Podcasts about Ausubel

David Ausubel (1918-2008) fue un psicólogo estadounidense conocido por su teoría del aprendizaje significativo. Su trabajo se centró en cómo los individuos aprenden a través de la exposición a material verbal, ya sea de forma oral o escrita. Ausubel defendió la idea de que el aprendizaje es más efectivo cuando se relaciona el nuevo conocimiento con los conocimientos previos del estudiante. 

From the Archives 008: In this episode of Thinking Deeply about Primary Education we're diving into the archives to retrieve some of the most inspirational responses to questions posed over the last few years. This week, Sarah Cottinghatt shares her thoughts on the way David Ausubel structures his hierarchy of concepts and what this means for teachers.Enjoy this episode? Let us know in the comments, wherever you listen...

From the Archives 006: In this episode of Thinking Deeply about Primary Education we're diving into the archives to retrieve some of the most inspirational responses to questions posed over the last few years. This week, Sarah Cottinghatt shares her thoughts on the David Ausubel's key ideas and why they might be important for teachers. Enjoy this episode? Let us know in the comments, wherever you listen...

In this episode I'm talking to Sarah Cottingham. Sarah is Associate Dean at Ambition Institute, author of Ausubel's Meaningful Learning In Action, a Professional Development Consultant and former English teacher.I was really eager to speak with Sarah after reading her work about Ausubel's theory and applying it to recent discussions about how English can be approached in a more conceptual manner. Added to this is the requirement that every subject be approached conceptually within the IB framework but with limited practical guidance about how to implement such a curriculum.We discuss:- What a subsumer is and how secondary departments should plan with them in mind- What the subsumers Sarah believes we should teach Secondary school English students are- What Sarah thinks of the IB MYP 'Key Concepts', 'Related Concepts' and ‘Global Contexts'- How an English subsumer could be fed with detail over the course of a secondary education- What an advance organiser is- And finally, how subsumers interact with retrieval practiceThanks so much to Sarah for giving up her time to discuss this brilliantly written book in more detail as well as her wider contribution to the conceptual teaching discussion.If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Ausubel's Meaningful Learning in Action BookSam Gibbs and Zoe Hellman's The Trouble with English and how to Address ItDavid Didau's Making Meaning in English

Page One, produced and hosted by author Holly Lynn Payne, celebrates the craft that goes into writing the first sentence, first paragraph and first page of your favorite books. The first page is often the most rewritten page of any book because it has to work so hard to do so much—hook the reader. We interview master storytellers on the struggles and stories behind the first page of their books.About the guest author:Ramona Ausubel is an award winning author of three novels and two short story collections. Her latest book, THE LAST ANIMAL, published by Riverhead, was named Best Book of The Year by Oprah Daily, NPR and Kirkus Reviews. Her debut novel, NO ONE IS HERE EXCEPT ALL OF US was a New York Times Editor's Choice and winner of both the PEN USA Fiction Award and the VCU Cabell First Novelist Award. It was also named  one of the Best Books of the Year by the San Francisco Chronicle and the Huffington Post as well as being a finalist for the New York Public Library Young Lions Fiction Award, the California and Colorado Book Awards, longlisted for the Story  Prize Frank O'Connor International Story Award and and nominated for the International Impac Dublin Literary Award.A native of New Mexico, Ausubel holds an MFA from the University of California, Irvine where she won the Glenn Schaeffer Award in Fiction. Her work has appeared in The New Yorker, Tin House, The New York Times, NPR's Selected Shorts, One Story, Electric Literature, Ploughshares, The Oxford American, and collected in The Best American Fantasy and online in The Paris Review. She has also been a finalist for the prestigious Puschart Prize and a Fellow at the Bread Loaf Writers' Conference and the Sewanee Writers' Conference. She has taught at Tin House, The Community of Writers, Writing by Writers, the Low-Residency MFA programs at the Institute of American Indian Arts and Bennington. She is currently an assistant professor at Colorado State University in Fort Collins. About the host:Holly Lynn Payne is an award-winning novelist and writing coach, and the former CEO and founder of Booxby, a startup built to help authors succeed. She is an internationally published author of four historical fiction novels. Her debut, The Virgin's Knot, was a Barnes & Noble Discover Great New Writers book. She recently finished her first YA crossover novel inspired by her nephew with Down syndrome. She lives in Marin County with her daughter and enjoys mountain biking, surfing and hiking with her dog. To learn more about her books and private writing coaching services, please visit hollylynnpayne.com or find her at Instagram and Twitter @hollylynnpayne.If you have a first page you'd like to submit to the Page One Podcast, please do so here.As an author and writing coach, I know that the first page of any book has to work so hard to do so much—hook the reader. So I thought to ask your favorite master storytellers how they do their magic to hook YOU. After the first few episodes, it occurred to me that maybe someone listening might be curious how their first page sits with an audience, so I'm opening up Page One to any writer who wants to submit the first page of a book they're currently writing. If your page is chosen, you'll be invited onto the show to read it and get live feedback from one of Page One's master storytellers. Page One exists to inspire, celebrate and promote the work of both well-known and unknown creative talent.  You can listen to Page One on Apple podcasts, Spotify, Pandora, Stitcher and all your favorite podcast players. Hear past episodes.If you're interested in getting writing tips and the latest podcast episode updates with the world's beloved master storytellers, please sign up for my very short monthly newsletter at hollylynnpayne.com and follow me @hollylynnpayne on Instagram, Twitter, Goodreads, and Facebook. Your email address is always private and you can always unsubscribe anytime. The Page One Podcast is created at the foot of a mountain in Marin County, California, and is a labor of love in service to writers and book lovers. My intention is to inspire, educate and celebrate. Thank you for being a part of my creative community! Thank you for listening! Be well and keep reading.~Holly~ Thank you for listening to the Page One Podcast, where master storytellers discuss the stories and struggles behind the critical first page of their books. If you liked this episode, please share it on social, leave a review on your favorite podcast players and tell your friends! I hope you enjoy this labor of love as much as I love hosting, producing, and editing it. Please keep in touch by signing up to receive my newsletter at www.hollylynnpayne.com with the latest episodes each month. Delivered to your inbox with a smile. For the love of books and writers,Holly Lynn Payne@hollylynnpaynewww.hollylynnpayne.com

Acclaimed author Ramona Ausubel joins BOOKSTORM Podcast to discuss The Last Animal, her fantastic new release! This book is a treasure! We talked about the magnitude and power of ongoing, evolving life on this planet. We talked about viewing the big picture through the lens of human relationships. Is there a danger when scientists pursue their goals without considering the human component? What about the ethical or spiritual aspects? We discussed the hidden dangers of "de-extinction" or reviving long-gone species. Have we really thought through the consequences of genetic cloning or gene editing? We talked about women having to push the boundaries to break barriers ...when is rule breaking too much? Where is the balance for women torn between professional dreams and responsibilities to (and hopes for) her children? We went deep! Join us! You can find more of your favorite bestselling authors at BOOKSTORM Podcast! We're also on Instagram, TikTok, Facebook, and YouTube!

