Podcasts about Pedagogy

On today's episode, Matushka Melissa interviews Presbytera Jennifer Souza about the new Orthodox homeschool health class being offered by the Classical Learning Resource Center often known as CLRC. The course features presentations by well known and respected Orthodox clergy and scholars. Early enrollment will be for live classes and is a unique opportunity to help shape the recorded classes that will be offered later. For more information, visit: https://www.clrconline.com/orthodox-health-course-for-parents/ About today's guest: Presvytera Jennifer Souza is a classical teacher and curriculum developer with over 17 years of teaching experience. Jennifer completed her BA in Interdisciplinary Studies & English from Belmont Abbey College, is a CiRCE certified Classical Teacher, and is currently pursuing her Masters in Theological Studies, with a concentration in Patristics & Pedagogy, at Hellenic College Holy Cross. She has taught humanities, logic, writing, rhetoric, and the fine arts since 2009. She is the founder of Eastern Orthodox Charlotte Mason Homeschoolers Facebook group, was a contributing author for The Lost Tools of Writing Level 1, published by The CiRCE Institute, and is the former co-host of The Classical Homeschool Podcast. Her research interests include Classical Rhetoric, Classical Pedagogy, The Liberal Arts, Literature, Letters, and Fine Art Studies, The Intersection of Education and Healing, Education and Pedagogy through the lives and writings of the Saints, Patristic Fathers, and Iconography.

One-off workshops rarely create lasting change in classrooms. In this episode of the Time For Teachership podcast, Lindsay shares a practical Google Doc template designed to support teacher teams in ongoing, meaningful professional learning. She walks through a structured approach called Group Implementation Coaching Sessions, showing how coaching, feedback, and inquiry can help teachers refine their practice and better support student learning.   What You'll Learn in This Episode/Key Takeaways  Why continuous coaching is more effective than standalone workshops (Joyce & Showers, 2022). How to set the stage for teacher team coaching by identifying team strengths, individual values, and key priorities. Strategies for maintaining an asset-based, equity-focused, and student-centered approach in coaching sessions. Key coaching moves to help teachers shift mindsets, including: Asking for examples to get to evidence. Reframing challenges (e.g., valuing curiosity over background knowledge). Moving from scarcity to prioritization. Aligning pedagogy to core teaching values. A step-by-step walkthrough of a coaching session: Human Connection: Check-ins, celebrations, and group reflection. Implementation Check: Review previous action steps, data, and student feedback. Action Planning: Identify instructional strategies, micro-groups, or feedback systems to try before the next session. Next Steps: Decide who will try what and how data will be gathered. How to leverage peer coaching and group reflection to generate richer insights and practical solutions.   Timestamps [00:00:00] – Welcome & Episode Overview Introduction to Episode 246 The importance of continuous learning over one-off workshops [00:00:22] – Google Doc Template Overview How to support teacher teams after workshops Group Implementation Coaching Sessions [00:00:47] – Influences & Inspirations PLC at Work: Dr. Anthony Mohammed, Dr. Chad Dumas, Bob Sanju, Marin Powers, Shalene Miller Grow Model & Raman Behan Positive psychology, asset-based education, values alignment Books: Street Data, Pedagogies of Voice, Rebuilding Students' Learning Power [00:04:00] – Meeting 1: Setting the Stage Identify team strengths and values Center equity and "critical hope" Name the students/groups on the margins Define success: what it looks, sounds, and feels like Co-design inquiry questions and evidence-gathering [00:07:16] – Coaching Bank & Key Moves Asking for evidence: "Can you say more? Share an example?" Reframing challenges: curiosity > background knowledge Shifting from scarcity mindset to prioritization Aligning teaching to core values [00:14:42] – Structuring Subsequent Meetings Start with human connection: check-ins, listening dyads, celebrations Implementation check: review prior actions and data Three containers: initial reactions, data reflection, gut checks [00:19:35] – GLEE Model for Action Planning Goal: What do we want to foster before next session? Learn: Analyze student strengths, gaps, and feedback Explore: Identify instructional moves to grow skills & student agency Expectations: Decide who does what and gather data for next session [00:24:34] – Final Thoughts & Evidence for Coaching Joyce & Showers (2022): coaching increases skill transfer from 5% → 75–90% Peer coaching and structured feedback as essential professional learning [00:26:04] – Closing Think big, act brave, and be your best self   Get Your Episode Freebie & More Resources On My Website: https://www.lindsaybethlyons.com/blog/246

Four years after ChatGPT changed everything, schools are still treading water.In this episode, I sit down with Dr. Kip Glazer, principal of Mountain View High School, home of Google, and author of Ready to Lead With AI: A Practical Guide for School Leaders. Dr. Kip has been in this conversation since 2015 and she is bringing ALL of that experience to the table.We talk about why the AI cheating conversation is failing our students, what questions every school leader should be asking vendors before letting ANY tool into their school, and why the real work has always been about human connection, not detection.If you are a school leader, educator, or aspiring administrator trying to navigate AI without losing sight of what matters most, this one is for you.Chapters00:00 Introduction and Context Setting02:55 The Impact of AI on Education05:48 Navigating AI as a School Leader08:49 Practical Applications of AI in Schools11:37 Mindset and Attitude in Leadership14:48 Actionable Tips for School Leaders17:43 The Role of Pedagogy in Technology Integration20:36 Community and Collaboration in Learning26:31 AI and Equity in Education30:06 Innovative Pedagogy and Student Engagement34:41 Empowering Student Voices in Decision-Making39:09 Navigating Tech Chauvinism in Education43:51 Enhancing Human Connection through AISponsor ShoutoutThank you to our sponsors: Book Creator, Eduaide.AI, and Peel Back Education for supporting My EdTech Life.Get 3 Months of Book Creator Premium Access Free!Use Code: MyEdTechLifeStay Techie ✌️Peel Back Education exists to uncover, share, and amplify powerful, authentic stories from inside classrooms and beyond, helping educators, learners, and the wider community connect meaningfully with the people and ideas shaping education today. Authentic engagement, inclusion, and learning across the curriculum for ALL your students. Teachers love Book Creator.Support the show

→ How can education leaders help staff move from AI anxiety to AI optimism and fluency?→ How can we make sure that pedagogy always trumps technology in our classrooms?→ How can we promote the kind of disruptive thinking necessary to future-proof our learners for an unpredictable world?Welcome back to another episode of the Teachers on Fire Podcast, airing live on YouTube most Saturday mornings at 8am Pacific, 11am Eastern. My name is Tim Cavey, and my mission here is to warm your heart, spark your thinking, and ignite your professional practice.About This Guest, Eric SheningerEric works with schools throughout the world, helping educators meet and exceed their potential to improve outcomes for learners. He is the founder and CEO of Aspire Change EDU, a collaborative consultancy designed to provide personalized support to all educational systems. Prior to this, he was a teacher and an award-winning Principal at New Milford High School.Timestamps from This Episode0:00:00 - Eric Sheninger is an award-winning principal, author, and speaker.2:01 - About his book, Personalize: Meeting the Needs of All Learners 3:47 - Leveraging technology and personalized learning frameworks7:56 - How to use AI as a force multiplier as education leaders12:57 - Which AI tools Eric uses for which purposes16:22 - How to move from AI anxiety to AI optimism and fluency21:16 - Pedagogy trumps technology - and that includes AI24:59 - The disruptive thinking necessary to future-proof our learners28:02 - Words for the innovative educator who feels alone34:06 - How and where to connect with Eric online34:54 - Eric's current work on a next bookConnect with Ericon LinkedIn,on X @E_Sheninger,on Instagram @esheninger, on YouTube @EricSheninger, andon his website at https://ericsheninger.com/.Visit the home of Teachers on Fire at https://teachersonfire.net/.Song Track Credit: Tropic Fuse by French Fuse - retrieved from the YouTube Audio Library at https://www.youtube.com/audiolibrary/.

This week, our co-hosts are joined at the bar by Dr. Robert T. Valgenti, philosopher and professor at the Culinary Institute of America to talk about food, the “gastronomic event,” the ethics and politics of cooking and eating, and what it means to be human.Full episode notes available at this link:https://hotelbarpodcast.com/podcast/food---------------------SUBSCRIBE to the podcast now to automatically download new episodes!SUPPORT Hotel Bar Sessions podcast on Patreon here! (Or by contributing one-time donations here!)BOOKMARK the Hotel Bar Sessions website here for detailed show notes and reading lists, and contact any of our co-hosts here.Hotel Bar Sessions is also on Facebook, YouTube, BlueSky, and TikTok. Like, follow, share, duet, whatever... just make sure your friends know about us! ★ Support this podcast on Patreon ★

This surprise bonus episode was created in collaboration with Mannes School of Music at The New School.In this conversation, I sit down with Pavlina Dokovska — internationally active concert pianist, Chair of the Piano Department at Mannes School of Music, and Artistic Director of the Mannes International Piano Festival — to explore what it truly means to build artists in today's musical and cultural moment.We discuss serious piano study, long-term mentorship, artistic identity, and the role institutions play in shaping the next generation of musicians.Toward the end of the episode, you will also hear from Jiwon Yang, current Mannes graduate student and First Prize winner of the George and Elizabeth Gregory Concerto Competition, sharing her experience studying in downtown Manhattan and participating in the festival.

