Podcasts about Pedagogy

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 ★

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.

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.

Future Insight host Dr. Dean Cantu, Dean, College of Health, Education, and Human Sciences, University of Arkansas - Fort Smith, discusses with Dr. Tinukwa Boulder, Director of Innovative Technology and Online Learning, and Associate Professor of Practice, Digital Media for Learning, University of Pittsburgh, the impact technology integration has on the education of students today. In addition, Dr. Boulder discusses the swing of the instructional delivery pendulum to more hybrid and online teaching and learning environments in higher education.

Victoria Banks on Dungeons, Dragons, and DiscourseIn this episode of Experience Points, Dave Eng interviews Victoria Banks, a Clemson University PhD student and video game scriptwriter, on using Dungeons & Dragons–inspired course design to engage students. She explains how mechanics like levels, boss battles, and character creation boost motivation and agency, while linking game rhetoric to classroom design. Sharing stories of students tickling dragons or exploiting overpowered abilities, Victoria reflects on balancing play and structure. The episode shows how games transform classrooms into spaces of creativity, choice, and discovery.If you liked this episode please consider commenting, sharing, and subscribing.Subscribing is absolutely free and ensures that you'll get the next episode of Experience Points delivered directly to you.I'd also love it if you took some time to rate the show!I live to lift others with learning.  So, if you found this episode useful, consider sharing it with someone who could benefit.Also make sure to visit University XP online at www.universityxp.comUniversity XP is also on Twitter @University_XP and on Facebook and LinkedIn as University XPAlso, feel free to email me anytime at dave@universityxp.comGame on!Get the full transcript and references for this episode here: https://www.universityxp.com/podcast/154Support the show

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/

This week's episode takes Cory Doctorow's term “enshittification” and uses it as a diagnostic for late-capitalist life, not just for tech platforms but for democracy, higher education, and work more broadly. Our co-hosts unpack Doctorow's three-stage model—platforms start out good to users, then pivot to serving business customers, and finally squeeze both users and customers to extract maximum value for shareholders—and argue about whether this is really a new “platform logic” or just old-school Marxist exploitation and alienation under a punchier name.We connect this logic to the attention economy and datafication (“we are the product”), then extend it to U.S. democracy, where voters are treated as performers in a hollowed-out system, and to universities, where administrative bloat, metrics, and “students as customers” have produced an enshittified version of higher education, while students are locked-in by massive student debt. What is left for us in terms of  resistance?We look at some real options: exiting platforms, Labor organizing and union drives, “quiet quitting” and malicious compliance (“Bartleby”-esque moves), creative sabotage, and maybe even  “enshittification from below.”Our co-hosts ultimately advocate for insisting on higher standards, rather than accepting the slow boil of lowered expectations. Join us for the shit-show! Full episode notes available at this link:https://hotelbarpodcast.com/podcast/the-enshittification-of-everything/---------------------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 ★

Isaiah 6 (ESV) Isaiah’s Vision of the Lord In the year that King Uzziah died I saw the Lord sitting upon a throne, high and Continue reading The post Micah Reading Isaiah 6: The Call—The Pedagogy of God appeared first on Fides et Ratio | Reflections on life from a theological and rational perspective.

Many of us think of resistance as "protest," communicative acts aimed at fighting injustice, and done with others in public. But what happens when that kind of resistance isn't possible or safe? When showing up, or waving a sign, or making a public speech might get you jailed, or silenced, or disappeared? Is it possible to resist oppression without following Western scripts surrounding protest? This week, we are joined by guest Dr. Tamara Fakhoury (University of Minnesota) to talk about her concept of "quiet resistance."Full episode notes available at this link:https://hotelbarpodcast.com/quiet-resistance---------------------SUBSCRIBE to the podcast now to automatically download new episodes!SUPPORT Hotel Bar 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 ★

