cognitive atrophy” in our students, if we hope to awaken them to existential meaning, we have to invest in teachers worthy of their attention, their respect, and, sometimes, their hate."]]></description>
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    <title>One More Time: The Average American K-12 Student is Doing Fine Relative to the International Baseline</title>
    <dc:date>2026-05-20T06:14:39+00:00</dc:date>
    <link>https://freddiedeboer.substack.com/p/one-more-time-the-average-american</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["and problems relative to the historical baseline are happening around the world"

...

"I’ve pointed this reality out within larger arguments many times before, but I feel like I need to put it down as its own thing. In particular, the comments on this post got me thinking that maybe I haven’t made the point directly enough: the average K-12 student in the United States is doing fine. Even if you don’t accept my overall position on our education system and its perceived problems, that is true. Even if you think that poor educational performance is straightforwardly the product of teachers or schools or policy or pedagogy, which I very much disagree with, that is true. So much of our discourse on American public education relies on a crisis narrative that simply is not justifiable based on data.

It’s a persistent and bipartisan conviction in our media: are public schools are in a state of crisis, producing functionally illiterate graduates, falling far behind international peers, and failing an entire generation. This narrative is repeated so often that it’s become axiomatic, in the sense that people who say it feel that they don’t have to justify the claim with evidence. If we do look at the evidence, however, we’ll find a far different story, a more complicated and more hopeful story. To whit:

• The average American public school student performs quite respectably in an international context

• American students at the upper end of the distribution are world-class by any objective measure

• Recent test score declines that people worry about mirror declines across the entire developed world, and are therefore not a distinctively American pathology.

• The genuine crisis in American education is geographically and sociologically concentrated in a small number of profoundly disadvantaged districts, not distributed evenly across the system.

• The famous finding that Americans give their local schools much higher grades than they give “American schools” in the abstract turns out, on inspection, to be perfectly rational.

***

When Americans encounter headlines about international test scores, the framing is almost always one of failure: the U.S. is “behind,” “lagging,” or “falling.” But this framing depends heavily on selectively reading the data. The most authoritative international benchmark is the OECD’s PISA, or Program for International Student Assessment, which tests 15-year-olds across 81 countries in mathematics, reading, and science every three years. In the most recent 2022 results, released in December 2023, the United States outperformed the vast majority of the world."

...

"Hell, the OECD’s own country profile for the United States notes that the percentage of top performers across all three subjects combined is one of the highest among PISA-participating countries, and 14% of U.S. students scored at Level 5 or higher in reading, double the OECD average of 7%. The U.S. also reached its highest-ever share of top science performers,11%, compared to the OECD average of 7%. None of this is the profile of a failing education system. It’s the profile of a large, diverse nation educating a uniquely heterogeneous population at or above world norms. And you can only participate in the fiction that we’re a uniquely poorly-performing country if you a) are ideologically inclined to hold that view and b) don’t bother to check the stats.

Ah, but a constant claim from my commenters is that our system does not serve their kids, who are gifted and talented, exceptional, most likely to succeed. Setting aside just how statistically unlikely it is that all of you really have exceptionally bright children… guys, with the possible exception of truly unrepresentative countries like Singapore, there is nowhere else in the world that I’d rather raise an exceptional student than the United States. Our record in that regard is truly remarkable; we have produced a hugely disproportionate number of the most quantitatively and competitively accomplished students, relative to our population size. The PISA averages obscure a real feather in the cap of the America system: our best students, including at public schools specifically, are among the best in the world at what they do. Our best kids kill it in international academic competitions year after year, but because that doesn’t fit the narrative, that accomplishment is ignored by our media and pundit class."

...

"OK, so what about recent declines? Isn’t the United States seeing major and unprecedented declines in many academic metrics? Well, this is why international context is as important as (or more important than) historical context: the declines are major but not unprecedented, precisely because those declines are happening all over the developed world. I just wrote a post that looks at this reality extensively and with graphs. If you’re concerned with American academic declines, you have to grapple with the fact that every comparable country experienced the same declines at the same time, which strongly implies a common cause rather than a uniquely American failure.

I don’t want to waste your time by re-prosecuting the case I made in that recent post. But let me make this point plain: the 2022 PISA results showed an unprecedented worldwide collapse in scores."

...

"None of the above should be taken to deny that there is a genuine crisis in some schools in the United States. But to put it very mildly, those problems are not evenly distributed across the country’s approximately 13,000 school districts. Instead, our real problems are heavily concentrated in a relatively small number of urban and rural outlier districts facing overlapping and severe sociological and economic challenges. The average parent on the average American suburban town just doesn’t have much to worry about when it comes to their kid’s school. But parents in concentrated poverty very much do.

Look at the NAEP’s Trial Urban District Assessment program, which provides district-level data for 26 large urban districts. That data makes the concentration of our problems quite visible.

[details about Detroit, Cleveland, and Baltimore]

So here’s my question. Do you really think that these schools perform that way because they have teachers unions, just like many of the highest-performing affluent suburban school districts do? That all of the teachers who work in these districts, including all the Ivy League do-gooders who show up with only a yardstick and a dream to fix the system, are just that lazy and untalented? That they just refuse to open the three-ring binder with the “GOOD PEDAGOGY” label on the cover? Detroit, Cleveland, Baltimore, et al do not share common district policies, or common union contracts, or common teaching philosophies and pedagogy. They do share catastrophic rates of child poverty and endemic crime and unemployment problems! They do share extreme segregation, population collapse, and decades of disinvestment in their surrounding communities! As I have done many times in the past, I’ll ask you to consider what would happen if these inner-city schools simply swapped student populations with the schools in the richest nearby suburban districts. I don’t think anyone doubts that the Detroit students would still struggle if they went to Bloomfield Hills schools, or that Bloomfield Hills students would excel in Detroit Schools, even if we disagree on the margins. Well, that should guide your perception of the overall state of education in this country.

For the record, schools in comparable cities (Miami, Charlotte, Austin…) which serve diverse and lower-income populations, but within more economically stable metropolitan environments, consistently outperform the crisis districts on NAEP despite often spending significantly less per pupil. The crisis is not inherent to large, diverse urban systems. It is specific to places with extreme and compounding disadvantage. Meanwhile, the OECD country profile notes something rarely reported: the math performance of U.S. students in the bottom international decile of socioeconomic status ranks 6th out of 64 comparable nations. To reiterate: even America’s most disadvantaged students perform remarkably well, when considered against the world’s most disadvantaged students! Thus it is not even true to say that our lowest performing outliers are uniquely bad. The problem is not that American schools fail poor kids at an unusual rate. The problem is that some of our communities are poor to a degree that is extreme even by international standards, and those communities schools bear the full weight of that concentrated hardship.

The academic outcomes of these areas of extreme concentrated poverty and dysfunction are indeed disturbing. But then, what’s disturbing is the concentrated poverty and dysfunction themselves, not the NAEP and state standardized test scores which are ultimately just evidence of these problems. That’s what’s disturbing, the inequality and hopelessness in the most economically powerful country in the world. Blaming the schools is like blaming thermometers for global warming. It’s malpractice.

In general, America’s public schools are judged by averages that obscure more than they reveal. A relatively small number of deeply struggling district, typically serving students facing concentrated poverty, unstable housing, underfunded services, and other compounding disadvantages, pull national performance measures downward and create a misleading impression that the system as a whole is failing. Those schools matter, their students matter, and both schools and students deserve attention, investment, and reform. But it’s an analytical mistake as well as political senseless to treat the most distressed outliers as representative of American public education in general.

***

For as long as I’ve been reading and writing and researching about education and education policy, pollsters and journalists have expressed puzzlement (that is to say, condescension) at a persistent finding in American public opinion surveys: Americans think their own community’s schools are fine, even as they believe American education in general is in crisis. The Gallup Poll on Public Attitudes Toward Public Schools has shown this gap consistently since 1985. In the 2025 survey, for instance, only 13% of respondents gave the nation’s public schools an A or B rating, down from 26% in 2004… while 43% gave their own community’s schools an A or B. Public school parents are even more positive about their own child’s specific school. (So not just the local schools or the district schools but their kid’s school.) More than three-quarters of public school parents give their child’s school an A or B. The percentage who are completely or somewhat satisfied with their child’s education has never dropped below 68% since Gallup began asking in 1999, even through the pandemic years. Parents like the schools their kids go to. They’ve been propagandized about supposedly failing public schools by Jon Chait et al for so long that they believe America’s public school system is a lost cause. But it simply isn’t true.

This gap, the gap in the belief “American schools are bad, but my kid’s school is good,” is typically explained as parents being irrational, as a form of cognitive bias, an embarrassing refusal for parents to accept just how bad everything is. People are too emotionally attached to their own schools to see them clearly! But in light of everything above, a simpler and better explanation is available: the parents are largely right and the national narrative is largely wrong. And honestly, what should you trust more, a parent’s take on their own kid’s school, or their attitude towards schools in general? Which do they have better information on? Which do they have real experience with? Gallup itself has acknowledged that parent views of the schools their kids go to are based on direct experience, whereas American views of public education more generally are based largely on what they see in the media. Parents in Naperville, Illinois or Falls Church, Virginia or Newton, Massachusetts, or Palo Alto, California, whose kids attend schools that consistently produce excellence - they’re not wrong when they shrug at national crisis coverage. Their local experience is accurate; it just isn’t representative of Detroit. But why would we base our perception of the system on the worst examples within it… unless, like the usual suspects, we’re actively looking to undermine public education?

The policy implication of this diagnosis is quite different from the policy implication of the generic “American schools are failing” narrative. If the problem was distributed evenly, the solution would indeed be systemic reform - new national curricula, universal testing regimes, wholesale reorganization. But that’s just not the reality. The problem is, in fact, remarkably concentrated, and in very predictable places, places that struggle from all manner of social ills, the most obvious and consistent and powerful of them being systemic poverty and community breakdown. Therefore the solutions have to be concentrated too: large-scale targeted intervention in the specific districts with the greatest disadvantage, not only or even primarily in the schools but instead concentrated in community investment, economic development, and poverty reduction that might actually make durable improvement possible. You see, friends, panic that is misattributed to the wrong cause produces wrong solutions, wrong solutions like “fire the teachers, close the schools, private school vouchers for everyone.” Precision, which every wonk should strive for, is where genuine reform begins."]]></description>
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<item rdf:about="https://www.nytimes.com/2026/05/11/us/cursive-clubs-students.html">
    <title>Cursive Club, Where Students Learn With a Flourish - The New York Times</title>
    <dc:date>2026-05-13T06:01:50+00:00</dc:date>
    <link>https://www.nytimes.com/2026/05/11/us/cursive-clubs-students.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Students are practicing cursive in clubs after school and in libraries after it was cut from the Common Core curriculum. Some states are reintroducing it into schools."

[archived:
https://archive.is/Bap31 ]]]></description>
<dc:subject>writing schoolhouse howwewrite cursive via:javierarbona ryleekirk commoncore craft handwriting us curriculum schools schooling</dc:subject>
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<item rdf:about="https://freddiedeboer.substack.com/p/the-vicious-potentially-fatal-anti">
    <title>The Vicious, Potentially Fatal Anti-Public School Propaganda Cycle</title>
    <dc:date>2026-05-12T04:07:11+00:00</dc:date>
    <link>https://freddiedeboer.substack.com/p/the-vicious-potentially-fatal-anti</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The New York Times discusses the enrollment crisis [https://www.nytimes.com/2026/05/08/upshot/public-schools-enrollment-crisis.html ] that’s hitting American public schools. This is driven by declining birth rates and fewer children, but it’s deeply exacerbated by how effective the relentless anti-public school movement has been in demonizing those institutions. And there’s a vicious cycle going on that is simple and sad and very important to understand.