In this episode I talk with Arlene Goldbard about her new book that I think takes on a quiet but consequential democratic problem: how, in unstable times, the hunger for certainty can slide into surrender—of discernment, of agency, and responsibility.Rather than offering answers or heroes, her book The Intercessor uses story to explore how people learn to stay in relationship, inquiry, and ethical choice without handing their power over to charismatic leaders, rigid belief systems, or the promise of spiritual or political shortcuts.In this conversation, we explore three deeply relevant themes:Intercession as a practice of discernment, and learning how to listen without disappearing yourself in the process.How artists and cultural workers can function as bridges , helping communities resist the pull toward false certainty.And repair as a practiced skill, not an abstract ideal, but rather personal, communal, and spiritual repair that only happens when people remain accountable to one another.You're right to call that out. No reason to shrink the ecosystem. Here it is restored—full cast, fuller descriptions, URLs embedded in the titles, and organized by the four categories you've been using.Notable MentionsPeopleArlene Goldbard: Cultural critic, novelist, painter, and longtime leader in community-based arts. Author of The Intercessor and In the Camp of Angels of Freedom. Her work bridges spiritual inquiry, democratic practice, and cultural organizing.Rabbi Arthur Waskow: Founder of The Shalom Center and a central prophetic voice in Jewish Renewal. A pioneer in linking Jewish spiritual practice with social justice, environmental activism, and interfaith organizing.Rabbi David Wolfe-Blank: Influential Jewish Renewal teacher known for his mystical depth and pedagogical clarity. A formative guide for many Renewal leaders, including Goldbard.Rabbi Zalman Schachter-Shalomi: Founder of the Jewish Renewal movement. Brought Hasidic mysticism, experimentation, and interspiritual dialogue into contemporary Jewish life.Paulo Freire: Brazilian educator and author of Pedagogy of the Oppressed. His concept of “conscientization” (critical consciousness) undergirds much community-based arts and democratic cultural practice.PlacesALEPH: Alliance for Jewish Renewal: The national umbrella organization for Jewish Renewal communities, ordination programs, and spiritual leadership training.

Dr. David Brubeck rejoins the Feeding the Starving Artist podcast. Dave is an acclaimed bass trombonist, composer, and educator whose groundbreaking contributions to music have left an indelible mark on the world of brass performance. Best known for his innovative Stereograms—a collection of solo works for bass clef instruments published internationally—Brubeck has performed and recorded with legendary artists such as Stevie Wonder, Ray Charles, and Joni Mitchell. His scholarly work, including The Pedagogy of Arnold Jacobs, is frequently cited and reflects his dedication to advancing brass pedagogy.A third cousin of jazz pianist Dave Brubeck, Dave has performed at prestigious festivals and venues around the globe, showcasing his artistry in solo and duo formats, including his celebrated group, Duo Brubeck. As a professor of music and conductor, he has shaped generations of musicians, leading ensembles to national acclaim and developing innovative teaching methods. Dr. Brubeck's passion for performance and education continues to inspire audiences and students alike.Visit ⁠davidbrubeck.com⁠ to explore his music, writings, and more.

In the second episode of this two-part conversation for CAA Conversations, multidisciplinary artists Lineadeluz (Darleen Martinez) and Edgar Fabián Frías shift from institutional critique to speculative possibility, examining how digital practices can reimagine pedagogy, knowledge production, and cultural stewardship. Drawing from examples in augmented reality, AI art, queer archives, and self-instituted platforms such as Lineadeluz's Selfie Institute for Selfie Studies (SISS) and Frías's MOMMM (Museum of Multidimensional Mutant Maps), they consider how institutions can be performed, hacked, and collectively reauthored through care-based and community-driven frameworks.  The discussion explores digital pedagogy as a slippery and relational technology that resists fixed hierarchies of legitimacy and authority, particularly within systems that continue to marginalize experimental, interdisciplinary, and Indigenous knowledge practices. Martinez and Frías reflect on speculative infrastructures as tools for redistribution, proposing models of institutional governance rooted in futurity, embodiment, and collective imagination. Together they position the institution not as a static structure, but as an evolving performance, one shaped by queer worldmaking, technological magic, and the ongoing labor of reenvisioning how knowledge is created, shared, and sustained.

Anonymity is usually sold as a kind of freedom: the ability to speak without fear, to move through public space without being tracked, to test ideas and identities without immediate consequences. In this episode of Hotel Bar Sessions, the co-hosts pull up stools to ask whether anonymity actually liberates—or whether it more often dissolves responsibility. Starting with Plato's Ring of Gyges (and the old moral stress test, what would you do if no one could see you?), the conversation traces a familiar worry: that anonymity invites cruelty, petty opportunism, and moral self-deception, while publicity and accountability form part of the “social glue” that keeps a democratic community from fraying. But the episode refuses the easy conclusion that anonymity is always corrupting. The hosts distinguish anonymity as a shield for the powerless—whistleblowers, survivors, precarious workers, and people exploring vulnerable dimensions of identity—from anonymity as impunity for the powerful. And then the stakes sharpen: when state agents mask themselves, anonymity stops being a personal protection and becomes a political weapon—an engineered unaccountability that makes contestation nearly impossible and turns “rule of law” into theater. The discussion returns again and again to the unequal distribution of exposure: who is forced to be legible, who gets to disappear, and how institutions (and now AI systems) can hide decision-making behind corporate names, bureaucratic opacity, and algorithmic excuses. The episode closes by arguing for nuance without moral mush. One can oppose masked, unidentifiable state power while still defending privacy and the selective necessity of anonymity for those at risk.Full episode notes available at this link:https://hotelbarpodcast.com/anonymity---------------------SUBSCRIBE to the podcast now to automatically download new episodes!SUPPORT Hotel Bar Sessions podcast on Patreon here! (Or by contributing one-time donations here!)BOOKMARK the Hotel Bar Sessions website here for detailed show notes and reading lists, and contact any of our co-hosts here.Hotel Bar Sessions is also on Facebook, YouTube, BlueSky, and TikTok. Like, follow, share, duet, whatever... just make sure your friends know about us! ★ Support this podcast on Patreon ★

In the first of this two-part conversation for CAA Conversations, multidisciplinary artists Lindeadeluz, aka Darleen Martinez, and Edgar Fabián Frías examine the intersections of pedagogy, performance, and institutional power. Drawing from their experiences as educators, artists, and cultural workers, they reflect on how institutions shape bodies, knowledge production, and lived experience; often through mechanisms of trauma, exclusion, and legitimacy. The discussion considers the performative dimensions of teaching and scholarship, particularly within digital and interdisciplinary practices that remain marginalized in traditional academic and museum contexts. Martinez and Frías explore questions of accessibility, representation, and cultural stewardship, emphasizing that inclusion alone is insufficient without structural transformation. Through examples of performative and speculative art practices, they highlight strategies for reclaiming space, redistributing authority, and imagining institutions as evolving sites of possibility. Together, they propose speculative frameworks that challenge inherited hierarchies while opening pathways for more accountable, embodied, and future-oriented forms of learning and engagement.

Theresa Duong on episode 609 of the Teaching in Higher Ed podcast. Quotes from the episode “All we’re really trying to do is create these conditions that can help our students flourish and thrive within our classrooms while maintaining the rigor of our work.” – Theresa Duong “I felt like I could thrive in my PhD program because I had these people who kept pushing me to go and kept pushing me to take care of myself.” – Theresa Duong “Pedagogy, the formal definition in my mind, is this art and science of teaching and learning.” – Theresa Duong “To me, wellness is really about thriving and flourishing in the work that you’re doing.” – Theresa Duong Resources Pedagogical Wellness | UCI Division of Teaching Excellence and Innovation Pedagogical Wellness: A New Direction in Educational Development by Theresa Huong (Theresa) Duong, Andrea Aebersold, + Matthew Mahavongtrakul Okanagan Charter UCI Health Promoting University Pedagogical Wellness Day- Interest Form Artmakers Club with Lisa Bardow Calm Strips Forest App

In this episode, we talk with Mike Whitenton, Director of Academic Initiatives at Interfaith America (IA). Mike works at the intersection of rhetoric, religious narrative, and cognitive science to help educators create classroom spaces where students can engage meaningfully across differences.Our conversation explores what pluralism means in practice and how it intersects with existing research and practice to foster inclusivity and belonging in the classroom. Mike introduces listeners to the three core principles of pluralism: Respect for diverse identities (even those that make us uncomfortable); Relate to those around us in a way that is genuine and mutually enriching; and Cooperate together in the service of the common good. Rather than avoiding disagreement, pluralism asks us to lean into it intentionally. In an educational environment, this means giving students structured opportunities to develop empathy, practice perspective-taking, and build bridges before they encounter real-world conflicts. By creating low-stakes opportunities for students to engage with divergent perspectives, we help them develop the skills they'll need long after they leave our classrooms.Learn more about Interfaith America: https://www.interfaithamerica.org/ Other materials referenced in this episode: Eck, D. L. (n.d.). The Pluralism Project. Harvard University. https://pluralism.org/Ed Up Experience Podcast [Audio podcast]. https://www.edupexperience.com/Interfaith America. (n.d.). Pedagogies for pluralism. https://www.interfaithamerica.org/resources/pedagogies-for-pluralism/Interfaith America. (n.d.). Pluralism Texts Bibliography. https://www.interfaithamerica.org/resources/pluralism-texts-bibliography/ Interfaith America. (n.d.). Teaching & Learning Pluralism Cohort. https://www.interfaithamerica.org/grants/teaching-learning-pluralism-cohort/ Zangwill, I. (1909). The melting-pot: Drama in four acts. Macmillan.