Ollie Lovell · ERRR084. Sarah Cottingham on Ausubel's Meaningful Learning This episode we're speaking with Sarah Cottingham. Sarah is a… The post ERRR #084. Sarah Cottingham on Ausubel's Meaningful Learning appeared first on Ollie Lovell.

“What if we could do anything? Should we do it? What are the consequences?” Ramona Ausubel's new novel The Last Animal asks big questions about motherhood, grief and our responsibility to the planet. And there's a woolly mammoth. Ausubel joins us to talk about the realities of working in male dominated fields, the differences in writing novels and short stories, the power of storytelling and more with Miwa Messer, host of Poured Over. We end this episode with TBR Topoff book recommendations from Marc and Jamie.   This episode of Poured Over was hosted by Executive Producer Miwa Messer and mixed by Harry Liang.          Follow us here for new episodes Tuesdays and Thursdays (with occasional Saturdays)   Featured Books (Episode):  The Last Animal by Ramona Ausubel A Guide to Being Born by Ramona Ausubel Pastoralia by George Saunders Mrs. Bridge by Evan S. Connell    Featured Books (TBR Topoff):   Migrations by Charlotte McConaghy The Mountain in the Sea by Ray Nayler 

This lecture from 1999 by Kenny Ausubel about the legacy of Harry Hoxsey, and the fight for medical freedom in the United States. Email us: thefacthunter@mail.comWebsite: thefacthunter.com

Jesse H. Ausubel joins Jason Spiess to discuss “Peak Human” and “Peak Humans” and how it will impact our future.  Ausubel, who is given credit for coining the term “decarbonization”, explains why new research is showing how humans' mind and body have reached their limits and we are starting the [...]

Jesse Ausubel is the director of the Program for the Human Environment at Rockefeller University and the recent winner of the prestigious Nierenberg Prize. In his second appearance on the podcast (the first was on October 12, 2021), Ausubel talks about his new work on “peak human” and “peak humans,” why we appear to be reaching the limits of human potential, immunity to disease, “nature deficit disorder,” and why -- after a lifetime of being a fan of the New York Yankees -- he has quit watching sports. (Recorded December 7, 2022.)

Environmental scientist Jesse Ausubel, awarded the 2022 Nierenberg Prize for Science in the Public Interest, discusses whether the human species can continue to improve—much like cars, computers, or other technology—or whether our species has reached its peak. In a career spanning more than four decades, Ausubel has conceived, developed, and led numerous projects to observe and better understand the environment. This includes high-profile work on several major programs to survey and catalog the planet's biodiversity, including the Census of Marine Life, the International Barcode of Life initiative and the Encyclopedia of Life. The Nierenberg Prize is presented annually by Scripps Institution of Oceanography at UC San Diego and the Nierenberg Family to honor the memory of William A. Nierenberg, an esteemed physicist and national science leader who served Scripps Oceanography as director for two decades. Series: "Science in the Public Interest" [Science] [Show ID: 38495]

Environmental scientist Jesse Ausubel, awarded the 2022 Nierenberg Prize for Science in the Public Interest, discusses whether the human species can continue to improve—much like cars, computers, or other technology—or whether our species has reached its peak. In a career spanning more than four decades, Ausubel has conceived, developed, and led numerous projects to observe and better understand the environment. This includes high-profile work on several major programs to survey and catalog the planet's biodiversity, including the Census of Marine Life, the International Barcode of Life initiative and the Encyclopedia of Life. The Nierenberg Prize is presented annually by Scripps Institution of Oceanography at UC San Diego and the Nierenberg Family to honor the memory of William A. Nierenberg, an esteemed physicist and national science leader who served Scripps Oceanography as director for two decades. Series: "Science in the Public Interest" [Science] [Show ID: 38495]

Environmental scientist Jesse Ausubel, awarded the 2022 Nierenberg Prize for Science in the Public Interest, discusses whether the human species can continue to improve—much like cars, computers, or other technology—or whether our species has reached its peak. In a career spanning more than four decades, Ausubel has conceived, developed, and led numerous projects to observe and better understand the environment. This includes high-profile work on several major programs to survey and catalog the planet's biodiversity, including the Census of Marine Life, the International Barcode of Life initiative and the Encyclopedia of Life. The Nierenberg Prize is presented annually by Scripps Institution of Oceanography at UC San Diego and the Nierenberg Family to honor the memory of William A. Nierenberg, an esteemed physicist and national science leader who served Scripps Oceanography as director for two decades. Series: "Science in the Public Interest" [Science] [Show ID: 38495]

Environmental scientist Jesse Ausubel, awarded the 2022 Nierenberg Prize for Science in the Public Interest, discusses whether the human species can continue to improve—much like cars, computers, or other technology—or whether our species has reached its peak. In a career spanning more than four decades, Ausubel has conceived, developed, and led numerous projects to observe and better understand the environment. This includes high-profile work on several major programs to survey and catalog the planet's biodiversity, including the Census of Marine Life, the International Barcode of Life initiative and the Encyclopedia of Life. The Nierenberg Prize is presented annually by Scripps Institution of Oceanography at UC San Diego and the Nierenberg Family to honor the memory of William A. Nierenberg, an esteemed physicist and national science leader who served Scripps Oceanography as director for two decades. Series: "Science in the Public Interest" [Science] [Show ID: 38495]

Episode 84: This week on Thinking Deeply about Primary Education, I'm joined by Christopher Such and Sarah Cottingham as we sit down to discuss the work of David Ausubel and the implications his work might have on how we approach teaching, learning and curriculum design. It was an absolute honour to speak with Sarah and, in the process, bring together two of education's brightest minds for one mind-blowing conversation. Whether you're new to the profession or an experienced senior leader, you won't want to miss this one...bring a pen and paper...you'll need it! Support TDaPE at ko-fi.com/tdape Join the family discord at https://discord.gg/xeNhPVRZZJ

Explicación: Ausubel. ABP y AP.