Most founders say they want a smarter team, but they keep handing their people training that makes them dumb.In this episode of Founder Talk, I sit down with Erin Huizenga, founder of Desk Light and author of Learning in the Wild, to break down how to build a team of relentless learners and why that is one of the fastest ways to grow a business.Erin shares why most workplace learning fails. It is punitive, boring, and designed like compliance instead of a real product. She argues that if your learning experience is not something employees want to come back to, you are not training a team, you are burning time. We talk about how to make learning craveable, human-centered, and designed for how adults actually learn.We also explore the real business upside. Better learning is not a “nice to have.” It is a growth engine. It drives retention, sharper execution, faster upskilling, and a culture where people keep improving even when you are not in the room. Erin outlines what a real learning ecosystem looks like, not a one-off course, but a system that links onboarding, micro-learning, mentorship, reflection, and real-world practice.Erin also explains how AI fits into this future. Not as a replacement for thinking, but as a “dance partner” that supports creativity and recall. The companies that win will be the ones who help their teams learn how to learn, not the ones who dump more content into a portal.You'll learn: ✅ Why most employee training does not work ✅ How to design learning people actually want ✅ What makes adults learn faster and retain more ✅ How learning culture drives retention and business scale ✅ How to build a learning ecosystem, not a checkbox program ✅ Where AI helps teams grow, and where it hurts ✅ Why “craveable learning” beats compliance every timeIf you want to scale without becoming the bottleneck, this episode is your blueprint. Building a team of relentless learners is not just about education. It is about building a company that keeps getting better on purpose.Connect with Erin Huezinga:Guest LinkedIn: https://www.linkedin.com/in/erinhuizenga/Guest Website: https://desklightlearning.com/If you are a B2B company that wants to build your own in-house content team instead of outsourcing your content to a marketing agency, we may be a fit for you! Everything you see in our podcast and content is a result of a scrappy, nimble, internal content team along with an AI-powered content systems and process. Check out pricing and services here: ⁠https://impaxs.com⁠Want a behind-the-scenes look at how we run the show and the chance to ask upcoming guests your questions? Join the Founder Talk Club in WhatsApp.(it's free): https://chat.whatsapp.com/KDEgJWAH5liFCiWVIU8bIa Timecodes00:00 Introduction and Background00:13 Recognition and Achievements01:05 Mission and Approach to Learning02:32 Cognitive Science and Learning Retention04:03 Pedagogy vs. Andragogy06:22 Challenges in the Education System12:22 Corporate Learning and Development15:40 Effective Learning Strategies26:57 The Importance of Curiosity29:58 The Struggle of Reading Too Many Books30:11 Curiosity and Asking Questions31:02 The Art of Genuine Conversations33:18 Creating a Learning Plan with No Budget36:27 Maximizing Learning with a Big Budget38:32 The Impact of AI on Learning46:39 Writing a Book: Process and Reflections51:44 Final Thoughts and Contact Information

Send us a textThis special on-site episode of Edtech Insiders was recorded live at the Google AI for Learning Forum in London on November 14, 2024, where we sat down with leaders shaping Google's next generation of learning tools, including Shantanu Sinha, VP of Google for Education, Tal Oppenheimer, Product Management Director, Google Labs & Learning, Julia Wilkowski, Pedagogy & Learning Sciences Team Lead, Google, and Maureen Heymans, VP & GM, Learning, Google. Together, they share how Google is designing AI-powered tools grounded in learning science and built to scale across classrooms worldwide.

…with Dr. Marc Skelton. In this episode we bridge the gap between classroom practice and psychological theory to share actionable strategies for fostering student success. Drawing on years of teaching experience to research at the University of Warwick, Marc breaks down what truly drives student engagement. Marc introduces us to Paulo Freire's "banking model" of education, and advocates for a shift to active, meaningful learning where students are co-creators of knowledge. The core of the conversation centres on Self-Regulated Learning (SRL), exploring Barry Zimmerman's three phases: Forethought (planning), Performance (the "missing middle" of self-monitoring), and Self-Reflection (learning from experience). We then dive into the Transformative Power of Goal Setting, emphasizing that success requires both Agency ("I can do this") and Pathways (concrete plans). Learn about the impact of Goal Diaries and the critical role of Meaningful Talk and Social Support in sustaining motivation. Finally, we discuss how educators can redefine success by celebrating Achievement (personal growth) over mere Attainment (grades), creating classrooms where every student thrives. Bullet points:  Dual role of the speaker as a teacher and researcher in educational psychology. Journey into teaching mathematics and interest in educational psychology. Exploration of student motivation and engagement in learning. Influence of Paulo Freire's pedagogy and Albert Bandura's agency theory on educational practices. Development of a tutor time program focused on metacognition and self-regulated learning. Insights from research on definitions and perceptions of learning among students and teachers. Distinction between attainment (external measures) and achievement (personal significance) in education. Importance of self-regulated learning, goal setting, and meaningful communication in enhancing student motivation. Findings on the impact of social interaction and support on students' goal achievement and well-being. Advocacy for integrating psychological principles into educational practices to foster meaningful learning experiences. Marc's Website visit www.positivelearningpsychology.com Theories, Books and Researchers "Pedagogy of the Oppressed" and "Pedagogy of Hope" by Paulo Freire  Albert Bandura - agency theory Martin Seligman - Positive Psychology George Kelly - Personal Construct Psychology Carl Rogers - Person-Centered Approach Carol Dweck - growth mindset Zimmerman & Schunk (1989) Self-regulated learning and academic achievement: Theory, research, and practice Ryan and Deci (2000) - Self determination theory Paul A. Kirschner, John Sweller & Richard E. Clark - Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching Snyder (2000) Hope Theory Barbara Fredrickson - Broaden and Build Theory Rosenshine's principles of instruction Key Stage Three: The Wasted Years? Department for education  