Hand balancing is entering a new chapter. In this episode, Meaghan Wegg introduces the Hand Balancing syllabus under Aerial Arts and shares why balance is not a trick or a strength test, but a skill that can be taught safely and progressively. From reducing fear upside down to building confidence through clear structure, this conversation explores how a syllabus changes the way hand balancing is taught in studios. If you teach dancers, aerialists, or acro students, this episode offers a fresh perspective on balance, alignment, and what is now possible with a structured approach. Ready to bring Hand Balancing to your studio? Register now and be part of the first wave of teachers building this discipline the right way. Meaghan Wegg Meaghan grew up dancing where she studied Jazz, Tap, Hip Hop and Acro. In 2001, Meaghan was accepted in to L'Ecole Nationale de Cirque in Montreal where she specialized in aerial hoop and contortion with additional training in Ballet, Contemporary and Modern. Upon graduation in 2005, Meaghan performed professionally as a principal dancer in many roles, including the cast of ‘Tomorrow' (Pigeons, International) and the cast of ‘Loft' (7 Fingers). From 2009 – 2012, Meaghan performed on tour globally with Cirque Du Soleil's ‘Quidam' as a feature aerialist. Following an extremely successful performance career, Meaghan shifted her focus to coaching and choreography. In 2013 Meaghan graduated with a diploma from L'Ecole Nationale de Cirque (Montreal, Canada) with a major in Research of Acrobatics, and a minor in Hand to Hand partnering for dancers. Currently she works as a private acrobatic coach and choreographer, and attracts students from around the world with a focus on career development, choreography and professional stage preparation. Meaghan founded Move With The Beat dance competitions in 2013. She is the Aerial Arts Division Manager with Acrobatic Arts. Most recently she has launched her Aerial Arts Online syllabus guiding teachers with her course for their students and class preparations. Meaghan started The Academy Circus as a local London, Ontario circus and acrobatic facility in 2017. Meaghan recently has been hired for global choreographic projects in Australia, Montreal, France, China and India creating large scale shows for special events, Casino shows and year end performance university shows. She is passionate about welcoming everyone into the performance industry while sharing tips and tools about making it a reality. She is now an on call Artistic Coach with Cirque du Soleil. Meaghan is very happy to be settled in her home town of London Ontario with her small family! A full transcript of the podcast is available here: https://www.acrobaticarts.com/blog/ep-128-hand-balancing-reimagined-with-meaghan-wegg Listen to Meaghan's Previous Episodes: Ep. 114 Take it to the Air with Meaghan WeggEp. 83 Headstand Progressions for Beginners with Meaghan WeggEp. 71 Student vs Professional Training with Tim Buckley & Meaghan WeggEp. 46 Managing Headaches During Acro Class with Meaghan WeggEp. 7 Acrobatic Arts Australia, New Zealand and Asia Division Managers - Meaghan Wegg and Tim Buckley If you'd like more amazing content more tips and ideas check out our Acrobatic Arts Channel on YouTube. Subscribe Now! Connect with Acrobatic Arts on your favourite social media platform: Instagram: https://www.instagram.com/acrobaticarts/ Facebook: https://www.facebook.com/Acroarts Twitter: https://twitter.com/acrobatic_arts/ Learn more and register for our programs at AcrobaticArts.com

Returning to the topic of reading, Fin and Jane discuss recent developments that highlight why Wales is still failing when it comes to this crucial element of education. Social media:* Facebook page: https://www.facebook.com/impactwales123* Private Facebook group: https://www.facebook.com/groups/1099646660713906/* Bluesky: @impactwales.bsky.social* Instagram: https://www.instagram.com/impactwales/Contact:Email: enquiries@impact.wales Tel: 029 2167 9140BOOKSThe Illustrated Guide to Pedagogy:https://amzn.to/4lsupnbClosing the Disadvantage Gap:https://www.amazon.co.uk/gp/aw/d/1032824107/ref=tmm_pap_swatch_0Power Up Your Pedagogy:https://www.amazon.co.uk/Power-Up-Your-Pedagogy-Illustrated/dp/1398388068Subscribe to ImpactPlus today:www.impact.wales/impactplusPRODUCTIONHosts: Finola Wilson and Jane MillerProducer: Darren EvansVisit us at: www.impact.walesMusic: Power Shutoff by Craig MacArthur

“What is classical Christian education?” sounds like an easy question, until you try to answer it.In this episode, Davies Owens is joined by Dr. David Diener, professor of education at Hillsdale College and executive director of the Alcuin Fellowship, to offer a clear, grounded explanation of what classical Christian education is and what it is not. They explore why this approach begins with the purpose of education, not just the methods, and how it aims to form students into a certain kind of human being, equipped to live well in this life and the next.You will also hear how classical Christian schools differ from many modern models that treat education primarily as a transaction for career readiness, and why “integration” matters more than adding spiritual elements onto an otherwise secular framework.

In this episode, Boz and Sharona explore how trauma-informed pedagogy and “teaching with kindness” intersect with alternative grading, especially through the often-overlooked impact of syllabus tone and classroom language. Sparked by Acacia Ackles' “Teaching Through Trauma” post on the Grading for Growth blog and Cate Denial's work on kinder syllabus design, they unpack how common “control” policies around devices, academic integrity, and participation can communicate suspicion and unintentionally amplify student anxiety. They connect key trauma-informed principles, such as safety, transparency, support, voice and choice, collaboration, and resilience, to familiar alternative grading practices like feedback loops, multiple opportunities to demonstrate learning, clear expectations, and structures that normalize help-seeking. Along the way, they wrestle with tensions like cold calling and behaviorism, arguing for approaches that reduce surprise, offer opt-outs when needed, and build environments where students want to participate. The episode closes with gratitude for a community willing to be vulnerable about what's not working, and a reminder that shifting grading can be the “thread” that unravels deeper, more humane teaching practices.LinksPlease note - any books linked here are likely Amazon Associates links. Clicking on them and purchasing through them helps support the show. Thanks for your support!Teaching Through Trauma (Grading for Growth Blog)What Do Our Syllabi Really Say (Cate Denial's Blog - Pedagogy of Kindness)Trauma-Informed Pedagogy, from the University of OregonA Pedagogy of Kindness, Denial, CateResourcesThe Center for Grading Reform - seeking to advance education in the United States by supporting effective grading reform at all levels through conferences, educational workshops, professional development, research and scholarship, influencing public policy, and community building.The Grading Conference - an annual, online conference exploring Alternative Grading in Higher Education & K-12.Some great resources to educate yourself about Alternative Grading:The Grading for Growth BlogThe Grading ConferenceThe Intentional Academia BlogRecommended Books on Alternative Grading:Grading for Growth, by Robert Talbert and David Clark

Whether we realize it or not, students are always watching us. What are they learning from what we model? We dig into a Cult of Pedagogy blog post and offer a few easy, practical plans to help educators be more intentional about the lessons they teach—without saying a word. If you'd like to join our email list and receive episode updates, please do so HERE. Email me anytime at teacherscupofcoffeeguy@gmail.com. Check us out now with a video pod at https://youtu.be/YSwPtnX3U7Y.

In this episode of PeaceCast, NJN's Maxxe Albert-Deitch is joined by Ittay Flescher, who some of our listeners may recognize as the Education Director of Seeds of Peace Jerusalem, others might recognize as the Jerusalem Correspondent for The Jewish Independent from Australia, and a deeply insightful analyst of Israeli politics. He has been published in Haaretz, The Age, ABC Religion and Ethics, Jerusalem Post, Fathom and last year brought the publication of his first book, The Holy and the Broken: A cry for Israeli-Palestinian peace from a land that must be shared. Buy the book: https://www.harpercollins.com/products/the-holy-and-the-broken-a-cry-for-israeli-palestinian-peace-from-a-land-that-must-be-shared-shortlisted-for-the-75th-us-national-jewish-book-award-ittay-flescher?variant=44491257675810 Read more of Ittay's work: https://www.ittay.au/articles Check out Ittay's US tour dates: https://www.ittay.au/  

