I like this post! With the point about students not expecting to pay, I wonder what it would look like when some of these ventures try to monetize their efforts. It seems like a lot might hinge on the funding that supports these purveyors…

This is an interesting notion if extrapolated to a larger scale. It kinda sounds like you could envision the scenario in which there actually is no current because all of the streams and counter streams end up negating each other and rendering a state of inertia. I suppose in one sense that would make swimming easier, though, if keeping with the metaphor.

This was an interesting post! Did the HBR article define critical thinking or what it meant for a conversation to be “smarter”?

I would be interested in knowing more about what you do to create this environment! Also, do you think there’s anything that could be done to help student approach these topics in a way that facilitates the airing of controversial ideas?

I agree that fear is probably part of the human condition, but it is not clear to me that fear of a lion and fear of students judging me are one and the same. I get the impression that some of this is taught to us and then we take it for granted as part of the human condition ?

Quick question: Why was “system” capitalized in “Sound system”?
More serious question: Is there a point at which the benefits of the technology would cease to outweigh the costs?

You wrote, “Not only do I get so much out of working with students, and writing and learning myself,” which reminded me about Richard Feynman making a tangentially similar observation about how teaching helped him learn himself.

Where did you find this article about andragogy? Did it mention the typical age range for which this theory applies? I think it would be interesting to know if there’s a general consensus about where that transition occurs.