Episodi

  • Al, Policy, and the Possibility of School Transformation Stories from the Field

    Al, Policy, and the Possibility of School Transformation Stories from the Field
    Oct 19 2026

    AI is entering schools rapidly, but the real challenge is not simply how educators can use it. The deeper question is: What do existing policies, institutional structures, and expectations allow schools to do differently?

    In this episode of Silver Lining for Learning, we talk with four Australian educators and school leaders who are members of the Courageous Minority, an international community exploring how meaningful educational transformation can happen from within existing systems.

    Together, they bring perspectives from classroom teaching, school leadership, digital learning, curriculum, and policy. We discuss the tensions between innovation and regulation, teacher judgement and system requirements, experimentation and accountability, and the possibilities that still exist within schools for doing something genuinely different.

    Can AI help schools move beyond simply making traditional education more efficient? Can it support greater student agency, authentic problem finding and solving, creativity, collaboration, and more personalized learning? And where can educators find the space to experiment when institutional structures seem designed to preserve existing practices?

    This conversation is about both the constraints schools face and the possibilities that courageous educators can create within them.

    Guests

    Brett Dascombe is a Geography teacher at Wavell State High School in Brisbane with more than 25 years of experience in Queensland education. He connects classroom learning with industry, universities, and communities through student-led geospatial projects and contributes to curriculum, assessment, and teacher learning around emerging technologies.

    Peter Howes is Principal of Ballina Coast High School in northern New South Wales and a member of the NSW Secondary Principals’ Council Executive. With more than 30 years in public education, he is a strong advocate for student agency, community-connected learning, and the principle that education should be done with students, not to them.

    Marnie McCormick is Deputy Principal (Learning) at Wavell State High School in Brisbane and a member of the Australian Council for Educational Leaders Queensland Executive. She has worked in public education for 20 years and is particularly interested in how schools can respond thoughtfully to AI while sustaining human relationships, critical thinking, creativity, and educational purpose.

    Nick Pattison is Digital Learning Leader–Junior School at Haileybury in Melbourne, where he leads digital learning and innovation across four campuses. A STEAM educator and doctoral researcher at the University of Adelaide, his work explores how emerging technologies, including AI, can foster creativity, collaboration, and problem-solving in young learners.

    Readings:

    • Fast AI, Slow Learning: Reflections from September Courageous Minority Meeting
    • What Is Worth Teaching When AI Can Already Do It?
    • The Courageous Minority Report 2: A Few Courageous Conversations in July

    Join the conversation at silverliningforlearning.org

    Mostra di più Mostra meno
    1 ora e 2 min
  • Beyond AI Literacy: Teaching Kids How AI Works