Jesse Ausubel, director of the Program for the Human Environment at Rockefeller University, is one of America's top scientists and researchers. In this episode, he and Robert discuss his work on decarbonization, dematerialization, land-sparing, Leonardo da Vinci's DNA, the Census of Marine Life, the industrialization of the oceans, why the “Tesla is a Soviet car,” and why wind and solar energy “may be renewable, but they are not ‘green.'”

Neste áudio, comento sobre a Teoria da Aprendizagem Significativa, de um Psicólogo da Educação, Norte-Americano, chamado David Paul Ausubel, que busca explicar como, na prática, aprendemos fazendo. Será que somos, mesmos, capazes de realizar e reproduzir uma atividade que, simplesmente, vimos alguém fazer? Para responder esta pergunta, como presumimos, existem inúmeros mecanismos envolvidos no processo de aprendizagem e, essencialmente, uma boa memorização depende, sobretudo, da repetição daquilo que vimos ou ouvimos. Isto pode ser explicado, em partes, por que precisamos, primeiramente, observar como algo é realizado para, na sequência, colocarmos o que foi captado em prática, de maneira autônoma. Venha pensar fora da caixinha! Descubra o Treinamento de Ginástica Cerebral Influencer. https://www.cerebralinfluencer.com.br Link do Vídeo: https://www.youtube.com/watch?v=6IvURGcpRiA&feature=youtu.be Captions: Português, Español, English

Jesse Huntley Ausubel is an American environmental scientist and program manager of a variety of global biodiversity and ecology research programs. Ausubel serves as Director and Senior Research Associate of the Program for the Human Environment of Rockefeller University. He is also a science advisor to, and former Vice President of Programs at the Alfred P. Sloan Foundation where his main area of responsibility is supporting basic research in science and technology. For more, visit: https://phe.rockefeller.edu/bio/jesse. ************* Want to find HumanProgress.org elsewhere on the internet? Facebook - https://www.facebook.com/HumanProgres... Twitter - https://twitter.com/HumanProgress/ Instagram - https://www.instagram.com/HumanProgre... *************