XIV. Our Call Made in the image and likeness of God (Gen. 1:26), every person is summoned to holiness. Jesus, true God and true man, Continue reading The post Isaiah 6: The Call—The Pedagogy of God X appeared first on Fides et Ratio | Reflections on life from a theological and rational perspective.

What does it mean to be “well-adjusted” in a society that might itself be profoundly unwell? And when we use therapy-speak to explain everything from bad relationships to bad politics, do we risk losing sight of moral responsibility for bad behavior altogether? Is self-knowledge even possible in a world built on historical and political denial?Grab a drink, get comfortable, and join us for a little collective introspection — no copay required!Full episode notes available at this link:https://hotelbarpodcast.com/therapy---------------------SUBSCRIBE to the podcast now to automatically download new episodes!SUPPORT Hotel Bar 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 might a rhizomatic, nomadic education look like?In this episode, I speak with Mark Ingham, Ph.D. Mark is an artist, scholar, and radical educator whose five-decade career bridges creative practice, critical theory, and experimental pedagogy. Trained at Chelsea School of Art and the Slade, he became known early for bold, site-responsive installations His art has been exhibited at the Whitechapel, Kettle's Yard, Riverside Studios, and internationally. Alongside his studio practice, Mark has a long history of socially engaged work in schools, galleries, prisons, and community settings, grounding his teaching in real-world questions of culture, power, and place. He is now Reader in Critical and Nomadic Pedagogies at University of the Arts London, Co-Chair of the Professoriate, and founder of the Experimental Pedagogies Research Group, a vibrant network of 500+ educators rethinking creative learning. We discuss:

This week's episode of Hotel Bar Sessions brings political theorist Laura K. Field (author of Furious Minds: The Making of the MAGA New Right) into the bar to talk about the intellectuals cranking the rhetoric up to eleven while insisting they're just “doing Great Books.” We follow the trail from Straussian seminar rooms and conservative think tanks to Trump rallies and “no kings” protests, asking what happens when a self-styled aristocracy of the mind decides liberal democracy is played out.Field guides us through the angry energy behind this movement, the “furious minds” driving it, and why she turns to Aeschylus' treatment of the ancient Furies (in his Oresteia trilogy) and Abraham Lincoln's Dred Scott speech to think about justice, vengeance, and the dangers of sacralizing politics. Along the way we talk MAGA as quasi-religion, liberalism as a way of life, why so many young men are adopting Jordan Peterson's 12 Rules for Life, and what it means to refuse the invitation to become furious.Full episode notes available at this link:https://hotelbarpodcast.com/furrious-minds---------------------SUBSCRIBE to the podcast now to automatically download new episodes!SUPPORT Hotel Bar 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 episode, Kelsie and Brooke lay out the plan for Season 6. They share some updates from the Remedial Herstory Project and how our team is weathering the storm. They share details about the Winter Institute, the state of our textbooks, and more! This season will use herstory, pedagogies, guest voices, and humor to help us move the needle forward in this backsliding moment. What's new at RHP?RHP welcomes you to join us at the annual Night of Herstory on November 15, 2025. RHP is hosting a Winter Institute in Boston this January 29-31.All RHP Teaching Resources can be found at https://www.remedialherstory.com/learn.html

