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Don’t Abolish Business Schools. Transform Your Classroom.
Marquis is right that business schools are broken in important ways, but the fix starts with what faculty do in their own classrooms, not with waiting for institutions to change.
Sasin and Thai Airways Partner to Bridge Business Education and Real-World Experience
Sasin School of Management, Chulalongkorn University, and Thai Airways International Public Company Limited have signed a Memorandum of Understanding (MOU) to promote cooperation in education and student development, connecting classroom knowledge with practical experience in the business sector.
Hays FFA packs soil science boxes for classrooms nationwide
Hays High School FFA students pose for a picture with the completed Nutrients for Life Fer
Mobile science lab
Billy Roden, left, Seattle Children’s Mobile Science Program manager, takes answers to a question he posed to Rasa Conklin’s fifth-grade science class on Wednesday inside the mobile science classroom at Salish Coast Elementary School in Port Townsend. Dr. Noelle Machnick, rear, in lab coat, helped moderate the class.
Opinion: Abbott’s family tree is growing. Will its newest branch thrive like AbbVie?
The classroom lesson of addition by subtraction is about to be tested again.
When Should AI Be Used in the Classroom? Learning Science Offers a Guide -- THE Journal
District and state policies run the gamut from embracing to banning AI. This raises a key question: When does AI accelerate student learning and when does it interfere?
Computer science student takes engineering skills to Neuralink
A challenging classroom project helped Mateo McKee land an internship developing software that supports the manufacturing and testing of Neuralink’s brain implants.
NMSU professors collaborate on $1.2 million NASA grant
American third grade classrooms are filled with natural-born scientists – children obsessed with asking why and treating the world as an open-ended laboratory. But as they cross the threshold into...
A minute in the room: Scarlett Middle School 6th grade science
Editor’s note: Have you ever wished you could quietly peek into a classroom—not for a special event, but simply to see what an ordinary day looks like? That’s the idea behind our new feature, “A […]
Nine State Board of Education seats are on the ballot this fall, including 4 in the Greater Houston Area
The state board of education is one of the most influential bodies shaping education across the state. The board sets curriculum and chooses instructional materials for all public school classrooms and in recent years has been scrutinized for its controversial choices.
Beyond the textbook: Bringing real science into the classroom
Forget baking soda volcanoes! Some high school students are getting hands-on experience with real genomic research. We talk with educators about how partnerships with working scientists are bringing cutting-edge science into the classroom.
The Knox Regional Health Science Education Center over the years
Here's photos that The Oak Ridger has run over the years from Roane State Community College of the Knox Regional Health Science Education Center.
The Knox Regional Health Science Education Center over the years
Here's photos that The Oak Ridger has run over the years from Roane State Community College of the Knox Regional Health Science Education Center.
Ben Logan Environmental Science Club celebrates 10 years of discovery
From planting trees and creating wildlife habitats to exploring local ecosystems, Benjamin Logan students are discovering that environmental science isn’t just something they study in a classroom. It’s something they can experience, investigate, and influence right in their own community. The Benjamin Logan Environmental Science Club kicked off its 10th year with a visit to Jolly Acres, where 28 student members pressed fresh apple cider, painted pumpkins, and explored a...
‘The little thieves and the bigger thieves’
During the 1950s, on one wall of each classroom at Holy Rosary Elementary School in Idaho Falls a huge pre-World War II map was posted. All the British Commonwealth holdings appeared in pink and seemed to cover nearly half the globe. Their Mercator projection made Canada appear immense, as well as Alaska. Tucked into Central […]
Ex-NCT member sees opportunity in K-pop music for kids
K-pop songs have long rung out across Korean kindergartens and elementary school classrooms, but few of them were ever written with children in min...
How overhead projectors took over your classroom
On Version History: Class is in session.
AHN takes lifesaving training into western Pennsylvania classrooms
AHN's new Building Bridges program teaches students CPR, Narcan use and other lifesaving skills while introducing health care careers.
AHN takes lifesaving training into western Pennsylvania classrooms
AHN's new Building Bridges program teaches students CPR, Narcan use and other lifesaving skills while introducing health care careers.
Traverse City Central's New 'Ride Lab' Uses Skateboards to Teach Physics, Business Skills
What if the most effective physics classroom isn’t a classroom at all, but a skate park? This fall, Traverse City Central High School is experimenting with that very question. Brett Derr is one the teachers behind the Ride Lab, a brand-new double-block course at Central that combines physics, business, marketing, and advertising. In the past, …
From runway to classroom Jenny Smith shapes artist futures
From international runways to luxury cosmetics, Jenny Atwood Smith brings her creative vision to HOURGLASS Cosmetics.
Politics, Philosophy and Economic Society discusses ethics of physician-assisted suicide
Members of UCF’s Politics, Philosophy and Economics Society packed into Classroom Building 1 on Thursday night to debate the ethics of physician-assisted suicide being available to patients whose deep depression
New Board Members and Leadership Team at OH Foundation
The Oswego Health Foundation has announced the appointment of two new members to its board of directors, along with new officers who will lead the foundation as it continues its mission of strengthening healthcare in the communities served by Oswego Health. Joining the board are: [caption id=attachment_11136 align=alignleft width=180] Susan Brannan Cole[/caption] • Susan Brannan Cole. She is a public affairs, marketing and communications leader with more than 20 years of experience. She serves as regional manager of external affairs for National Grid in Central New York. Cole also brings significant healthcare communications experience, having spent several years at Upstate Medical University in media relations, digital strategy and public engagement. She previously held leadership roles in communications and government affairs at Novelis and Constellation in Oswego. A graduate of SUNY Oswego, she is passionate about strengthening Central New York communities and supporting initiatives that improve quality of life across the region. [caption id=attachment_11129 align=alignright width=150] Rich Baldwin[/caption] • Rich Baldwin. He serves as director of marketing and business development at King + King Architects, where he leads the firm’s marketing, communications and business development initiatives. Baldwin has remained actively involved in community and nonprofit organizations, including previously serving on the board of regents at Le Moyne College. He has also supported community initiatives through organizations including the Onondaga Historical Association and Father Champlin’s Guardian Angel Society. New leadership at the foundation are: • William W. “Bill” Crist will chair the Oswego Health Foundation. He brings more than 40 years of experience in education, from classroom teacher to superintendent of schools. He retired in 2023 from the Catholic Schools of the Diocese of Syracuse and remains deeply engaged in the community through numerous nonprofit and volunteer boards. He also serves as chairman of the Sanctuary Advisory Board for the proposed Lake Ontario National Marine Sanctuary. • Heather Sunser will serve as vice chair. Sunser is a financial services practice group leader at Barclay Damon LLP, where she focuses primarily on real estate law, institutional lending, land use and municipal compliance. A graduate of Syracuse University College of Law, she is also active in community service, volunteering with Vera House Legal Clinic, Habitat for Humanity and the Volunteer Lawyers Project of Onondaga County. She serves on the Board of Trustees of the Onondaga County Bar Foundation. • Darcy Antonucci will be the foundation’s treasurer. Antonucci serves as comptroller for Broadwell Hospitality Group, overseeing the financial functions of nine growing corporations as well as the company’s administrative departments. She brings extensive experience in finance, human resources and business operations, along with a strong record of community leadership. Antonucci has served on the Compass Credit Union board of directors and is an active member of the Trinity Catholic School Board. She has also been involved with the Oswego Health Foundation Gala Committee since 2018. • Attorney Rachael A. Dator will serve as secretary. Dator serves as administrator of the Oswego County Assigned Counsel Program, where she oversees grant funding, budgeting and program operations. With more than a decade of legal experience, she has served as an assistant district attorney, court attorney and legal counsel to municipalities and social services organizations. Dator brings extensive knowledge of law, governance and nonprofit operations to her role with the foundation.
Perspective | Don't throw out what works: Leveraging cooperative learning as a scaffold for science and engineering practices
With new science standards in North Carolina, the solution might be to incorporate them into old strategies like collaborative learning.
Casey’s Cash for Classrooms campaign brings in record $1.8 million
Ankeny-based Casey’s General Stores announced that its annual Cash for Classrooms campaign generated a record $1.8 million in August to support K-12 schools across its 19-state footprint. The total included nearly $1.5 million in customer donations, $250,000 from the Coca-Cola Co. and $100,000 from Casey’s. “The incredible response to this year’s campaign shows just how…
Cut screen time in classrooms to avoid long-term health issues, government urged
A group of clinicians warns technology use in English schools is driving a rise in health problems like short-sightedness.
Science learning and more at Camp IslandWood
Lakeridge Elementary School fifth-graders recently visited Camp IslandWood on Bainbridge Island. They engaged in science learning and observations, experienced art and music connections, played many games and participated in “Soil to Snack” where they collaboratively cooked food with items from the IslandWood garden. They hiked the many trials down to Blakely Harbor and experienced the tidal zones and came together in “One Pride the Lion Way to build belonging between all 5th grade classrooms at Lakeridge,” reads a school district post. Photo courtesy of the Mercer Island School District
Spooky Science Event at the Florence Farmers Market
(Mass Appeal) – Are your kiddos looking for a fun, interactive STEM activity that incorporates Halloween? Then we have Spooky Science at the Florence Farmers Market on Wednesday, October 14th from 2:00pm-6:00pm.Here to tell us more is Dr. Megan Allen, Founder & Owner of The Community Classroom Tutoring and Cora Rose Allen-Flynn, Megan’s daughter & […]
SC's political pocketbook is on the November ballot. Here's what to know
From a treasurer's race focused on a $1.8 billion error to school boards weighing tax hikes v. classroom cuts, your wallet is on the ballot.
Cross-disciplinary Clemson research team earns NSF award to develop science teachers
Steph Dean is leading a research team to cultivate more scientist-educators who can build bridges between classrooms and nature.
Small businesses, big lessons: How UT San Antonio interns help entrepreneurs grow
At the Valdez Institute for Economic Development, students trade classroom theory for real clients and real stakes.
New statewide data shows youth mental health is improving and students feel safer in Pa. schools
HARRISBURG — A statewide survey of more than 267,000 Pennsylvania students shows that investments under the Shapiro-Davis administration in youth...
France's school protests are about more than broken classrooms
Students taking to the streets in France have become a focal point in the country's increasingly polarised politics.
Whitmer celebrates Michigan educators completing intensive Science of Reading training
LANSING, Mich. — On Wednesday, Governor Gretchen Whitmer announced that 8,019 Michigan educators have now completed Language Essentials for Teaching Reading and Spelling (LETRS) training, a program that helps educators strengthen their literacy instruction and implement proven methods, like phonics and comprehension, to empower kids in the classroom. This milestone comes after Michigan saw record […]
Retired Middle School Teacher Brings the Science of Organ Donation into Wyoming Classrooms
Donor Alliance's Transplantation Science program gives students and their families a reason to talk about organ, eye and tissue donation
Emory humanities, social science faculty debate artificial intelligence, tech-free classrooms
As some universities across the country implement prohibitive bans on student devices in classes, professors consider the benefits and drawbacks of technology and AI in higher education
Study finds simulation game helps students grasp complex health economics concepts
In Phillip Zane's classroom, students weigh an invitation to jump out of an airplane. The skydiving lesson and jump are free, and the exercise assumes there is zero risk of death. But an injury could ...