What Have You Changed Your Mind About? With Carol Lethaby, Dave Weller, Karin Xie, Matt Courtois, Paul Nation Simon Galloway - TranscriptTracy Yu: Hi, everyone.Ross Thorburn: Welcome to the podcast. This, as you probably noticed, is our third‑anniversary episode. To celebrate, we're doing a special long podcast, the longest one we've ever done. We've got six special guests for you, and all of them are going to answer the same question. That question is, "What have you changed your mind about?"Tracy: First, we've got Dave Weller and Simon Galloway. Dave currently works as an online diploma and TESOL tutor and blogs at barefootteflteacher.com. Simon runs his distance learning courses for teachers and managers. Both of them have been on our podcast multiple times before.Ross: The second up is Paul Nation, emeritus professor in the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. Paul's one of the most influential writers and researchers in vocabulary acquisition in the world. You'll have heard him before in our second‑anniversary episode about reading last year.Tracy: The third is Matt Courtois, who currently works as an academic director in a young learner language school, and Karin Xie, who works as an academic manager at Trinity College London in China. You might remember Karin from our previous episode about applying learning, and Matt from episodes about observations, minimalism, and also teaching writing.Ross: In the fourth segment, we'll hear from Carol Lethaby, who's a teacher, a teacher trainer, and materials writer based in the US and Mexico. You might remember Carol from our episode about neuroscience. You can learn more from her on her website, www.clethaby.com.Tracy: Finally, Ross and myself will talk about what we have changed our minds about over the years.Ross: Great. Enjoy the podcast, the longest one ever.David Weller & Simon GallowayRoss: Dave Weller, Simon Galloway, you've both been involved in English education for what, 12, 15 years?Dave Weller: It's 15 years for me.Simon Galloway: Same, pretty much.Ross: What have you changed your mind about? There must be one thing, Dave.[laughter]Dave: You're talking about since the beginning of my teaching?Ross: It could be at any point at all.Dave: The biggest thing I've changed my mind about since I began ‑‑ for myself, and for students, trainees, and everything ‑‑ is I used to think in quite a fixed mindset. I used to think, "Well, some teachers are good, some teachers aren't. And some students are smart and some students are not."The more I do this the more I realize what it's really about. Attitude and effort are going to be the things that make the difference. It's a bit of a cliché because I know everyone starts to think that way these days. Is it a bit of a...Ross: I don't know. I think that's still true to an extent, isn't it? I'm not sure. I ultimately do think in those terms that, for trainees for example. You find some at the beginning of the course, and you probably think these guys are the stars, the A‑People, the B‑People, and the C‑People.I almost think that fixed mindset, growth mindset is one of those things that I know as a fact but I'm not sure the extent to which I'd genuinely apply it or really believe in it deep down. Have you seen courses where people who you thought they were the weakest people at the beginning, ended up becoming the strongest at the end?Dave: I don't think the courses long enough for that, but there are definitely teachers that start at about that level and end about that level because they're not really trying to grow. There are other people that actually use the effort.I can see that through my distance learning courses, too. There are some people that start with a pretty bad first assignment and by the end, they're way up here. There are other people that just...Ross: I think of people on diplomas that we run. We, for example, observe them at the beginning before they got on the course. Some people that we thought, "They're not good enough to get on the course." There was a big kerfuffle. Eventually, they got on the course and they did really well.I've also seen the opposite of people that we said, "Yep you'll have no problems on this course," and the people go on to fail.Dave: Yeah, and I wonder if actually what we're saying to them is even affecting that. If we tell them, "You're going to do great," then that actually fosters a fixed mindset in them.Simon: It goes back to what we were saying earlier about praising the effort. If you tell someone, "You'll have no problem in this course" you, in a way, set them up to fail. Maybe they won't put the effort in as much because they think they're intrinsically or naturally intelligent enough or they're already at that skill level ‑‑ they won't need to put as much effort ‑‑ and they struggle.Dave: It certainly happens with some people.Ross: It's almost like there's an unspoken assumption that these people are going to put in X amount of effort. That's the bit that doesn't get said. "You'll be fine. You're going to do really well in this course."Dave: Assuming that you spend 10 hours a week?Ross: Yeah, but a lot of people don't know. Dave, let me guess. You didn't used to believe in learning styles but now you do?[laughter]Dave: No, actually. I think that when I was a new teacher, perhaps one year or two years in, I was always so certain of everything. On my original course, I took everything as gospel. I held my opinions so strongly, and I was so sure about everything. I knew I had a lot to learn, but what I did already know, I was certain that this is just the way things are.Since then, I've changed my mind and been exposed to new ideas, new evidence. I've changed everything so many times over the years. I can't remember who said it, it was something like, "You have strong ideas, held lightly," something like that. The longer I'm in this industry, the more I fully agree with that.I fully believe in what I do and how I do it, but if you show me some evidence or a compelling study, or show me a different way of doing things, I'll willingly change and try something new. That willingness to change, I guess that's [inaudible 06:13] . My willingness to change and to be shown to be wrong, I actually welcome now.Ross: That sounds like a perfect description of the Dunning‑Kruger effect. After your cert course, you believed a hundred percent in everything, like it was the gospel. The more you learned, the less confident you've become in those things.Do you think there's a problem then in how we present information to trainees on cert courses? I always find that maybe it's at diploma level that we maybe encourage people to think critically about the things that are being shown to them. The emphasis on introductory courses is, "Here's what you need to just be OK in the classroom and survive your first year."Maybe we're giving people false confidence. Maybe the more effective learner autonomy, long‑term strategy to teach people is, "I'm going to show you these things, these principles, but you also need to be able to question them."Simon: That goes back to something I've said before. You can take it to the wider education industry as a whole. In the language class, should we even be teaching language? Should we just be teaching skills and applying motivation? If you give someone the motivation to learn and the skills to be able to do so independently, then they're inevitably going to be able to learn a language.It's the same with any course, almost. I think the days of the tutor being gatekeeper to information are long gone with the advent of the Internet. Sure, a curated course is much easier to work through step‑by‑step because you can trust the authority of the source. It's broken down and spoon‑fed to you in a certain way.I do think that, in most courses that we run, there is that lack of teaching meta‑skills at the beginning or teaching to think critically. I think every course assumes that a course before has done that, even going back to initial education from 5 to 18. It's something, I think, missing in that, but that's a much larger issue.Dave: Yeah, we assume that everyone's got a degree or whatever, so they must know this. Then the university course, "They must have learned it before."[laughter]Dave: At secondary school, "They must have learned this at primary school."Simon: They thought, "Oh, parents must have...Dave: "The parents must have taught them that."[laughter]Simon: It might make a flip‑side argument. We're saying this from a position of 10, 15 years in the industry. As a new teacher, I can still vividly remember going, "Just tell me what to do next. I just want to get through my next lesson. I want to survive."I think it is a responsibility for initial teacher training courses to be able to provide that to teachers, so they can go into the class with the confidence that the learners will probably learn something. If you just give them a bunch of meta‑skills to work with, and then throw them into a highly pressured environment, they're going to fall to pieces. They need to have something to fall back on.Ross: Maybe there's an advantage of the Dunning‑Kruger effect. If you know almost nothing and you're really confident in it, that will overcome your lack of skill. If you're a new teacher and you said, "I'm telling you all these things, but maybe they're true. Maybe they're not."You maybe go into the classroom, and you wouldn't have the confidence to make up for your lack of skills. Maybe that Dunning‑Kruger effect, maybe there is some benefit to having that and believing in something even when you don't know much about it ‑‑ as a new teacher.Dave: It is to some extent, but every time, just keep on reminding the trainees that they can make their own...Simon: "This is the best way to do something. Or is it?[laughter]Dave: Just keep on pushing for deeper questions, like, "Was that effective in your lesson today? How do you know that? What real evidence were you going on? I saw the student do this. Why do you think that was? Do you think the same thing would work in another class?"Simon: What's the point of life? Why are you here?[laughter]Simon: Yes. Is anything even worth it?Ross: It's interesting. There must be a point where it would become counter‑productive and you just end up with...[crosstalk]Dave: Yeah, there's in so much doubt.Simon: No, it's true. Again, as a good trainer or a good manager, you should be able to spot when your teachers are ready, if they're not been challenged. When I was at [inaudible 10:14] you could see teachers that are ready to be pushed to the next level. People reach plateaus, and you could see when somebody goes, "Well I know everything now."Ross: That's a good point.Simon: "Actually, you don't. [laughs] Let me introduce you to some new ideas, like differentiation in the classroom or some of the higher‑level teaching skills." They go, "Oh wow! I had no idea you could do this." When their ability to implement what they know reaches what they know, then that's the time to give them more knowledge so they then turn that knowledge into skill.Dave: I like this idea of that plateau. If someone's already on like a slope, you don't want to stick them on a much steeper slope just for the sake of it.[crosstalk]Dave: ...just pick a Sisyphean boulder something. But if you're on a plateau already, you've got to get them on the slope.Ross: If you've had a trainee at the beginning of the course who's really struggling to give instructions, and you're like, "OK, here's a three‑step way of doing it," tell them in simple language, model it, and then ask questions.Dave: Show them, tell them, ask them, give them, Ross.Ross: Right, but then you wouldn't want to do afterward, "Well, when would that not be effective?" Do you know what I mean? You're just trying to get that person to that basic level.Simon: When you're observing them, you wouldn't want to sidle up to them and, "Sorry, um, you know that, according to Vygotsky, that's actually [inaudible 11:27] what you shouldn't have really done that there. This kid's ZPD is way off.[laughter]Ross: That might be too much.Paul Nation Ross: Hi, Paul. Welcome back. You published your first paper on language teaching in about 1970. You've had a very long career as well as a fascinating one. Can you tell us what's one thing that you've changed your mind about during your time from being a teacher all the way up to the present?Paul Nation: First of all, I like to think I always got it right from the beginning, [laughs] but I guess the main change that has occurred to me is the idea of the roles of the teacher and how the role of the teacher as a teacher becomes an important role but not the major role of the teacher.I say there's four or five roles of the teacher, and I always forget one of them. You know the number one role is the planner. The number two role is the organizer of activities and opportunities to learn. The third role's something like the trainer who trains the learners in strategies to learn, vocabulary and strategies to deal with the language learning.The fourth role would be the teacher as the tester who's giving learners feedback about their progress and showing them how much vocab they know and so on. The fifth role is the teacher as the teacher who actually gets up in front of the class or guides them through an intensive reading passage or something like that.I think that those roles are sort of ranked in the order of planner, organizer, trainer, tester, and teacher. That probably would be the major change I've come to during my reading of research, doing research, and so on. On the other hand, I also have to say that just about every PhD student I've had, and I've had a lot, have proved me wrong about the topic that they were working with.That's virtually without exception, sometimes proved me spectacularly wrong. I remember, for example, Teresa Chung doing research on technical vocabulary. I'd said in the first edition of "Learning Vocabulary in Another Language" that technical vocabulary probably made up about 5 percent of the running words in text.When she did her research, she found it made between 20 and 30 percent of the running words in the text, which is quite a bit different, one word out three compared to one word out of twenty. [laughs] That was sort of major changes, once people have done the research, to say, "Wow! I think I'm going to step back and change my ideas about that."I would say that the biggest one is the idea of you need a balanced approach to vocabulary learning and you need to see that teaching is a part of that, but only a part of it. You've got to make sure that the others are there. I would've given a much greater role to teaching very early on in my career.Matt Courtois Ross: Matt, what's something that you have changed your mind about, and why did you change your mind?Matt Courtois: What haven't I changed my mind about?