A school’s perceived quality is a function of the pre-entry ability of its students. Schools with a structural tendency to attract the most advantaged students - public schools in rich districts thanks to zoning, private schools thanks to explicit academic screening and implicit screening through high tuition fees, charter schools with their admissions-and-attrition skullduggery - have an inherent and powerful advantage. But pointing out this basic reality runs afoul of the dogged American commitment to academic blank slate thinking; in contemporary times we’re supposed to pretend that we believe that everyone has perfectly equal ability to succeed in school. In political life we insist on an equality of talent that no one really believes in. This inevitably means that the schools with the least ability to prune their rosters of students who are less likely to succeed - public schools that serve the least privileged student populations - are at an immense disadvantage in terms of perceived quality. They can’t trim off the lowest-performing students like other schools do and are expected to make up for talent deficits that they can’t control. And the more negative publicity public schools receive, the worse this disadvantage gets.

This is the cycle.

1. The anti-public school propaganda machine, funded by right-wing forces that want to destroy government intervention in education entirely, makes empirically indefensible claims about the quality of public schools and teachers.

2. Parents, credulous towards this propaganda and often already looking for excuses to separate their children from poor kids and students of color, pull their kids out of public schools.

3. The parents who have the financial and social resources necessary to move to a more affluent district, to place their kids in private schools, or to navigate the intentionally-Byzantine world of charter school admissions are those that have children who are disproportionately likely to be strong students. Therefore, as those students leave, the metrics at public schools get worse, through no failing of the schools and teachers themselves.

4. These declining metrics are then used to fuel more anti-public school propaganda which in turn drives more parents of means to pull their kids from public schools which further drives down performance metrics….

It’s a simple cycle and a predictable one and one that the usual suspects have been contributing to for decades. School “reform” types will often defend the concept of public schools but almost never the reality, and by playing along with at least some large part of the right-wing effort to destroy the entire institution of publicly funded and run schools, they inevitably contribute to the potential ruin of public schooling writ large. And you can easily imagine the endgame for this dynamic, where public schools become the schools of last resort, home to only the most disadvantaged and challenging students and thus seen as entirely unsuitable by parents of means, bringing the self-fulfilling prophecy to its conclusion.

Of course, there’s a certain inevitable reality here: if the anti-public school forces get their way and we tear down the whole edifice of public schooling, but we maintain the commitment to universal and mandatory K-12 education, the hardest-to-educate students will have to go somewhere. And in a system of universally private schools where poor kids attend on vouchers, they’re going to end up in private schools - which will undermine the very reasons that many parents send their kids to private school in the first place. This gets back to a dynamic I’ve written about before: those who work in and around private schools are often profoundly ambivalent about the idea of a voucher-funded, all-private system of the type that libertarians have championed for decades. Of course they’d like access to some government money. But such a system would directly challenge the financial model of private schools. Many parents prefer private schools precisely because they screen out “the bad kids”; private school teachers accept significantly lower average wages based on the same bargain. Many legacy private schools will likely continue to work to exclude undesirable students in order to preserve their advantage, and unless you can prove certain kinds of federally-forbidden discrimination, they have broad latitude to do so. Where do the truly disadvantaged kids end up then? Probably warehoused in private schools of last resort, underfunded and stigmatized, filling the same function that the most criticized public schools do today.

Of course, by then, the damage will have already been done, public schools a thing of the past, with those who advocated for their destruction indifferent to the perpetuation of the same old outcomes in an all-private system - which no doubt is all part of the plan."]]></description>
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<item rdf:about="https://aeon.co/essays/children-need-stress-and-discomfort-in-order-to-grow-up">
    <title>Children need stress and discomfort in order to grow up | Aeon Essays</title>
    <dc:date>2026-05-11T20:07:13+00:00</dc:date>
    <link>https://aeon.co/essays/children-need-stress-and-discomfort-in-order-to-grow-up</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The emotional and practical skills of adulthood can only be learned from (appropriate) levels of discomfort and stress"]]></description>
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</item>
<item rdf:about="https://2ndbreakfast.audreywatters.com/broken-record/">
    <title>Broken Record</title>
    <dc:date>2026-05-05T14:20:10+00:00</dc:date>
    <link>https://2ndbreakfast.audreywatters.com/broken-record/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I often feel like I’m repeating myself here, because in fact I am. I am, in part, because ed-tech entrepreneurs and evangelists keep repackaging the same ideas, desperate to sound innovative instead of stuck in some Cold War science fiction fantasy. “Intelligent tutoring systems” become “adaptive learning” then “personalized learning” and now AI tutors, for example.

I thought I’d write something about conversation-ending cliches in today’s newsletter -- about the ways in which certain phrases get trotted out repeatedly in education-technology and serve to shut down debate and inquiry. You know the stuff: all the talk about the inevitability of AI and the “jobs of the future” and whatnot. Then I remembered that I’d written about this very thing: about psychologist Robert Jay Lifton’s notion of the "thought-terminating cliche" as a way to end a conversation and, importantly, to silence criticism or doubt: "brief, highly reductive, definitive-sounding phrases, easily memorized, and easily expressed. They become the start and finish of any ideological analysis,” as he put it. It’s a rhetorical tactic of cults, Amanda Montell argues in her book on the language of fanaticism.

I wrote about this very thing not even six months ago. It’s as good a sign as any, I suppose, that I need to take a little break. But truthfully, it’s May 1 and the first couple of weeks of May are just really, really hard for me. My head and heart aren’t here; they’re there.

There were some really important stories this week: the news from ASU, for starters, about the school’s new “AI” tool Atomic that, without professors’ knowledge or consent, has vacuumed up their course materials from the LMS -- lecture materials, videos, and so on -- to train a chatbot that will offer “personalized” (LOL) micro-lessons full of short, fast AI slop. (For the bargain subscription fee of $5/month.)

Ben Williamson observes that this is part of a push on the part of universities to reduce everything to a data asset that can be further monetized. That is, this isn’t simply about the elimination of faculty labor and expertise through automation -- although it is assuredly also that -- but the turn in the purpose of of higher education institutions from “academics” -- teaching, learning, research -- to “financialization.” It shouldn’t be a surprise that ASU is at the forefront of this, with its long history of working with GSV and its connection to the god-awful ASU-GSV event (bonus: ASU professor wil.i.am and “AI” “future-proofing”).

Something about thought-terminating cliches and cults there, for sure.

So here are a bunch of links to a bunch of stories that hopefully you won’t spend your weekend reading. Hopefully you’ll be offline, outside.

I will be. And I’ll be back in a few weeks, not with a clear head or happy heart. But I will be back."]]></description>
<dc:subject>audreywatters edtech robertjaylifton 2026 amandamontell lms benwilliamson academia education highered highereducation financialization wil.i.am ai artificialintelligence teaching howweteach pedagogy tutoring chatbots history fanaticism jillbarshay christophercox eugenics siliconvalley technology janusrose charlottakronblad algorithms johnherrman schools schooling marcandreessen jenniferberkshire</dc:subject>
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<item rdf:about="https://patrickfarenga.substack.com/p/learning-yes-of-course-education">
    <title>Learning? Yes, of course. Education? No thanks.</title>
    <dc:date>2026-04-26T08:05:02+00:00</dc:date>
    <link>https://patrickfarenga.substack.com/p/learning-yes-of-course-education</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[part 2:
https://patrickfarenga.substack.com/p/learning-of-course-education-no-thanks ]

"The legal reasons for forcing people to attend school, created in the 19th century and still in operation today, are based on the logic that school attendance creates good citizens, good workers, and provides a place where children can be while their parents work. While compulsory school laws can be cited for its part in increasing literacy and math skills, these increases are also due to forces outside of school, such as families, tutors, and friends, the growth of mass media, guilds and unions, museums, public libraries, and government and business policies that increase people’s wellbeing and skills. There is little evidence that just graduating elementary, high school, or college makes people better citizens or workers.

Nonetheless, we continue to promote education as the solution for nearly all our problems without questioning if education, as we’ve structured it, is the best way to help children learn and adults to teach. We can question the tools of education—curricula, evaluation, teacher training—but we can’t question the reason education exists as an institution that takes up so much of our time and money: “How would society progress without education?”

Teaching and learning are human activities that existed long before they became professionalized and regulated into education. But learning skills and knowledge for personal gain is no longer the emphasis for getting a degree. School has become the vehicle for education to create social justice, better jobs, better living, better morals, more intelligent government policies. Higher education, in particular, is where you learn how to change the world!

[screenshot]

Nonetheless, bad citizens and workers continue to graduate and influence society. Further, as many school critiques note, schooling often reproduces social class differences and promotes herd behavior over independent democratic engagement.

The usual efforts to reform school—more schools, more intensive curricula—continue to be insufficient. The National Assessment of Educational Progress (“the Nation’s Report Card”) shows that U.S. student performance has been stalled or slightly down in reading, math, and science for the past 20 years.1 Plus, the introduction of system-wide school practices, such as New Math in the 1960s or the Units of Study reading program in 2003, often confuse or diminish learning for many students (and confounds some teachers too!).

Higher education is no better. Legacy admissions and nepotism undermine the chances for less wealthy but more worthy students to get into elite schools. Further, a large and growing number of published academic research is being challenged or revoked based on citing fake studies and plagiarism.2 It is no surprise that students use AI and paper mills to write research papers and essays since their elders do so and get rewarded for it.

Why is it so hard for schools to fix these problems? Perhaps it is due to Upton Sinclair’s observation: “It is difficult to get a man to understand something, when his salary depends on his not understanding it.”

Dr. Seymour Sarason, in his book The Culture of the School and the Problem of Change (Allyn and Bacon, 1971), argues that school reforms confront existing behavioral and programmatic regularities, yet the intended outcomes are seldom clearly stated and often disappear during the change process. As a result, reforms frequently reproduce old practices. Sarason writes, “It certainly was not an intended outcome of the introduction of new math that it should be taught precisely the way the old math was taught. But that has been the outcome, and it would be surprising if it were otherwise. … Discerning overt behavior or programmatic regularities requires that one look at the school culture from a nonjudgmental, non-interpretive stance, a requirement that is not natural to us. We are so used to thinking about what other people are thinking that we pay little attention to what is there to see. (PF: My emphasis.) (p.3)

Though it is obscured by educators’ claims that schooling is the only way children can learn to be productive citizens in modern times, if we remove school’s rose-tinted glasses we can see that compulsory education’s main purpose—to make children obey authority—is well documented through history and research. If education can get off this track and focus on a mission of enabling and appreciating learning in all its forms, instead of just results from inside school, we can start to see what else is possible besides more intensive instruction and forced attendance.

This has been the impetus for many people to create their own schools, such as Bronson Alcott in the 19th century US and A.S. Neil (UK), Maria Montessori (Italy,) and Rudolph Steiner (Germany) in the 20th. These founders saw that children learn in many different modes and places, and though they have different methods and theories for teaching and learning and, in some cases, have become expensive private schools, they are all still suspect in the eyes of professional educators.

What, exactly, does education mean? Aaron Falbel wrote how John Holt defined education:

<blockquote>In 1982, a British interviewer asked John Holt how he defined the word “education.” He responded: “It’s not a word I personally use. … The word “education” is a word much used, and different people mean different things by it. But on the whole, it seems to me what most people mean by “education” has got some ideas built into it or contains certain assumptions, and one of them is that learning is an activity which is separate from the rest of life and done best of all when we are not doing anything else and best of all in places where nothing else is done–learning places, places especially constructed for learning. Another assumption is that education is a designed process in which some people do things to other people or get other people to do things which will presumably be for their own good. Education means that some A is doing something to somebody else B. I guess that, basically, is what most people understand education to be about” The interviewer pressed John further: “Very well, but what is your definition?” John replied: “I don’t know of any definition of it that would seem to me to be acceptable. I wrote a book called Instead of Education, and what I mean by this is instead of this designed process which is carried on in specially constructed places under various kinds of bribe and threat. I don’t know what single word I’d put [in its place]. I would talk about a process in which we become more informed, intelligent, curious, competent, skillful, aware by our interaction with the world around us, because of the mainstream of life, so to speak. In other words, I learn a great deal, but I do it in the process of living, working, playing, being with friends. There is no division in my life between learning, work, play, etc. These things are all one. I don’t have a word which I could easily put in the place of “education,” unless it might be “living.”3</blockquote>

Children and adults have lived and learned successfully in the flow of community and family life throughout human history without compulsory schooling. We know that people who are talented or knowledgeable can share their wisdom with others in a variety of settings, not just in special places reserved for professional teaching and learning. But our laws, customs, and mind sets have been directed away from our heritage of learning towards the regime of instruction.