    Beyond AI Literacy: Teaching Kids How AI Works
    Oct 11 2026
    Some middle school students today can explain how self-driving cars see the world and how ChatGPT knows the meanings of words. We’ll talk with the people behind AI4K12.org and the AI4MiddleSchools.org curriculum that teaches students how AI works.David Touretzky and Christina Gardner-McCune are among the researchers first formalizing K-12 AI Education as a field of research and practice. What began in 2018 as a question about what K-12 students should know about AI led to organizing the AI4K12 Working Group, composed of K-12 computing teachers, university researchers, industry representatives, and tool developers. AI4K12.org is shaping the fabric of AI Education nationally and internationally. Dave and Christina are now leading a mutli-institutional partnership, AI4MiddleSchools.org, spanning 8 states and counting, to teach middle school teachers and students how AI works. They are joined by Christi Scarborough, a middle school CTAE (Career, Technical, & Agricultural Education) teacher from Georgia, who began her AI journey as a science teacher in the AI4GA.org research practitioner partnership project, the forerunner of AI4MiddleSchools, funded by NSF. Christi is now leading her school district’s effort to infuse AI across the curriculum, developing AI curriculum, and coaching and teaching new middle school teacher leaders and teachers in the AI4MiddleSchools.org project. Why should middle school kids learn about AI? AI is the new electricity. It powers much of modern technology, so educated adults need to understand how it works. In 2018, the AI4K12 Working Group formulated the Five Big Ideas in AI to make AI understandable to K-12 teachers and students. The Five Big Ideas and their grade band progression charts help people understand where AI shows up in their everyday lives, and the concepts that underlie it. Take for example a robo-taxi. Through exploring Big Idea 1, Perception, students learn about the devices a self-driving car uses to sense the world around it, and grapple with the difference between sensing and perception. (Perception is the extraction of meaning from raw sensory data, and requires AI.)Big idea 2, Representation and Reasoning, explores how computers represent knowledge as data, and how they use algorithms to operate on that data to solve reasoning problems. A self-driving car, for example, represents the world using a map, and employs search algorithms to reason about the route it will take. Another Big Idea 2 example is how the meanings of words are represented using large lists of numbers called “embeddings” which are created by machine learning algorithms. Neural networks such as ChatGPT use these embeddings for reasoning.How do we teach K-12 students about concepts that until eight years ago were discussed mainly in graduate-level university courses? We find ways to simplify the concepts and connect them to students’ everyday encounters with AI. Reading & ResourcesAI4K12.org - Artificial Intelligence for K-12 (AI4K12) Initiative. Introduces the Five Big Ideas in AI, and national guidelines for teaching AI across four K-12 grade bands. Includes a curated a AI resource directory.AI4GA.org - Artificial Intelligence for Georgia Project - NSF-funded Middle School AI Curriculum and Teacher Professional Development Project.AI4MiddleSchools.org - A multi-state AI teacher capacity building project focused on equipping teachers, schools, and district leaders to teach AI in every middle school and support teachers in a multi-year professional learning community. The project is building infrastructure to scale through state, regional, and non-profit partnerships. Dr. David S. Touretzky is a Research Professor of Computer Science at Carnegie Mellon University in Pittsburgh, Pennsylvania. His current research focus is K-12 AI and robotics education. After founding AI4K12.org in 2018, Touretzky and his colleagues introduced the Five Big Ideas in AI and developed national guidelines for what children should know about AI and what they should be able to do with it. He and his students have created numerous online learning resources such as Neuron Sandbox, Diffusion Demo, and Word Embedding Demo that promote hands-on experimentation and learning about AI. Touretzky was named a Distinguished Scientist by the Association for Computing Machinery, a Senior Member of the Association for the Advancement of Artificial Intelligence, and a Fellow of the American Association for the Advancement of Science. In 2022 he shared the AAAI/EAAI Outstanding Educator of the Year award with the three other members of the AI4K12.org Steering Committee.Contact: dst@cs.cmu.eduSocial media: #CMUCSD @CSDatCMUWeb: https://www.cs.cmu.edu/~dst Dr. Christina Gardner-McCune, University of Florida, Associate Professor Computer ScienceDr. Christina Gardner‑McCune is a trailblazer in K–12 AI education and an Associate Professor of Computer Science at the University of Florida’s Herbert ...
    Mostra di più Mostra meno
    1 ora e 3 min
  • How will they decide: A game-based approach to ethical thinking in the age of AI

    How will they decide: A game-based approach to ethical thinking in the age of AI
    Oct 3 2026
    As AI becomes increasingly powerful, concerns are growing about how best to prepare students to think for themselves in an AI-mediated world. How do we help them become thinking, feeling, flourishing, and responsible citizens? How do we equip them for life’s quandaries without telling them what to think or do?This episode will feature Quandary team members who have been thinking about, working on and researching these questions for more than a decade. Quandary, an award-winning, free online game and app played more than 2.5 million times, has been proven through independent research to cultivate important ethical decision-making skills, such as fact vs. opinion discernment, perspective-taking, reflection, and concern for others. The game, set on the fictional planet Braxos, is built around ethical dilemmas with no one right answer. Recently, thanks to a Tools Competition EdTech prize, the team built and researched three game innovations designed for the AI age: a new episode focused on AI ethics; an Episode Builder to create your own dilemmas, characters and setting; and an in-game AI chatbot, designed to deepen reflection and learning. The Silver Lining for Learning conversation will focus on the team’s learnings and questions about preparing students for an even more complex world.Readings and Resources: Quandary websiteQuandary overviewEpisode GuestsLacey J. Hilliard, PhDLacey Hilliard is a developmental scientist and an associate professor in the Psychology Department at Suffolk University in Boston, MA. She studies how children learn about identity, fairness, and social issues. Her research focuses on how families, schools, and media shape children’s understanding of social groups, and how adults can better support children’s positive development. She also collaborates with educators, schools, and community organizations to create and evaluate educational media and tools to help children and adolescents navigate social challenges and ethical questions. She has worked as a researcher with the Quandary team on multiple projects, evaluating student learning and growth alongside game experience in middle schoolers, creating and evaluating supplemental materials for educators, and, recently, learning how newly developed Quandary innovations can foster ethical decision-making in high schoolers. Her work has been published in Child Development, Research in Human Development, Applied Developmental Science, and Policy Insights from the Behavioral and Brain Sciences.Shelly J. LondonShelly London, Quandary founder, is a retired senior corporate executive and foundation president emeritus, as well as an adjunct professor at NYU’s Stern School of Business since 2008, teaching ethics-related courses. She conceived of the idea for Quandary while a fellow in the 2009 inaugural cohort of Harvard University’s Advanced Leadership Initiative. She has spearheaded the creation of award-winning social impact initiatives that have been proven effective and supported millions, including The Family Dinner Project.org and the Webby-winning Understood.org, a comprehensive digital resource for parents of children with learning and thinking differences. In 2019, she received the Senator Robert Dole Humanitarian Award for service to people with disabilities. She serves on the advisory board of Making Caring Common at Harvard’s Graduate School of Education and on the board of trustees of the American Ballet Theatre, America’s National Ballet Company®.Scot OsterweilScot Osterweil is a research scientist in the MIT Comparative Media Studies Program, and a Creative Consultant to the MIT Education Arcade and the MIT Game Lab. He has designed games in both academic and commercial environments. Designs include the acclaimed Zoombinis series (math and logic), Vanished: The MIT/Smithsonian Game (environmental science), Labyrinth (math), Kids Survey Network (data and statistics), Caduceus (medicine), and iCue (history). He is a founder, President, and Creative Director of Learning Games Network (www.learninggamesnetwork.org) where he led the Bill and Melinda Gates Foundation’s Language Learning Initiative (ESL), and where he designed Quandary, named Game of the Year at the 2013 Games for Change festival. He co-authored the book Resonant Games (MIT Press) and served as the play consultant on the Emmy Award winning Amazon TV series Tumbleleaf. Join the conversation at silverliningforlearning.org
    Mostra di più Mostra meno
    1 ora
  • What is Worth Learning in the Age of Al? Bringing Values Back into Education