[laughter]Matt: Looking back to my first year in Korea compared to now, I don't think there's a single belief that I still have that I had then. The biggest underlying thing that has changed in me was, at first when I was a teacher, I kind of thought the more knowledge I had about the language I could acquire, the better teacher I would become.I actually don't think that's really necessary. Being able to discuss any grammar point at the drop of the hat to me is not what makes a good teacher anymore. Having some of the skills to draw that from people, to run a good activity, and to facilitate improvement is much more essential to being a teacher than just knowing the subject matter.Ross: Can you remember when you changed your mind about that? Was it a long process?[crosstalk]Matt: It was a really long process. I taught in Korea and Russia, and probably my first year within China, I looked at teaching language in this way. Within my first year of teaching at my last company, there's a job opening for a content developer, content writer, something like that.I remember I took one of my favorite grammar skills lessons ‑‑ I think it was about the passive voice ‑‑ and I submitted it to the manager of this department. He sent me back an email that was three pages full of criticisms. The most positive things he said were basically about some of the animations that I had in my PPT...[laughter]Matt: ...not about the content of this deep analysis of the passive voice. He was just saying, "The method in what you're doing it, it's not about the grammar itself. It's how you present it," and stuff like this. I think I improved so much when that manager sent me such a critical feedback.I started approaching teaching grammar from, "What context am I going to use?" rather than having this giant scope of understanding the passive voice, every tense in English, rather than looking at myself as somebody who analyzes language. That's not my job.So many English teachers talk about how being prescriptive is so bad, but they're teachers. That's what they're doing. They're not writing dictionaries. They're not contributing to the corpus. We're not describing the language here. We're taking what those guys have and then presenting it to students in a way that they can practice it.Once I got over that mindset that, "I'm holding the key to the language, and I'm the person who's defining the language," and said, "No, I'm coming up with situations and facilitating situations in which they can use it," I think I improved a lot as a teacher and a trainer.Karin XieKarin: Teachers used to just think, "Well, my English is good, so I can teach English," or "I'm not confident in teaching English because I'm not confident in my English." Language awareness, like your knowledge in phonology, lexis, and grammar, they are important and are very helpful. It's just the teaching skills, they are very important, and they should be emphasized more.Ross: You need both, don't you?Karin: Yeah.Ross: If you don't know any English and you're the best teacher in the world, you can't teach English. Equally, if you're amazing in English and you can't teach at all, that's not going to work, either. You need a bit of both. At some point, especially for lower levels, the knowledge of English becomes less important than the skill to put it across.Karin: Because I was trained in the CertTESOL, DipTESOL way, I always believed that I need to build the classes around the learners, and I need to train teachers a reflective coaching way. I believed that was more effective than any other ways.Recently, I just come to realize that not necessarily, and use that as good challenge or good chance for me to try out different things, or give people different options and see how things goes. It's not one way better than the others. It's just there are different ways of doing things.Ross: This is one of the dangers of just working in one environment for a very long time. You're often only exposed to one way of doing things. You get transposed to another place, and you automatically just assume, "Well this isn't the right way to do things. This is wrong. This isn't the most effective." But is that true? Is there any evidence?Karin: Exactly. I think all the things that I've tried out shaped how I do training and classes now. They're definitely not the same as when I was in the old environment for such a long time.Carol Lethaby Tracy: Hi CarolRoss: Hi Carol. I think you're very well known for integrating ideas from research into your practice. We'd love to hear from you about what was one of the most important or the most interesting things that you've changed your mind about over the years.Carol Lethaby: I think the example that came to mind here certainly was not using the mother tongue in the classroom. I did my PGCE in the UK in learning to teach French and German. This was mid‑'80s, and the communicative approach in foreign language teaching then had a big hold on the profession.We were explicitly taught not to use English at all when we were teaching French or teaching German. Of course, I carried this on when I started teaching English. I did my Delta and the same thing, it came up all along the way. I remember it seemed to go against my intuition, but as I know now, don't always rely on your intuitions, because they might not be right.I actually did some research into this as a part of my master's degree here in Mexico and found out that, when you ask learners, one of the things I asked them in a piece of research I did, was, "Do you want your teacher to have English as their first language? Do you want your teacher to be a native speaker of English?" a list of pedigrees.The one that came out top at all levels, especially at beginner level, was they don't care if their teacher is a native speaker. They want a teacher who can speak their first language, who knows their first language.It made me think about, "Why then are we telling people you don't need to speak the learners' first language, you don't need to know the learners' first language, and you don't use the learners' first language. It's better not to"? Obviously, I was reading the history of English language teaching, Phillipson's Linguistic Imperialism.You realize how this happened and how this idea was transmitted and perpetuated. Now, knowing more about the brain and how we learn, I really don't believe that. I am convinced that we need to use the learner's first language in order to teach them another language.Ross: How would that look like in the classroom then, Carol? Do you have any examples of what that might look like with a group of students?Carol: I remember trying to teach the difference between first and second conditionals when I was teaching the younger Mexicans in Guadalajara here. There was this explanation that I was trying to work with them with levels of probability. It depended if you were an optimist or a pessimist whether you would use the first conditional or the second conditional.How confusing that was and how unsatisfactory that was for a learner, I'm sure. Now I would just tell those learners, "This is how you say it. The first conditional corresponds to this in Spanish and the second conditional corresponds to this in Spanish."Spending ages trying to define a word or an expression when just a quick translation could really help in that case, using the learners' language for effective reasons.I remember I didn't speak a word of Spanish when I first arrived here. I was given beginner's classes precisely because it was the idea that this would be a genuine communication situation, etc. I couldn't get to know my students.It means I couldn't ask them, "How are things going? How are you getting on in these certain situations?" Or, "What things are worrying you about learning English? Don't worry about this [inaudible 23:43] . It just means this. I can help you with this later."All these kinds of things that really enhanced language learning, I wasn't able to do because the idea was that we couldn't speak each other's language and only think in monolingual situations. It's just ridiculous not to take into account and use the learner's mother tongue.Ross Thorburn & Tracy Yu Ross: We heard there from a bunch of our favorite guests over the last couple of years about things that they have changed their minds about. Tracy, to finish the podcast, what have you changed your mind about?Tracy: There are a lot of things I have changed over the last few years. One thing is how I can connect on education‑related either theories or practice and into what I'm doing, my work in context. In the past, I remember when I started being a trainer, I read a lot of books about teaching, training, and theories in ESL, TESL, exactly related to this industry.Then, I realized maybe I just focused too specific to this industry, to this area. When I listened to podcasts and watch TV, or read other books, magazines, or journals, sometimes I realize that actually something that relates to this industry could really help what I'm doing. I need to give you an example, right?Ross: Give us an example, yeah.Tracy: I read a book about how marriage works. The book is "The Seven Principles for Making Marriage Work." When I started reading this book, I didn't expect any connection to work, but the more I read about it, I realize actually there were a lot of principles [laughs] can apply to work, to manage a team.For example, there's one thing mentioned about criticism versus complaint. You can see the difference between these two. You can say...Ross: What's the difference? Do you want to give us an example of each?Tracy: A complaint, you can say, "Oh, you didn't do this very well," or "You didn't complete this on time," for example, at work. Criticism, it's like, "Oh, you always did this this way. You're not able to do this," something like that.Ross: It sounds like more you're talking about the person rather than the actions that they've taken or not taken.Tracy: Yeah. Of course, people can complain. You can give constructive feedback to the other person. You can talk about the facts, you can talk about the behavior, but you don't jump into conclusion and say, "Oh, this person is not able to," or "This is always like this." You're not giving the person another chance to reflect and then to make things better.When you're working with colleagues or you're managing a team, it's really important to distinguish the difference between a complaint and a criticism. Another thing is super, super useful, when I had a difficult conversation or tried to give feedback to our staff, just try not to have a harsh start‑up when you're having a conversation.Even though before you start a conversation, you knew it's probably towards some kind of a conflict or uncomfortable situation, still try to avoid a harsh start‑up in a conversation. Maybe you want to ask this person how they feel, what's going on, and what happened, and find out more information.Then provide more specific information to the person. Then give the feedback and then action plan, rather than at the beginning is said something very negative. It's difficult for the person to receive your feedback.For you, Ross, you work in different roles for the last 12, 13 years. You were a civil engineer, and then you work in education. Anything that you've changed over the last few years?Ross: Something I'm in the process of changing my mind about is a lot of the things that we talk about here and we do on teacher training courses in materials design and management is we concentrate so much on what goes on in the classroom as that's where the learning and everything takes place. That's fundamentally the most important thing.I used to believe that, but I'm coming to believe more that what happens in the classroom might not be the most important part of their learning process. What might actually be more important is what happens before the class and what happens after the class.I found a nice quote yesterday from someone called Ausubel, hope I'm pronouncing that correctly. He says, "If I were to block out and reduce all of education's psychology to just one principle, I would say this. The most important single factor influencing learning is what the learner already knows. Ascertain this and teach them accordingly."That was really cool. How much time do we ever spend actually finding out what students already know? I would guess, generally, not very much time or not a lot of time. Certainly, on this podcast, we don't talk about that very much.I think the same thing for what happens after class. We tend to assume that things finish once the students walk out the door. We know from memory curves and things, if students don't revise what they've already learned, then they forget the vast majority of things that happen in classroom.That's something I've changed my mind about. I think we need to spend more time focusing on what happens outside the classroom every bit as much, if not more, compared to what happens inside the classroom.Tracy: How can you do that then, to find out more information before the class about the students?Ross: I don't have all the answers to it, but I think it's more important that we think, like ascertaining what students already know before lessons, finding out what problems do they have, and designing our lessons to try and solve specific issues that students have.What normally what happens is students get placed in a certain level. Then they just work through a course book, which roughly approximates what they know and what they don't know.We don't go into enough effort to find out what are the holes and the gaps, or the peaks and the troughs, in students' current ability and knowledge, and try and smooth over the troughs, to make sure what we're doing in class fills those in.Tracy: Have you ever seen any examples or some teachers who were able to focus on what happened before the class or after the class?Ross: Some things, like the whole flipped classroom principle, goes towards that. Some educational technology works towards aiming to find out what students know before the class. It has them answering questions and makes sure that they reach a level of mastery before they move on to the next topic.I don't think that's the norm in most scenarios. It's something that we don't talk about enough, and I think those things are every bit is important probably as what goes on in the classroom and deserve our attention a lot.Everyone, I hope that was interesting. I presume for a lot of people that the reason that you're listening to this podcast in the first place is so that we can change your minds about some issues that are important. Hopefully, it was useful hearing how some of our favorite guests have changed their minds about different things over the years.Tracy: Thanks very much for listening.Ross: For the last three years, thank you. Good‑bye.Tracy: Bye.