Colorado’s girls deserve same sporting lessons I had
I learned to swim at the Piney Creek Pool in Centennial. I was a kid chasing the girl in the next lane, with no idea that water was about to become my classroom. That pool led me to Smoky Hill High School, where I won back-to-back state championships in the 200 individual medley and set […]
Young Bridgeport scientists learn by doing
BRIDGEPORT – Bridgeport Middle School’s eighth graders at John Martin’s Engineering and Science Technology class are learning the ropes as young scientists and engineers. They have completed their latest project, a wave machine where pendulums swing in a precisely calculated pattern. His classroom and lab is in the Bridge, the new multipurpose facility which opened […]
How to Intertwine the Science of Teaching With the Art of It (Opinion)
The best teachers rely on many strategies to meet the challenges that arise in the classroom.
Emory humanities, social science faculty debate artificial intelligence, tech-free classrooms
As some universities across the country implement prohibitive bans on student devices in classes, professors consider the benefits and drawbacks of technology and AI in higher education.
Students Use Forensic Science Skills in Escape Room
Hundreds of students from across the region put their problem-solving skills to the test this week during the Regional Science Consortium’s annual Forensic Science Escape Room. Elementary school students had just a few hours to figure out how someone died as part of a forensic science escape room activity. The Regional Science Consortium partnered with Mercyhurst University for the 10th year of the event, which is taking place at the Tom Ridge Environmental Center. It began Monday and runs through Thursday.Throughout the week, more than 250 students are working to solve murder mysteries using real forensic science techniques. Students must analyze the evidence, piece together clues and solve the crime before time runs out.Organizers said the event gives students interested in pursuing forensic science in college a firsthand look at what a career in the field could entail.Sarah Skelton, Special Gifts Coordinator at Iroquois, said the activity provides students with an opportunity to develop skills that can sometimes be difficult to practice in a traditional classroom. "It really helps them to work in teams and on critical thinking skills. Which, not that they don't get these opportunities, but it's hard sometimes in the classroom to develop those higher-level thinking skills”, said Skelton.Students also get a chance to learn how forensic science is used in real-life investigations. As Skelton explained, "What are the real-life applications? What would you actually see in a crime scene? How would you handle these types of forensic investigations? So it's really cool our kids get to see what opportunities are out there and possibly a career field one day."The popular event has grown over the years, with some students returning year after year. Organizers said watching those students grow and develop their interests is one of the highlights of the program.Jeanette Schnars, the Executive Director of the Regional Science Consortium said it's rewarding to see how students' interests evolve as they get older. According to Schnars, "How they have grown and matured and where their interests are going and maybe they aren't going into forensics, but if they are going into sciences or different disciplines, so it's really fulfilling to see how they have matured."One student who continues to enjoy the event is sixth-grader Mia Harvey of Iroquois. Harvey hopes to pursue a career in medicine and says the forensic science activities are helping her explore her interests, "One day I want to become a neurologist, and learning about the bones is probably going to help me."Harvey said her favorite part of the event is the real-life application of what she's learning. "While you are trying to find the clues, they teach real stuff that you would need to know”, said Harvey.Event organizers said if students are learning while having fun, then the program is accomplishing its goal. "Not only are they learning the science, but they are having fun with it too”, said Schnars.Adults will also have a chance to take part in the experience this Saturday during an adult version of the escape room, which will feature food, drinks and entertainment. For more information, click here.The Forensic Science Escape Room has become one of the Regional Science Consortium’s most popular events, with teachers signing up their students as soon as registration opens in August.
Science Teacher Arrested, Accused of Dragging 7th Grader 20 Feet by the Arm
A Florida middle school teacher was arrested after school surveillance video allegedly showed her pulling a student out of a classroom by the arm. Fada Concepcion, a seventh-grade science teacher at T...
CSUN in D.C. Internship Expands Student’s Public Health Career Aspirations
For Josiah Morrow, a three-month internship in Washington, D.C., turned the nation’s capital into a classroom — and helped shape his future in healthcare.
Supreme Court declines First Amendment case of students forced to remove ‘Let’s Go Brandon’ sweatshirts
The Supreme Court on Monday declined to take up a First Amendment appeal from two middle school students who were ordered to remove sweatshirts emblazoned with the words “Let’s Go Brandon,” steering clear of a case that could have clarified the power schools have to police potentially offense speech in the classroom.
Ivy Summer in Rome offers five weeks of business courses and culture
For five weeks during the summer, Iowa State business students trade lecture halls in Ames for classrooms in Rome as part of the Ivy Summer in Rome program. Designed for Ivy College of Business students, the program offers four classes that students can choose from. All classes are required for business majors, minors and certificates,...
Bishop’s computer science chair says AI is eliminating ‘grunt work’ and reshaping digital jobs
Dr. Russell Butler, chair of Bishop’s University’s Department of Computer Science, says artificial intelligence is increasingly taking over routine digital “grunt work,” changing the skills students and workers may need in the years ahead. Photo courtesy of Bishop’s University. Click here to read our platform! Get local news like this every morning. Subscribe free below. Subscribe Pulse Newsroom Artificial intelligence is already taking over some of the routine digital work once performed by entry-level employees, according to Bishop’s University Computer Science chair Dr. Russell Butler — a shift he believes will make expertise, judgement and the ability to evaluate AI-generated work increasingly important. Butler described the change as automation reaching what he calls the “bottom of the cognitive pyramid” during an interview with The Pulse about AI, university education and the future of digital work. His argument is not that humans are disappearing from the workplace. Instead, he sees their role changing as AI becomes capable of handling more of the repetitive tasks involved in computer-based work. “Everything’s converging on just AI basically doing all the grunt work,” Butler said. The bottom of the cognitive pyramid Butler is from Lennoxville, completed his undergraduate studies at Bishop’s and later earned his PhD at the Université de Sherbrooke. He joined Bishop’s in 2019 and now chairs its Department of Computer Science. He uses AI in research, teaching and other creative work, and said the technology is increasingly capable of handling routine digital tasks that once required substantial human time. “You’ve got the grunt work, like moving things around in Excel, doing basic programming tasks,” Butler said. “That’s like the bottom grunt work that the entry-level worker would have done two or three years ago.” Butler went further, saying in his view that much of this type of work has already been absorbed by AI tools. He connected that change to a shift he sees taking place in computer science, where entry-level roles have declined while experienced workers can use AI to increase what they can produce. “A senior developer now has access to essentially an unlimited amount of junior developers on demand,” Butler said. He was describing AI systems metaphorically, not literal employees. His point was that one experienced developer can now ask AI tools to produce code or other technical work that might previously have been assigned to more junior workers. That raises a broader question for universities and employers. If some of the simpler work traditionally given to newcomers can now be done by machines, how do people gain the experience needed to become senior workers themselves? Students doing work that once required years of programming Butler said he is already seeing the change inside his classroom. He created a Bishop’s course called CS208, Coding in Plain English, to show students — including those without traditional programming backgrounds — what they can accomplish using AI. Some come from disciplines such as psychology or neuroscience with no previous programming experience. “What I’m finding is that students who have zero programming experience, they come in from another discipline like psychology or neuroscience or something, they are now able to get up and running with real data sets,” Butler said. Butler’s own doctoral work involved neuroimaging, and he said he has assigned students work he considers comparable to the kinds of analysis he performed during his PhD. He described giving students a real dataset, an expected result and instructions to use AI to complete the analysis. Butler said those students have been able to carry out work at a level he associates with tasks he once performed after years of programming experience. That does not mean a student using AI instantly acquires the same knowledge as an experienced computer scientist. But Butler sees it as evidence that AI can dramatically lower the technical barrier between having a problem to solve and producing a working result. The role of the person using the system then changes. They need to know what to ask for, understand enough about the subject to judge the answer and take responsibility for what is ultimately produced. What about AI hallucinations? One persistent concern surrounding generative AI is hallucination — when a system produces information that sounds convincing but is false or unsupported. Butler said that problem has improved substantially in newer systems and is not as severe as it was with earlier models. He pointed in particular to newer AI systems’ ability to search the web, consult scientific databases and return source links rather than simply generating a citation from their internal model. Butler nevertheless said users should verify what AI produces. “You should verify,” he said while discussing citations generated with AI. His position is that hallucinations have become less common in the systems he uses, not that incorrect AI output is impossible. Human checking remains part of the process. Hours of work compressed Butler offered another example from his administrative work at Bishop’s. The university has been comparing CEGEP courses with first-year Bishop’s courses to determine where students may qualify for advanced standing. Traditionally, Butler said, that means reviewing two sets of course descriptions and manually matching one institution’s courses with another’s. As department chair, that could require hours of reading and comparison. He said AI can now be given both sets of material and asked to generate an initial mapping automatically. “It saves me hours and hours of work,” Butler said. Butler said the AI-generated mapping can also produce a better result than he would produce himself. He sees similar opportunities in businesses. A company may receive specifications, drawings, emails or other digital material from customers and then have employees convert that information into an internal format before anything can be manufactured or delivered. AI can increasingly perform parts of that intermediate processing. In Butler’s view, the employee does not necessarily disappear. Instead, the job becomes more about checking the result. “The human is still there,” he said. Judgement could become more valuable That change is central to Butler’s view of where digital work may be headed. If AI can produce a first draft, write basic code, compare documents or process large amounts of information, he argues that knowledge and judgement become increasingly important. “The real scarce resource going forward is going to be domain knowledge, expertise, and… credentials, authority, the ability to work with other people,” Butler said. He is therefore encouraging students not only to learn AI tools but also to broaden their education. He mentioned acting, fine art and photography as examples of courses that can help develop what he described as taste and intuition — the ability to recognize what is good, what is not and what should be changed. “And that’s the skill that they need now because the grunt work has been automated and now it’s about evaluating what the AI produces and telling it how to improve or expand the output,” Butler said. That does not remove the need for technical knowledge. Butler’s argument is that the emphasis may shift away from manually completing every step of a task and toward directing, checking and improving work produced with AI assistance. He also stressed that humans remain responsible for final decisions. “At the end of the day, the human has to make the final call,” Butler said, pointing to the question of accountability. Physical work may be different Butler draws a distinction between digital work and jobs requiring people to manipulate the physical world. He expects AI to continue advancing quickly in tasks performed almost entirely on computers. He is more cautious about claims that humanoid robots will soon be able to replace workers such as plumbers or electricians. Butler said those trades would not be replaced “anytime soon” in his view and described some current robotics demonstrations as overhyped. He described the situation as counterintuitive. “It’s almost like we solved the highest level first,” he said, contrasting advances in digital AI with the harder problem of building robots capable of operating reliably in the physical world. Butler’s argument is that some digital occupations could face automation sooner than trades requiring complex physical work. The wider AI shift in the Townships Butler’s comments come as local institutions are increasingly grappling with how AI should be used. The federal government recently announced up to $162 million over five years for 10,000 AI-related placements through Mitacs. The Université de Sherbrooke told The Pulse that the number of its collaborative research and innovation projects supported through Mitacs has approximately doubled since 2018-19, while the number of placements has approximately tripled. UdeS also said it already has projects involving both AI adoption and the application of AI to other fields. At Bishop’s, Butler said part of his role involves building the Computer Science department’s local presence, connecting students with regional partners and strengthening relationships with the Sherbrooke technology ecosystem. Those developments put universities in a difficult position. They have to prepare students to use the tools employers increasingly have available while also making sure graduates understand enough to recognize when those tools are wrong, incomplete or being applied to the wrong problem. The risk of losing human skills Butler does not see AI as risk-free. Later in the interview, he raised a separate concern: as AI becomes better at reading, writing, programming and other cognitive tasks, people could lose some of the underlying skills that historically helped produce new ideas. “The other danger is that we’re going to lose the human skills,” Butler said. He specifically mentioned reading and writing and argued that people could lose some of the lower-level understanding that contributes to breakthroughs. Butler said AI systems are based on existing human knowledge and argued that they become much more powerful when paired with a capable person. That tension runs through his view of the technology. AI can remove hours of routine work. It can allow beginners to perform tasks that once required substantial technical training. It can give experienced workers significant leverage. But the more capable the technology becomes, the more important it may be for people to develop the judgement needed to decide what should be done in the first place. For Butler, that is where education may have to change. Students still need to understand their field. They still need to know when something is wrong. And they still need to be able to make the final decision. But if AI increasingly handles the bottom of the cognitive pyramid, the value of a worker may depend less on how quickly they can perform the grunt work and more on whether they understand what the work is supposed to accomplish. Don’t miss the next story that affects your community. Join thousands of readers getting The Pulse every morning—plus breaking news alerts when it matters most. If you value this kind of local journalism, consider supporting it. Subscribe, share and like! Subscribe Share
BC alum introduces students to the science of flavor and opportunities in culinary education
On Wednesday, Sept. 30, students at Bethlehem Central High School explored culinary education and the science of taste during a visit from BC alumnus Emily Crandall. Crandall, a 2017 BCHS graduate, works as an admissions counselor at the Culinary Institute of America (CIA) in Hyde Park, New York. Her classroom visit was arranged by Family … Continue reading "BC alum introduces students to the science of flavor and opportunities in culinary education"
Rock Hill students run real businesses, build skills and fund scholarships
For students at Rock Hill High School, learning about the real world doesn’t always happen inside a traditional classroom.Two student-run businesses are giving
Teachers team up to build a statewide science kit business outside the traditional classroom
Former educators Lindsey MacWha and Jennifer Corron share how they grew their pandemic project into a full-time venture.