Avec Dre LiAnna Carusone et Dre Marie-Frédérique Paré, résidentes en pédiatrie, et Dr Louis-Philippe Thibault-Lemyre, pédiatre et clinicien-chercheur avec un intérêt en éducation médicale, nous allons:définir ce qu'est la pédagogie en sciences de la santé;décrire le mode de fonctionnement d'une unité d'hospitalisation d'enseignement clinique;discuter du concept de sécurité psychologique dans un environnement clinique d'apprentissage.Références:Brown, P. C., Roediger, H. L., III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning. The Belknap Press of Harvard University Press. Université de San Francisco. Andragogy vs. Pedagogy: Understanding Teaching Approaches in Medical Education. Californie (2025). Disponible: https://libraryhelp.ucsf.edu/hc/en-us/articles/29431579339799-Andragogy-vs-Pedagogy-Understanding-Teaching-Approaches-in-Medical-Education Renaud, K., Guillemette, F., & Leblanc, C. (2016). Tenir compte de la « zone proche de développement » des étudiants dans son enseignement. Le Tableau, 5(1). En ligne : https://docutheque.uquebec.ca/id/eprint/70/1/tableau_v5_n1_zpd_0.pdfTsuei SH, Lee D, Ho C, Regehr G, Nimmon L. Exploring the Construct of Psychological Safety in Medical Education. Acad Med. 2019 Nov;94(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 58th Annual Research in Medical Education Sessions):S28-S35.Gouvernement du Canada. La sécurité psychologique en contexte d'apprentissage (2025). Disponible: https://www.canada.ca/fr/ministere-defense-nationale/services/conduite-et-culture/formation-et-education/securite-psychologique/securite-psychologique-contexte-apprentissage.html Bump GM, Cladis FP. Psychological Safety in Medical Education, Another Challenge to Tackle? J Gen Intern Med. 2025 Jan;40(1):41-45. Thibault LP, Luu TM, Huot C, Cardinal G, Carrière B, Du Pont A, Moussa A. (2020). Residents as research subjects: balancing resident education and contribution to advancing educational innovations. Canadian Medical Education Journal 11(2):e-59Centre de pédagogie appliquée aux sciences de la santé. Formations offertes par le CPASS: https://cpass.umontreal.ca/formation/formations-offertes/cce/Herling F. La zone proximale de développement. HEC. https://ernest.hec.ca/video/DAIP/pdf/Zone_Proximale_de_Developpement.PDFAudétat, MC. et coll. Difficultés de raisonnement clinique. CPASSS. Université de Montréal.Les invité(e)s et l'animatrice ne déclarent aucun conflit d'intérêt. Idée originale, réalisation, animation et gestion des réseaux sociaux: Émilie Roy-St-PierreCaptation et montage: Antoine Palardy, technicien en audiovisuel (depuis octobre 2025) et Philippe Lacroix (janvier 2024 à octobre 2025), spécialiste en audiovisuelConseillère en communication: Pascale Chatagnier (depuis mai 2025) ; Katrine Louis-Seize (janvier 2024 à mai 2025)Technopédagogue: Carl-Philippe Sauvé (depuis janvier 2026)Logo: Équipe des communications et du graphisme du CHU Sainte-JustineMusique: Samuel RossCollègues, ami(e)s et famille, merci pour votre précieux soutien. © mgparkilo 2026 Merci pour l'écoute! Allez mettre une réaction sur vos épisodes préférés, partagez la bonne nouvelle sur Facebook/Instagram et abonnez-vous pour ne rien manquer

Jane and Finola are joined by Kate Couper and Jack Rennie-Evans, teachers from Larbert High School in Scotland. They discuss the work Impact did with Larbert helping teachers take ownership of their own teaching practice, and the impact it has had on pupils. Social media:* Facebook page: https://www.facebook.com/impactwales123* Private Facebook group: https://www.facebook.com/groups/1099646660713906/* Bluesky: @impactwales.bsky.social* Instagram: https://www.instagram.com/impactwales/Contact:Email: enquiries@impact.wales Tel: 029 2167 9140BOOKSThe Illustrated Guide to Pedagogy:https://amzn.to/4lsupnbClosing the Disadvantage Gap:https://www.amazon.co.uk/gp/aw/d/1032824107/ref=tmm_pap_swatch_0Power Up Your Pedagogy:https://www.amazon.co.uk/Power-Up-Your-Pedagogy-Illustrated/dp/1398388068Subscribe to ImpactPlus today:www.impact.wales/impactplusPRODUCTIONHosts: Finola Wilson and Jane MillerProducer: Darren EvansVisit us at: www.impact.walesMusic: Power Shutoff by Craig MacArthur

Dr. David Brubeck joins the Feeding the Starving Artist podcast. Dave is an acclaimed bass trombonist, composer, and educator whose groundbreaking contributions to music have left an indelible mark on the world of brass performance. Best known for his innovative Stereograms—a collection of solo works for bass clef instruments published internationally—Brubeck has performed and recorded with legendary artists such as Stevie Wonder, Ray Charles, and Joni Mitchell. His scholarly work, including The Pedagogy of Arnold Jacobs, is frequently cited and reflects his dedication to advancing brass pedagogy.A third cousin of jazz pianist Dave Brubeck, Dave has performed at prestigious festivals and venues around the globe, showcasing his artistry in solo and duo formats, including his celebrated group, Duo Brubeck. As a professor of music and conductor, he has shaped generations of musicians, leading ensembles to national acclaim and developing innovative teaching methods. Dr. Brubeck's passion for performance and education continues to inspire audiences and students alike.Visit davidbrubeck.com to explore his music, writings, and more.

This episode features Ana Valentina Patton, an Instructional Coordinator at KLA Academy in Miami and a contributing writer for the Two Writing Teachers blog. Together, Stacey and Ana tackle the challenges teachers face during the mid-year slump, when energy dips and the pressure of test scores can overshadow the joy of writing. Ana shares practical ways to reclaim presence and authenticity as a teacher-writer, focusing on small shifts that make a big difference in the K-6 classroom. Drawing on her global teaching background, Ana offers strategies for connecting and making writing a more joyful, meaningful part of daily classroom life.GO DEEPER:A Teacher's Guide to Mentor Texts, K-5 (The Classroom Essentials Series) by Carl AndersonBuilding on “Rallying a Community of Writers”: A February Support System by Ana Valentina PattonMorning message ideas from Responsive Classroom“Persistence and Pedagogy” by Amanda PottsRallying a Community of Writers by Jessica CareySign up for the 19th Annual Slice of Life Story Challenge on Two Writing TeachersWhen Teachers Write: Three Shifts Toward Becoming a Present Writing Teacher by Ana Valentina PattonWriting Tools: 55 Essential Strategies for Every Writer by Roy Peter ClarkAna Valentina Patton, the Instructional Coordinator at KLA Academy in Miami. With over 20 years of experience across the globe—taught in Venezuela, Egypt, and now the U.S.—Ana is an expert in literacy coaching and writing workshops. She's passionate about the 'reciprocal power' of teaching and learning, and she's here to help us cultivate stronger writing communities in our schools.Instagram: @anavpattonBlog: https://anavpatton.orgThanks to our affiliate, Zencastr! Use our special link (https://zen.ai/mqsr2kHXSP2YaA1nAh2EpHl-bWR9QNvFyAQlDC3CiEk) to save 30% off your first month of any Zencastr paid plan. Send us a textPlease subscribe to our podcast and leave us ratings/reviews on your favorite listening platform.You may contact us directly if you want us to consult with your school district. Melanie Meehan: meehanmelanie@gmail.com Stacey Shubitz: stacey@staceyshubitz.com Email us at contact@twowritingteachers.org for affiliate or sponsorship opportunities.For more about teaching writing, head to the Two Writing Teachers blog.

Catastrophe usually sounds like a synonym for disaster—but in this episode, it's treated as a philosophical concept: a “downturn” that scrambles a world's legibility and forces a basic question—what can still be believed now? Starting from Greek tragedy (where catastrophe names a plot's turning point), the conversation traces how ruptures—ancient, modern, natural, political—expose finitude and test the limits (and complicities) of inherited frameworks of reason.From there, the episode pivots into a philosophy of catastrophe: the work of making horrors intelligible by clarifying the structures that made them possible, while also asking what catastrophe demands ethically—what must never happen again, and what that imperative requires of living, thinking, and teaching after rupture.Finally, the episode debates philosophy as catastrophe: whether certain ideas don't merely respond to downturns but actively produce them by breaking prior worlds of sense—recasting what counts as knowledge, power, nature, and the human. The conversation closes with an unsettling contemporary candidate: LLM-generated “philosophy papers” as a potential wheel-smashing shift in how philosophy is produced, circulated, and evaluated.Full episode notes available at this link:https://hotelbarpodcast.com/catastrophic-philosophy---------------------SUBSCRIBE to the podcast now to automatically download new episodes!SUPPORT Hotel Bar Sessions podcast on Patreon here! (Or by contributing one-time donations here!)BOOKMARK the Hotel Bar Sessions website here for detailed show notes and reading lists, and contact any of our co-hosts here.Hotel Bar Sessions is also on Facebook, YouTube, BlueSky, and TikTok. Like, follow, share, duet, whatever... just make sure your friends know about us! ★ Support this podcast on Patreon ★

Welcome to Episode 154 of the Think UDL podcast: Slow Pedagogy with Constanza Bartholomae. Constanza Bartholomae is the Interim Director of the Center for Teaching Excellence at Bryant University in Smithfield, Rhode Island. I've worked with her several times and we share a passion for engaging environments and, of course, UDL. Today's conversation centers on Slow Pedagogy and UDL. You'll learn not only what Slow Pedagogy means, but also how to implement more thoughtful, deep-learner driven interventions into your teaching practice. And perhaps, give you another way to think about how your students learn and how to go about designing your courses.  You'll find the resources mentioned in this conversation in the resource section just before the transcript on ThinkUDL.org.

In this Prof Responds episode, Professor Wamble reflects on listener responses to the “Best & Worst Teachers at Hogwarts” discussion and steps back to ask a larger question: What does it mean to teach in the shadow of war? Drawing on Hogwarts faculty, Defense Against the Dark Arts, and Dumbledore's leadership, this episode explores how education changes under sustained threat, how silence functions as pedagogy, and why students, especially marginalized ones, so often bear the cost of adult indecision. The conversation connects the magical world to the present political moment, examining the dangers of ignoring reality, the limits of preparing students without transparency, and the ethical responsibility educators carry when the world outside the classroom is already on fire. This episode is invites us to reckon with power, authority, and the consequences of what schools choose to teach and what they refuse to name.