Awayland Some of them previously published in The New Yorker and The Paris Review, this collection of eleven delightfully idiosyncratic and elegantly structured stories spans the globe and showcases Ramona Ausubel’s unique ability to tackle the “frustrations and fantasies of being alive” (Publishers Weekly). Her subtle touch of magic used to confront the mysteries of death, love and longing make the stories “weird and wonderful” (New York Times) and perfect for fans of Kelly Link, Karen Russell and Helen Oyeyemi. Ausubel, however, continues to occupy a space as a writer that is all her own—delivering stories that manage to be both “highly imaginative and philosophical in scope” (Refinery29), wildly unconventional yet universally resonant, darkly comic yet tender and soulful. Ausubel’s uncanny ability to simultaneously amuse, mesmerize, move and inspire, makes Awayland a deeply satisfying read that will linger with you in powerful ways. The Seabeast Takes a Lover Observe: the Fiction of the Future. See it carry our elders away to the ocean. Note how it pulls wires from our alien brains. Watch as a ship is slowly pulled under determined by an amorous kraken. Meet the happy, headless girl. Visit the funhouse that is Michael Andreasen's wild, brilliant mind. Find out how surprisingly familiar these bizarre scenarios feel; how true to life; and how delighted you are to find that the carnival barker's voice has drawn you into a ride you didn't realize you wanted to go on. Squeeze the guard rails, and whoop your way through the curves. Then, get back in line and go again.