John Holt’s book Instead of Education: Ways to Help People Do Things Better provides not just an analysis of the limits of schooling but also examples of other places, institutions, people, and experiences that exist or could be created for children and adults to learn and grow throughout their lives. What also makes this book interesting is how it ends with a call for people to take their children out of school and teach them in their homes and local communities if the schools are not helping their children. This statement led people from around the world who were already teaching their own children to contact John, and this became the impetus for him to found Growing Without Schooling magazine in 1977.

John was certainly influenced by Illich’s work and book Deschooling Society (Harper & Row, 1971) and he moved his own work from theory to practice when he founded Growing Without Schooling magazine in 1977. 49 years have passed since GWS was founded and homeschooling has grown from the 25,000 estimate John used in 1981 to an estimate of 3.5 million children taught at home in the United States in 2026.4 John hoped school, like a business seeing it’s sales decline, would alter its course and let families that want to use school on an as-needed basis to do so.

Holt wrote about children learning in their communities, in play, sports, projects, and theatrical efforts, from neighbors, friends, and family, and places like the Peckham Center in London—a combined medical research and health support program with a lively community center/cafeteria/gymnasium for working class adults and children. Rather than try to incorporate these and other ideas that expand what education can be, our government and school policymakers continue to double down on the existing structure: more tests, more instruction, and more after-school tutoring to make sure students stay focused on task.

One thing most school administrators and teachers agree upon is that children need more time in school, which became terribly clear during the pandemic. Few educators thought to provide children with social or learning opportunities outdoors during the pandemic, in a schoolyard or public park. Instead they decided to keep students glued to their computer screens while they were being marched through the school curriculum in their homes. This shows how devotion to theories of education subsume common sense about what engenders learning, self-esteem, and social activity, which are entwined.

I’m reminded about all this due to a provocative education policy paper I read in NORRAG, the Global Education Center of the Geneva Graduate Institute: Fighting Against Education: No Alternatives Within the Educated Mind. The authors are united as “Le Goliard: A collective, nomadic, de-professionalized intellectual who wanders erratically on the fringes of dominant certainties and institutions.” It is a strong polemic, as these quotes show:"]]></description>
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</item>
<item rdf:about="https://onstudentsuccess.morganedtech.com/p/reinventing-the-wheel-again">
    <title>Reinventing the Wheel, Again</title>
    <dc:date>2026-04-26T01:11:58+00:00</dc:date>
    <link>https://onstudentsuccess.morganedtech.com/p/reinventing-the-wheel-again</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The recurring blind spot in EdTech’s promises of frictionless scale"

[via:
https://2ndbreakfast.audreywatters.com/foolin/ ]]]></description>
<dc:subject>glendamorgan edtech education technology salmankhan salkhan khanacademy khanmigo mooc coursera scale scaling scalability curriculum pedagogy schools schooling justinreich ted friction moocs</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://www.newyorker.com/culture/progress-report/what-will-it-take-to-get-ai-out-of-schools">
    <title>What Will It Take to Get A.I. Out of Schools? | The New Yorker</title>
    <dc:date>2026-04-26T00:45:03+00:00</dc:date>
    <link>https://www.newyorker.com/culture/progress-report/what-will-it-take-to-get-ai-out-of-schools</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The tech world assumes that A.I.-aided education is necessary and inevitable. A growing number of parents, educators, and cognitive scientists say the opposite."]]></description>
<dc:subject>jessicawinter 2026 ai artificialintelligence edtech education schools schooling chromebooks gemini teaching howweteach google chatgpt openai anthropic cluade llms chatbots criticalthinking learning howwelearn cognition mitchprinstein amandabickerstaff drewbent audreywatters bfskinner technology randiweingarten amira naveedhasan magicschool miatheresapate lausd albertocarvalho privacy katebrody melaniatrump donaldtrump maryhelenimmordino-yang amazon shantanusinha</dc:subject>
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<item rdf:about="https://citationsneeded.libsyn.com/ep-237-how-selective-patronizing-deradicalization-discourse-pathologizes-anti-colonial-struggle">
    <title>Citations Needed: Ep 237: How Selective, Patronizing 'Deradicalization' Discourse Pathologizes Anti-Colonial Struggle</title>
    <dc:date>2026-04-19T23:25:03+00:00</dc:date>
    <link>https://citationsneeded.libsyn.com/ep-237-how-selective-patronizing-deradicalization-discourse-pathologizes-anti-colonial-struggle</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In this episode, we break down the long history of US media reducing recalcitrant populations' grievances to "terrorism," "hate," and "radicalism" in urgent need of re-education.
 
With guest Prem Thakker."]]></description>
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<item rdf:about="https://www.nytimes.com/2026/04/19/opinion/schools-edtech-laptops-games-learning.html">
    <title>Opinion | You Can’t Game Your Way to a Real Education - The New York Times</title>
    <dc:date>2026-04-19T20:37:59+00:00</dc:date>
    <link>https://www.nytimes.com/2026/04/19/opinion/schools-edtech-laptops-games-learning.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["By Molly Worthen

Dr. Worthen, a professor of history at the University of North Carolina, Chapel Hill, is the author of “Spellbound: How Charisma Shaped American History From the Puritans to Donald Trump.”"

[archived: https://archive.ph/93DSh ]


"Paige Drygas, who teaches high school English at a private school just north of Dallas, feels no pressure to make learning fun. She distinguishes between “fun” — meaning stress-free amusement — and the burden she feels to “get students engaged as much as possible. I can see it in their eye contact,” she told me. “I’m trying to get their minds going. For example, I don’t think many people would describe Emerson and Thoreau as fun.”

Maybe that’s why some teachers have their students play “Walden,” a video game in which players simulate Thoreau’s solitary sojourn at Walden Pond. The game is free for teachers, but Ms. Drygas sticks to the texts. “The idea of self-reliance is really interesting. Once you engage that big idea, class moves quickly.”

Ms. Drygas is not only a fun-skeptic. She also requires her students to hand write their essays, read books in hard copy and use laptops as little as possible. These countercultural classroom policies all go together, because fun used to be a wonderful thing in school. Then screens came to dominate instruction time and software developers answered the call to make school fun and personalize learning with a growing marketplace of online games.

This has been the greatest blunder in the past decade of K-12 education: the decision to give every child a personal computer and to gamify everything from standardized test preparation to recess. Mistaken ideas about the nature of learning have combined with a hefty dose of Big Tech propaganda to distort our picture of what school is for. Technology must return to its proper place in the classroom — as a supplemental tool, rather than the source and summit of education.

The logic for bringing more technology into K-12 classrooms seemed intuitive, even before the Covid-19 pandemic pushed school onto screens. If adults were using the latest personal devices and software to do their jobs more efficiently, then surely using them in the classroom would make learning more efficient, too, and prepare students for the modern workplace.

Besides, so the thinking goes, kids today are digital natives. Because they’ve grown up around screens, their brains must be fundamentally different from those of older generations. Teachers need to “meet them where they are” by catering to shorter attention spans and swapping books for multimedia lessons. The more that math and language assignments resemble a video game, the more students will learn.

Every step in this argument is wrong. Researchers have begun to correlate falling test scores in wealthy countries around the world with aggressive adoption of devices in schools (88 percent of American public schools now follow what’s known as the 1-to-1 policy, providing one laptop or tablet for every student). In the United States, math and reading scores among 13-year-olds peaked in 2012 and have declined since.

The analogy between the workplace and the classroom ignores the fact that young people learn differently from adults: They need far more direction and exposure to a variety of sensory activities. Perhaps that means sand and blocks in younger grades. For me, history came alive through the homemade costumes of a “medieval times” fair in high school, especially the memorable sensory activity of trying to make my timeline project look “really medieval” by soaking it in tea and browning it in the oven — where it caught fire. (I then spent hours recreating it.)

My quest to simulate ancient vellum may have been a little eccentric, but my basic mental wiring wasn’t. The concept of a digital native is a myth. The advent of iPhones and laptops did not undo eons of brain evolution in the space of a few years — even if excessive screen time is associated with the thinning of the cerebral cortex. (The damage appears to be reversible, thanks to the brain’s plasticity.)

“People are mistaking kids’ preference for deep biological reality,” Jared Cooney Horvath, a neuroscientist who consults with schools on digital policy, told me. “My daughter loves Popsicles. I have a choice: I could meet her where she’s at and start every meal with a Popsicle. But that doesn’t change the fact that, biologically, Popsicles aren’t good for her, and she needs some vegetables.”

In his new book, “The Digital Delusion,” Dr. Horvath surveys the vast body of research demonstrating the damage to learning that comes with overuse of so-called ed tech, the mass of digital devices and software that have saturated schools. Studies indicate that comprehension collapses when students read texts on screens. Their attention spans shrivel as well: A study of college students working on laptops during a lecture class found that they spent an average of 38 minutes of every hour off task. And even in the age of Google, old-fashioned memorization remains important: Knowledge stored in our brains, not in the cloud, is the seedbed for creative thinking.

Perhaps the most insidious aspect of ed tech’s invasion is the widespread adoption of video-game-style apps to teach, assess and entertain students. These apps feed a broader ethos of gamification that encourages students to fixate on points, badges and other digital dopamine hits — and shy away from the experimentation, frustration and struggle that real learning demands.

The problem is not games themselves. Good teachers have always used games to motivate students and connect them with classmates. But over the past 15 years or so, the hubbub of active, analog games has given way to far quieter classrooms where students spend significant blocks of time in headphones, swiping and scrolling through onscreen activities.

The company Kahoot! says that eight million teachers worldwide use its quiz games for “future-ready skill building.” About 17 million students — roughly one-third of American students from pre-K through 12th grade — use iReady, a digital platform that promises “an active experience that motivates students to take ownership of their learning.” If students get to school early, or bad weather keeps them inside at recess, they can kill time with iReady games like “Hungry Fish” (an arithmetic game) and “Cupcake” (a virtual cupcake business that requires math and map reading).

In some cases, the more they play, the more credits they earn to unlock new games. The curriculum giant McGraw-Hill offers a mobile study app called Sharpen, which chops up lessons into bite-size videos and quizzes. Cartoon avatars and bursts of animated confetti encourage users to “keep up your streak and earn new rewards.”

Denise Champney is a speech pathologist in Rhode Island who has worked in public schools for 25 years, mainly with neurodivergent learners. “The persuasive design of computer games is meant to keep kids using, with no interaction with other people, just with a screen,” she told me. “I’ve seen it with iReady math. They’re just clicking; they want to get through it. They are not reading, because they don’t really need to read. They say, ‘I kind of know what they’re asking, so I’ll click on what I think the answer is.’”

The overuse of online games — and screen-based technology in general — may be especially harmful to students with A.D.H.D. and autism. These students master narrow pattern recognition “instead of working on the skills they need, like reading, writing and multisensory engagement,” Ms. Champney said. She has noticed that they also use laptops to escape from challenging social situations: “Kids bring these devices from class to class, and if they struggle with an interaction, they’ll just pull out their computer and play video games.”

Multiplayer games do not necessarily encourage healthy social skills. Inge Esping, the principal of McPherson Middle School in central Kansas, recalled the final day of school two years ago, when an all-grade online rock-paper-scissors tournament devolved into Lord of the Flies. “I don’t think I’ve ever seen so much lying, cheating, meanness or crying,” Ms. Esping told me. “It was the worst last day ever. We had to end the game early.”

Her school made headlines this year by abandoning the 1-to-1 laptop policy, mainly at the behest of teachers, who argued that “gravely limiting time on technology will be a positive step for the students,” Ms. Esping said.

Every kind of learning requires facing uncomfortable situations, navigating ambiguity and coping with failure — whether the subject is group dynamics at recess or the details of cell biology. Too often, online games provide friction-free pseudo-engagement, cultivate a narrow set of skills and encourage the assumption that all questions have a single correct answer.