Artificial intelligence is advancing at an extraordinary pace, and education is being reshaped whether we are ready for it or not. In this episode, we discuss a new and fascinating book on this topic — Artificial Intelligence in Education: The Intersection of Technology and Pedagogy. The contributors are experts from around the world who are both educators and technically proficient. I'm joined by the editors of the book, who are leading experts in the field of learning technologies. Dr. Peter Ilic is a Senior Associate Professor in the Center for Language Research at the University of Aizu in Japan. Dr. Imogen Casebourne is the research lead at the Innovation Lab at the Digital Education Futures Initiative (DEFI) at Cambridge University. Prof. Rupert Wegerif is Professor of Education in the Faculty of have Education at the University of Cambridge and the founder and academic director of the Digital Education Futures Initiative (DEFI) at Hughes Hall, Cambridge University. The book and this conversation sit at the intersection, and sometimes the tension, between technologists and educators. Historically, educational technologies promised transformation but often end up reinforcing outdated models of learning. AI poses a new challenge that is fundamentally changing education. Together, we explore why simply adding AI to existing systems doesn't work, why dialogue between technology and pedagogy is now urgent, and how approaches like design-based research can help us develop educational AI more responsibly. We also discuss what it might mean to move toward a more dialogic understanding of education, one focused less on the transmission of knowledge and more on collaboration, problem-solving, and learning with both people and technology. At its core, this episode is a call for collaboration between educators, technologists, and policymakers and for taking an active role in shaping the future of AI in education, rather than being shaped by it. Links: Book: Artificial Intelligence in Education: The Intersection of Technology and Pedagogy https://link.springer.com/book/10.1007/978-3-031-71232-6 Dr. Peter Ilic: https://u-aizu.ac.jp/research/faculty/detail?lng=en&cd=90119 Dr. Imogen Casebourne: https://www.deficambridge.org/people/imogen-casebourne/ Prof. Rupert Wegerif: https://www.educ.cam.ac.uk/people/staff/wegerif/

This and all episodes at: https://aiandyou.net/ . I am talking with José Antonio Bowen and C. Edward Watson about AI in postsecondary education, because they are authors of the new book Teaching with AI: A Practical Guide to a New Era of Human Learning. José is leader of the Bowen Innovation Group, consulting on innovation in higher education and was the 11th president of Goucher College. He has held leadership roles at Stanford, the University of Southampton, Georgetown, Miami University, and Southern Methodist University, and his book Teaching Naked reshaped conversations about technology and pedagogy. He is an international jazz pianist and edited the Cambridge Companion to Conducting. Eddie Watson is Vice President for Digital Innovation at the American Association of Colleges and Universities and is the Founding Director of their Institute on AI, Pedagogy, and the Curriculum.  He directed the Center for Teaching and Learning at the University of Georgia, and is a Fellow of the Louise McBee Institute of Higher Education. In our conclusion, we talk about the future of textbooks, José and Eddie's meta-analysis of AI literacy frameworks and standardizing AI literacy training, the evolution of teaching models and practices like lectures, and the future of degrees themselves. All this plus our usual look at today's AI headlines! Transcript and URLs referenced at HumanCusp Blog.        

What do we mean when we talk about intelligence—and who, or what, gets counted as intelligent in the first place? In this episode of Hotel Bar Sessions, our co-hosts pull up stools at the bar to tackle the idea of intelligence(s) as a plural, contested, and deeply political concept.Starting from a working definition of intelligence as the capacity to navigate a domain toward ends, the conversation quickly fans out: human intelligence, non-human animal intelligence, machine intelligence, and even the question of whether rivers, mountains, or viruses might exhibit their own forms of intelligent “fit.” Our co-hosts wrestle with familiar philosophical fault lines—rationality versus embodiment, instinct versus understanding, adaptation versus explanation—while keeping a sharp eye on the troubling history of intelligence as a ranking device tied to exclusion, hierarchy, and power.Drawing on phenomenology, feminist philosophy, philosophy of race, AI ethics, and everyday examples ranging from crows to chatbots, the episode asks what's really at stake when we measure, compare, or deny intelligence. Is intelligence best understood as a single scale, or as an ecology of overlapping capacities shaped by bodies, environments, and worlds? And if machines are already intelligent in their own way, what follows for how we understand ourselves?Full episode notes available at this link:https://hotelbarpodcast.com/podcast/intelligences---------------------SUBSCRIBE to the podcast now to automatically download new episodes!SUPPORT Hotel Bar Sessions podcast on Patreon here! (Or by contributing one-time donations here!)BOOKMARK the Hotel Bar Sessions website here for detailed show notes and reading lists, and contact any of our co-hosts here.Hotel Bar Sessions is also on Facebook, YouTube, BlueSky, and TikTok. Like, follow, share, duet, whatever... just make sure your friends know about us! ★ Support this podcast on Patreon ★

This and all episodes at: https://aiandyou.net/ . After last week's exploration of AI in secondary education it's time to look at how it's landing in the universities, and so I am talking with José Antonio Bowen and C. Edward Watson, authors of the brand new book Teaching with AI: A Practical Guide to a New Era of Human Learning. José leads the Bowen Innovation Group, consulting on innovation in higher education and was the 11th president of Goucher College. He has held leadership roles at Stanford, the University of Southampton, Georgetown, Miami University, and Southern Methodist University, and his influential book Teaching Naked reshaped conversations about technology and pedagogy. He edited the Cambridge Companion to Conducting, and is an international jazz pianist. C. Edward Watson - Eddie on our show - is Vice President for Digital Innovation at the American Association of Colleges and Universities and is the Founding Director of their Institute on AI, Pedagogy, and the Curriculum. He directed the Center for Teaching and Learning at the University of Georgia, and is a Fellow of the Louise McBee Institute of Higher Education. We talk about how students and teachers are reacting to AI, threats to jobs – particularly teaching jobs – and changes to how we work, what really matters in the practice of teaching in an AI world, cheating, changes to relationships between teachers and students and the importance of caring. All this plus our usual look at today's AI headlines! Transcript and URLs referenced at HumanCusp Blog.        

Pedagogy, it could be argued, is a meaningless academic fantasy if it isn’t proficiently applied. In music, we can do all of the “right” methods. Solfege, Takadimi, count singing etc. But, does it matter if they can’t use it to make music? In this next iteration of the “The First Days of Choir,” inspired by … Continue reading "Episode 273: Applying the Whole Language of Music"

Why do AI's fabricated memories "feel" so true?Hotel Bar Sessions is currently between seasons and while our co-hosts are hard at work researching and recording next season's episodes, we don't want to leave our listeners without content! So, as we have in the past, we've given each co-host the opportunity to record a "Minibar" episode-- think of it as a shorter version of our regular conversations, only this time the co-host is stuck inside their hotel room with whatever is left in the minibar... and you are their only conversant!AI engineers and designers are currently, and rightly, focused on minimizing the deleterious effects of AI's three primary "memory problems"-- hallucinations, catastrophic forgetting, and bias-- but in this Minibar episode, HBS co-host Leigh M. Johnson argues that none of these problems can be design-engineered away. They are, according to Johnson, baked-in and unavoidable structural elements of any language-based system reliant on an archive.Borrowing from Jacques Derrida's work on archives, language, and memory, Johnson argues that we should think more seriously about the manner in which LLM's outputs come to us cloaked in the garb of memory. We take AI hallucinations, for example, to be true because they inspire in us a feeling of nostalgia... something that we could have remembered, perhaps even should have remembered, but didn't.Or didn't we?Tune in for the first episode of Season 15 on January 23, 2026!Full episode notes available at this link:https://hotelbarpodcast.com/minibar-algorithmic-noslagia---------------------SUBSCRIBE to the podcast now to automatically download new episodes!SUPPORT Hotel Bar Sessions podcast on Patreon here! (Or by contributing one-time donations here!)BOOKMARK the Hotel Bar Sessions website here for detailed show notes and reading lists, and contact any of our co-hosts here.Hotel Bar Sessions is also on Facebook, YouTube, BlueSky, and TikTok. Like, follow, share, duet, whatever... just make sure your friends know about us! ★ Support this podcast on Patreon ★

Dr Wilton Lodge says it's not enough to just decolonise our curriculum.Wilton, an Associate Professor (Teaching) at UCL, discusses how teachers can confront their own biases about what knowledge is powerful, and be more responsive to the diverse cultural perspectives in every classroom."Inequality in education is not accidental. It is produced through curriculum choices, pedagogical practises, assessment systems and institutional cultures...Addressing this requires educators to move beyond surface level ideas of inclusion. It means critically asking questions such as whose knowledge is being taught, whose voices are heard, and whose experiences are centred in our classroom."Full show notes: https://www.ucl.ac.uk/ioe/news/2026/jan/culturally-responsive-pedagogy-staffroom-s06e03