    What is Worth Learning in the Age of Al? Bringing Values Back into Education
    Sep 27 2026

    What Is Worth Learning in the Age of AI? Bringing Values Back into Education, with Beth Zemble and Ariadna Trapote

    As AI becomes increasingly capable of providing knowledge, solving problems, and even making decisions, education faces a more fundamental question: What do children need to learn to remain thoughtful, responsible human beings in an AI-driven world? While schools have understandably prioritized academic skills such as reading and math, less attention has been given to the values, virtues, civic dispositions, and ethical judgment that shape how students use what they know. At the same time, interest in character, flourishing, and human formation is growing in higher education. What if we began much earlier?

    This episode will explore why values education matters more, not less, in the age of AI, and how it might become part of everyday learning without prescribing one culture's answer to "whose values?" We will discuss the role of stories and dilemmas in helping children practice moral reasoning; what we can learn from values that appear across cultures; why character develops through repeated practice rather than one-time lessons; and how technology can make these experiences accessible at scale. We will share what we are learning through ValuesLab, where curriculum, stories, and an interactive app create a spiral learning experience in which children repeatedly encounter values, apply them to new situations, and reflect on the decisions they make. Ultimately, the conversation asks whether preparing children for an AI world requires us to think beyond what they know and can do to how they decide what they should do.

    Readings and Resources:

    • OECD & European Commission — Empowering Learners for the Age of AI: An AI Literacy Framework for Primary and Secondary Education (2026). A framework that positions responsible and ethical decision-making as part of AI literacy for young people.
    • Human Flourishing Program at Harvard — Education for Flourishing. Explores education as not only cognitive development, but also formation, character development, and human flourishing.
    • UNESCO — Guidance for Generative AI in Education and Research. Useful background for the broader argument that AI education needs to remain human-centered and protect human agency.
    • Jubilee Centre for Character and Virtues & Oxford Character Project —A new generation of wise thinkers & good leaders. A framework for thinking about character formation as part of the mission of universities.

    Episode Guests

    Beth Zemble is the co-founder and Chief Learning Officer of ValuesLab, where she leads the development of its character education framework and curriculum. An experienced educator and curriculum designer, Beth has developed award-winning international education programs and learning experiences. Her work at ValuesLab focuses on how children learn, practice, and internalize values through stories, discussion, reflection, and real-world decision-making, and how those experiences can be designed to work across cultures and at scale.

    Ariadna Trapote is the co-founder and CEO of ValuesLab, an education technology company focused on making character development universally accessible. An actuary by training and an EdTech entrepreneur, she previously founded Little Bookmates and later built a global reading initiative that has reached children across dozens of countries. Today, she leads ValuesLab’s work at the intersection of character education, technology, and AI, exploring how children learn and apply human values when making decisions.

