Sublime

The Unschooled Mind: How Children Think and How Schools Should Teach, the developmental psychologist Howard Gardner

to sidleup to a student in the middle of any classand ask the following questions:What are you doing?Why are you being asked to do it?What will it help you do?How does it fit with what you have previously done?How will you show that you have learnedit?

his understanding of the roles and functions of music in Black American culture, the legacy of black aspirations for freedom in the United States, and his intent to follow the “creative urge.”

But not all of us. It must have been around that time that I discovered an essay by Ralph Wiley in which he responded to Bellow’s quip. “Tolstoy is the Tolstoy of the Zulus,” wrote Wiley. “Unless you find a profit in fencing off universal properties of mankind into exclusive tribal ownership.” And there it was. I had accepted Bellow’s premise. In f

They wanted to learn and get better, and they were on the whole open to his insights and suggestions, so when he told them he couldn’t tell from their actual words on the page what a character looked like or what they cared about, or that he didn’t feel compelled to go along with them on their personal journeys because he hadn’t been sufficiently e

She’d shown impressive aptitudes in several areas and was considered gifted before that word meant privileged and merely bright.

questions are essential if they hook and holdthe attention of your students.

Will’s generous reliance on the intentions of the universe with regard to himself. He held that reliance to be a mark of genius; and certainly it is no mark to the contrary; genius consisting neither in self-conceit nor in humility, but in a power to make or do, not anything in general, but something in particular.