This part two of a three part series.

This part two of a three part series.

How do you lower blood pressure? Three things to do to increase your life by 15 years (stop smoking, have a blood pressure lower than 120/80 and dramatically reduce your LDL). The dangers of salt in the diet and the effect of triglycerides.

How do you lower blood pressure? Three things to do to increase your life by 15 years (stop smoking, have a blood pressure lower than 120/80 and dramatically reduce your LDL). The dangers of salt in the diet and the effect of triglycerides.

Dr. Herbert Asubel, M.D., is a brilliant physician and historian. Although this interview (from our 2011 archives) was about his book entitled "Flower of God," the discussion ranged from ancient history, ancient medical practices, the hyssop plant, lowering cholesterol, healthy lifestyle practices that were first articulated hundreds of years ago that are still relevant today, family history, cancer research, and so much more. Book info: Paperback, 422 pages Language: English Dimensions: 9.4 x 6.3 x 1.3 inches ISBN-10: 1936068117 ISBN-13: 978-1936068111 Dr. Ausubel was facinate and intrigue you!

Dr. Herbert Asubel, M.D., is a brilliant physician and historian. Although this interview (from our 2011 archives) was about his book entitled "Flower of God," the discussion ranged from ancient history, ancient medical practices, the hyssop plant, lowering cholesterol, healthy lifestyle practices that were first articulated hundreds of years ago that are still relevant today, family history, cancer research, and so much more. Book info: Paperback, 422 pages Language: English Dimensions: 9.4 x 6.3 x 1.3 inches ISBN-10: 1936068117 ISBN-13: 978-1936068111 Dr. Ausubel was facinate and intrigue you!

Sons and Daughters of Ease and Plenty (Riverhead Books) Ramona Ausubel burst onto the literary scene in 2012 with her debut novelNo One is Here Except All of Us, earning the love of critics with her inimitable voice and imaginative style, and winning the PEN Center USA Fiction Award and the VCU Cabell First Novel Award, as well as being named a finalist for the New York Public Library’s Young Lions Fiction Award. Next came A Guide To Being Born, an enthralling story collection that Aimee Bender declared “fresh, delicate, beautiful, expressive, otherworldly.”  Now, already named a most-anticipated book of the year by The Millions,Sons and Daughters of Ease and Plenty opens on Labor Day 1976 on Martha's Vineyard. Summering at the family beach house, Fern and Edgar—married with three children—learn that the unimaginable has occurred: There is no more money. More specifically, there's no more money in the estate that had allowed them to live this charmed and comfortable life despite their professed anti-money ideals. Quickly unraveling, they are tempted away on separate adventures—unknowingly abandoning their three young children, who set about devising a kind of Netherland for themselves.  Fresh and vital, Ausubel’s magnetic work is chock-full of humanity and wisdom, imbued with humor and bite and a vivid sense of where we find meaning and sustenance. A story of American wealth, class and mobility,Sons and Daughters of Ease and Plenty explores with Ausubel’s characteristic whimsy and profundity the complicated legacies and strength of family love. Ausubel’s uncanny ability to simultaneously transport, entertain, mesmerize and inspire, makes Sons and Daughters of Ease and Plenty a deeply satisfying read that will linger with you in powerful ways. Praise for Sons and Daughters of Ease and Plenty “Fortunes and hearts are lost and found in a modern fairy tale set in the 1960s and '70s. . .Ausubel's magical, engrossing prose style perfectly fits this magical, engrossing story."—KIRKUS, starred review  "This is the book about class and love that I’ve been waiting for. A riches-to-rags story with all the twists and unraveling you could want, embroidered divine in the wizardy mind of Ramona Ausubel, whose imagination and music are simply peerless. A gorgeous and moving must-read!"—Claire Vaye Watkins, author of Gold, Fame, Citrus and Battleborn "Ramona Ausubel has given us a brilliantly imagined novel about family and fortune and the hidden knots between. You're holding a book brimming with life by an author bursting with talent." —Maggie Shipstead, author ofSeating Arrangements and Astonish Me Ramona Ausubel is the author of the novel No One Is Here Except All of Us, winner of the PEN Center USA Fiction Award and the VCU Cabell First Novel Award, and finalist for the New York Public Library's Young Lions Fiction Award. She is also the author of the story collection A Guide to Being Born, and has been published in The New Yorker, One Story, The Paris Review Daily, and Best American Fantasy.

Thousands of bears in New Jersey. Humpback whales near New York City. Acres devoted to farming stable or declining even as food production soars. Jesse Ausubel of the Rockefeller University talks with EconTalk host Russ Roberts about the return of nature. Ausubel shows how technology has reduced many of the dimensions of the human footprint even as population rises and why this trend is likely to continue into the future. The conversation concludes with Ausubel's cautious optimism about the impact of climate change.

Jesse Ausubel discusses international collaborations, science communication, and human enhancement with ScienceSoapbox

In the field of environmental progress the conflict between anecdote and statistics is so flagrant that most public understanding on the subject is upside down. We worry about the wrong things, fail to worry about the right things, and fail to acknowledge and expand the things that are going well. For decades at Rockefeller University Jesse Ausubel has assembled global data and trends showing that humanity may be entering an exceptionally Green century. The most important trend is “land-sparing”—freeing up ever more land for nature thanks to agricultural efficiency and urbanization. Ausubel notes that we are now probably at “peak farmland“ (so long as we don’t pursue the folly of biofuels). Forests are coming back everywhere in the temperate zones and in many tropical areas, helped by replacing wild logging with tree plantations. Human population is leveling rapidly and we are now probably at “peak children.” Our energy sources continue to “decarbonize,” and a long-term “dematerialization” trend is reducing the physical load of civilization’s metabolism. In the ocean, however, market hunting for fish remains highly destructive, even though aquaculture and mariculture are taking off some of the pressure. In this area, as in the others, rigorous science and inventive technology are leading the way to the mutual flourishing of humanity and nature.

Jesse H. Ausubel, Director of the Program for the Human Environment, The Rockefeller University The recently completed first Census of Marine Life was a cooperative international effort to assess and explain the diversity, distribution, and abundance of marine life. Program co-founder Jesse H. Ausubel will report on the most comprehensive answers yet to one of humanity's most ancient questions—"what lives in the sea?" The Census combined information collected over centuries with data obtained from 540 expeditions during the decade-long effort to create a roll call of species globally and in 25 biologically representative regions—from the Antarctic through temperate and tropical seas to the Arctic. The Census helped set a baseline for measuring future changes in Earth's oceans.

A beguiling, imaginative, inspiring story about the bigness of being alive as an individual, as a member of a tribe, and as a participant in history, No One Is Here Except All Of Us explores how we use storytelling to survive and shape our own truths.