RU367: NICK STOCK & NICK PEIM ON THE LACANIAN TEACHER: EDUCATION, PEDAGOGY & ENJOYMENT https://renderingunconscious.substack.com/p/ru367-nick-stock-and-nick-peim-on Rendering Unconscious episode 367. Rendering Unconscious welcomes Drs. Nick Stock and Nick Peim to the podcast! They're here to talk about their new book The Lacanian Teacher: Education, Pedagogy and Enjoyment (The Palgrave Lacan Series). https://amzn.to/47LBV8c In this episode, Nick Stock and Nick Peim delve into their Lacanian perspective on education. They discuss the fantasy of the English teacher's unique role, the pervasive myth of educational redemption, and the enjoyment derived from teaching despite its challenges. The discussion highlights the symbolic order of education, the impact of neoliberalism, and the ontological significance of the signifier. They explore the pleasure in teaching, the tragic ethic, and the hysterical mode of teaching, emphasizing the importance of the signifier and the teacher's subjective experience within the educational symbolic order. Listen to this previous episode with Nick Stock: RU253: NICHOLAS STOCK – “DOES THE TEACHER ENJOY? THINKING THROUGH EDUCATIONAL ENJOYMENT WITH LACAN” http://www.renderingunconscious.org/psychoanalysis/ru253-nicholas-stock-does-the-teacher-enjoy-thinking-through-educational-enjoyment-with-lacan/ The song at the end of this episode is "We will be (outside the box)" by Vanessa Sinclair and Pete Murphy from the album "The cutting up of love and language" available for free download/name your price at https://petemurphy.bandcamp.com Enjoy! Thank you for being a paid subscriber to Rendering Unconscious Podcast. It makes my work possible. If you are so far a free subscriber, thanks to you too. Please consider becoming a paid subscriber to gain access to all the material on the site, including new, future, and archival podcast episodes. It's so important to maintain independent spaces free from censorship and corporate influence. Thank You.

The imagination has regularly been subordinated to  so-called "rational" or "scientific" models of thought. This week, we're joined by Stephen T. Asma (Columbia College, Chicago), who argues that imagination has deep, perhaps pre-linguistic, roots that ought to be recovered. What if we re-centered the powers of imagination, rooted in imagistic thinking and bodily gestures (like dance), instead of dismissing them as mere "fancy"?Drawing on the esoteric tradition, Asma leads us through an interesting alt-history of human thought and, in doing so, gives us reason to pause and re-think our prejudice against imaginative thinking.Full episode notes available at this link:https://hotelbarpodcast.com/imagination-with-stephen-asma---------------------SUBSCRIBE to the podcast now to automatically download new episodes!SUPPORT Hotel Bar 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 Digital Learning Today. In this episode, Jeff Bradbury explores the strategic systems that shape the future of education, focusing on Instructional Coaching, Artificial Intelligence, Professional Learning, and the latest Educational Technology Trends. In this conversation, Dr. Wendy Amato, Chief Academic Officer for the Teaching Channel, shares her extensive background in education and the Teaching Channel's mission. She discusses the importance of effective professional development for teachers, emphasizing the need for adult learning models designed specifically for educators. Dr. Amato explains warm demander pedagogy and how to create mistake-friendly classroom environments. She also explores K12 Coalition's role in supporting teachers and building healthy school cultures. Throughout the discussion, she reflects on her experiences as a podcaster and the valuable lessons learned from her guests. Become a High-Impact Leader: This episode is just the beginning. To get the complete blueprint for designing and implementing high-impact systems in your district, get your copy of my book, "Impact Standards." Strategic Vision for Digital Learning:Learn how to create a district-wide vision that aligns digital learning with your educational goals, transforming how standards-based instruction is designed and supported.Curriculum Design and Implementation:Discover practical strategies for integrating digital learning into existing curricula, creating vertical alignment of skills, and mapping digital learning across grade levels.Effective Instructional Coaching:Master the art of coaching people rather than technology, building relationships that drive success, and measuring impact through student engagement rather than just technology usage. Purchase your copy of “Impact Standards” on Amazon today! Key Takeaways: Dr. Amato brings extensive experience in education, from classroom teaching to administrative leadership.Teaching Channel offers resources and support for both teachers and school leaders.Effective professional development must align with adult learning principles designed for educators.Mistake-friendly classrooms encourage students to take risks and view errors as learning opportunities.Warm demander pedagogy combines high expectations with strong support to help students succeed.Meaningful professional development includes follow-up coaching and accountability measures.Strong student-teacher relationships form the foundation of effective instruction.K12 Coalition helps educators implement evidence-based teaching practices.Teacher certification programs must be both accessible and high-quality.Hosting a podcast has deepened Dr. Amato's understanding of current educational challenges and solutions. Chapters: 00:00Introduction to Dr. Wendy Amato02:40The Evolution of Professional Development05:25Understanding Adult Learning in Education08:04Warm Demander Pedagogy Explained11:03Creating a Mistake-Friendly Classroom13:49Building a Supportive Classroom Culture16:34The Role of K12 Coalition19:17Inspiring Stories from the Field21:53Lessons Learned from Podcasting25:02Conclusion and Future Conversations About our Guest: Dr. Wendy Amato Dr. Wendy Amato is Chief Academic Officer at K12 Coalition, where she leads academic strategy across a suite of