Teachers team up to build a statewide science kit business outside the traditional classroom
Former educators Lindsey MacWha and Jennifer Corron share how they grew their pandemic project into a full-time venture.
On the frontlines of student mental health
As anxiety, depression, and crisis-level needs rise among young people, Penn GSE–trained school counselors are uniquely prepared to provide early intervention, emotional support, and essential care both inside and beyond the classroom.
Minnesota has new K-12 academic health standards. What will they look like in the classroom?
The Director of Training and Education at the Center for Healthy Youth Development at the University of Minnesota explains the newly approved state K-12 academic health standards.
More Than a Game: How Baseball Became a Classroom
Since 2012, Resolution Copper and the Arizona Diamondbacks have worked together to create opportunities for Arizona youth, educators and communities. What started with Science of Baseball has grown into teacher workshops, hands-on STEM experiences, youth baseball clinics, Tribal youth programming and community recreation.
Hall Pass: Your Ticket to Understanding School Board Politics, Edition #225
Welcome to Hall Pass, a newsletter written to keep you plugged into the conversations driving school board governance, the politics surrounding it, and education policy. In today’s edition, you’ll find: On the issues: The debate over AI in the classroom In this section, we curate reporting, analysis, and commentary on the issues school board members deliberate […]
Monitoring the Midterms: Health care costs a major concern for voters ahead of midterms
Learn about the rise in healthcare costs and thousands losing their coverage
Children Are Back in School. Measles Is, Too
Now that children are back in school, we must use the tools we know work to keep this preventable disease out of the classroom, writes Dr. Debra Houry.
Mark Rober’s mission to support science classrooms
Former NASA engineer and YouTube creator Mark Rober shares how Class CrunchLabs delivers free, hands-on physics and engineering lessons designed to help educators engage students.
How a Chicago educator uses food to teach science thanks to Pilot Light, a local chef-led nonprofit
The nonprofit Pilot Light, which started in a single Chicago classroom with notable local chefs, now partners with administrators, schools and teachers in 26 states.
Commentary: Higher education plays an integral role in building the trust democracy requires
Democracy’s future will be shaped not only at the ballot box, but also in classrooms, community forums, and everyday conversations that help citizens better understand one another.
One geology step closer to the Moon
As we prepare to return to the Moon, Europe’s leading geology training for astronauts PANGAEA celebrates its 10th anniversary turning extraordinary places on Earth into classrooms for space exploration.
Jupiter High students take science out of the classroom for 30-year fish study
Jupiter High School students are helping track the health of the Indian River Lagoon through a fish study that has continued for more than 30 years.Students in
Clovis East floral design students gain real-world wedding industry experience
While many high school students are learning in a classroom, some Clovis East High School students are also running a business and helping create wedding memories for local families.
In Kastellorizo, Science Becomes a Game of Questions
KASTELLORIZO – On Kastellorizo this October, you will not have to walk into a laboratory to find science. You may encounter it on a narrow island street, in a school classroom, at a workshop table, in the middle of a game — or in the sudden question of a child who wants to know why. For three days,
From the Classroom to the Laboratory: Experiential Learning Shapes Food Science Student’s Future
Two semesters of experiential learning in Rutgers’ food packaging laboratory helped Daniel Burd transform classroom knowledge into award-winning research with real-world applications for the food industry. When Daniel Burd first arrived at Rutgers after earning an associate degree from Brookdale Community College, he knew he loved food science because it brought chemistry and biology to […]
Calling all current and future scientists: Kiel is the place to be this week
This week, Kiel has become a meeting place for science in Europe. Researchers, school pupils, young scientists and members of the public are coming together through a series of major events led or co-organised by Kiel University.At the centre of it all are around 150 of Europe’s most talented young researchers, aged 14 to 20, who have travelled to Kiel from nearly 40 countries for the 37th European Union Contest for Young Scientists (EUCYS). Running from 22 to 27 September, the European Union’s flagship competition for young scientists brings together winners of national science competitions to present around 100 original research projects across fields ranging from engineering and computer science to medicine, environmental research and the social sciences. The winners will be announced at the Award Ceremony on Saturday.For Kiel University, hosting EUCYS is both an honour and a natural extension of a much longer story. Germany’s northernmost comprehensive university has invested for many years in supporting young scientific talent and bringing research into dialogue with society. The Kiel Science Factory gives school pupils opportunities to experience research first-hand, while programmes such as Rent-a-Scientist send researchers directly into local classrooms. Major annual public events including Kiel Week and the European Researchers’ Night take science beyond the campus through talks, exhibitions and hands-on activities.That long-standing commitment has increasingly taken on a European dimension – and this week, many of those efforts are coming together.One of the foundations for this success is the European Researchers’ Night (ERN), which celebrates its tenth edition in the Kiel region this year. The initiative is funded through the Marie Skłodowska-Curie Actions, with Kiel University developing the successful EU proposals and securing the funding, while regional partner KielRegion coordinates the many activities on the ground. Together with research institutions, schools, companies, local authorities and civil society, they have built ERN into a major platform for public engagement.Over the years, Kiel’s ERN programme has grown far beyond a single evening into a whole “Science Summer”, beginning with “Science Shopping” in spring and culminating tomorrow, 25 September, in Science Day.“We have developed a wide range of public engagement formats, often together with the other research institutions in the region, the city and regional authorities, schools, companies and civil society,” says Eckhard Quandt, Kiel University’s vice president for research, academic infrastructure and transfer. “Over the past decade, we have increasingly taken this commitment to the European level.”That combination of European funding expertise and strong regional partnerships also helped Kiel University take the next step. Drawing on its experience with ERN and its European networks, including the SEA-EU University Alliance, the university brought together Brest in France and Split in Croatia for a successful bid to the EU’s new Science Comes to Town initiative. Throughout 2026, the three cities are serving as Europe’s first Science Ambassadors, with more than one thousand activities bringing science into schools, public spaces, cultural venues and everyday life.EUCYS is perhaps the clearest example of how Kiel University is using Science Comes to Town to create new connections between major European initiatives. From the outset, the university deliberately planned the contest for the week of European Researchers’ Night and opened the EUCYS exhibition to the wider Science Day audience. Tomorrow, that means thousands of visitors can encounter the next generation of scientific talent first-hand, while the young researchers themselves gain a much bigger public stage.“Because we opened EUCYS up for European Researchers’ Night, there will be a lot of people actually visiting the exhibition,” says organiser Stefanie Altemark of Kiel University.“We wanted Europe’s most talented young scientists not only to compete with one another, but also to become visible to the wider public. At the same time, people in Kiel will have the opportunity to see what the next generation of scientists are already capable of,” says Quandt.“We’ve shown over the last years that science is a big part of Kiel, and it’s always been the goal to not only show that to people in Germany, but also to show it to people all over Europe. Thanks to Kiel University’s expertise in European funding programmes, we have been able to turn that ambition into reality,” says Sünje Fock, who is coordinating the Science Summer at KielRegion.The model is characteristic of Kiel University’s approach: combining European funding expertise and international networks with strong regional partnerships to give major initiatives greater reach and visibility.This year also marks the 30th anniversary of the Marie Skłodowska-Curie Actions, giving Kiel University the special opportunity to welcome Vanessa Debiais-Sainton, Head of Department for the Marie Skłodowska-Curie Actions at the European Research Executive Agency, to Kiel tomorrow. Her visit brings together two priorities that have shaped Kiel University’s work over the past decade: supporting researchers and bringing science closer to society. Debiais-Sainton emphasises how closely the two are connected: "For thirty years, the Marie Skłodowska-Curie Actions (MSCA) have given more than 150,000 researchers the chance to pursue their dreams and open up new fields. Doctoral Networks and Postdoctoral Fellowships give them the freedom to move, to connect, to train and to follow their curiosity across borders, sectors and disciplines. But excellence cannot live only in laboratories. Researchers’ Night takes science out of the lab and into the city, to the families, the schoolchildren and the curious minds who will become the next generation. Kiel shows what that looks like at its best. That is the MSCA promise: open science, open borders, open doors."For Kiel University, these activities are not separate endeavours. They are part of a broader understanding of academic excellence in which outstanding research, talent development, international cooperation, knowledge transfer and engagement with society strengthen one another.“For me, one of the most important lessons from the past decade is that scientific excellence, knowledge transfer, talent development and engagement with society cannot be treated as separate tasks,” stresses vice president Quandt. “They reinforce one another.”That philosophy is also reflected in Kiel University’s current bid for Germany’s Excellence University status. The designation is part of Germany’s national Excellence Strategy, which provides substantial long-term funding to selected universities to strengthen internationally competitive research and their overall institutional development. A successful outcome would provide new opportunities to build on what has already been created: deepening international cooperation, creating more opportunities for knowledge exchange and public engagement, and extending the university’s reach across the region and beyond. “If we are successful, it would allow us to take what we have built in Kiel considerably further – including expanding our networks and transfer activities beyond the region and increasingly across the Baltic area,” says Quandt.This week’s events offer a glimpse of what that could mean in practice: a university using its research strength, European expertise and regional partnerships to create opportunities for scientists at every stage of their careers while making science more visible, accessible and exciting to the wider public.