“The more varied the contexts in which you apply a skill, the broader that skill becomes. But computers are wickedly narrow,” Dr. Horvath, the neuroscientist, said. Students “get good at the game, and their score will go up, but as soon as you take them off the screen, most of those skills will go.”

Emily Cherkin, who works with families and schools as “the Screentime Consultant,” taught middle school English for 12 years before her frustration with technology as a teacher and a parent turned her into an “accidental activist,” she told me. “When you gamify lessons, you’re not enhancing learning, but holding students’ attention so they stay engaged with a product longer. That’s at odds with child development. Children should not be spending hours on a screen.” (Ms. Cherkin also worries about the student data that ed tech companies collect, often without parents’ knowledge. She is the lead plaintiff in a class-action lawsuit against the software company PowerSchool, whose 2024 security breach affected millions of children and teachers, exposing personal information to hackers who demanded extortion payments from schools.)

Ms. Cherkin doesn’t oppose technology outright. “I’m not anti-tech. I just want schools to be tech-intentional,” she said. “Of course, kids should learn how technology works, but that is very different from giving 6-year-olds an iPad to learn how to read.”

In my conversations with the growing community of parents, teachers and researchers who criticize ed tech, no one seemed to share my enthusiasm for going back to vellum and quills. The solution, instead, is thoughtful moderation.

Schools should drop the 1-to-1 policy that has encouraged students to see their laptops and tablets as extensions of themselves. Digital games can be effective tools — as long as they emphasize collaboration, creativity and risk-taking rather than lonely scrolling for the next dopamine hit.

I’m intrigued — warily — by Skyler Carr’s approach. He co-founded Mission.io after a few years working in charter schools. As a STEM specialist, he tried “to reach students who were struggling to be engaged in a traditional classroom environment,” he told me. Mission.io creates simulations that embed Common Core grade-level standards in dramatic scenarios that inject real-life stakes into class material. Mission.io is trying to do gamification the right way.

For example, if a sixth-grade teacher uses the company’s program to test students on molecular biology, “we encourage the teacher to say, ‘We’ll be learning about particles and compounds, and you need to know this stuff because tomorrow we’re going on a mission. If you don’t know it, we won’t succeed.’ We want you to introduce it with an understanding that it’s got purpose,” Mr. Carr said.

On mission day, students learn that a nearby lab has suffered a dangerous chemical leak, leaving a researcher trapped. They split into teams and analyze data on airborne molecules in different parts of the lab to figure out which atom they can change to make the floating molecules nontoxic.

Mission.io’s online interface is full of cool graphics and adaptive, choose-your-own-adventure-style story lines. “We’ve got some amazing artists who were unfulfilled making skins for video games,” Mr. Carr said. But the point is to get students on their feet and moving around the classroom, sharing information and brainstorming solutions face to face.

Laptops become tools for in-person collaboration, rather than private gaming consoles (if — and it’s a big “if” — players resist the temptations of the internet). At the end of a mission, students and teachers evaluate both the outcome and the process.

“You can fail the mission and still get good scores on collaboration and critical thinking,” Mr. Carr said. “That’s enlightening for kids who are used to failing. It can open up their minds about how they should be working.”

Mr. Carr and his colleagues have made one decision that sets Mission.io apart from many ed tech companies: Their funding comes from foundation grants and the schools that purchase their programs. “We had a chance to bring on investors early on, and it was an intense conversation. But we knew venture capital and the expectations,” he said. He had seen investors acquire other games and prioritize profit over education. “We needed to be able to let schools call the shots,” he said.

To call the right shots, however, teachers, administrators and families need a clear vision of what education is for. It’s no accident that American schools fell hard and fast for ed tech while the old consensus about what it means to be “college and career ready” was unraveling.

For decades, culture-war debates over American history and science curriculums have consumed public schools. At the same time, many researchers have called the Common Core national curriculum standards a failure. Even elite private schools now struggle to define their purpose, to figure out what mishmash of personal taste and identity categories should replace the politically incorrect Western canon.

“Even highly educated parents don’t put a lot of thought into the deeper purpose of school,” Ms. Drygas, the English teacher in Texas, said. “They just think about how to get their kids into whatever college they want to get to.”

So it has been comforting to think that everyone can still agree on one thing: The more innovation, the better. “Most schools have no guiding ballast anymore,” Dr. Horvath told me. “Tech filled that void for a while.”

But no technology is philosophically neutral. The apps and games that provide a simulacrum of educational progress also encourage students to absorb a certain worldview, an idea of what they should strive for. They end up with the impression that learning is a matter of box ticking, pattern recognition, completing discrete tasks and “leveling up.”

When they get to college and face open-ended essay questions and other forms of ambiguity — when they begin thinking about what they should do after graduation and try to figure out the point of it all — they panic. When a professor asks them to read an entire novel, the task feels overwhelming.

They got into college by mastering a gamified system. But that’s a false picture of the world. Take it from Emerson. He wrote in “Self-Reliance” that real education requires a person to learn that there is no algorithm for fulfillment: “Though the wide universe is full of good, no kernel of nourishing corn can come to him but through his toil.” Serious intellectual work and moral reasoning cannot be gamified."]]></description>
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<item rdf:about="https://freddiedeboer.substack.com/p/the-school-reformer-accountability">
    <title>The School Reformer &quot;Accountability Era&quot; Narrative Simply Does Not Add Up</title>
    <dc:date>2026-04-18T22:31:35+00:00</dc:date>
    <link>https://freddiedeboer.substack.com/p/the-school-reformer-accountability</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The PISA declines visible in American math and reading scores over the 2003–2022 period aren’t remotely anomalous; they’re part of a near-universal pattern among wealthy, developed democracies. In particular, the Netherlands, Finland, Belgium, Canada, and Australia - that is, countries with many economic and social similarities but radically different curriculum philosophies, funding structures, pedagogical traditions, etc - all show trajectories strikingly similar to that of the United States. (In fact Finland, long held up as the gold standard of education reform and frequently invoked as a rebuke to American approaches, has seen some of the steepest reading declines in the developed world.) If policy and pedagogy were the primary drivers of American underperformance, one would expect American trends to diverge from those of peer nations, to look distinctively bad in ways that track distinctively American choices. Instead, what the data show is convergence: a broad, shared downward drift across the developed world that almost certainly reflects forces operating above the level of any individual nation’s classroom policy. Pinning these trends on American policy choices, without accounting for why virtually identical trends appear in countries that made very different choices, is not serious analysis.

What could those “forces operating above the level of any individual nation’s classroom policy” be? Well, I was just telling you not to make broad claims about the causes of widespread changes in educational metrics without strong evidence. But what do I suspect? I suspect that it’s related to the fact that children and adolescence have, in the past ten or fifteen years, almost universally adopted a kind of technology that has unique capacity to suck up their attention, drain their mental energy, and waste their time. I think in a decade we’re going to have very strong evidence that it was always the smartphones.

Which means that, once again, American teachers and schools are not guilty of the horrible crimes against children’s potential that they have been accused of. Then again, “accountability” was always less about education policy in the substantive sense and more of a political and moral narrative. Demanding accountability allowed elites to believe that compassion consisted of demanding more from teachers who were asked to do the impossible and students struggling against major socioeconomic barriers. But politicians and neoliberal wonks found that this profoundly unfair behavior towards public educators could be effectively rebranded as high expectations. Accountability rhetoric allowed politicians to posture as champions of children while systematically undermining the working conditions of teachers and narrowing the curriculum to whatever could be cheaply measured. We allowed pundits to talk endlessly about “what works” to improve test scores while refusing to confront the most basic empirical fact in all of education: that schools are downstream of society, not the other way around."]]></description>
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<item rdf:about="https://buildcognitiveresonance.substack.com/p/an-illustrated-guide-to-resisting">
    <title>An illustrated guide to resisting &quot;AI is inevitable&quot; in education</title>
    <dc:date>2026-04-15T06:40:04+00:00</dc:date>
    <link>https://buildcognitiveresonance.substack.com/p/an-illustrated-guide-to-resisting</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["1. Ask the AI-in-education enthusiast to clarify their premise."

...

"2. Ask the AI-in-education enthusiast if they are familiar with recent research indicating that generative AI leads to widespread “cognitive surrender.”"

...

"3. If you feel the need to pile on with research, consider citing to this recent report from Stanford showing the complete lack of empirical research to support the use of AI in education."

...

"4. Ask the AI-in-education enthusiast if they are familiar with any of the recent efforts led by students pushing back hard on the intrusion of AI into their education."

...

"5. Politely point out that Sal Khan, perhaps the most prominent advocate for the capacity of AI to “revolutionize“ education, has recently changed his tune."

...

"6. Direct the AI-in-education enthusiast to the PureGenius website to see if they get the joke."

...

"7. Ask the AI-in-education enthusiast if they are familiar with the broader pushback against the intrusion of education technology into schools led by educators and parents."

...

"8. Gently remind the AI-in-education enthusiast that we have evidence in our own lifetime that highly addictive products marketed to children that cause serious harm are something we can address through policy and norms."

...

"9. If the AI-in-education enthusiast has the audacity to cite f***ing AlphaSchool as counterexample and “proof of what’s possible,” liberally reference any or all the myriad reasons this is one of the most embarrassing possible arguments they could make."

...

"10. If all else fails, try appealing to the poetry of human existence. But don’t hold your breath."]]></description>
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<item rdf:about="https://www.theatlantic.com/ideas/2026/04/teachers-screens-edtech-students/686681/">
    <title>What Happened After a Teacher Ditched Screens - The Atlantic</title>
    <dc:date>2026-04-11T06:21:23+00:00</dc:date>
    <link>https://www.theatlantic.com/ideas/2026/04/teachers-screens-edtech-students/686681/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Why one early adopter of computers in classrooms has decided to toss them"

[via:
https://2ndbreakfast.audreywatters.com/and-i-would-have-gotten-away-with-it-too-if-it-werent-for-those-pesky-kids/ ]

"Education, Kane knows, is profoundly and stubbornly social. “There are a lot of students who need accountability,” he said. The answer is not more surveillance, but more companionship in the struggle. “Students benefit from being in a room with a bunch of other people who are learning the same thing, the collective effervescence of all trying to make progress together,” he said. “And they benefit from an adult who knows them, who is in the room, who says ‘I care about your learning.’”

Screens, Kane noticed, had made it easier for students — and, if he’s being honest, for teachers — to opt out of that contract. “Chromebooks can be a classroom-management strategy,” he said. “Students tend to be a little more docile with a screen in front of them. And it was just so easy for me to sit behind my screen and watch the little dots marching across the dashboard and not really teach.” He’s noticed that teaching in an analog environment is more demanding. “I’m more fatigued,” he said. “But I’m happy with that.”"]]></description>
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    <title>Oakland and the Ghosts of Urbicide</title>
    <dc:date>2026-04-06T19:45:24+00:00</dc:date>
    <link>https://placesjournal.org/article/oakland-and-the-ghosts-of-urbicide/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["A specter of Blackness haunts Oakland, California, lingering palpably in cultural and material landscapes that have been shaped by generations of Black Oaklanders."]]></description>
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<item rdf:about="https://undark.org/2026/04/01/sweden-schools-books/">
    <title>Why Swedish Schools Are Bringing Back Books</title>
    <dc:date>2026-04-02T05:38:06+00:00</dc:date>
    <link>https://undark.org/2026/04/01/sweden-schools-books/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Amid declining test scores, the country has pivoted away from screens and invested in back-to-basics school materials."