The book The Commodification of American Education: Persistent Threats and Paths Forward includers a powerful chapter written by Denisha Jones in which she writes, "To protect childhood, we must resist GERM and all its manifestations in early childhood education." In this episode, host Heather Bernt-Santy has a conversation with Denisha about what this means, why we need to do more than just resist, and the impacts for children if we do not take action. Have you ordered Heather's book Using Schema Play Theory to Advocate for Free Play in Early Childhood yet? It's available on Amazon, Barnes and Noble, Bookshop.org, or you can order directly from the publisher on the Teachers College Press website.  Thanks for listening! Save 10% on professional development from Explorations Early Learning and support the show with the coupon code NERD. Like the show? Consider supporting our work by becoming a Patron, shopping our Amazon Link, or sharing it with someone who might enjoy it. You can leave a comment or ask a question here. Click here for more Heather. For a small fee we can issue self-study certificates for listening to podcasts.

This week's episode of Hotel Bar Sessions on the topic of comedy is a gut buster,  not least because one of your co-hosts pretends to be a stand-up comedian at night-- the only job for a philosopher that pays less than being an adjunct professor! Comedy is a historically and philosophically rich topic, starting with primitive hominids drawing penises on cave walls. Our cohosts' begin with Plato, then try to anticipate what Aristotle might have said about comedy (it would not have been funny!), before turning to the formalist aesthetic of 20th C. stand-up and the banality of crowd-work. We ask: what makes something funny? Is there anything that can never be funny? What does comedy  do for us, socially and politically?Join us for drinks and a few laughs as we discuss an art form that deserves much more philosophical attention.Full episode notes available at this link:https://hotelbarpodcast.com/episode-202-comedy---------------------SUBSCRIBE to the podcast now to automatically download new episodes!SUPPORT Hotel Bar 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 episode Miles talks to Andrea Delaune (University of Canterbury, New Zealand) about her new book, 'Iris Murdoch and Early Childhood Education: Enhancing Attention and Moral Vision in Pedagogy' (Routledge, 2025). https://www.routledge.com/Iris-Murdoch-and-Early-Childhood-Education-Enhancing-Attention-and-Moral-Vision-in-Pedagogy/Delaune/p/book/9781032886169 Andrea Delaune is Senior Lecturer in Early Childhood Education at University of Canterbury (Te Whare Wānanga o Waitaha), New Zealand, where she conducts research at the intersection of ethics, pedagogy and early childhood practice. Her scholarly work explores how moral philosophy—especially concepts of attention, care, and moral vision—can illuminate and revitalise the everyday practices of early childhood teaching, care and policy. One of her central studies draws on the work of Iris Murdoch, applying Murdoch's ideas of attention and the moral imagination to early childhood contexts. Beyond her research, Delaune is actively engaged in the professional community: she serves as Co-President of OMEP Aotearoa, New Zealand (the local chapter of the World Organisation for Early Childhood Education), where she is involved in advancing children's rights, well-being of early childhood educators, and ethical dimensions of educator-child relationships. Iris Murdoch and Early Childhood Education: Enhancing Attention and Moral Vision in Pedagogy (Routledge, 2026), argues for a reconceptualisation of teaching as a lived philosophical practice rather than purely a technical act.