Hands-on science can be cool
After spending many long days conducting experiments to find a new way to combat bacterial infections in crops, Misha Hegde and Mia Soleil Maurer have been rewarded with international recognition and access to top research facilities. But these are not typical scientists. They are 16-year-old German high school students.“Our supervisor told us that in order to start a project, you need to begin with either a question or a problem,” says Misha, adding that she and Mia had read about antibiotic resistance in certain plants being treated for bacterial infections. “We found out that antibiotics overuse is very common in agriculture,” explains Mia. “Our aim was to create an alternative to antibiotics and to try to raise awareness of the problem of overusing antibiotics.”Their subsequent research has focused on harnessing bacteriophages, the natural predators of bacteria, to eliminate pathogens threatening food crops treated with antibiotics. At the Schuldorf Bergstraße Jugend forscht MakerLab in Seeheim-Jugenheim, located in the German state of Hesse, they discovered a novel phage that infects the Rhizobium rhizogenes bacterium, which causes the hairy root disease that can reduce yields of tomatoes, carrots, soya beans and other food staples.The students believe their method could curb antibiotic use, while protecting plants from infections without disturbing the natural soil microbiome. “The application of phages is host-specific, so they would only kill the targeted pathogen or disease-causing bacteria,” explains Mia. It may also offer environmental benefits, since applying antibiotics can contaminate groundwater.Getting to this point has not been easy. The childhood friends admit to feeling frustrated when their trials did not yield the expected results. “We spent six months on our first experiment, just doing the same thing over and over and over again, to the point where we thought, is it even worth it? Why are we doing this?” Misha says. “You just need to be brave enough to take that first step and keep going.”The benefits of inquiry-based learningTheir determination has paid off. In 2025, the pair won first prize in biology at Jugend forscht, Germany’s national competition for young people interested in science, technology, engineering and mathematics. They were also among the winners of the German Research Foundation Europa-Preis, which is awarded to selected national winners at Jugend forscht, and took third place in the 2025 European Union Contest for Young Scientists.The Jugend forscht Foundation opens doors for young people to connect with scientists as well as industry professionals. Jessica Bönsch, executive director of the Foundation, sees Misha and Mia as prime examples of how young people can develop a deeper understanding of science through their own research projects. “The experience of working on your own research question is very important,” she explains, adding that “inquiry-based learning engages with real-life problems in a way that can be more motivating than traditional classroom teaching.”The Jugend forscht Foundation offers financial support through sponsor pools in Germany’s federal states. Some projects are developed in cooperation with student research centres, university labs or informal collaborative learning areas called makerspaces. Other activities start as hands-on “garage projects” and can grow within the Jugend forscht network and infrastructure.The Jugend forscht Foundation is also a partner of Science Comes to Town, an EU initiative to strengthen public awareness about science and create bridges between researchers and communities. The EU-financed project involves universities, research institutions and other stakeholders in three host cities — Brest (France), Kiel (Germany) and Split (Croatia).“It's so important for people not to live in a bubble, because I think science can be very scary if you misunderstand it,” Mia says of SCTT. The initiative’s aim of raising awareness about science is “absolutely amazing,” Misha adds. “I think it's the best way to kind of make science digestible for the public. In a world where misinformation in science is getting more radical, more dangerous, becoming more of a threat to the trust in scientific infrastructure and foundations, we need such programmes.”Misha and Mia also believe that SCTT can help break down gender stereotypes in science by encouraging young women to study and pursue careers in scientific fields. Both students have benefited from female mentors and encouragement they had when they were much younger. Mia’s love of science began with a class trip to a lab, while Misha — with a smile on her face — says she wanted to study history until “a teacher kind of coerced me into joining a school science club.”Recognition beyond EuropeIn May, Misha and Mia were among the finalists at the Regeneron International Science and Engineering Fair held in Phoenix, Arizona, and involving nearly 1,700 pre-university students from over 60 countries. “It was very crazy because there were so many people and so many teenagers interested in science,” Mia recalls. The event was also challenging. “It was eight hours of continuously presenting your project,” adds Misha.Attending the fair was a chance for the young women to see first-hand the value of international collaboration as well as how research cultures differ. “America is a bit more willing to take risks, and I think that's something we can learn about here in Europe,” Misha explains. However, she continues, “I think Europe has the talent, has the innovation and has the resources” to be competitive.Misha and Mia plan to continue their phage experiments in the new school year, inspired by the project’s hands-on nature and the support they receive from their supervisors. They have also attracted the interest of professional scientists and received invitations to leading research facilities, including the Centre for Synthetic Microbiology, jointly run by the University of Marburg and the Max Planck Institute for Terrestrial Microbiology in Germany. “It is so cool that we can do something to try to move the world in our school and at this age,” Mia says.After completing secondary school, Mia plans to study microbiology and pursue a career in medical research, focusing on Ebola and other infectious diseases. “This has been my dream for so long,” she says. Her friend Misha is interested in biological research with a focus on medicine. “I've gotten addicted to the process of going to the lab, planning out experiments, then failing, trying again,” Misha says. “I think there's just so much to be discovered, so much to be done.”The students' names and photos were published with the permission of their parents.Science|Business, which connects policymakers, academics and industry through its news reporting, analysis and events, is an SCTT partner.
G&F brings science learning to life for Eastside second-graders
Second-grade students at Eastside Elementary recently traded their classroom for a hands-on science experience with the Wyoming Game and Fish Department as part of a new partnership designed to connect
Health Care Partnership outlines workforce progress
More local nursing graduates are staying in the region, according to officials offering an update on the progress of the New Hanover Healthcare Career Partnership at a public forum last night. According to Jack Watson, dean of UNCW’s College of Health & Human Services, the number of UNCW nursing graduates choosing to remain in the area after graduation has climbed from 27% to the mid-40% range. The New Hanover Healthcare Career Partnership aims to address the region’s healthcare worker shortage, with a key focus on nursing through strategic partnerships between UNCW, Cape Fear Community College (CFCC), New Hanover County Schools and the Wilmington Chamber of Commerce Foundation. "Each of the partners had pathway programs,” said Watson, “but they were almost at times done in a silo." One of the New Hanover Community Endowment's largest commitments to date, the collaborative received a $22.3 million grant in 2023, to be disbursed over three years, beginning in 2024. At the public forum, leadership addressed the nursing bottleneck created by the pandemic, and Laurie Whalin, president of the Novant Health Coastal Region, acknowledged that Novant Health had relied heavily on travel nurses during that period, with travel nurses making up about 47% of staff and nursing turnover at 35% at the height of the pandemic. "I can say we are in a tremendously different place today,” Whalin said at the forum. The number of travel nurses employed by the Novant Health Coastal Region has dropped to around 100 today, which Whalin says accounts for less than 4% of the workforce. Roughly two years into the grant term, major stakeholders in the collaboration pointed to various accomplishments tied to the initiative. According to Stephen Hill, vice president of talent development with the Greater Wilmington Chamber of Commerce, 250 more nurses live in New Hanover County in 2026 than in 2023. Whalin added that between 2021 and 2025, the Novant Health Coastal Region has hired close to 1,200 registered nurses. Additionally, according to Whalin, over the past two years, hiring and retention of nursing graduates from UNCW increased by 103%, while hiring and retention of nursing graduates from CFCC increased by 70%. Mandy Mills, director of career & technical education at New Hanover County Schools, pointed to the launch of its first Health Sciences Academy program, established across the county's four traditional high schools (Hoggard High School, Laney High School, Ashley High School and New Hanover High School), which started with 38 students last year. Mills also pointed to growth in the district’s Nursing Fundamentals course, which grew from 10 seats in 2023 to 50 in 2025-2026 and is now offered at all four traditional high schools. Watson emphasized the growing nursing class sizes and offered an update on the school’s accelerated nursing degree, which launched last year. Eleven students graduated in the first class, and all passed their boards on the first try, Watson said. This year’s class has 24 students. When the endowment announced its $22.3 million grant for the collaborative in 2023, UNCW and CFCC were each slated to receive the bulk of the funds, at about $10 million each. UNCW’s plans for the grant money included expanding its simulation lab, Watson said. He added that construction is expected to begin on the simulation lab this year and will likely extend through next year. According to Mary Ellen Naylor, dean of Health & Human Services at CFCC, the college has experienced growth in its associate degree nursing retention, rising from 59% in 2023 to 76% for the May 2026 class. CFCC used part of its endowment funding to support wraparound services, including a housing stipend, tuition assistance, exam assistance, emergency assistance, drop-in daycare and clinical and educational supplies. "We have very strong … students, but once they get into the program, there are competing priorities,” Naylor said. “They are working multiple jobs. They have children. They're single parents." According to Naylor, in 2026, 94% of students who used support services are still enrolled or have graduated. Addressing a question from an audience member about an approaching “enrollment cliff,” driven largely by dropping birth rates, Watson and Naylor said demand remains strong at both schools. “Right now … we do have more applicants than we have spots in our nursing program, and it is still a competitive process to get into,” Watson said. “I do not foresee that changing.” "(We've) doubled enrollment in our nursing programs over the last few years, but just as Dean Watson said, we still have very robust applicant pools, so it is still very competitive to get in,” Naylor said. "We have the applicant pool to support that, but again, it's not as easy as just saying, 'Okay … we're going to take another 90 students.' It's making sure all the resources and infrastructure that we need to educate the students outside the classroom is there as well." In response to a question about applying the collaborative model to other healthcare positions besides nursing, Sophie Dagenais, CEO and president of the endowment, said she sees the potential for the model to expand to other healthcare jobs and even other industries, but that the endowment hopes to learn from this model first. “This is a grant that is in year two of three years, and first we wanted to learn what is this going to demonstrate, what will we learn and then how may we scale it possibly,” she said. According to endowment spokesperson Amber Rogerson, funds for the program are set to expire after June 2027. “It's too early to discuss what happens after that,” wrote Rogerson in an email, “though we know the partners are considering the future, and some of the work supported by the grants is now built into their regular operations.”