[Also posted here:

"Sweden goes back to basics, swapping screens for books in the classroom
Sweden is bringing back books amid declining test scores."
https://arstechnica.com/science/2026/04/sweden-goes-back-to-basics-swapping-screens-for-books-in-the-classroom/ ]]]></description>
<dc:subject>sweden schools schooling education 2026 joshuacohen howweread howwewrite reading writing books analog digital paper technology textbooks screens digitallearning learning howeelearn us policy openai microsoft google ai artificialintelligence digitalfluency chatbots memory readingcomprehension pandemic covid-19 coronavirus computers computing tablets ipad jaredcooneyhorvath jonathanhaidt pamkastner literacy lindafälth teaching howweteach pedagogy naominbaron linguistics edtech distraction attention</dc:subject>
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<item rdf:about="https://www.christianitytoday.com/2026/03/whats-the-point-of-education-in-an-age-of-ai/">
    <title>What’s the Point of Education in an Age of AI?  - Christianity Today</title>
    <dc:date>2026-03-29T02:44:16+00:00</dc:date>
    <link>https://www.christianitytoday.com/2026/03/whats-the-point-of-education-in-an-age-of-ai/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[via:
https://www.frontporchrepublic.com/2026/03/baseball-gardening-and-the-metaverse/

"Carrie McKean responds thoughtfully to the bleak landscape facing students today: there’s “an increasingly inescapable new cultural message: Artificial intelligence will soon do everything you do, and it’ll do it faster and better than you ever could. That message is difficult enough to challenge if you’re an adult. Imagine hearing it when you’re 15 and bored in class, fully aware that you can answer any question your teacher asks in milliseconds using Google Gemini on your school-district-issued Chromebook. Why not outsource your thinking to a machine? It’s easy, frictionless, and—it seems—inevitable in this brave new world. . . . American teenagers are getting a crash course in nihilism, and their apathy is a rational response to a demoralizing situation.”"]]]></description>
<dc:subject>carriemckean education ai artificialintelligence 2026 christianity learning howwelearn chromebooks gemini google schools schooling claude anthropic memorization reading howweread nihilism children youth teens caitlinflanagan writing howwewrite music training cheating thinking howwethink criticalthinking culture jeffreybilbro wendellberry attention humility patience formation human humans soul</dc:subject>
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<item rdf:about="https://puregenius.education/">
    <title>PureGenius - AI Powered Learning Platform</title>
    <dc:date>2026-03-28T11:14:19+00:00</dc:date>
    <link>https://puregenius.education/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["PureGenius uses advanced AI to unlock every student's genius potential—while extracting premium intelligence for enterprise clients worldwide.
Learn faster. Think better. Fuel the future."]]></description>
<dc:subject>satire edtech humor ai artificialintelligence education schools schooling</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://freddiedeboer.substack.com/p/when-people-say-they-want-good-schools">
    <title>When People Say They Want to Send Their Kid to a Good School, They Usually Mean Schools Without &quot;Bad Kids&quot;</title>
    <dc:date>2026-03-24T20:43:27+00:00</dc:date>
    <link>https://freddiedeboer.substack.com/p/when-people-say-they-want-good-schools</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["parents intuitively understand that a school's "quality" is a product of how its student body was selected"

...

"The notion that we should help students learn by purging the worst-performing, most-disruptive students is appealing to anyone who has ever witnessed a classroom torpedoed by a student who has no interest in learning, but of course it’s also dangerous. There’s an inherent inflationary tendency, when we’re defining the worst, least-committed students. Charter school roster-pruning can be, in some instances, sufficiently aggressive to root out students who have an interest in learning but limited talent. And those less-talented kids, below a certain age, have to end up somewhere; this is, indeed, core to the complaints of public school teachers, that they run the schools of last resort and are then blamed when many of their kids fail. From a broader perspective, we could be adults and admit that many parents who send their kids to private schools just want to avoid the “bad kids,” and that whether they admit it to themselves or not, they’re really talking about Black kids or poor kids. We had to have a Supreme Court decision outlawing segregation, followed by a massive desegregation effort that was never fully completed, because parents want their kids to be kept away from certain other kids. There is a more sympathetic version of this in the pro-charter-selectivity attitude, and as I’ve intimated, this version is very often made by Black parents who want their kids to escape their station. Whether we decide to give them what they want by engineering benevolent segregation or not, can we at least admit that that’s what we’re doing, and that the public schools who get their leftovers will inevitably look worse for that very reason?"]]></description>
<dc:subject>schools schooling parenting 2026 freddiedeboer education robertpondiscio learning howwelearn successacademy charters charterschools selectivity publicschools exclusivity privateschools zoning exclusion nclb geofreycanada harlemchildrenszone teaching howweteach pedagogy disruption behavior children jonathanchait segregation desegregation society inequality admissions demographics policy</dc:subject>
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<item rdf:about="https://www.youtube.com/watch?v=c9mlNt_8ocA">
    <title>Quest #20: Illuminating Ivan Illich, with Dougald Hine and Sajay Samuel - YouTube</title>
    <dc:date>2026-03-15T03:22:21+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=c9mlNt_8ocA</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Welcome to 3 Brothers Quest #20!

QUEST GUESTS 

Meet Sajay Samuel and Dougald Hine, who have spent their professional lives (among many other projects) illuminating the work of Ivan Illich. Austrian Catholic priest, author, philosopher, teacher, and social critic, Illich described himself as an “errant pilgrim,” and advocated for a radical reconceptualization of civilization in an age of dehumanization brought on by modern systems, suggesting a return to small scale values – tools, friendship, family, community, and the uniqueness of each human as an embodied being. Our three-way conversation explores Illich’s legacy, and considers Illich’s approach as a teacher, his emphasis on tools over systems, his critique of Christianity as a devout Christian, and his call for genuine friendship in an impersonal age dominated by Rules and Systems. Afterwards, join the Baldwin brothers – Ian, Michael, and Philip – for their fraternal reflections on this 3 Brothers Quest episode.

QUEST MAP

Widely considered one of the 20th century's most vital yet underappreciated philosophers, Ivan Illich’s legacy can be found in his wide-ranging critiques of modern institutions, including institutionalized “health care,” “public schools,” and organized religion. Illich called for dismantling pervasive and impersonal institutional bureaucracies in favor of a more decentralized, small scale, human-centered existence, and promoted what he called “conviviality” – tools for self-reliance, community, and friendship – as well as playfully advocating for “sober drunkenness” and a radical reorientation towards living as unique and sovereign embodied beings, rather than rule-bound subjects of impersonal systems. 

QUEST COMMUNITY 
Join 3 Brothers Quest on all major podcast platforms, follow 3BQ on our Facebook and Instagram channels, visit our www.3brothersquest.net web site, and subscribe to our 3BQ Substack to support our work: @3BrothersQuest."]]></description>
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<item rdf:about="https://www.bloodinthemachine.com/p/if-ai-is-writing-the-work-and-ai">
    <title>&quot;If AI is writing the work and AI is reading the work, do we even need to be there at all?&quot; Education workers reveal a growing crisis on campus and off</title>
    <dc:date>2026-03-13T06:19:30+00:00</dc:date>
    <link>https://www.bloodinthemachine.com/p/if-ai-is-writing-the-work-and-ai</link>
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<item rdf:about="https://freddiedeboer.substack.com/p/what-people-want-from-our-schools">
    <title>What People Want From Our Schools Has Never Been Accomplished, Anywhere, Ever</title>
    <dc:date>2026-03-13T05:14:57+00:00</dc:date>
    <link>https://freddiedeboer.substack.com/p/what-people-want-from-our-schools</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["educating an entire society into prosperity is a radical modern fantasy, not "getting things back to normal""

...

"We Don’t Know If What We’re Trying is Possible

The United States has embarked on a project that is historically unprecedented: the attempt to make every student “college-ready” and to build a labor market that presumes universal higher education. The degree to which “college for all” is an explicit demand can be lawyered forever; if you’d like to say “No one actually wants college for all,” go ahead. The simple reality is that making all students college ready has long been a thinktank demand, a politician promise, and a goal of charter school networks; whether you want to call it a strawman or not, the idea that the entire labor market is going to flow through schooling, that we’re going to educate our citizenry into employability, is a central reality of modern American economics and politics. In The Cult of Smart I quoted (I believe) every president from Carter through Obama as endorsing education as the path to prosperity. And in the neoliberal era, where so much of the labor market for uneducated citizens has been dismantled, nobody has a very good idea of how people reach the good life without education. So we’re trying to educate everybody. Simple!

I need people to understand this: no society in history has ever achieved such a thing, not even the most aggressively meritocratic or education-obsessed ones. There are countries with better aggregate education data than ours (although there’s always caveats and context) and there’s countries with a higher percentage of adults with college degrees (although in some countries college-level work is similar to the high school-level work that American students do). There are no countries that have built an economy where every worker actually possesses the kind of skills that most are thinking of when they think of a college education, and there are no societies in history where education has been the dominant creator of jobs and financial opportunity in the way implied by the rhetoric we routinely hear from politicians. The idea that we can take a population of tens of millions of young people, with all the diversity of ability, interest, and circumstance that entails, and funnel them into a single academic track is a radical social experiment, and the fact that there’s still so much constant angst about education suggests that it’s not going well. Pretending that we’re just trying to get education “back to normal” is a way of laundering a wildly ambitious scheme into inevitability, as if the failure to achieve this impossible standard is a deviation rather than the natural outcome of the attempt.

To imagine that we are simply replicating the supposed good old days by demanding college readiness for all is to ignore the fact that no country’s default has ever looked like this. And the constant escalation of crisis rhetoric has consequences. By treating universal college readiness as the baseline, we set ourselves up for perpetual crisis, because the system cannot deliver what it promises. Students who do not thrive in academic environments are cast as failures, even though they may possess skills and talents that societies have historically valued in other ways. Employers, meanwhile, inflate credential requirements not because the work demands it, but because the education arms race has made degrees into proxies for discipline and compliance. The result is a labor market that is both exclusionary and brittle, built on the false premise that education can be the sole engine of economic life. To insist that this is “normal” is to deny history, and to guarantee disappointment.

If you want to go ahead and grind whatever your particular axe about education happens to be, knock yourself out. But please, stop saying things like “I just want us to get back to a world where kids were graduating high school with basic skills!” Because the world you’re referring to never existed."]]></description>
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<item rdf:about="https://ablerism.micro.blog/2026/03/11/on-labels-and-kids-and.html">
    <title>Sara Hendren - on labels and kids and schools</title>
    <dc:date>2026-03-12T04:38:44+00:00</dc:date>
    <link>https://ablerism.micro.blog/2026/03/11/on-labels-and-kids-and.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I need to write a long post about the many parents I know who come to me for advice about accepting an ADHD/related dx and the requisite IEP or 504 bureaucracy for their very average kids. It’s a well-meaning move from all parties to “do everything we can to help” by intervening. But the longitudinal data on labels [https://sites.ucmerced.edu/files/laura-hamilton/files/metzgerhamiltonadhd.pdf ] is pretty damning and on medication [https://www.aafp.org/pubs/afp/issues/2023/0300/lown-right-care-adhd-overdiagnosis.html ] is mixed at best. Again: good intentions from everyone. But parents need to be ruthlessly honest with themselves: Will intervening and saddling kids with labels really enhance the child’s school experience? Or will it salve a parent’s need to have a self-concept of Good Parent, one who Fights for the Child? Or will it solve a teacher’s (sometimes justified) need to have an optimized classroom? Those questions have very different protagonists. So much of parenting requires tolerating the inner uncertainty about how to attend closely to one’s individual children, including the attendance that is the most challenging and vital: watching, listening, and waiting."]]></description>
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<item rdf:about="https://2ndbreakfast.audreywatters.com/there-is-no-human-centered-ai/">
    <title>There is No &quot;Human-Centered 'AI'&quot;</title>
    <dc:date>2026-03-07T21:27:46+00:00</dc:date>
    <link>https://2ndbreakfast.audreywatters.com/there-is-no-human-centered-ai/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Two recently-published reports use the same phrase – “human-centered AI” – urging schools to adopt automated and predictive technologies that, as The 74’s Greg Toppo reports, “serve human-centered learning [and] that doesn’t simply push for more efficiency. To do anything else risks creating a generation of young people ill-equipped for the future.”

“Human-centered ‘AI’.” What the hell does that even mean?