How can we adjust our teaching to meet the needs of our students? In this episode, Pam proposes a series of rapid-fire pedagogical scenarios for Kim to respond to with her best advice. What will Kim say in 90 seconds or less? Talking Points:What to do about a student who only solves addition problems left to right?How to handle a student who always signals to pass during Problem Strings?Ways to encourage students to use strategies learned in Problem Strings when doing independent math work.Managing students who always yell out answers.Using Hint Cards/Clue Cards effectivelySuggestions for students who have additional time accommodations The importance of knowing your studentsFor additional information on Hint Cards, listen to Podcast Episode 38: Multiplication Facts: The Good, the Bad, and the Ugly Pt. 5Check out our social mediaTwitter: @PWHarrisInstagram: Pam Harris_mathFacebook: Pam Harris, author, mathematics educationLinkedin: Pam Harris Consulting LLC 

In this episode of Why Distance Learning, hosts Seth Fleischauer, Allyson Mitchell and Tami Moehring welcome Pat Cassella—Executive Director of the United States Distance Learning Association (USDLA), VP of Worldwide Sales at VDO360, and founder of ETC Video. Pat traces the evolution of video technology in education, healthcare, government, and corporate training—and offers bold predictions about what's next.Why This MattersEducators are flooded with tools but lack training, workflows, and staffing to use them well—especially in hybrid settings where engaging in-person and remote learners simultaneously feels impossible. K-12 systems in particular face understaffing, turnover, and abandoned tech.How to Make It WorkPat argues for purpose-built technology aligned to teacher workflows and deliberate pedagogy for virtual/hybrid environments. The big shift: infrastructure is now easy—the work is pedagogical. He also highlights flexible learning models (including micro-credentialing) that expand choice for learners across K-12, higher ed, and the workforce.“You don't want technology for the sake of technology. It has to have a purpose—and fit the teacher's workflow.” “Without distance learning, you're limiting student choices. Flexibility is what today's learners demand.”Put It Into PracticeAudit for Purpose & Fit: Map your most-used teaching routines. Keep/choose tools that reduce steps in those routines and increase engagement for both in-person and remote learners.Train for Hybrid: Treat hybrid as its own modality. Build camera/mic placement, interaction norms, and roles (e.g., a student facilitator) into lesson plans.Offer Flexible Paths: Pilot a micro-credential or short, skills-focused module to give students on-ramps that match their time, goals, and circumstances.Episode LinksUnited States Distance Learning Association (USDLA) — mission, programs, and communityNational Distance Learning Week (NDLW) — first full week of November; explore events and sessions mentioned in the episodeVDO360 — video collaboration cameras and solutionsETC Video — educational technology consultingCILC Podcast Hub — past episodes, resources, and community: cilc.org/podcastHost LinksDiscover more virtual learning opportunities and resources at CILC.org with Tami Moehring and Allyson Mitchell.Banyan Global Learning provides meaningful global learning experiences that prepare students across the globe for success in an interconnected world.

Mara Krechevsky, senior researcher at Harvard's Project Zero , has transformed how educators understand learning and documentation through her pioneering work, including Making Learning Visible. Her insights, shared in projects like A Pedagogy of Play and Visible Learners, continue to inspire early childhood educators around the world.

Abby and Patrick are joined by Nick Stock and Nick Peim, authors of the new book The Lacanian Teacher: Education, Pedagogy, and Enjoyment. From the origin stories teachers tell about themselves to the ways the classroom looms large in our memories, popular media, and political rhetoric, it's a conversation about education at the intersection of fantasies, reality, vocations, anxieties, addictions, and more. What are the narratives that drive people to study and to teach, and what are the satisfactions and frustrations that come with learning? How do credentials and rules work in tandem with transgression and license? How do our expectations of acquiring knowledge survive, or get dashed, by disillusionment when we finally “get” it? Can we ever truly learn anything – or is knowledge always unstable and transient? As Nick and Nick explain, a Lacanian perspective is singularly helpful for confronting these questions and more. Walking through Lacan's theories of lack, identification, and institutional discourses, they also explore why so many people find the figure of Jacques Lacan himself so alluring.The Lacanian Teacher: Education, Pedagogy, and Enjoyment: https://link.springer.com/book/10.1007/978-3-031-93018-8Have you noticed that Freud is back? Got questions about psychoanalysis? Or maybe you've traversed the fantasy and lived to tell the tale? Leave us a voicemail! (646) 450-0847  A podcast about psychoanalysis, politics, pop culture, and the ways we suffer now. New episodes on Saturdays. Follow us on social media:  Linktree: https://linktr.ee/OrdinaryUnhappiness Twitter: @UnhappinessPod Instagram: @OrdinaryUnhappiness Patreon: patreon.com/OrdinaryUnhappiness Theme song: Formal Chicken - Gnossienne No. 1 https://open.spotify.com/album/2MIIYnbyLqriV3vrpUTxxO Provided by Fruits Music