The more time you spend writing, the more you know that revision is everything. Let me cite writing superhero John Green on this one, who discusses his drafting processin the FAQs on his website: "...I'm a big believer in revision: I almost always delete most of my first drafts (often as much as 90%). But there are many mini-drafts along the way, so it's hard to talk about the process quantitatively. I do try to save the file with a different name each time I've made some dramatic changes I fear I might later regret, so that's some measure, maybe, of how many drafts there are. The final copy of Katherines on my hard drive is called aok284; the final copy of TFiOS is called okay192." If I'm understanding John correctly, that means he wrote 284 drafts with dramatic changes for just one of his novels. Let's let that sink in for a moment. Let's be sure to mention that to students sometime soon. I tried to demonstrate some of this to my students back when I was at the Bread Loaf School of English in the summers (find out more about that fabulous program here in episode 223), and teaching in the school year. I photocopied every phase of one of my major papers, from random thoughts on paper to sort-of-organized thoughts to outline to research notes to draft to draft to draft to final paper. The booklet I passed out to students literally looked like a book. I wanted them to understand that writing isn't a matter of freewheeling a draft and then cleaning it up. Recently, I spent twenty or so hours over winter vacation (soooo much travel time) reading up on the most current best practices in writing instruction. It was a good time. There's nothing quite like reading classroom stories about integrating sensory detail at 3 a.m. over the Atlantic while the plane around you sleeps. (Yep, stop laughing. You always knew this about me. Pedagogy is my jam). A lot of it felt familiar, but there were also things that sparked new connections for me, and a few surprises, too. So today, let's tackle a huge topic together: student revision. We'll dive into the challenge and some solid solution options, and I'll hand over a curriculum booster pack to help you put it all into action. The visual walkthrough of this episode: Make a copy of the curriculum that goes with this episode: https://docs.google.com/presentation/d/1TIxaV1lgaAJMZipDt6hgoPC6-Tz7wAi2P4KF2uSd_pE/copy Sources:  Green, John. "FAQs." John Green Books: https://www.johngreenbooks.com/where-i-get-my-ideas-inspiration-and-general-writing-stuff. Accessed January 2026. Hillocks Jr., George. Narrative Writing: Learning a New Model for Teaching. Portsmouth: Heinemann, 2006. "How to Teach Authentic Writing in the Age of AI." Edutopia: The School of Practice Podcast. https://podcasts.apple.com/us/podcast/how-to-teach-authentic-writing-in-the-age-of-ai/id1840474338?i=1000736252749. Accessed January 2026. "Improve Students' Evidence Analysis: Meet Mr. Skeptical." The Spark Creativity Teacher Podcast. https://nowsparkcreativity.com/2025/05/improve-students-evidence-analysis-meet-mr-skeptical.html. Accessed January 2026. MacArthur, Charles. "Evaluation and Revision" (Chapter 12). Best Practices in Writing Instruction. Ed. by Steve Graham, Charles MacArthur, and Michael Hebert. New York: Guilford Press, 2017. Wilson, Joshua. "Assessing Writing" (Chapter 14). Best Practices in Writing Instruction. Ed. by Steve Graham, Charles MacArthur, and Michael Hebert. New York: Guilford Press, 2017. Go Further:  Explore alllll the Episodes of The Spark Creativity Teacher Podcast. Get my popular free hexagonal thinking digital toolkit Join our community, Creative High School English, on Facebook. Come hang out on Instagram. Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the 'gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you!  

Erin Hagar welcomes back Dr. Mary Jo Bondy and Dr. Karen Gordes. Following up on their introduction of Trauma Informed Pedagogy introduced in episode 27, they discuss a faculty development initiative they designed to share their knowledge of trauma informed pedagogy across the UMB campus, its impact, and their hopes going forward.

Melanie Lenehan is the Principal and CEO of Fircroft College, a unique publically supported adult education institution located in the West Midlands in Birmingham, England's second largest city. The college was founded in 1909 by George Cadbury, Jr., a Quaker industrialist and philanthropist, who was one of the pioneers of the art and science of milk chocolate. Cadbury's educational vision was strongly influenced by the Danish folk high school model which emphasizes cultivating the development of a strong sense of personhood and belonging through non-competitive adult education in the context of small residential learning communities with multiple opportunities for formal and informal interactions, ranging from classes, to shared meals and group singing. The students of Fircroft College are most often adults older than traditional college age who have experienced significant setbacks or disruptions in their lives, including addiction, mental health issues, or disadvantages arising from poverty or legal status. In our conversation, Mel and I spoke about her experiences as a child of Irish immigrants growing up in London who was the first person in her family to attend university, as well as the origins of Fircroft College and its connections to the Danish folk high school movement. Finally, Mel introduced one of her most important sources of inspiration, namely, the Brazilian educator Paulo Freire and the approach for working the poor and dispossessed that he articulated as "the Pedagogy of the Oppressed."Links: Fircroft College - https://www.fircroft.ac.uk/Thoreau College - https://thoreaucollege.org/

Interview Date: November 16th, 2025Episode Summary:In this insightful conversation, internationally acclaimed dancer, choreographer, scholar, and educator Anabella Lenzu shares the remarkable journey that shaped her 35-year career. Born in Argentina and classically trained in the prestigious Teatro Colón, Anabella traces her evolution from early flamenco lessons to mastering ballet, modern dance, and dance theater across Argentina, Italy, Chile, London, and New York. She opens up about immigrating with limited English, navigating cultural transitions, and building dance companies on multiple continents—including her current artistic home in Brooklyn.Anabella explains how her life as a choreographer, educator, writer, and mother intertwines into one seamless identity, offering dancers powerful lessons on artistic responsibility, lineage, and self-discovery. She breaks down why understanding dance history is essential, how to develop presence and technique beyond “steps,” and the courage required to create your own opportunities—including producing her own solo shows and writing two major books that took over a decade to complete.Listeners will walk away with deep insight into pedagogy, creative research, international work, the reality of running a school, and how to sustain a long-term career anchored in purpose—not trends. This episode is perfect for dancers, choreographers, educators, and anyone seeking to build an artistic life with depth, cultural awareness, and global perspective.Shownotes:(0:00) – Intro & welcome to Anabella Lenzu(1:20) – Early life in Argentina & first training(9:51) – Teatro Colón, ballet roots & modern shift (13:30) – Global travel shaping artistic identity (15:00) – Visa challenges & moving to New York (16:40) – Running a studio, family legacy in Argentina (23:16) – Scholarship, research, and importance of dance history (28:32) – Creating solo shows & artistic self-production(33:14) – Teaching at NYU & curriculum breakdown (37:40) – Her new book: 11 years of researchBiography:Anabella Lenzu, originally from Argentina, is a dancer, choreographer, scholar, and educator with 35 years of international experience across Argentina, Chile, Italy, and the USA. She is the founder and director of Anabella Lenzu/DanceDrama, a New York–based company known for thought-provoking, historically conscious dance-theater. Since 2006, she has created 15 works and presented over 400 performances worldwide. Her award-winning dance films have screened in more than 200 festivals. Recognized by NDEO and NYSDEA for her innovative pedagogy and leadership, Lenzu continues to shape the field of dance education. She is the author of Unveiling Motion and Emotion(2013) and Teaching Dance Through Meaningful Gestures (2025), exploring the body as a vehicle for expression and philosophy.Connect on Social Media:Website: www.AnabellaLenzu.comInstagram: https://www.instagram.com/anabellalenzu/

What happens when we follow the letter of the law, while refusing to cooperate with its spirit?Hotel Bar Sessions is currently between seasons and while our co-hosts are hard at work researching and recording next season's episodes, we don't want to leave our listeners without content! So, as we have in the past, we've given each co-host the opportunity to record a "Minibar" episode-- think of it as a shorter version of our regular conversations, only this time the co-host is stuck inside their hotel room with whatever is left in the minibar... and you are their only conversant!This week's Minibar episode features Jen Kling's reflections on civil obedience, malicious compliance, and their relation to (or separation from) violence.Tune in for the first episode of Season 15 on January 23, 2026!Full episode notes available at this link:https://hotelbarpodcast.com/minibar-uncivil-obedience-with-jennifer-kling---------------------SUBSCRIBE to the podcast now to automatically download new episodes!SUPPORT Hotel Bar Sessions podcast on Patreon here! (Or by contributing one-time donations here!)BOOKMARK the Hotel Bar Sessions website here for detailed show notes and reading lists, and contact any of our co-hosts here.Hotel Bar Sessions is also on Facebook, YouTube, BlueSky, and TikTok. Like, follow, share, duet, whatever... just make sure your friends know about us! ★ Support this podcast on Patreon ★

In this opening episode of our eight-part series, we introduce John Milton Gregory and his Seven Laws of Teaching and explore why they continue to matter for Christian classical educators. Gregory reminds us that teaching works best when it aligns with the way students actually learn rather than personal preference, and that this kind of teaching leads to deep and lasting formation. We also consider why his framework fits naturally within a University-Model® School, uniting classroom teachers and parent co-teachers around shared principles of learning. In the episodes ahead, seasoned educators from our community bring each law to life with practical wisdom you can put into practice right away.Here's a link to a a PDF of The Seven Laws of Teaching by John Milton Gregory through Veritas Press! https://www.oakgroveclassical.com/https://www.instagram.com/oakgroveclassicalacademy/https://www.facebook.com/OakGroveClassical/https://naumsinc.org/ 