As you might guess, whenever these sorts of reports are released -- one sponsored by an AI training group and one by an education reform think-tank – it means “get out your wallet.” It means “AI literacy” and “AI training” and the pretense of a kinder and friendly ed-tech future, one bursting with “innovation” and “redesign” and (of course) “workforce readiness.” We can’t let “big tech” dictate the shape of “AI” in schools, these reports suggest; we can’t let the cult of efficiency drive decision-making – schools’ or students’. But I’m not sure we can take their assertions all that seriously because in the end, they insist that “AI” is inevitable, and schools and students have little choice but to submit. There's no space for refusal.

“Human-centered.” It's a powerful adjectival phrase, cleverly wielded here; and much like “personalized” in “personalized learning”, it appeals to people who haven’t looked all that closely at the fine print. One can readily append these terms – "personalized," "human-centered" – in front of a technology, in front of a product and obscure that what’s happening is actually anything but.

“Human-centered ‘AI’.” Which humans are we talking about here? Surely not the “ghost workers” tasked with labeling and training these systems -- who perform critical, skilled work with low pay, no benefits, no job security and who are exposed daily to violent, harmful content. Surely not the communities who live near data centers and their power plants, who suffer from soaring energy costs and environmental pollution. Surely not the people who are victims of AI-generated CSAM -- a growing problem among children and at school. Surely not the families who are being targeted by ICE’s adoption of AI surveillance tools. Surely not those who’ve seen loved ones triggered by chatbots into destructive, delusional thinking, into suicide. Surely not the workers being told they're being replaced. Surely not those designated as targets by the military’s use of AI, including, yes, Anthropic’s Claude (“Anthropic has much more in common with the Department of War than we have differences,” Anthropic’s CEO wrote this week.)

Which “humans” are going to receive some sort of “human-centered ‘AI’”? I dare say none of us.

***

“But what about the good uses of computers?” People ask me this question all the time, often complaining that I don't write enough nice things about ed-tech. There must be good, they plead. Please let there be something good.

It’s the wrong question and perhaps even the wrong impulse – all predicated on the ideology of the computer as a neutral object, as a piece of malleable clay that can be shaped and reshaped, bent towards the desires of the users and away from the designs of industry, away from its original mission: a weapon of war.

Since giving my talk on Wednesday to a group of retired teachers, I’m still thinking about the stories we tell about computers and “AI” and the ways in which these almost inevitably diminish our belief in our own human capacities. Of course, that’s a crucial part of the marketing for “AI” – it is a technology of ranking machine over human in no small part because “intelligence” is entangled with eugenics, with ranking certain humans over others. These stories don’t just occur in science fiction; they’re part of policy initiatives and policy rationales too. They’re core to the neoliberal project, so well-documented in Daniel Greene’s book The Promise of Access, that has come to dominate how we think about public institutions like schools and libraries: no need to fund these, no need to staff these, as everyone can just use the computer and the Internet instead.

We could structure society differently. We could have different funding priorities, different staffing priorities. We could have smaller classrooms. We could have more certified teachers and translators and aides in each of them. We could have more librarians and more nurses. Every child could have their own tutor, their own human tutor. Why the hell not?

Because we don't believe we can. We can, but we're told repeatedly that the best we can hope for is "human-centered 'AI'" or some such expensive, inferior substitute.

It always strikes me as such an utter failure of the imagination when people dust off some Cold War-era science fiction fantasy about the future. These are old stories. These are old visions. They're not that great! And none of the gadgetry supposedly inspired by these stories is all that great either. None of this “AI” stuff really works reliably. (Apps, WiFi, phones, servers, websites, laptops, printers – they're all janky AF.) And yet the people who wave their hands and talk about some magical “AI” future insist they're the realists; and the ones who want to fund schools and not the military, who want to hire teachers not buy tech gadgets, who want to build a future that cares for people not profits – we’re the dreamers; we’re the crazy ones."]]></description>
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<item rdf:about="https://patrickfarenga.substack.com/p/mathematician-knocks-school">
    <title>Mathematician Knocks School - by Patrick Farenga</title>
    <dc:date>2026-03-04T03:08:26+00:00</dc:date>
    <link>https://patrickfarenga.substack.com/p/mathematician-knocks-school</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["This is another article in the “more things change the more they stay the same” mold. This one features an expert mathematician from 40 years ago making a similar critique Holt first made in the sixties and that some researchers and teachers are making today: “… very young children learn in manifold ways, at a rate that will never be equaled in later life, and with no formal teaching. Yet the same children find much simpler things far more difficult as soon as they are formally taught in school.”

From the article “Learning Math By Thinking” by Fred M. Hechinger, the New York Times, 6/10/86:

… Dr. Hassler Whitney, a distinguished mathematician at the Institute for Advanced Study in Princeton, says that for several decades mathematics teaching has largely failed. He predicts that the current round of tougher standards and longer hours threatens to “throw great numbers, already with great math anxiety, into severe crisis.”

Dr. Whitney has spent many years in classrooms, both teaching mathematics and observing how it is taught, and he calls for an end to what he considers wrongheaded ways.

Long before school, he says, very young children “learn in manifold ways, at a rate that will never be equaled in later life, and with no formal teaching.” For example, they learn to speak and communicate, and to deal with their environment. Yet the same children find much simpler things far more difficult as soon as they are formally taught in school.

Learning mathematics, Dr. Whitney says, should mean “finding one’s way through problems of new sorts, and taking responsibility for the results.”

“This has been completely forgotten” in most schools, he finds. “The pressure is now to pass standardized tests. This means simply to remember the rules for a certain number of standard exercises at the moment of the test and thus ‘show achievement.’ This is the lowest form of learning, of no use in the outside world.”

Dr. Whitney, in a recent report in the Journal of Mathematical Behavior recalled an experiment begun in 1929 by L.P. Benezet, then superintendent of schools in Manchester, N.H. Mr. Benezet was distressed over eighth graders’ poor command of English and their inability to communicate ideas.

“In the fall of 1929,” he wrote in 1935, “I made up my mind to try an experiment of abandoning all formal instruction in arithmetic below the seventh grade and concentrate instead on teaching the children to read, to reason. and recite” by reporting on books they had read and incidents they had seen. The children were no longer made to struggle with long division. “For some years,” Mr. Benezet went on, “I had noticed that the effect of early introduction of arithmetic had been too dull and almost chloroform the child’s reasoning faculties.”

Over the years numbers crept into children’s experience, Mr Benezet said. They learned to deal with “halves” and “doubles,” with estimates of size, with a natural development of multiplication tables and slowly, with formal arithmetic.

Mr. Benezet concluded that children who had not been dragged into early but only dimly understood mathematics eventually outdistanced those who had. Literacy in English and a capacity to think independently and to speak and write clearly helped many to do well in mathematics, too.

In the traditional school climate, Dr. Whitney writes, children’s natural thinking “becomes gradually replaced by attempts at rote learning, with disaster as a result.” In high school, students increasingly say, “Just tell me which formula to use,” a way of saying “Don’t ask me to think.”

Because teachers must “cover the material,” Dr. Whitney adds, there is less time to think. When students are called on, they must answer instantly. Wrong answers are not discussed.

“Students and teachers are all victims” as national commissions clamor for more mathematics without realizing, Dr. Whitney warns, that they may create less knowledge and more anxiety. He says it is crucial to stop just learning the rules."]]></description>
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<item rdf:about="https://unherd.com/2026/02/why-your-kid-hates-learning-apps/?edition=us">
    <title>The plot to replace teachers with tech</title>
    <dc:date>2026-02-28T17:14:52+00:00</dc:date>
    <link>https://unherd.com/2026/02/why-your-kid-hates-learning-apps/?edition=us</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The popular i-Ready platform dulls young minds"

[archived:
https://archive.ph/hsvbh

via:

https://www.frontporchrepublic.com/2026/02/seeds-scribes-and-jeremiahs/

"John Allen Wooden eviscerates a major player in the ed-tech industry: “Partisan tribalists may blame their favorite villains — lazy union teachers and woke-ness for the Right, structural racism and poverty for the Left. But both political parties have been equally guilty of legislating more and more standardized testing over the past 25 years, creating an ideal environment for Big Tech to hawk ‘data-based’ panaceas like i-Ready. Marketed as a high-tech solution to lagging scores on government-mandated tests, i-Ready is used across 30-plus US states and a staggering 70% of the top-100 school districts, covering nearly half of elementary- and middle-school children. This, even though i-Ready has never been proved to successfully teach, immerses already-screen-addled kids in yet more screens, and in all likelihood is making America’s children quantifiably dumber.”"

and 

https://social.ayjay.org/2026/02/28/this-story-about-a-universally.html

"This story about a universally despised, utterly useless, and yet widely deployed e-learning app should remind us of a key truth: American schools at all levels will buy and mandate the use of anything that promises them cost savings. (And “cost savings” = “employing fewer humans.”) "]]]></description>
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    <title>Overselling the Mississippi Miracle - by Jennifer Berkshire</title>
    <dc:date>2026-02-27T22:37:59+00:00</dc:date>
    <link>https://educationwars.substack.com/p/overselling-the-mississippi-miracle</link>
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    <title>Secret Agent Man</title>
    <dc:date>2026-02-27T22:32:51+00:00</dc:date>
    <link>https://2ndbreakfast.audreywatters.com/secret-agent-man/</link>
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<item rdf:about="https://www.nea.org/nea-today/all-news-articles/racist-beginnings-school-vouchers">
    <title>The Racist Beginnings of School Vouchers | NEA</title>
    <dc:date>2026-02-27T22:09:17+00:00</dc:date>
    <link>https://www.nea.org/nea-today/all-news-articles/racist-beginnings-school-vouchers</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["From segregation academies to universal “choice,” the hidden history shaping today’s voucher expansion."

...

"Voucher expansion is re-segregating schools by race and income and reflects a policy rooted in resistance to school integration.

Programs framed as equity tools often become subsidies for families with means.

The new federal voucher program risks scaling these harms nationwide."]]></description>
<dc:subject>vouchers schools schooling history race racism publicschools education 2026 brendaálvarez segregation inequality</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://fivetwelvethirteen.substack.com/p/alpha-schools-secret-sauce">
    <title>Alpha School's Secret Sauce - by Dylan Kane</title>
    <dc:date>2026-02-25T22:32:22+00:00</dc:date>
    <link>https://fivetwelvethirteen.substack.com/p/alpha-schools-secret-sauce</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Spoiler: it's not AI"

[via:
https://danmeyer.substack.com/p/five-friends-help-a-math-teacher ]

"What If It’s Not the Technology?

Here’s my hypothesis. I believe students at Alpha School are learning quickly. I think Alpha School is being creative with the statistics to paint themselves in the best light possible, but I absolutely believe kids are learning more quickly than typical public school students. I’m a public school teacher. I see the inefficiencies every day. I don’t doubt that it’s possible to do better.

But the reason Alpha School students are learning quickly is motivation, not technology. AI has nothing to do with it. The apps and all the money spent to build them aren’t the key variables here. It seems like Alpha School has figured out how to motivate students to put in high amounts of effort to a personalized learning system. That’s it. That’s what’s driving their results.

A great article that came out two years ago on this topic called it the 5 percent problem. Personalized learning works great when students are motivated to use the personalized learning platform well. In a typical school that’s about 5% of students. Alpha School has probably increased that number — I’m sure it’s more than 5% who can succeed in their program. For that group who can succeed at Alpha School, they use extrinsic motivation to supercharge learning and get them learning much faster than in a typical school. But the apps themselves aren’t the secret sauce. Motivation is doing most of the work.

There’s also a dark side to using motivation as your secret sauce. A recent article described a high level of surveillance, using webcams to monitor students at all times, including when they are outside of the physical Alpha School. Another article from October describes the stress a student experienced as she struggled to complete a math lesson on three-digit-by-three-digit multiplication.4 She spent hours outside of school working on the lesson, and while she eventually completed it she fell behind Alpha School’s learning goals in the process and started a spiral of stress and anxiety. She ended up leaving the school.

Look, clearly Alpha School’s program works for some students. There is a chorus of parents singing the school’s praises on social media. But those parents are paying $40,000 or more each year. They chose Alpha School. That changes what the school can ask of students and the level of motivation the school can expect. Is this really the future of education?
Where Does This Leave Me?