Health Care Partnership outlines workforce progress
More local nursing graduates are staying in the region, according to officials offering an update on the progress of the New Hanover Healthcare Career Partnership at a public forum last night. According to Jack Watson, dean of UNCW’s College of Health & Human Services, the number of UNCW nursing graduates choosing to remain in the area after graduation has climbed from 27% to the mid-40% range. The New Hanover Healthcare Career Partnership aims to address the region’s healthcare worker shortage, with a key focus on nursing through strategic partnerships between UNCW, Cape Fear Community College (CFCC), New Hanover County Schools and the Wilmington Chamber of Commerce Foundation. "Each of the partners had pathway programs,” said Watson, “but they were almost at times done in a silo." One of the New Hanover Community Endowment's largest commitments to date, the collaborative received a $22.3 million grant in 2023, to be disbursed over three years, beginning in 2024. At the public forum, leadership addressed the nursing bottleneck created by the pandemic, and Laurie Whalin, president of the Novant Health Coastal Region, acknowledged that Novant Health had relied heavily on travel nurses during that period, with travel nurses making up about 47% of staff and nursing turnover at 35% at the height of the pandemic. "I can say we are in a tremendously different place today,” Whalin said at the forum. The number of travel nurses employed by the Novant Health Coastal Region has dropped to around 100 today, which Whalin says accounts for less than 4% of the workforce. Roughly two years into the grant term, major stakeholders in the collaboration pointed to various accomplishments tied to the initiative. According to Stephen Hill, vice president of talent development with the Greater Wilmington Chamber of Commerce, 250 more nurses live in New Hanover County in 2026 than in 2023. Whalin added that between 2021 and 2025, the Novant Health Coastal Region has hired close to 1,200 registered nurses. Additionally, according to Whalin, over the past two years, hiring and retention of nursing graduates from UNCW increased by 103%, while hiring and retention of nursing graduates from CFCC increased by 70%. Mandy Mills, director of career & technical education at New Hanover County Schools, pointed to the launch of its first Health Sciences Academy program, established across the county's four traditional high schools (Hoggard High School, Laney High School, Ashley High School and New Hanover High School), which started with 38 students last year. Mills also pointed to growth in the district’s Nursing Fundamentals course, which grew from 10 seats in 2023 to 50 in 2025-2026 and is now offered at all four traditional high schools. Watson emphasized the growing nursing class sizes and offered an update on the school’s accelerated nursing degree, which launched last year. Eleven students graduated in the first class, and all passed their boards on the first try, Watson said. This year’s class has 24 students. When the endowment announced its $22.3 million grant for the collaborative in 2023, UNCW and CFCC were each slated to receive the bulk of the funds, at about $10 million each. UNCW’s plans for the grant money included expanding its simulation lab, Watson said. He added that construction is expected to begin on the simulation lab this year and will likely extend through next year. According to Mary Ellen Naylor, dean of Health & Human Services at CFCC, the college has experienced growth in its associate degree nursing retention, rising from 59% in 2023 to 76% for the May 2026 class. CFCC used part of its endowment funding to support wraparound services, including a housing stipend, tuition assistance, exam assistance, emergency assistance, drop-in daycare and clinical and educational supplies. "We have very strong … students, but once they get into the program, there are competing priorities,” Naylor said. “They are working multiple jobs. They have children. They're single parents." According to Naylor, in 2026, 94% of students who used support services are still enrolled or have graduated. Addressing a question from an audience member about an approaching “enrollment cliff,” driven largely by dropping birth rates, Watson and Naylor said demand remains strong at both schools. “Right now … we do have more applicants than we have spots in our nursing program, and it is still a competitive process to get into,” Watson said. “I do not foresee that changing.” "(We've) doubled enrollment in our nursing programs over the last few years, but just as Dean Watson said, we still have very robust applicant pools, so it is still very competitive to get in,” Naylor said. "We have the applicant pool to support that, but again, it's not as easy as just saying, 'Okay … we're going to take another 90 students.' It's making sure all the resources and infrastructure that we need to educate the students outside the classroom is there as well." In response to a question about applying the collaborative model to other healthcare positions besides nursing, Sophie Dagenais, CEO and president of the endowment, said she sees the potential for the model to expand to other healthcare jobs and even other industries, but that the endowment hopes to learn from this model first. “This is a grant that is in year two of three years, and first we wanted to learn what is this going to demonstrate, what will we learn and then how may we scale it possibly,” she said. According to endowment spokesperson Amber Rogerson, funds for the program are set to expire after June 2027. “It's too early to discuss what happens after that,” wrote Rogerson in an email, “though we know the partners are considering the future, and some of the work supported by the grants is now built into their regular operations.”
Faculty Spotlight: Ronyhel Peguero teaches ‘the language of business’ to Zicklin students
At Baruch College, many students learn that accounting is the language of business. From preparing financial statements to analyzing bonds, Ronyhel Peguero’s accounting lectures often serve as students’ first introduction into the business world. As a Baruch alum, Peguero began his journey to the college’s prestigious Stan Ross Department of Accountancy in the same classrooms...
Iowa's new front on classroom behavior: Brain health rooms
Ankeny is among schools with rooms where students can step away and manage stress.
Love Letters to San Francisco: How snakes and science build students’ confidence
For 27 years, Chris Giorni has been taking The City’s kids out of the classroom and into the dirt, where a little courage can change how they see themselves.
Private, public universities develop medical science doctoral programs
Des Moines University has launched a doctor of medical science program, with the University of Iowa set to do the same next year.
Governor Evers tours College of Business and Economics
Chancellor Corey A. King and UW-Whitewater leaders welcomed Wisconsin Gov. Tony Evers for a visit to the UW-Whitewater College of Business and Economics, the state’s largest business school. During a one-hour walkthrough at Hyland Hall, Gov. Evers and local elected officials visited classrooms and interacted with students, faculty and staff on campus.
Meet a 71-year-old who retired as a radiologist and professor, and now runs a banana-skewer business: ‘I never want to retire. Why would you do that?’
Richard Brown’s career has taken him from the exam room to the classroom and boardroom. At 71, he’s still working—and is now focused on entrepreneurship.
Bar Harbor Parents Again Raise Concerns About How Some Science Education In Sixth Grade.
The Bar Harbor Story is generously sponsored by Restaurant Barn. BAR HARBOR—Parents again raised concerns this week about how Bar Harbor students receive science instruction after fifth grade, months after the same issue came before the Bar Harbor School Board. The concern centers on a past scheduling change at Conners Emerson School that gives fifth graders a full year of science rather than switching between science and social studies at midyear. Principal Dr. Heather Weir Webster told the board that the school has been monitoring test scores, teacher feedback, and the experience of students as it considers whether the current approach is working. If it is not, the approach may be changed, but that would not likely occur this school year. In fifth and sixth grade, the school used to have one semester of social studies and one of science in each year. That schedule shifted because switching at midyear often broke up the learning units. So, approximately two-three years ago, they decided to shift that a bit. Science became a dedicated focus in fifth grade. Social studies was the dedicated focus in sixth grade. The school staff members are hoping to dive deeply into the data and see if the students are having a more quality experience throughout their time in those grades when it comes to science and social studies. If not, things could shift again. This year, Dr. Webster said at the September meeting, potential changes to curricula have been a bit complicated by moving into the school’s new building in late October and early November. “There have been no changes this year because it’s hard enough to handle the move. That allows them to have consistency,” Dr. Webster said. Dr. Webster said that after the Covid pandemic which prevented students from attending school in person, many fifth graders were struggling. “We tried several different configurations,” she said, including a co-teaching model to help with that struggle, but to also see how to best schedule and support those students. “We found that a January switch” where classes switched from social studies to science was really difficult. Part of the decision making stemmed from science being more hands-on and accessible to fifth graders. Social studies was a bit more abstract content, which was why the school tried the current configuration. In a letter submitted as public comment, parent Beth Dumont wrote, “In May 2026, I wrote to express my concern that our middle school students are not receiving consistent instruction in science and social studies. I appreciate that the Board took this concern seriously and requested a presentation from Principal Webster. I am also grateful for the opportunity to meet with Principal Webster and Julie Keblinsky in July to learn more about the current curriculum and scheduling. “During that meeting, I learned that the current model is intended to integrate science and social studies into other subjects during the years or semesters when they are not offered as standalone courses. “While I appreciate the intent behind this model, I remain concerned about its premise. Science and social studies are core academic disciplines that provide students with essential knowledge, skills, and ways of thinking. Yet under the current schedule, students are not guaranteed consistent instructional time in these subjects. Instead, exposure to content in these disciplines may depend on whether opportunities for integration arise within other classes. “To be clear, I strongly support interdisciplinary learning. Integrating science and social studies across the curriculum can enrich students’ educational experiences and help them make meaningful connections across subject areas. My concern is not with integration itself, but with relying on integration as a substitute for dedicated instruction in core disciplines.” Dr. Webster said that they’ve been monitoring test scores, talking to teachers, seeing how the pilot program works. It’s in its third year now of this schedule. One science teacher, she said, told her he’d seen positive outcomes with full year science and that there was a stronger classroom community. Another science teacher had concerns over the readiness last year, but she isn’t feeling that way about this year’s current class. A third teacher for social studies said he loves the full year. A fourth teacher of social studies hasn’t said that anything has changed. For the three fathers who spoke at the school committee meeting, the fractured science curriculum caused concerns. One father said that when he spoke to others, “all were surprised and confused as to why there was no dedicated, continuous science education,” at the school. Though students are testing well in science and math, he worried that without continuity in education, learning is lost. “We shouldn’t have to choose between key learning disciplines,” he said. Matthew Bergin, another father, agreed, adding, “I’m just a little concerned.” In her letter, Dumont wrote, “As the parent of a recent sixth grader who completed an entire year without a dedicated science course, I saw very little evidence that this integration was occurring in a consistent, systematic, or readily identifiable way. This is not a criticism of our middle school teachers, who have been uniformly excellent. Rather, it is a structural criticism of the current schedule.” Dr. Webster gave an update about all aspects of the schedule and how it’s created and she also spoke to social and emotional learning (SEL) in middle school. It’s explicitly taught but also embedded. Science is embedded as well and explicitly taught at all but that one grade. The school schedule is built from lunch out, then electives like art and physical education are placed, before going into the instruction time, teacher planning time, multi-tier support systems (MTSS), and then social and emotional learning. Teachers have to have 250 minutes a week of planning time per their contracts. That’s the minimum and occurs when their students are at specials. “The schedule is really not the purview of the board,” School Board Chair Marie Yarborough reminded the other board members and the public and thanked Dr. Webster for the presentation. The parents were also thanked for coming. LINK TO LEARN MORE [ ](https://barharborstory.substack.com/p/despite-strong-rankings-some-bar) [ Despite Strong Rankings, Some Bar Harbor Parents Raise Concerns About School's Science Education ](https://barharborstory.substack.com/p/despite-strong-rankings-some-bar) Carrie Jones · Jun 4 [ Read full story ](https://barharborstory.substack.com/p/despite-strong-rankings-some-bar) HELP SUPPORT THE BAR HARBOR STORY When we started The Bar Harbor Story, we didn’t know if anyone would read it. But you showed up. You shared. You sent tips. Now—over 400,000 views every month later—it’s clear: people here care about their community and each other. We’ve kept everything free because news should never be out of reach, but every one of our stories takes time to write, and your support keeps The Bar Harbor Story going. If you value our work, please consider a paid subscription, a founding membership, or a sponsorship. It truly helps us cover one more meeting, tell one more story, shine one more light. Even $5 a month makes a difference. Click here to become a one-time supporter now. Thank you so much for being here. Founding member information can be found here. Have questions about sponsorships? Just send Shaun an email at sfarrar86@gmail.com, he’d love to hear from you. Subscribe Share Bar Harbor Story Share Leave a comment
APS Column: Strengthening science, supporting teachers, livi...