Continue the conversation with comments or questions: pastor@lordoflords.org

“Burnout is when you reach a point where there is no mystery in the music making anymore and you're just redoing what you've always done. You're reheating it. Self-exploration should be the goal of every musician. The idea of staying connected to sound through listening and really fantasizing is essential. You have to believe there's magic in the room, and then magic happens. What a gift it is to share music with other people in that room at that time.”GRAMMY-nominated conductor James Jordan is recognized and praised throughout the musical world as one of America's pre-eminent conductors, writers and innovators in choral music. He was described as a “visionary” by The Choral Journal, which cited his book Evoking Sound as a “must read.” His more than 60 books explore both the philosophical and spiritual basis of musicianship, as well as aspects of choral rehearsal teaching and learning. His latest book, The Conductor's Triangle, will be released in January 2026. He served as director of the Westminster Conducting Institute for 12 years and is Director of the Choral Institute at Oxford to be held this summer at Worcester College Oxford. He is also Conductor and Artistic Director of The Same Stream Choir and conductor of The Nexus Choral Artists.  He is founder of The Choral Academy, an online resource offering courses in Pedagogy, Conducting and Private Conducting Study. He has also created The Evoking Sound Virtual Classroom that houses his lectures and teaching as a resource, with contributions by Simon Carrington, Weston Noble and others.James Jordan holds a BM from Susquehanna University, a MM in choral conducting and a Ph.D in the Psychology of Music from Temple University where he was a student of Edwin Gordon. He is a conducting student of the legendary teacher Elaine Brown. He holds several conducting certificates from Chorstudio Wilhelm Ehman earned in St. Moritz, Switzerland. He has attended the Laban Institute of Movement Studies in New York. He was a finalist in the Stokowski Conducting Competition sponsored by The Philadelphia Orchestra.James Jordan's research beginning in 1980 regarding applications of Laban to rhythm pedagogy and conducting are pioneering. His books regarding the Application of Music Learning Theory to the Choral rehearsal have revolutionized choral teaching and Learning. His most recent book on this subject, Intonational Solfege (GIA) presents an approach for teaching Intonation skills to choirs. Dr. Jordan is exclusively published by GIA Publications.  James Jordan has been the major author regarding the application of vocal technique to the choral rehearsal. He was a student of Frauke Haasemann and has continued and advanced her work. He explores connections into voice science in the book, The Anatomy of Tone and most recently in the extensive text, Essentials of the Choral Warm-Up (GIA).Dr. Jordan has recorded over 20 CDs with the Westminster Williamson Voices, The Same Stream, and The Westminster Choir. James Jordan is also one of the hosts of the nationally syndicated radio program Sounds Choral on WWFM.org.Dr. Jordan's career and publications have been devoted to innovative educational changes in the choral art which have been embraced around the world. His residencies, master classes and guest conducting have taken him throughout the United States, Canada, Europe, Australia and China. To get in touch with Jim, you can visit thechoralacademy.com, email him at jevoke@mac.com, or find him on Instagram (@wckonductor) or X (@jevoke).Email choirfampodcast@gmail.com to contact our hosts.Podcast music from Podcast.coPhoto in episode artwork by Trace Hudson

What can the body, in pain, teach us about the hilarity of our own finitude?Hotel Bar Sessions is currently between seasons and while our co-hosts are hard at work researching and recording next season's episodes, we don't want to leave our listeners without content! So, as we have in the past, we've given each co-host the opportunity to record a "Minibar" episode-- think of it as a shorter version of our regular conversations, only this time the co-host is stuck inside their hotel room with whatever is left in the minibar... and you are their only conversant!This week's Minibar episode features Bob Vallier's reflections on what he learned after a serious automobile-meets-bicycle accident in late-2024. (Bob was on the bike!). The pain, the trauma, the rehab-- and the friendships that showed up along the way to help manage it all-- turned out to be an unexpected lesson in not only what able-bodied people naively assume about their world, but also what  insights can be gleaned from the sudden interruption of those naive assumptions.Turns out, according to Bob, there's a lot more that's funny about our finitude than is immediately obvious in our pain!Tune in for the first episode of Season 15 on January 23, 2026!Full episode notes available at this link:https://hotelbarpodcast.com/minibar-pain---------------------SUBSCRIBE to the podcast now to automatically download new episodes!SUPPORT Hotel Bar Sessions podcast on Patreon here! (Or by contributing one-time donations here!)BOOKMARK the Hotel Bar Sessions website here for detailed show notes and reading lists, and contact any of our co-hosts here.Hotel Bar Sessions is also on Facebook, YouTube, BlueSky, and TikTok. Like, follow, share, duet, whatever... just make sure your friends know about us! ★ Support this podcast on Patreon ★

Poem: Rhapsody of A Grateful HeartPoet: TJ EsubiyiGuest Poet: Dîba TuncerPoem: I WonderDîba Tuncer (she/her) is a trauma-informed somatic and systemic coach, educator, and researcher based in Germany. Her work bridges embodied healing with decolonial and critical pedagogies, offering a unique approach to personal and collective transformation. She specializes in individual and team coaching, supervision, and training—particularly supporting women in leadership roles—and facilitates safer spaces for learning, growth, and reflection.Dîba holds a BA in English Language and Literature and has experience teaching in both Turkey and Germany. She earned her MA in Anglophone Modernities in Literature and Culture at the University of Potsdam. Currently, she is pursuing her PhD in Education at the University of Bremen and Alice Salomon University, focusing on decolonial pedagogy, epistemic justice, and embodied learning.As the host of the podcast Pedagogy of Integrity, she continues to create relational, reflective spaces that nurture inner and collective wisdom.

How might "oppression" be best understood as a "cage"? This week the HBS co-hosts take a deep dive into a true classic of feminist philosophy: Marilyn Frye's 1983 article “Oppression.” We unpack Frye's understanding of oppression and argue about some of Frye's more infamous examples, such as her claim that men holding doors open for women is sexist. Is she really correct that oppression can occur in the absence of the intent to oppress? Or do people have to know what they're doing to commit oppression, or uphold the patriarchy?We also tackle academic philosophy's tendency to want to clarify and draw clear lines around messy, difficult, urgent phenomena. Frye is seeking to delineate what constitutes oppression: but is that a helpful conceptual project in today's world? Or should we be focused instead on how to get out of the cage? We worry that, given Frye's analysis of oppression as an interlocking series of double binds, there seems to be no way out. Depressingly, if she's right, we might still have agency, but we might always remain pressed down.Some of us are more cynical, some of us are more hopeful, but at the end of the day, we agree: Frye set the baseline for discussion in an enduring (if a bit dated!) way for feminists and feminist theory alike.Full episode notes available at this link:https://hotelbarpodcast.com/marilyn-fryes-oppression---------------------SUBSCRIBE to the podcast now to automatically download new episodes!SUPPORT Hotel Bar Sessions podcast on Patreon here! (Or by contributing one-time donations here!)BOOKMARK the Hotel Bar Sessions website here for detailed show notes and reading lists, and contact any of our co-hosts here.Hotel Bar Sessions is also on Facebook, YouTube, BlueSky, and TikTok. Like, follow, share, duet, whatever... just make sure your friends know about us! ★ Support this podcast on Patreon ★

What is a good teacher?Most of us can name a teacher who made a lasting impact, not just through information, but through formation, awakening curiosity, shaping understanding, and building confidence. In this BaseCamp Live episode, host Davies Owens sits down with classical educator and mentor Carrie Eben, co-author of The Good Teacher: 10 Pedagogical Principles That Will Transform Your Teaching, to explore the often-overlooked piece of classical Christian education, how we teach, not only what we teach.Carrie has spent more than 25 years serving in classical education across schools and homeschooling. She is a founding board member at Sager Classical Academy in Siloam Springs, Arkansas, and a head mentor for the Searcy Institute Master Teacher Apprenticeship in the Ozark Mountain region. Together, Davies and Carrie discuss why classical schools must often “make” teachers through mentorship and apprenticeship, and why pedagogy matters because the teacher is not merely delivering content, the teacher is shaping the classroom culture and the student's loves.The conversation centers on two foundational principles that set the rhythm for great teaching:Festina Lente, “make haste slowly,” a reminder that learning cannot be rushed. Wonder, contemplation, repetition, and embodied learning take time, and growth happens step by step.Carrie also turns to the importance of assessment, explaining that it should align with the purpose of education and the nature of the student, not simply a score. She highlights relational approaches like narrative assessment, and practical options like narration, oral work, debates, and live demonstrations of understanding, especially in a world navigating new pressures like AI.

"Nostalgia" is a portmanteau coined in 1688 by Johannes Hofer, combining the Greek nostros (homecoming) and algos (pain, ache).  Hofer was a medical student, and he invented this term to describe a kind of melancholia, a somewhat depressive state–- and so, from its inception, "nostalgia" was viewed as a mood disorder.  For the Romantics, it was a sentimentality for the past, the good old days of yore, combining the sadness of loss with a joy that that loss is not complete or total.  Nostalgia is also paradoxical, because the past we long for and re-member is a past that was never present.  If it is a "homecoming," what one discovers in returning home, as Odysseus does, is that there is no "there" there.  That is, nostalgia is always unheimlich ("unhomely") or more accurately, "uncanny."  It always involves a manner of self-deception about what was by distorting or idealizing the past. This can often have negative, even dangerous consequences: individually, socially, and politically.  More than just a "mood," nostalgia is a vector of philosophical investigation par excellence that opens onto a wide range of themes: memory, time, the hermeneutics of personal identity, and even reality itself.   So, pour a drink, and let's see what might be problematic about what we "fondly remember"!Full episode notes available at this link:https://hotelbarpodcast.com/nostalgia---------------------SUBSCRIBE to the podcast now to automatically download new episodes!SUPPORT Hotel Bar Sessions podcast on Patreon here! (Or by contributing one-time donations here!)BOOKMARK the Hotel Bar Sessions website here for detailed show notes and reading lists, and contact any of our co-hosts here.Hotel Bar Sessions is also on Facebook, YouTube, BlueSky, and TikTok. Like, follow, share, duet, whatever... just make sure your friends know about us! ★ Support this podcast on Patreon ★