A Guide To Being Born (Riverhead Books) We are honored and excited to have Ramona Ausubel back for another book launch.  We hosted the launch for her stunning debut novel, NO ONE IS HERE EXCEPT ALL OF US, which was hailed by The New Yorker as "An absorbing and unpredictable novel . . . Ausubel's original voice combines fresh, clear observation.”  Join us to hear stories from her new collection, which is already gretting great buzz. “Ausubel has a gift of language so rich that even the most mundane events are invested with poetry, and many of her characters are in need of all the poetry they can muster.”--Kirkus “These stories reminded me of branches full of cherry blossoms: fresh, delicate, beautiful, expressive, otherworldly.  I eagerly read from one story to the next.”--Aimee Bender Whimsically beautiful and delightfully strange, A GUIDE TO BEING BORN charts the life cycle from Birth to Motherhood to Death.  Each of the eleven stories is organized around the stages of life—birth, gestation, conception, love—and the transformations that happen as people encounter deeply altering life events: falling in love, becoming parents, approaching the end of life.  Reminiscent of Karen Russell and Aimee Bender, Ausubel's imagination and humor are deeply moving and provocative, allowing readers to see the familiar world in new ways. Ramona Ausubel is a graduate of the MFA program at the University of California, Irvine. She has been published in The New Yorker, One Story, The Paris Review Daily, Best American Fantasy, and elsewhere, and has received special mentions in The Best American Short Stories and The Best American Non-Required Reading. She was a finalist for the Pushcart Prize. Photo by Teo Gosse THIS EVENT WAS RECORDED LIVE AT SKYLIGHT BOOKS MAY 2, 2013. COPIES OF THE BOOK FROM THIS EVENT CAN BE PURCHASED HERE: http://www.skylightbooks.com/book/%5Bmodel%5D-237

Aired 09/23/12 This radio show aims to offer "pieces of the puzzle of a world that just might work." I hope that if you listen a few times, you begin to imagine a future of revolutionary and evolutionary success. My hope is rooted in this vision: Reality is not dead, mechanical, or separate; in fact, it is alive, evolving, and composed of interdependent systems. I believe this worldview has been shared by indigenous peoples for millennia, revealed by science since early in the 20th century, and obvious every time we walk outside or look into the eyes of another living creature. This vision inspires the annual Bioneers conference that takes place each fall (this year October 19-21) in San Rafael, just north of San Francisco. I'll be talking with Bioneers founder and co-director, KEN AUSUBEL, and one of this year's speakers, ELLEN BROWN, President of the Public Banking Institute and author of WEB OF DEBT. Human creativity focused on problem solving can explode the narrative of despair. For the most part the solutions to our problems already exist. Bioneers focuses on strategies to help us realize these solutions by restoring community, justice and democracy. Other speakers this year include BILL McKIBBEN, PAUL HAWKEN, ETHAN NADELMANN, GABOR MATE, and LA's own JODIE EVANS and ANDY LIPKIS. http://www.bioneers.org http://www.webofdebt.com http://publicbankinginstitute.org

No One Is Here Except All of Us (Riverhead) We're pleased to present debut novelist Ramona Ausubel for a reading and signing of her beautiful and riveting novel No One Is Here Except All of Us. "Here is a world created out of the most curious and beautiful remnants of our own: opera, suitcases, letters, rivers, daughters, strangers, and shovels. Ramona Ausubel cracks open the very idea of a book and fills its shell with a thing glimmering, thrilling, and new." — Samantha Hunt, author of The Invention of Everything Else "A special work of the imagination, an original gift, dark and light, and Ramona Ausubel colors it all with a glowing wisdom." — Ron Carlson, author of Five Skies "A wise, compassionate book that even in its darkest turns uplifts." — Christine Schutt, National Book Award finalist for Florida and Pulitzer Prize finalist for All Souls "Ausubel has written a riveting, otherworldly story about an all-too-real war and the transformative power of community." — Library Journal Ramona Ausubel grew up in Santa Fe, New Mexico. She holds an MFA from the University of California, Irvine where she won the Glenn Schaeffer Award in Fiction and served as editor of Faultline Journal of Art & Literature. Her work has been published in The New Yorker, One Story, The Paris Review Daily, and Best American Fantasy. Her work has also received special mentions in Best American Short Stories and Best American Nonrequired Reading. Ausubel was also a finalist for the Pushcart Prize. She lives in Santa Barbara, California. Photo of the author by Twin Lens Images. THIS EVENT WAS RECORDED LIVE AT SKYLIGHT BOOKS FEBRUARY 10, 2012.

Aired 10/02/11 This radio show aims for "pieces of the puzzle of a world that just might work." Many of those pieces arise out of a vision that reality is not dead, mechanical, or separate, but rather alive, evolving, and composed of interdependent systems. I believe this worldview has been shared by indigenous peoples for millennia, revealed by science since early in the 20th century, and obvious every time we walk outside or look into the eyes of another living creature. It is this world view that inspires the annual Bioneers conferences that take place each fall in the San Francisco Bay area and now stream via satellite to sites across the country. The conference is a gathering of scientific and social innovators who draw from four billion years of evolutionary intelligence and apply nature's operating instructions to develop and implement visionary and practical models for restoring the Earth, and its communities and people. In addition to founding and co-directing Bioneers (Collective Heritage Institute), KENNY AUSUBEL, is an award-winning writer, filmmaker, and social entrepreneur specializing in health and the environment. He co-founded Seeds of Change, a biodiversity organic seed company. He authored the books, Seeds of Change; Restoring the Earth: Visionary Solutions from the Bioneers. Recently he edited the first two titles in the Bioneers book series with J.P Harpignies, Ecologocal Medicine, and Nature's Operating Instructions. He founded Inner Tan Productions to produce visionary feature films. DAVID ORR is the Paul Sears Distinguished Professor of Environmental Studies and Politics and Special Assistant to the President of Oberlin College and a James Marsh Professor at the University of Vermont. He is perhaps best known for his pioneering work on environmental literacy in higher education and his recent work in ecological design. He raised funds for and spearheaded the effort to design and build a $7.2 million Environmental Studies Center at Oberlin College, a building described by the New York Times as "the most remarkable" of a new generation of college buildings and selected as one of 30 "milestone buildings" in the 20th century by the U.S. Department of Energy. Orr is the author of six books including THE LAST REFUGE: The Corruption of Patriotism in the Age of Terror; THE NATURE OF DESIGN; EARTH IN MIND; ECOLOGICAL LITERACY; and co-editor of The Global Predicament and The Campus and Environmental Responsibility. http://www.bioneers.org/ http://davidorr.com/