Austin Public Schools’ investment in elementary science specialists strengthens student learning while giving classroom teachers more time to plan, collaborate ...
Mercer political science professor brings fun, games to classroom
Games and simulations are a tradition in the courses taught by Phoebe Moon, Ph.D.
Mercer political science professor brings fun, games to classroom
Games and simulations are a tradition in the courses taught by Phoebe Moon, Ph.D.
Life Sciences Building Debuts Despite Donor Controversy
Seven years after its conception, the Casper Life Sciences Building had its official debut on Tuesday, Sept. 8, giving students access to 197,300 square feet of labs, classrooms, and study spaces on a $250 million budget. The building will replace Hall-Atwater, previous home to biology and chemistry labs, which is set to be demolished in […]
Recap: East Greenwich School Committee Approves $296,096 Science Classroom Award, $105,650 Anatomy Table, Lunch Payment Contract
The East Greenwich School Committee approved $296,096 in science classroom work and a $105,650 anatomy table under a new federal rural health grant.
Full STEAM ahead! New teacher brings science and art together in Southold
Amanda Fina is bringing STEAM, with the “A” standing for arts, to Southold Elementary School, where she’ll teach all the letters to the district’s young learners.
Quantum Science Headed Into Wyoming College Classrooms
Casper College has received a $444,059 grant from the National Science Foundation to expand hands-on quantum science education for students and teachers in Wyoming and beyond.
From classroom to the community: Transforming health in underserved areas
Across South Texas, the future of healthcare is being shaped by a new generation of health professionals who are preparing to serve the communities that need them most. Through education, mentorship and hands-on experiences, they are building the skills and connections needed to expand access to care and strengthen the healthcare workforce for generations […]
Bring open science into the classroom
To truly change science, the next generation of researchers must understand not only open science practices but also the values behind them. Find three ways to introduce them to students
RCOB marks anniversaries and welcomes new faculty and staff - Gary W. Rollins College of Business
The best business schools are built by the people in them. At UTC’s Gary W. Rollins College of Business, students learn from faculty who bring real experience into the classroom and are supported by staff who know how to help — a combination that turns a degree into a career. This year, 13 new faces… Continue Reading
From Backpacks to Checkups, AZ Blue Health Choice Supports Arizona Students Beyond the Classroom
Blue Cross Blue Shield of Arizona Health Choice (AZ Blue Health Choice) is working alongside community partners to help Medicaid families access the school supplies, preventive healthcare, and support children need to succeed both in the classroom and beyond.
Truth and Politics in the Age of Post-Truth
Get E-International Relations delivered to your inbox, free of charge. As you sign up, consider becoming a paid subscriber, or make a donation, to support our work. Subscribe This is an excerpt from Global Politics in a Post-Truth Era. You can download the book free of charge from E-International Relations. The term post-truth is by now so ubiquitous in describing the state of politics in the Western world and even beyond that the most pressing issue of the day appears to be about making democracy work in the era of post-truth rather than questioning the normalisation of the term itself in the first place. The critical turning point appeared to have occurred in 2016 when the term was chosen by the Oxford English Dictionary as ‘The Word of the Year.’ On its website, the Dictionary notes the transformation of post-truth from ‘being a peripheral term to being a mainstay in political commentary and connects ‘the spike in frequency’ directly with the Brexit referendum in the United Kingdom and the election of Donald J. Trump in the United States – both occurring in 2016. Paired with the noun ‘politics,’ post-truth is defined as an adjective ‘relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief.’ The Oxford English Dictionary traces the first use of the term to a 1992 essay in The Nation by the playwright Steve Tesich as he reflected on the 1980s Iran-Contra scandal and the 1990–91 Gulf War: We are rapidly becoming prototypes of a people that totalitarian monsters could only drool about in their dreams. All the dictators up to now have had to work hard at suppressing the truth. We, by our actions, are saying that this is no longer necessary, that we have acquired a spiritual mechanism that can denude truth of any significance. In a very fundamental way we, as a free people, have freely decided that we want to live in some post-truth world (Tesich 1992, 13; emphasis added). He then continued, The Gulf War is over but the war at home goes on. The gulf between rich and destitute widens – between those of us who live in a modern post-industrial nation and those of us who live in the Third World countries of our inner cities. The present administration’s response to this internal crisis has shifted from benign to malignant neglect. The current levels of misery and decomposition of our cities and the economic gulags of our ghettos are acceptable. Since there is only so much hope to go around, there is a freeze on hope. The have-nots have now been reclassified as never-will-haves (Tesich 1992, 13). In the context of Tesich’s essay, truth includes both facts, as in what happens, and ‘moral absolutes,’ as in the ‘self-evident truths mentioned in our Constitution’ (Tesich 1992, 14). Together, these two notions of truth entail the obligation to both act and react. The two passages cited above show that even in the early post-Cold War years, Tesich was already deeply concerned that the American people are neither prepared to act on truth nor react to truth that is disconcerting, or what he calls ‘bad news’ (Tesich 1992, 12). Accordingly, Tesich’s insight as captured by the term post-truth is not that truth is irrelevant to what we know, but rather it is irrelevant to how we act. In contrast, ‘post-truth politics,’ as defined by Oxford as a term that pitches ‘objective facts’ against ‘emotion and personal belief’ such that the latter appears to have overtaken the former in shaping ‘public opinion’ and thereby, democratic politics. When Tesich’s post-truth politics and its current usage are juxtaposed, the two are in fact not identical in terms of what truth is and how it relates to politics. Against such consideration, this chapter provides a critical survey of selected historical events and theoretical considerations for the purpose of gaining a more nuanced understanding of the relation between truth and politics. Truth and Language One notable impact of post-truth politics is that language is being overtly deployed as a political weapon not only by politicians and those in power, but among the general population. It seems that once facts are irrelevant to the validity of what is being said, language becomes the platform for an all-out political contest in which what is said is no more than an act of will expressed as an assertion of power and/or an exercise in defiance. As early as in the writings of Thucydides (460–400 BCE), the vulnerability of logos – which is the human capacity for rational discourse in tumultuous times – was already noted. Thucydides belonged to a school of Greek thought which maintained that language is conventional and that the association between name and things is a result of ‘human use and habit’ rather than ‘nature or divine dispensation’ (Connor 1984, 99). The conventional nature of language means that it is incapable of providing its users with any independent criteria for judgement. In Thucydides’ study of the Peloponnesian War (431–405 BCE), the subversion of logos as seen in the manipulation of language was introduced through his account of the civil war in Corcyra (Thucydides 1972, 236-245). The war first broke out in 427 BCE between the pro-Athenian democratic faction and the pro-Spartan oligarchic faction before it spread to the rest of the Greek world. There was a general breakdown of law and order, resulting in extreme violence and death. Language underwent changes that were reflective of the events of the time. The English philosopher Thomas Hobbes (1588–1679) translated Thucydides’ description of the situation as follows: The received value of names imposed for signification of things, was changed into arbitrary. For inconsiderate boldness, was counted true-hearted manliness: provident deliberation, a handsome fear: modesty, the cloak of cowardice: to be wise in everything, to be lazy in everything... he that had been so provident as not to need to do the one or the other, was said to be a dissolver of society, and one that stood in fear of his adversary. In brief, he that could outstrip another in the doing of an evil act, or that could persuade another thereto that never meant it, was commended (Hobbes 1839–1845, 8: 348; Thucydides 1972, 242-243). What concerned Thucydides most was that the meanings of words are no more than linguistic conventions that require logos to support them. The Corcyrean civil war was a reminder that such capacity cannot be assumed. This is why history understood as an authentic account of what happens matters. Guided by logos, the historian’s task is ‘the search after truth’, which is established through ‘the absence of the fabulous,’ including ‘the rejection of myth and unverifiable stories’ (de Jonge 2017, 2). Thus, history plays an important role in facilitating the stability of language – without which distinctions and judgements cannot be rendered communicable. Just like Thucydides, Hobbes was a nominalist who subscribed to the view that there is no inherent meaning to words. Hobbes’ state of nature, where there is no common authority, is precisely one in which distinctions cannot be made. As Hobbes put it, there is ‘no Mine and Thine distinct’ nor is there distinction between ‘the notions of Right and Wrong, Justice and Injustice’ (1968, 188; emphasis in original). This is clearly an unsustainable condition for everyone. Behind Hobbes’ famous words that life in the state of nature is ‘solitary, poor, nasty, brutish, and short’ is his uncompromising argument for the ‘Leviathan’, which is described by the late American political theorist, Sheldon Wolin (1922–2015), as the ‘sovereign definer’ (Hobbes 1968, 186; Wolin 2004, 238–243). Accordingly, the social contract is importantly a ‘linguistic contract’ that binds all parties to ‘general names agreed upon’ (Peters 1979, 125; Hobbes 1968, 111). Through Thucydides and Hobbes, we can identify a line of thinking that sees politics as a contestation over the use of language, which is based on shared conventions and norms. Thus understood, politics is not a collective quest for the true nature of our being or an epistemological exercise in pursuit of true knowledge. Rather, politics is about humans living with one another by finding a shared language to communicate with one another on matters that affect them all. Truth is in that sense contingent on what is being said as opposed to setting the standard for it. In other words, truth is the embodiment of shareability among us. While truth as such ensures the viability of a political entity, truth by no means represents a normative standard to adjudicate among contesting actors in what they say, let alone in what they do. During Thucydides’ times, ancient China was also experiencing a tumultuous time as the ruling Zhou dynasty deteriorated into the period of the Warring States (481–221 BCE). This was when the rulers of Zhou no longer presided over the territories brought under its control through conquest. Instead of professing allegiance to the Zhou royalty, the lords of these territories became kings themselves to rule over their own land. The period was one marked by endless military campaigns as each of the seven major states aimed to conquer the rest (Lewis 1999). Yet, the period was also known for its intellectual vibrancy as different thinkers challenged the restoring of order among these warring states – including offering ideas and advice to rulers on good governance. Among these thinkers was Confucius (551–479 BCE). His thought, which came to be known as Confucianism, went on to become the state ideology of China from the Han dynasty (206 BCE–222 CE) until the end of the Qing dynasty in 1911 when China became a republic. The founding text of Confucianism was the Analects, which is a collection of dialogues between Confucius and his students as recorded by them. One key concept Confucius advanced is the ‘rectification of names’. Though the term only appears in one exchange in the Analects, it is considered a major aspect of Confucius’ thought. Generations of Confucian scholars from past and present, including Western academics, have debated over its interpretation (Makeham 2003). The passage in question reads as follows: Zi Lu said: ‘The monarch of the state of Wei wants you to govern the country, what is the first thing you plan on doing?’ Confucius said: ‘First it is necessary to rectify the names.’Zi Lu said: ‘Is that really what has to be done? You are being too pedantic, aren’t you now? How will you rectify these names?’Confucius said: ‘Zhong You, you are too unrefined. A gentleman, faced with a matter that he does not understand, takes a skeptical attitude. If names are not correct, one cannot speak smoothly and reasonably, and if one cannot speak smoothly and reasonably, affairs cannot be managed successfully. If affairs cannot be managed successfully, rites and music will not be conducted. If rites and music are not conducted, punishments will not be suitable. And if punishments are not suitable, the common people will not know what to do. So, when the gentleman uses names, it is necessary to be able to speak so that people understand. If one can say it, one can definitely do it. A gentleman should not be careless with words’ (Analects 13:3 in Cao 2016, 148). This translation is offered by the contemporary philosopher Cao Feng. As Cao notes, the passage is what started the whole debate over ‘exactly what kind of names did Confucius... wish to rectify’ (Cao 2016, 148). Of the three major groups of interpretation examined by Cao, beginning with classical Confucian scholarship, one is arguably the most influential and certainly most pertinent to the issue of language and politics. This is the interpretation that was first associated with the Neo-Confucian master, Zhu Xi (1130–1200), who argued that the ‘rectification of names is simply the rectification of politics’ (Cao 2016, 149). Within this interpretive framework, rectification has the dual functions of correction and prescription by ensuring that predetermined hierarchical roles are strictly adhered to through following ‘the system of rites and propriety’ (Cao 2016, 151). In addition, the rectification of names entails ‘using names to rectify actuality’ (Cao 2016, 151). Yet Cao rejects this whole body of interpretive works by arguing that these were ideas developed later. Instead, Cao suggests the following: The original meaning of Confucius’ rectification of names may, then, be quite simple. Confucius did not mean to establish a concrete, normative system of “names”; rather, Confucius was simply the first person in history to realize or remark upon the importance of language in politics. As a politician, he noticed and foresaw the impact that the indeterminacy, ambiguity, and arbitrariness of names would have on politics. Confucius recognized the political consequences of language’s not accurately expressing meaning or not being accurately received by people. He realized the great role that names, as a means of distinguishing right and wrong and establishing norms, could play in society and politics (Cao 2016, 168). Scholarly debates aside, Cao’s view has the advantage of identifying an interpretation of this controversial exchange in the Analects that enables its readers to extrapolate from it the observation that the meaning of words depends as much on their users as on their interpreters; neither of which can be predetermined. Accordingly, a good ruler is someone who can speak without ambiguity to his subjects and make good his words through actions. Stated differently, Cao’s view on what concerned Confucius then, who was living through times of protracted political upheaval, is that language is an indispensable political tool for those in power and can be deployed by both good and bad rulers alike. To sum up, this historical survey shows that politics as a war of words is by no means a distinctive marker of contemporary politics nor the Western world. Be it ancient or current, east or west, language is subject to manipulation to serve political purposes and when there is an outright war of words that defies existing norms, it is indicative of a political situation in which people no longer share a language and truth becomes irrelevant. Accordingly, political order entails stability in language use. Truth and Politics As previously noted, current use of the term post-truth as an adjective to the term ‘politics’ suggests that once there was a time when politics aligned with truth. Indeed, if we start with Plato’s Republic as the key founding text of Western political thought, we see that the ideal polis (city-state of ancient Greece) is where truth and politics converge, and justice is achieved. Written around 380 BCE when Athens was still coping with its defeat by the Spartans in the Peloponnesian War, the Republic is a defence of the rule of the ‘philosopher king’, defined as someone who is ‘guided by the truth’ and is ‘always and in every way’ in pursuit of the truth (Plato 1974, 490a). For Plato, truth converges with virtues and hence, letting the philosopher take charge of politics is to let the wisest and the most virtuous lead the less wise and the less virtuous even if it requires compulsion (Plato 1974, 499b). In Plato’s words, ‘…until the philosophers attain power in a city there will be no respite from evil for either city or citizens…’ (Plato 1974, 501e). The uncompromising rule of philosopher-kings is made palatable by the claim that we are all ‘earth- born brothers’ with random mixtures of gold, silver, bronze and iron, but only the gold can rule (Plato 1974, 414–415). Understandably, academic debates over the interpretation of Plato’s Republic revolve around the question of whether truth as attained in philosophy can be realised in politics as action and whether such a connection is even desirable. Without getting into the details of these scholarly exchanges, I suggest that they all share the concern that truth acquired through the rigorous process of philosophical reasoning is not without problem when applied to the real world of living humans. This is because not all humans are philosophers – and indeed, in Plato’s view, not everyone is capable of becoming a philosopher given the protracted and arduous training that one needs to endure to become one. Hannah Arendt (1906–1975), a highly influential political philosopher of the twentieth century, notes that ‘Plato was the first to introduce the division between those who know and do not act and those who act and do not know’ and that such a separation has remained ‘at the root of all theories of domination’ (Arendt 1958, 223, 225). What Arendt points out in this remark is not the gap between theory and practice, but rather that Plato provides the normative ground for those who know the truth to tell those who do not know what to do. Arendt herself took on the challenge of understanding the relationship between truth and politics through her analysis of Nazism and Stalinism. Arendt’s insight, which was controversial when The Origins of Totalitarianism was published in 1951, was to identify Nazism and Stalinism as representative of a new form of political rule – totalitarianism – making it distinct from ‘other forms of political oppression... such as despotism, tyranny and dictatorship’ (Arendt 1973, 460). Arendt defines totalitarianism as a self- contained system of ideas driven by their ‘logic’ and marked by a mode of reasoning called ‘ideological thinking.’ Ideological thinking as such is a distinctive form of political reasoning defined by three characteristics. First, ideological thinking claims to provide a ‘total explanation’ of all historical happenings, encompassing the past, the present, and the future. Second, while ideological thinking is an attempt to account for ‘factual reality’ in its totality, this mode of thinking is paradoxically divorced from reality and experience. This is because experience, being rooted in specificity, is clearly limited in its claim to totality. It follows that as its third characteristic, ideological thinking aims to emancipate thought from the limitation imposed by experience through a ‘specific method of demonstration.’ The method involves arranging facts into an ‘absolutely logical procedure’ that starts from an ‘axiomatically accepted premise’. It is, in short, a ‘process of deduction from a premise’ – which is the only possible movement in the realm of logic that leads to one definitive conclusion. This is how the ‘logicality of ideological thinking’ provides the basis for total explanation and the ‘principle of action’ for totalitarian movement (Arendt 1973, 468–474). Stated differently, totalitarianism is a form of uncompromising idealism that exists in one’s head irrespective of shared reality as experienced. It is the perverse form of what Arendt later refers to as ‘rational truth’, which is the product of the ‘speculative mind’ that belongs to philosophy, mathematics and the sciences. The ‘speculative mind’ is the mind working on its way to generate axioms and theories by relying on the cognitive capacity of the human brain (Arendt 1977, 231). The presence of others has no bearing whatsoever on rational truth. In contrast, ‘factual truth’ is what happens when humans are ‘living and acting together’ (Arendt 1977, 231). Factual truth is therefore particular and temporal by definition. But more importantly, factual truth is ‘political by nature’ because it can only be validated in the context of the human community (Arendt 1977, 238). In other words, factual truth is about humans in their plurality rather than in their singularity. For factual truth to be sustainable, we need what Arendt calls ‘common sense’ – understood as ‘community sense’ (Arendt 1982, 72). There is also another distinction about truth that Arendt makes which is pertinent to understanding how totalitarianism works. The issue is whether the so-called totalitarian ideology is simply an unnecessarily cumbersome way of saying that it is an all-round and polished lie. Here, Arendt calls totalitarian ideology the ‘modern lie’ – in contrast to the ‘traditional lie’. The latter is restricted by two conditions: that it is a lie about the ‘particulars’ and that it deceives only the ‘enemy’ – which means that the liar is not engaged in self- deception. The modern lie, however, involves a ‘complete rearrangement of the whole factual texture’. It also intends to deceive everyone alike, to the extent that those who initiate the lie eventually ‘fall victims to their own falsehood’ (Arendt 1977, 249–254). This distinction between the traditional and modern lie is important. It indicates that not only is totalitarianism a lie, but the lie is in fact too big to fit into the standard meaning of the word. To tell a lie from truth, we need a common standard. In the case of a traditional lie, the common standard is precisely ‘the fabric of factuality’. As such, a lie always appears as a ‘tear’ to that fabric. Yet, modern lies require making a surrogate reality with a completely different context for facts to fit ‘without seam, crack, or fissure, exactly as the facts fitted into their original context’. Arendt notes that as long as those who concoct the surrogate reality are prepared to engage in self- deception to ‘create a semblance of truthfulness’, there is nothing to prevent ‘these new stories, images, and non-facts from becoming an adequate substitute for reality and factuality’ (Arendt 1977, 253–254). Totalitarianism therefore requires a person to stand outside of the system itself in order to make sense of it. Arendt points out that it is futile for us to argue with (for