AI permeates K-12 education, but the rush to adopt new tools often bypasses critical questions about equity, bias, and human connection. On this episode of Trending in Education, host Mike Palmer sits down with Stephanie Smith Budhai and Marie K. Heath, co-authors of the new book Critical AI in K-12 Classrooms: A Practical Guide for Cultivating Justice and Joy. Together, they dismantle the "myth of inevitability" surrounding EdTech and explore how educators can reclaim agency in the face of rapid technological change with AI. From the historical resistance of Sojourner Truth to the concept of the classroom as a "Home Place," the conversation offers a refreshing, techno-skeptical framework that prioritizes student flourishing over big tech's framing. Key Takeaways: Reframing the Narrative: Why "Justice and Joy" must remain central to education, ensuring schools are spaces of affirmation rather than just sites of data extraction. The "Home Place" Concept: How bell hooks' notion of a "Home Place" helps teachers create safe harbors where students can critically interrogate harmful AI outputs and resist standardized bias. Sojourner Truth as Metaphor: A look at how Sojourner Truth co-opted and subverted the cartes de visites photography of her day to fund abolition—and how modern students and educators can similarly "sell the shadow to support the substance". Pedagogies of Resistance: An overview of culturally sustaining, fugitive, and abolitionist pedagogies that equip teachers to challenge oppressive structures within AI and educational technology. The Four Ps of Action: Practical steps for moving forward through Personal, Professional, Pedagogical, and Participatory action. Why You Should Listen: This conversation moves beyond the basic "how-to" of generative AI tools. Instead, it tackles the moral and ethical dimensions of bringing powerful, often biased technologies into the classroom. If you are an educator, administrator, or parent looking for a way to navigate the AI hype with your values intact, this episode provides the historical context and practical strategies needed to foster true digital agency. Like, Share, and Follow wherever you get your podcasts to stay ahead of the curve on the future of learning. Visit us at TrendinginEd.com for more. Time Stamps: [00:00] Intro: Criticality in the Age of AI [01:58] Stephanie's Origin Story: From Nursing to EdTech [04:58] Marie's Origin Story: Reluctant Teacher to Critical Scholar [09:25] Writing the Book: Centering Justice in Tech [11:20] Why Justice and Joy Matter [16:00] Bell Hooks and the Classroom as "Home Place" [20:30] Confronting AI Bias: The "High School Boy" Example [23:00] Sojourner Truth and Co-opting Biased Tech [29:00] The Myth of Inevitability: Do We Have to Use AI? [33:00] Culturally Sustaining, Fugitive, and Abolitionist Pedagogies [41:40] The 4 Ps: Taking Action Towards Just AI [44:00] Conclusion

Bad arguments are nothing new, so why does it appear as if they have become so pervasive in public discourse? When we watch so-called "debate" videos with titles like "Conservative professor DESTROYS woke student" or "Liberal pundit OWNS Conservative Senator," are we actually watching a rational debate? Is anyone learning anything in these exchanges? Or, as is most likely, are we watching the performance of a well-reasoned debate, absent any concern for the truth whatsoever?The ancient Greeks had a name for this: sophistry. It originally referred to the craft of paid expert-teaching-- especially training in rhetoric-- for success in public life. So, how did “expertise in persuasive argument” later become something more like “specious reasoning in service of persuasion rather than truth”?Are we actually harmed-- as individuals and as a society-- by bad reasoning, logical fallacies, and the robust critical thinking that might correct them? Pour yourself a drink and join us for this conversation about the historical and current iterations of sophistry.Full episode notes available at this link:https://hotelbarpodcast.com/sophistry---------------------SUBSCRIBE to the podcast now to automatically download new episodes!SUPPORT Hotel Bar Sessions Podcast on Patreon here! (Or by contributing one-time donations here!)BOOKMARK the Hotel Bar Sessions website here for detailed show notes and reading lists, and contact any of our co-hosts here.Hotel Bar Sessions is also on Facebook, YouTube, BlueSky, and TikTok. Like, follow, share, duet, whatever... just make sure your friends know about us! ★ Support this podcast on Patreon ★

Drew Perkins welcomes neuroscientist and acclaimed author Jared Cooney Horvath to dissect his new book, The Digital Delusion, which provides a rigorous, evidence-based critique of edtech. Links & Resources Mentioned In This Episode Horvath doesn't mince words, arguing that the majority of student-facing, internet-connected devices should be removed from schools. He reveals that over 60 years of consistent data supports his claim that the integration of digital tools is fundamentally detrimental to effective learning. This isn't a Luddite's complaint; it's a detailed exploration of the Neuroscience of Learning. The harm is explained through three primary biological mechanisms, which Horvath asserts are unfixable with software. First, screens train students to multitask, leading to a constant, detrimental battle for attention in a learning environment. Second, the use of devices inhibits the essential human-to-human interaction necessary for empathetic synchrony—the mirroring and mimicking critical for deep cognitive and social development. Finally, we discuss the profound problem of Transfer of Learning. Horvath explains that by learning skills in an "easy" digital context, the ability to transfer that knowledge to a more complex, real-life (analog) task is significantly diminished, making the learning "slower, worse, and less deep." The data suggests tech only works in highly narrow contexts, primarily for surface-level "drill and kill" facts or basic remediation, often through intelligent tutors. The conversation then shifts to the persistent educational conflicts, notably the ongoing tension between Explicit Instruction vs Inquiry and Project-Based Learning (PBL). Horvath connects the rigidity of entrenched positions to a "sunk cost" phenomenon, where individuals find it too "costly" to change their public stance, even when facing opposing evidence. We delve into the complexities of teaching, noting that both traditional and progressive approaches are valid at different points in a student's journey, but both are fundamentally flawed when they adhere rigidly to a single philosophy. Furthermore, we explore the nature of Critical Thinking Skills and creativity. Horvath clarifies that while the mechanism for critical thinking is innate across all ages, its output is heavily constrained by the individual's available domain-specific knowledge. The science of learning, he argues, has nothing to say about specific pedagogy (such as direct instruction versus exploratory learning); it only describes the biological constraints of how the brain learns. Therefore, neuroscience should serve as a powerful tool to inform and improve any existing pedagogical approach, not dictate a single one. Horvath offers a vision for the ideal classroom, suggesting elementary spaces should be "basically outdoor," focused on play and minimal tech. For older students, he advocates for a high level of control, confining computer use to specialized lab settings—much like woodshop or physical education. This perspective provides an essential counter-narrative for any K-12 educator or administrator struggling to balance modern tools with effective, long-term student success. To continue exploring innovative, evidence-based strategies, subscribe to the ThoughtStretchers Podcast on your favorite podcast player! Timestamped Episode Timeline Time Segment/Topic [00:00] Introduction of Jared Cooney Horvath – Teacher-turned-neuroscientist, focus on "human learning" and applying neuroscience to educational practices. [01:28] Jared's Educational Background and Views on Pedagogy – Describing his K-12 experience as a "mishmash" that didn't adhere rigidly to "traditional" or "progressive" labels. [03:45] The Digital Delusion Book & EdTech Critique – Introducing the book and its core argument: edtech fundamentally harms learning, advocating for reducing/eliminating non-essential computer use in classrooms. [07:18] EdTech and Learning Outcomes/The Swedish Example – Advocating for removing student-facing, internet-connected devices; citing Sweden's ban on general tech use in schools (confining computers to a lab). [08:09] Exceptions for Technology Use – Tech only works effectively in narrow contexts: self-adaptive "intelligent tutors" for surface-level (drill and kill) learning and remediation. [09:46] Mechanisms of EdTech Harm (Biological) – Outlining the three primary ways screens harm learning: Attention, Empathetic Synchrony, and Transfer. [12:29] Transfer and Complexity in Learning – Discussion on how learning in an easy digital context makes skill transfer to a harder, real-life analog context almost impossible. [15:54] AI, Pedagogy, and Creating Learning Tools – Drew's example of using AI for quizzes; Jared's counter that learning is "slower, worse, and less deep" than if the student created the tools themselves. [18:07] The Ideal Classroom – Jared's vision for elementary (outdoor, play-focused, minimal tech) and middle/high school (human-element focus, highly controlled tech use in a lab). [20:17] Critical Thinking and Metacognition – Discussion on the definition of critical thinking, with Jared suggesting metacognition is a more accurate term for the process. [23:02] The Role of Knowledge in Critical Thinking – The mechanism is universal, but the outcome of critical thinking without knowledge is "very very narrow or pointless." [27:43] Creativity and Questioning – Defining creativity as "rearranging of your current memory structures." The role of knowledge and safety/context in the ability to ask good questions. [35:47] Tension Between Traditional and Progressive Education – Observing the acute conflict in Australia/UK; asserting both approaches are correct at different points but wrong when they are too rigid. [40:34] Science of Learning and Pedagogy – Stressing that the science of learning only concerns biological mechanisms and should inform teaching, not dictate a specific pedagogy. [43:08] AI Model Training and Pedagogical Parallels – Drew's question on parallels between AI's "symbolism" vs. "connectivism" and educational philosophies. [44:15] Critique of AI and Cognitive Models – Jared's view that AI conceptualization has mistakenly influenced brain understanding and that current AI models may be at a peak without a new theoretical framework. [46:02] Book and Contact Information – Sharing website (www.lmegglobal.net), new book (The Digital Delusion), and YouTube channel. [46:47] Closing Remarks – Final thoughts on recognizing the "gray zone" in complex educational issues.  

Summary In this conversation, we engage with Bill Kurtz and Hilary Oswald to explore two distinct educational approaches shaped by faith and community. Bill Kurtz, founder of the Denver Schools of Science and Technology, shares his journey from Wall Street to education, emphasizing the importance of human dignity and the belief that every child can achieve greatness. Hilary Oswald, principal at Augustine Classical Academy, discusses the principles of classical education and the significance of community in shaping students' lives. Both educators highlight the challenges and opportunities in the current educational landscape, offering insights into building a culture of support and encouragement for teachers and students alike. Wherever you're listening—Spotify, Apple, or YouTube—subscribing, rating, and reviewing the show helps others discover what we're doing here. It's a small way to support the mission—and it means a lot to us. Resources Download the episode transcript here Pedagogy: the method and practice of teaching, especially as an academic subject or theoretical concept. Learn more about the Fellowship Bill Kurtz spoke about here: https://www.redemptiveleadership.org/