I work in one of those traditional schools that Alpha School is leaving in the dust. What lessons should I take away from all of this?

I’m sure defenders of Alpha School have lots of responses here. New campuses are opening across the country. The program is growing. The technology is still new. Maybe results will improve! I’m open to new evidence. Let’s see how they do. My prediction is that their results will stay broadly the same. If that’s the case, I’m not going to take the AI stuff too seriously. If Alpha School can make significant improvements on their old numbers, I’ll take another look at their technology and think about whether it offers something of value for me as a teacher.

If motivation is really Alpha School’s secret sauce? I don’t know that Alpha’s success means anything for me. I don’t have families paying $40,000 for their kids to take my class. I’ve tried iXL. The platform didn’t motivate many of my students. I don’t have a system around me designed to maximize the potential of personalized learning, and if I did I’m skeptical it would work for all of my students.

Meanwhile I’m working hard to improve at this outdated, boring thing called “whole-class instruction.” My students take the same MAP assessment as Alpha School students. The last round, I got the best results I’ve had as a teacher here: 1.5x! My students are right on your heels, Alpha School. And you, dear reader, can have access to this innovative pedagogy! If you are willing to move to Leadville, Colorado and pay me $40,000, your kids can join my math class. Just kidding, my class is free. I’ll even throw in all the other subjects, breakfast, lunch, and sports in a bundle we like to call “public education.”

But seriously, I don’t know what to make of all this. It’s cool Alpha School has created a program where their students learn really fast. I wish we could be honest about what makes that program work. Maybe public schools have something to learn! I know we are struggling with motivation right now. Motivation is a hard problem to solve. But all of Alpha School’s marketing claims that AI is their secret sauce. That’s just not true. If Alpha School wants to fork over a little slice of that $100 million they’re spending on their technology to study motivation in public schools, sign me up. Let’s learn some stuff together."]]></description>
<dc:subject>dylankane alphaschool mackenzieprice ai artificialintelligence edwardnevraumont edtech carlhendrick scienceoflearning learning howwelearn schooling schools joeliemandt technology education morivation personalization</dc:subject>
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<item rdf:about="https://homegrownyouthcollab.com/">
    <title>Homegrown Youth Collaborative</title>
    <dc:date>2026-02-23T03:54:13+00:00</dc:date>
    <link>https://homegrownyouthcollab.com/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Homegrown Youth Collaborative is a peoples school rooted in the Southern California and Tijuana border region. We are made up of young people and comrades organizing across borders to take back our education. Together with insurgent youth, families, and educators of the Global Majority, we build collective liberatory knowledge projects grounded in struggle, not school.

We are anti-capitalist, anti-imperialist, and abolitionist. We believe in national liberation, revolutionary socialism, and the power of collective study to fight empire.

What we do:

• We create political education programs that connect theory to action.
• We host skillshares, study groups, and workshops.
• We make our own journals and learning tools.
• We run cross-border gatherings and learning spaces.
• We support youth organizers through trainings and long-term political homebuilding.
• We plug youth into local and international movements fighting imperialism, policing, borders, and displacement.
• We build collective power through education, not for jobs, but for liberation.

Why we do it:

• Schools aren’t broken. They’re doing what they were built to do: sort, punish, and prepare working-class youth to serve empire.
• We reject the carceral logic of U.S. schooling.
• We believe youth don’t need classrooms to be theorists, and don’t need degrees to fight for life.
• Our way of studying looks different. We don’t memorize facts—we ask questions. We study contradictions. We study struggle. We take a dialectical and historical materialist approach to learning, rooted in the needs of the masses, not the rules of empire. We learn from movements across the world—in Palestine, Congo, Puerto Rico, Iran, the Philippines, and beyond—where people are fighting for land, life, and freedom. We honor all forms of resistance: everyday refusal, cultural survival, political education, direct action, and armed struggle. We believe in building people’s power, not making peace with empire.

Our learning is inseparable from care, from grief, from our neighborhoods, from our desire to live otherwise. We are building something different. And we hope you’ll build with us.

Support our work

Resourcing our work helps pay youth organizers, fund political education, and build the collective infrastructure we need to keep organizing across borders and across ages."

[See also:
https://www.instagram.com/homegrownyouthcollab

via Julie Choo:
https://www.are.na/julie-choo/ ]

[from the "Our Work" page:
https://homegrownyouthcollab.com/our-work

Grading Back School – Youth Power, Adult Supremacy, and Collective Demands

A two-part workshop for elementary and middle school students to “grade back” their school—not through test scores or behavior charts, but by creating their own report card rooted in collective power.

Through roleplay and storytelling, students will explore the everyday realities of school and ask critical questions about power: Who decides the rules? Who doesn’t? What happens when students don’t follow the rules?

We’ll connect these experiences to the concept of adult supremacy and how this system is a part of colonial and imperial rule, training young people to obey, not to question.

Affirming their right to struggle, students will practice writing a collective letter of demands to name what they want to see change at their school and what they know they deserve.

Albert Einstein Academies
April  24th and July 8th, 2025
2-4pm PST

***

Militarized Geographies: A Young Peoples Resistance to War and Schooling

In collaboration with Project Yano, Secret City SoCal, Palestinian Youth Movement San Diego, and Veterans for Peace. 

An intergenerational community workshop and film screening connecting the violence of militarism and young people’s resistance to militarization in the San Diego Tijuana borderlands, past and present. 

We will be screening two powerful short films: “Connie Stay Home,” which explores the anti-Vietnam War campaign in San Diego that mobilized thousands of people to vote against sending the USS Constellation aircraft carrier back to Vietnam, and “Yo Soy El Army,” which takes a critical look at military recruitment targeting Latino communities, particularly young people. Alongside the screenings, we will be countermapping the military presence in our schools and neighborhoods through a series of activities. We will also hear from youth organizers and elders from past and ongoing anti-imperialist and anti-war movements.

Centro Cultural de la Raza
January 25th, 2025
6-8:30pm PST

***

A Peoples History of Schooling: Un/Re-Learning Study/Working Group

An ongoing study/working group on a people’s history of education and people’s schooling. 

Using readings and archival material, we will be exploring the relationship between education and settler colonialism, prisons, war/militarization, labor, and imperalism to develop a material analysis of historical and present day conditions of the US education system and colonial/neo-colonial education internationally. How have people used militancy and popular education to resist subjugation and organize themselves toward self-determination?

As a working group, will also explore how we can translate our study to political education programming within our communities, particularly in the context of the US-Mexico borderlands in which Homegrown’s work has been rooted.

November 2024-February 2025
Tuesdays, 6-7:30 pm PST

***

Sowing Seeds for Learning Beyond Borders

An Allied Media Conference session through the Youth Liberation for Education Justice Track.

This session exposes how the colonial capitalist school system divides and alienates our communities and consciousness. Schools separate us by race, class, language, and ability, policing our bodies and controlling how we learn and move through the world. They sort students into rigid categories — tracking some as “winners” and others as “failures,” disciplining youth with surveillance and punishment, and erasing Indigenous, Black, and working-class histories and ways of knowing.

We will analyze how schools enforce borders between young and old, public and private knowledge, English speakers and multilingual learners, able-bodied and disabled students all to maintain capitalist social relations and control over labor and bodies.

Through collective analysis and creative brainstorming, we’ll reclaim intergenerational and community knowledge that resists capitalist alienation and state violence. Together, we’ll strategize how to dismantle these oppressive borders—physical, linguistic, generational, and epistemic—to build collective, abolitionist educational spaces grounded in solidarity and self-determination.

This is a call to disrupt, sabotage, and overthrow the schooling system that trains submission and reproduces capitalist domination so that our youth can learn to resist, organize, and build a world beyond empire.

Allied Media Conference  - Virtual
July 1st, 2022
11-12:30 am PST

***

Sonic Frontlines / Fronteras Sonoras

A three-part cross-border workshop and listening praxis rooted in our collective fight against settler-colonial borders and capitalist extraction. This intergenerational program, led by youth facilitators Ana Cossío García and Daniela Sandoval Argüelles, centers the San Diego–Tijuana borderlands as a frontline in the struggle for community sovereignty and liberation.

We will deep listen to the multilingual sonic landscape of our communities—labor, movement, memory, and survival—that the colonial state and capitalist forces try to silence and control. We will expose how these oppressive systems fragment our communities and erase histories.

Using sound as a weapon, we will dismantle the logistics of control by learning to build and wield pirate radio and autonomous media platforms. These tools disrupt imperialist communication regimes, reclaim stolen space, and stitch together ruptured networks of power and solidarity. 

This series is a practice in anti-imperialist solidarity, cultivating insurgent networks through sound.

Tijuana - 18 de marzo parque
San Diego - 99 cent store
August 6th, 2022
10am-1:30pm PST

***

How Schools Operate: A Teach-In and Resource Toolkit Release

An intergenerational teach-in with Radical History Club and Homegrown youth educator, Sophie. They will guide us through the histories of violence of the US education system and how schools operate as a means of assimilation to the status quo and as a factory worker training ground.

Libélula Books & Co
February 12th, 2022
4-6:30pm PST"]

[Contact:
https://homegrownyouthcollab.com/contact

Please email us at homegrownyouthcollab@protonmail.com if you’d like to get in touch.

If you are a young person looking to find a space to deepen your political education or build your organizing skills in practical, creative, and accessible ways, we’d love to hear from you! This is also a space for older educators and organizers looking to learn alongside and mobilize our next generation. 

We welcome inquiries from those who want help to develop classes, resource materials, activities or who would like us to facilitate a learning activity at your event. If you have questions or want to connect about a resource we’ve shared, we’d be happy to schedule a call!"]]]></description>
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    <title>The Broken Record</title>
    <dc:date>2026-02-22T00:59:38+00:00</dc:date>
    <link>https://2ndbreakfast.audreywatters.com/the-broken-record/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The schools like Alpha School, AltSchool, Summit, and Rocketship are all strikingly dystopian insofar as they compromise, if not reject, any sort of agency for students; they compromise, if not reject, any sort of democratic vision for the classroom. School is simply an exercise in engineering and optimization: command and control and test-prep and feedback loops. There is no space for community or cooperation, no time for play -- there is no openness, no curiosity, no contemplation, no pause. There is no possibility for anything, other than what the algorithm predicts."]]></description>
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<item rdf:about="https://danmeyer.substack.com/p/highlights-from-stanfords-aieducation">
    <title>Highlights from Stanford's AI+Education Summit</title>
    <dc:date>2026-02-21T21:44:00+00:00</dc:date>
    <link>https://danmeyer.substack.com/p/highlights-from-stanfords-aieducation</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Several good quotes. An interesting new study. A debate that was one, maybe two chili peppers spicy."

...

"The party is sobering up. The triumphalism of 2023 is out. The edtech rapture is no longer just one more model release away. Instead, from the first slide of the Summit above, panelists frequently argued that any learning gains from AI will be contingent on local implementation and just as likely to result in learning losses, such as those in the second column of the slide."

...

"Teacher Michael Taubman had the line that brought down the house.

<blockquote>In the last year or so, it’s really started to feel like we have 45 minutes together and the together part is what’s really mattering now. We can have screens involved. We can use AI. We should sometimes. But that is a human space. The classroom is taking on an almost sacred dimension for me now. It’s people gathering together to be young and human together, and grow up together, and learn to argue in a very complicated country together, and I think that is increasingly a space that education should be exploring in addition to pedagogy and content.</blockquote>"

...

"Look—this is more or less how the same crowd talked about MOOCs ten years ago. Copy and paste. And AI tutors will fall short of the same bar for the same reason MOOCs did: it’s humans who help humans do hard things. Ever thus. And so many of these technologies—by accident or design—fit a bell jar around the student. They put the kid into an airtight container with the technology inside and every other human outside. That’s all you need to know about their odds of success.