example) a Nazi or a Stalinist on race or class. To confront totalitarianism requires more than just a confrontation with specific facts. It is a more fundamental confrontation between reality as experienced and its total rejection. This means that Nazism and Stalinism are more than radical ways of conducting racial conflict or class struggle. Rather: Totalitarian politics – far from being simply antisemitic or racist or imperialist or communist – use and abuse their own ideological and political elements until the basis of factual reality, from which the ideologies originally derived their propaganda value– the value of struggle, for instance, or the interest conflicts between Jews and their neighbours – have all but disappeared (Arendt 1973, xv). Accordingly: The ideal subject of totalitarian rule is not the convinced Nazi or the convinced Communist, but people for whom the distinction between fact and fiction (that is, the reality of experience) and the distinction between true and false (that is, the standards of thought) no longer exist (Arendt 1973, 474). Who then is the ‘ideal subject’ of totalitarianism? Although there is a revival of interest in Arendt’s observation on truth and politics since the onset of post- truth politics, not enough has been said about her reply to the question (Hyvönen 2018; Klinkler 2018; Lee 2019; Zerilli 2020). Yet if we take a look at Arendt’s portrait of this ideal subject, her view is even more pertinent to our current challenge. As a self-contained system of ideas that is detached from experience, totalitarian thinking offers consistency in ways that reality cannot. Arendt notes that this kind of consistency is especially appealing to those who have lost a sense of bearing in the world (Arendt 1973, 353). They constitute what she calls the ‘masses’. The ‘mass man’ is thus a highly isolated and atomised individual, who is ‘obsessed by a desire to escape from reality’ (Arendt 1973, 318, 352). In his ‘essential homelessness’ the mass man can ‘no longer bear its accidental, incomprehensible aspects’ (Arendt 1973, 352). This longing for escape from reality is a ‘verdict against the world’ in which one is ‘forced to live’ but ‘cannot exist’ (Arendt 1973, 352). Such a situation is ripe for the ‘revolt of the masses’ against ‘common sense,’ which is ‘the result of their atomisation, of their loss of social status’ and with it, the ‘whole sector of communal relationships in whose framework common sense makes sense’ (Arendt 1973, 352). In short, the masses are people who are considered to be ‘superfluous or can be spared … [who] cannot be integrated into any organisation based on common interest’ (Arendt 1973, 311). Whether one agrees with Arendt’s analysis of the social conditions in the interwar years that led to the formation of the ‘masses’, her portrait of the ‘mass man’ is a powerful account of what can happen to an individual who has become disposable to the society that they used to belong to. Hand in hand with this phenomenon is indeed the collapse of ‘common sense’ that leaves the dislodged individual scrambling for reconnection. By offering the masses a substitute reality validated by the ‘logic of an idea’ rather than by experience, totalitarianism makes it possible for them to live in a world where there is no condition of plurality. Between ‘facing the anarchic growth and total arbitrariness of decay’ and ‘bowing down before the most rigid, fantastically fictitious consistency of an ideology’, the masses will likely ‘choose the latter’ (Arendt 1973, 352). A world created by ideology, then, is more attractive to the masses not because ‘they are stupid and wicked, but because in the general disaster this escape grants them a minimum of self- respect’ by conjuring up ‘a lying world of consistency which is more adequate to the needs of the human mind than reality itself’ (Arendt 1973, 353). Moreover, it is precisely this ability to guarantee consistency that makes it possible for the leaders of totalitarian movements to demand ‘total, unrestricted, unconditional and unalterable loyalty of the individual member’ (Arendt 1973, 323). While this chapter is not a study of the social factors that led to specific contemporary developments such as the result of the Brexit referendum or the election of Donald Trump in 2016, Arendt’s ‘mass man’ seem to have found their counterparts among the supporters of Brexit and Trumpism. Studies of voters’ profiles in both events point to a disproportionate share of supporters from white male lower income backgrounds without university educations. These are individuals who have either already lost their jobs to globalisation or who are at high risk of losing their job with very little capacity to be retrained for the twenty-first century market economy of advanced industrialised states (BBC 2016; Pew Research Center 2018). In short, these displaced workers are part of the tapestry forming the modern equivalent of Arendt’s ‘mass man’ – ready to be the recruits of totalitarianism. Conclusion If we step back to take a more comprehensive approach to the relationship between truth and politics, both historically and theoretically, it is not so obvious that 2016 is a defining moment. From ancient China and ancient Greece to our so-called post-truth age, the indeterminacy of language appears to be a persistent political challenge. Language is always open to manipulation by its users to serve power. Nonetheless, the tendency these days is to single out the ubiquity of social media and the proliferation of Internet platforms as the incubator for the countless cyberwars of words that in turn fuel the real world of politics. In this context, language is no longer the conveyor of objective facts and accurate information, but rather the medium for expressing subjective opinions and feelings, as captured by the Oxford Dictionary’s definition of the term ‘post-truth politics’. In contrast, the historical approach used in this chapter shows that it is in fact too easy to point the figure at the Internet and digital communication for the political challenge that we face today. What is being suggested here is that with or without the Internet, language, be it used to convey facts or emotions, is simply a tool for communication that humans have invented. While language per se cannot adjudicate what is true or not true, what is right or wrong, it embodies such capacity when language is a shared norm. That shared norm cannot be sustained without some semblance of cohesion in any given community. Any war of words, irrespective of its platform, is indicative of the breakdown of such cohesiveness. Returning to the original context in which the term post-truth politics was first used by Steve Tesich helps to identify the important distinction between truth as the standard for knowledge and truth as the standard for action. The two do not necessarily coincide. Placed in the context of the history of political thought, this distinction is in fact at the heart of Plato’s Republic. Yet when the philosopher as the quintessential bearer of truth becomes king, the polis that he rules over is far from the ideal of a just state that it purports to be. Instead, it is one that is held together by lies and coercion. What Arendt reveals through her study of Nazism and Stalinism is that it is dangerous for the kind of truth that philosophy generates – ‘rational truth’ – to become the guide to politics. Politics guided by rational truth can only be uncompromising and follows a logic of its own that cannot afford the ambiguity and indeterminacy of reality as lived experiences of humans. A world of post-truth politics can be an opportunity for a new kind of politics if it is indeed about dismantling the idea that truth is the ideal that politics should strive for. But as it stands, the post-truth politics of today is more about invoking a past that never exists to judge the presence as a crisis in naming when the real crisis is about rebuilding a shared space that has room for all – be they of the left, right or centre; cosmopolitan or parochial; civic-minded or self-centred; liberal-minded or bigoted. Politics is and always will be about striving for that space, without which no human can thrive. References Arendt, Hannah. 1958. The Human Condition. Chicago: The University of Chicago Press. Arendt, Hannah. 1973. The Origins of Totalitarianism. Rev. ed. New York: Harcourt Brace Jovanovich. Arendt, Hannah. 1977. “Truth and Politics.” In Between Past and Future, 227–264. New York: Penguin Books. Arendt, Hannah. 1982. Lectures on Kant’s Political Philosophy, edited by Ronald Beiner. Chicago: University of Chicago Press. British Broadcasting Corporation. 2016. “Brexit vote: The breakdown.” BBC News, December 7, 2016. https://www.bbc.com/news/uk-politics-38227674 Cao, Feng. 2016. “A New Examination of Confucius’ Rectification of Names.” Journal of Chinese Humanities 2: 147–171. https://doi-org.subzero.lib. uoguelph.ca/ doi/ 10.1163/23521341-12340032. Connor, W. Robert. 1984. Thucydides. Princeton: Princeton University Press. de Jonge, Casper C. 2017. “Dionysius of Halicarnassus on Thucydides.” in The Oxford Handbook of Thucydides, edited by Sara Forsdyke, Edith Foster, and Ryan Balot. Oxford University Press. DOI: 10.1093/ oxfordhb/9780199340385.013.17 https://www-oxfordhandbooks-com.subzero. lib.uoguelph.ca/view/10.1093/oxfordhb/9780199340385.001.0001/oxfordhb-9780199340385 Hyvönen, Ari-Elmeri. 2018. “Careless Speech: Conceptualizing Post-Truth Politics.” New Perspectives 26 (3): 31–55. https://www.proquest.com/ scholarly-journals/careless-speech-conceptualizing-post-truth/ docview/2204515132/se-2?accountid=11233. Hobbes, Thomas. 1839–1845. The English Works of Thomas Hobbes, edited by Sir William Molesworth. London: John Bohn. Vol. 8. Klinkner, Melanie. 2018. “Reasonable Truth.” International Journal of Media & Cultural Politics 14 (3): 393–99. doi:10.1386/macp.14.3.393_7. Lee, Haiyan. 2019. “When Nothing Is True, Everything Is Possible: On Truth and Power by Way of Socialist Realism.” PMLA/Publications of the Modern Language Association of America 134 (5). Cambridge University Press: 1157–64. https://doi.org/10.1632/pmla.2019.134.5.1157 Lewis, Mark E. 1999. “Warring States Political History.” In The Cambridge History of Ancient China: From the Origins of Civilization to 221 BC, edited by Michael Loewe and Edward Shaughnessy, 587–650. Cambridge: Cambridge University Press. Makeham, John. 2003. “Zheng ming (Rectification of names).” In RoutledgeCurzon Encyclopedia of Confucianism, edited by Xinzhong Yao. Vol. 2: 813-814. New York: Routledge. Oxford Languages, n. d. “Word of the Year 2016.” Accessed 19 August 2017. https://languages.oup.com/word-of-the-year/2016/ Peters, Richard. 1979. Hobbes. Westport: Greenwood Press. Pew Research Center. 2018. “An examination of the 2016 electorate, based on validated voters.” Report, August 9, 2018. https://www.pewresearch.org/ politics/2018/08/09/an-examination-of-the-2016-electorate-based-on- validated-voters/ Plato. 1974. Republic. Translated by G. M. A. Grube. Indianapolis: Hackett. Tesich, Steve. 1992. “Watergate Syndrome: A Government of Lies.” The Nation: 12-14. January 6/13, 1992. Thucydides. 1972. The Peloponnesian War. Translated by Rex Warner. Harmondsworth, England: Penguin Books. Wolin, Sheldon. 2004. Politics and Vision: Continuity and Innovation in Westen Political Thought. Expanded Edition. Princeton: Princeton University Press. Zerilli, Linda M. G. 2020. ‘Fact-Checking and Truth-Telling in an Age of Alternative Facts.’ Le foucaldien 6, no. 1: 2, 1–22. Theresa Man Ling Lee is an Associate Professor of Political Science at the University of Guelph (Canada). Lee is a political theorist who specializes in contemporary political thought. Her research and teaching areas include continental philosophy, Marxism and critical theory, feminism, postmodernism, philosophy of social science, psychoanalysis, multiculturalism, human rights, disability studies, modern Chinese political thought and comparative political theory. Lee has published on a wide range of subjects in these areas, including intercultural pedagogy and the challenges of teaching as a person with multiple minority designations in a Canadian university classroom.
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