How do we choose the "hills" that we're willing to die on? Are we actually willing to DIE on them? If not, what would it take to convince us to climb back down the hill and compromise?This week , our co-hosts are digging deep into the question of our "deepest commitments," trying to find where there is room for compromise, and where the lines we draw are ultimately un-crossable.Full episode notes available at this link:https://hotelbarpodcast.com/episode-201-the-hills-we-die-on---------------------SUBSCRIBE to the podcast now to automatically download new episodes when Season 14 begins in September!SUPPORT Hotel Bar Podcast on Patreon here! (Or by contributing one-time donations here!)JOIN our (new) Discord server here and participate in our monthly (LIVE) chats, beginning in Season 14!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 ★

At a time when test-driven reform has quieted student voices and marginalized perspectives are being pushed aside, we need student voice and agency more than ever. In this episode, I'm joined by Shane Safir, Marlo Bagsik, Sawsan Jaber, and Crystal Watson, authors of the new book, Pedagogies of Voice: Street Data and the Path to Student Agency. The book offers a “seed store” of small, replicable classroom practices that help students reflect, speak, and act with purpose. Each of the four authors shares one or two of their favorite practices that teachers can use right away to help students grow into thoughtful, empowered participants in their learning. ______________________________________________________________ Thanks to Solution Tree and Listenwise for sponsoring this episode. For links to the book and a full transcript of this episode, visit cultofpedagogy.com/pod and choose episode 260.

Jen Wilkin, JT English, and Kyle Worley are joined by Ronni Kurtz to discuss the impassability of God.Questions Covered in This Episode:Why this is problematic to say (if it is): God has an emotional life.Does God feel?Is impassability part of historic Christian doctrine?What is true and beautiful about this?Are passions and emotions the same thing?When we say God is simple, what are we saying?What if you don't feel God's love?What do we lose if we lose impassability?As an image bearer, am I supposed to try to be impassable?Why is the doctrine of accommodation important to this conversation?Helpful Definitions:Impassable: God is not subject to emotions.Passion: Undergoing something.Diviven Simplicity: God is not composed of parts.Anthropomorphism: God describing himself in creaturely-like parts.Anthropopathism: God reveals himself in human emotive language.Anthropocronism: God describes himself in human-like time.Guest Bio:Ronni Kurtz serves as Assistant Professor of Systematic Theology at Midwestern Baptist Theological Seminary. Dr. Kurtz holds a PhD in Systematic Theology, a ThM in Pedagogy, and an MDiv from Midwestern Baptist Theological Seminary. He also has a BA in Biblical Studies from Southwest Baptist University. Dr. Kurtz is the author of numerous books and academic articles, including but not limited to Fruitful Theology, Proclaiming the Triune God, and Light Unapproachable. Resources Mentioned in this Episode:1 Peter 2, Romans 6:12, 2 Timothy 2:22, 1 John 4:7, Acts 14, Hebrews 4-5, Philippians 2, Exodus 33, 1 Samuel 15, Exodus 20, Job 4, 1 Samuel 15, Deuteronomy 32, Genesis 6Deep Discipleship Program Follow Us:Twitter | Instagram | Facebook | WebsiteOur Sister Podcast:Tiny TheologiansSupport Training the Church and Become a Patron:patreon.com/trainingthechurchYou can now receive your first seminary class for FREE from Midwestern Seminary after completing Lifeway's Deep Discipleship curriculum, featuring JT, Jen and Kyle. Learn more at mbts.edu/deepdiscipleship.To learn more about our sponsors please visit our sponsor page.Editing and support by The Good Podcast Co. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.