It’ll be another set of panelists in another ten years scratching their heads over the failure of chatbot tutors to transform K-12 education, each panelist now promising the audience that AR / VR / wearables / neural implants / et cetera will be different this time. It simply will."]]></description>
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<item rdf:about="https://aeon.co/essays/what-we-think-is-a-decline-in-literacy-is-a-design-problem">
    <title>What we think is a decline in literacy is a design problem | Aeon Essays</title>
    <dc:date>2026-02-20T05:14:04+00:00</dc:date>
    <link>https://aeon.co/essays/what-we-think-is-a-decline-in-literacy-is-a-design-problem</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Your inability to focus isn’t a failing. It’s a design problem, and the answer isn’t getting rid of our screen time"]]></description>
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<item rdf:about="https://bayareacurrent.com/sf-educators-win-protections-against-ai-but-tech-expansion-continues/">
    <title>SF Educators Win Protections Against AI, but Tech Expansion Continues</title>
    <dc:date>2026-02-19T22:12:20+00:00</dc:date>
    <link>https://bayareacurrent.com/sf-educators-win-protections-against-ai-but-tech-expansion-continues/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["There’s money behind AI in SF schools. Striking teachers don’t want it taking jobs."]]></description>
<dc:subject>simonbrown 2026 ai artificialintelligence teaching howweteach sfusd schools education schooling pedagogy labor work autimation marcbenioff salesforce sanfrancisco oakland uesf mariasu teannatillery amira chatgpt openai</dc:subject>
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<item rdf:about="https://www.404media.co/students-are-being-treated-like-guinea-pigs-inside-an-ai-powered-private-school/">
    <title>'Students Are Being Treated Like Guinea Pigs:' Inside an AI-Powered Private School</title>
    <dc:date>2026-02-18T17:54:14+00:00</dc:date>
    <link>https://www.404media.co/students-are-being-treated-like-guinea-pigs-inside-an-ai-powered-private-school/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Leaked documents reveal the inner workings of Alpha School, which both the press and the Trump administration have applauded. The documents show Alpha School's AI is generating faulty lessons that sometimes do "more harm than good.""

...

"Alpha School’s company Workflowy lists “ideas for enhanced tracking & monitoring of kids beyond screentime data.” The goal, according to the note written in Workflowy, was to monitor the way kids are using apps and then use AI to analyze that activity, flag inappropriate behavior like bullying or drug use, and produce a general report about what kids are doing. “Potentially can detect things like changes in friend group or sentiment to flag potential emotional issues to parents,” one bullet point said. 

Alpha School identified Bark, an app that allows parents to surveil their children’s online activity, as potentially offering some of these features, but also said it was “pretty limited” in what data it could get on what kids were doing on apps like Instagram. Alpha School then lists what it calls “hacky” ideas beyond “normal APIs” to get more data on what kids are doing. This includes “fake social media accout [sic] bots to follow the kids and collect what they like, post, comment, etc,” and “use the kid’s logins and scraping the data (would give not just public info like from following but also stuff like the DMs).”

Nothing 404 Media has seen in internal Alpha School documents or heard from former employees indicates that the company ever seriously pursued any of these ideas, but close surveillance of students is fundamental to how Alpha School operates. 

Alpha School makes an app called StudyReel, which monitors activity on a student’s screen, their computer camera and microphone, what apps and websites they’re using, and how they’re moving their mouse. If StudyReel notices that a student is using an unrelated website or app, idling, or not at their computer, the app can nudge them to get back to work. If StudyReel notices that a student is struggling with a particular question, it can direct them to an AI tutor or assign other lessons that will help them. 

Internally and in public messaging, Alpha School refers to these recordings of students as “game tape,” which it reviews in order to help students and improve its teaching. In October, a Wired investigation revealed how this close surveillance upset some students and eventually led their parents to pull them from Alpha School. 

The type of surveillance Alpha School uses on students is functionally identical to the type of surveillance used by Crossover, a platform that matches companies with remote workers. Crossover is also owned by Alpha School’s principal Joe Liemandt. Much like Alpha School, Crossover requires employees to install spyware on their computer that records their screens and tracks their mouse movements to make sure they are being productive. Previous reporting described Crossover as a “software sweatshop,” and that the company’s goal is to turn workers into “algorithms” and “human CPUs.”

“I think it would be great if people understand that Alpha School basically has the same psychological effects as Crossover,” one person with knowledge of Alpha School’s software told me. 

“The idea of installing software that tracks and records everything our kids do and is designed to not let us turn it off is understandably uncomfortable,” an employee who was listed as the product manager of StudyReel wrote in the Workflowy. “We need to do more to justify it, be better at selling it.” 

To do this, the product manager suggested the company “Find StudyReel recordings of students reading the coaching and enjoying it,” and to “Get consent from parents to use it as promotional material (too far?).”

Internally, Alpha School wrote that the “KEY MESSAGE” about StudyReel is that “99% of recordings are never watched by a human” and that “Your data is safe.” However, I saw that Alpha School maintains a spreadsheet which contains a list of student names, their grade, and an archive of their recordings which shows what’s happening on their screen, their remote tutor, and a video of the student taken via their webcam. This spreadsheet is not only available to anyone at the company, but is also shared in such a way that anyone on the internet who has the link can access the spreadsheet and the videos of students.

“If I wanted to, I could go there and just watch students. Anybody who worked in this capacity could watch the videos of students working on their laptops,” one Alpha School employee told me. “So many hours of just students’ faces [...] I'm not sure parents understand exactly what's going on with that data [...] I don't think that this is clearly communicated, because I'm sure there'd be a lot more opt outs if it was.”

Alpha School acknowledged my request for comment but did not provide one in time for publication. 

The former Alpha School employees I talked to all agreed that the company’s goal of condensing core education requirements to two hours of learning in order to give students more time for other, more enriching activities is a good, admirable goal. They also agreed that Alpha School students’ test scores are very high compared to the national average, though they credit the human “guides” at Alpha School for that accomplishment. 

Alpha School’s cofounder MacKenzie Price also admits in the interview with the Hard Fork Podcast that it’s possible the high test scores could be explained by selection bias. Alpha School is an expensive private school. Most students at Alpha School have parents who are concerned about their education and the financial means to send them there, which might be a bigger determining factor in their academic success. Multiple studies have shown that grades, SAT scores, and standardized tests are highly correlated with income. 

The issue according to these former employees is that Alpha School’s two hour learning program usually requires much more than two hours, and more importantly, that the AI products are not working as advertised. 

“Basically the claim that this is some AI magic and much more advanced than other tools is incorrect,” one former employee said. "

[See also:

"Inside an AI-Powered School"
https://www.youtube.com/watch?v=fy-38hIhykQ

"This week we start with Emanuel’s wild story about Alpha School, a very hyped AI-powered school. Emanuel got leaked documents and spoke to former employees. After the break, Sam tells us what happens when someone decides to make an AI nudify OnlyFans with your likeness. In the subscribers-only section, Joseph tells us about the agencies buying GeoSpy, an AI that can geolocate photos in seconds.

2:49 - Understood: Deepfake Porn Empire: https://link.mgln.ai/N8BSUA
5:47 - 'Students Are Being Treated Like Guinea Pigs:' Inside an AI-Powered Private School: https://www.404media.co/students-are-being-treated-like-guinea-pigs-inside-an-ai-powered-private-school/
40:01 - 'The Most Dejected I’ve Ever Felt:' Harassers Made Nude AI Images of Her, Then Started an OnlyFans: https://www.404media.co/grok-nudify-ai-images-impersonation-onlyfans/

Image credit: Unsplash

Subscriber's Story - Cops Are Buying ‘GeoSpy’, an AI That Geolocates Photos in Seconds: https://www.404media.co/cops-are-buying-geospy-ai-that-geolocates-photos-in-seconds/ "]]]></description>
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    <title>No, That's Not What &quot;the Research&quot; Says About Exam Schools</title>
    <dc:date>2026-02-18T02:00:16+00:00</dc:date>
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    <title>Achieving independence for the sake of mutual interdependence</title>
    <dc:date>2026-02-16T01:37:22+00:00</dc:date>
    <link>https://connectivetissue.substack.com/p/achieving-independence-for-the-sake</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["A Q&A with L.M. Sacasas, author of "The Convivial Society" newsletter"]]></description>
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    <title>Society Needs A Doctor's Prescription For Nature - NOEMA</title>
    <dc:date>2026-02-05T20:27:55+00:00</dc:date>
    <link>https://www.noemamag.com/society-needs-a-doctors-prescription-for-nature/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Long treated as a backdrop to human life, the trees, babbling streams and rolling hills of the natural world could actually help repair society’s fraying social fabric."]]></description>
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<item rdf:about="https://calmatters.org/commentary/2026/02/test-scores-schools-california-teachers/">
    <title>Opinion | California’s teachers can’t fix low test scores alone</title>
    <dc:date>2026-02-04T21:33:53+00:00</dc:date>
    <link>https://calmatters.org/commentary/2026/02/test-scores-schools-california-teachers/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["California’s latest standardized test results have triggered the usual alarm: Why are students underperforming? 

But the familiar narrative — blaming teachers, curriculum or school culture — misses deeper structural realities behind the numbers.

Just 47% of students met English standards and 36% met math standards, according to the 2024–25 California Assessment of Student Performance and Progress results. On the National Assessment of Educational Progress exam, only 29% of California 4th-graders and 25% of  8th-graders scored proficient in reading and math. 

These numbers look stark, but in context they reveal far more about the conditions California children are growing up in than the quality of classroom instruction.

California educates a disproportionate share of children experiencing housing insecurity. A 2024 analysis found that 4% of California students were homeless, with some counties reaching 16%. The California Department of Education reports 230,443 homeless students statewide, a 26% increase over five years that mirrors broader trends in affordability, overcrowding and displacement. 

Poverty and residential instability suppress academic outcomes across states. Still, California’s much higher share of students facing these hardships and attending public schools — rather than being absorbed into private ones — exerts a downward pressure on statewide scores.

Another defining factor is California’s substantial English learner population. According to the Public Policy Institute of California, current and former English learner students score 16–17 percentage points lower, on average, than peers who were never classified as English learners.

This is not evidence of system failure; it reflects the time and stability required to learn academic English. California’s public schools serve more English learner students than any other state. These students need multi-year support, consistent teaching and predictable housing.

Pandemic recovery, too, remains uneven. California’s national assessment results are still below pre-pandemic levels, and the lowest-performing students lost the most ground — an inequity that the Public Policy Institute and CalMatters have repeatedly documented. Chronic absenteeism also has not returned to pre-2020 levels.

Additionally, in some higher-income districts, many of the highest-achieving students now opt out of the state’s standardized testing altogether, meaning statewide averages increasingly reflect a more skewed testing pool.

Who’s not taking the tests?

The least-discussed factor may be the most important: who is not included in California’s test scores. 

The state and national tests rely almost entirely on public school samples. Private school students — who are disproportionately affluent, stably housed and high-performing — are not included in state averages. According to the California Department of Education, 494,464 students attend private schools statewide, representing 7.8% of all K–12 students. 

In San Francisco, the share reaches nearly 30%. A full county-by-county breakdown is available here. 

The exclusion of these students reshapes the public school landscape. Public schools end up serving a much more concentrated population of high-need students, independent of teaching quality. And the fiscal consequences are severe: public-school funding follows enrollment. When families move to private schools, districts lose revenue.

KQED reports that San Francisco Unified’s loss of 4,000 students cost the district roughly $80 million annually, or $20,000 per student. 

Fewer students mean fewer counselors, fewer reading specialists, and fewer supports that help struggling learners succeed. Loss of federal funding also affected English learners and other support services, exacerbating the problem.

Improving the odds

Raising California’s test scores requires solving the right problem. Scores are low because a higher proportion of children live in deep poverty, experience housing instability or homelessness, are learning English, or are attending school inconsistently — and because a significant share of higher-income students is not in the testing pool at all.

Test scores improve when children’s conditions improve. That means expanding stable, affordable housing; adopting and scaling the science of reading statewide; providing targeted, meaningful support for English learners; reducing chronic absenteeism, and stabilizing district funding in communities experiencing enrollment loss.

California’s public schools are doing the most challenging work with the fewest advantages. If we continue judging them without acknowledging who they serve — and who they don’t — we will continue diagnosing the wrong problem and offering the wrong solutions."]]></description>
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