    Join the conversation at silverliningforlearning.org

    Mostra di più Mostra meno
    59 min
  • Tech-Enabled Alternative Education for Out-of-School Children and Youth

    Tech-Enabled Alternative Education for Out-of-School Children and Youth
    Sep 20 2026
    When conflict, displacement, economic challenges, and climate shocks disrupt schooling, maintaining opportunities to learn becomes both urgent and extraordinarily difficult. Technology can help connect learners with teachers, resources, and one another. But what does it take for these approaches to work when electricity is unreliable, connectivity is limited, and communities face ongoing insecurity? Who gains access, and who risks being left further behind?In this episode of Silver Lining for Learning, we discuss the recent report Tech-Enabled Alternative Education for Out-of-School Children and Youth (OOSCY): Evidence from Southeast Asia, alongside our guest's ongoing work on educational technology (EdTech) for Education in Emergencies (EiE). The conversation explores how technology can support alternative pathways to learning, what teachers and learners need to use it meaningfully, and how approaches must adapt across diverse crisis contexts. We’ll consider practical challenges involving infrastructure, language, safety, and teacher support alongside deeper questions about equity and sustainability. How can governments and their partners connect immediate responses with stronger education systems? And how can evidence guide investments that expand access to quality, inclusive learning for those hardest to reach? Watch or listen to this episode and find out.Resources:Tech-Enabled Alternative Education for Out-of-School Children and Youth (OOSCY): Evidence from Southeast Asia. Andrew Swindell and Kate Radford. 2026.EdTech for Education in Emergencies: A Guidance Document for Education Specialists. Kate Radford, Andrea Jetten, Sharanya Ramesh Vasudevan, Amal Hayat, Aime Parfait Emerusenge, Asma Rabi, Laila Friese, and Haani Mazari. 2026.Curated Resource List: Using EdTech in Crisis-Affected Settings . Jennie Taylor and Andrew Swindell. 2026.Citations:***Swindell, A., & Radford, K. (2026). Tech-Enabled Alternative Education for Out-of-School Children and Youth (OOSCY): Evidence from Southeast Asia. EdTech Hub. https://doi.org/10.53832/edtechhub.1191. Available at https://docs.edtechhub.org/lib/63QAD5XV.Radford, K., Jetten, A., Ramesh Vasudevan, S., Hayat, A., Emerusenge, A. P., Rabi, A., Friese, L., & Mazari, H. (2026). EdTech for Education in Emergencies: A Guidance Document for Education Specialists. EdTech Hub. https://doi.org/10.53832/edtechhub.1161. Available at https://docs.edtechhub.org/lib/T22ZEING.Taylor, J., & Swindell, A. (2026). Curated Resource List: Using EdTech in Crisis-Affected Settings. EdTech Hub. https://doi.org/10.53832/edtechhub.1226. Available at https://docs.edtechhub.org/lib/9Z7JTIFN.Episode #279 Guests:Kate Radford has 20+ years of experience in education, technology, and international development. Since 2010, she has specialised in scaling multi-stakeholder innovations to tackle the global learning crisis. At EdTech Hub (see https://edtechhub.org/our-team/), she supports ministries of education and education in emergencies actors develop and evaluate tech-enabled education programmes. She previously founded Can't Wait to Learn, an award-winning EdTech program for children affected by conflict, and has private sector technology and manufacturing experience. Kate has a BA in Germanic Studies and European Politics and a master's degree in developmental studies both from the University of Melbourne. She can be contacted at: kate.radford@edtechhub.org and at LinkedIn: https://www.linkedin.com/in/kate-radford-9336a1b3/.Andrew Swindell is a Specialist at EdTech Hub (see https://edtechhub.org/our-team/), providing senior-level policy, research, and technical guidance to Ministries of Education and non-governmental partners on technology-enabled learning systems. In this role, he has led multi-country research examining how EdTech can improve outcomes for out-of-school children and youth (OOSCY) across Southeast Asia, and national secondary-level AI curriculum design research for the GPE Tech4Ed initiative in Tajikistan. Andrew holds a PhD in Social Science and Comparative Education from UCLA and has worked in both online and in-person settings across the USA, Bangladesh, Liberia, Thailand, and Myanmar, specializing in emergency and forced migration contexts. He has published on topics like AI, digital literacy, education in emergencies, and curriculum studies in both popular and academic outlets, demonstrating an ability to convey rigorous evidence-based findings and complex ideas in varied formats for different audiences. He previously taught K-12 in Thailand and Myanmar, and held roles with the U.S. Department of State, UNESCO, and the PAL Network. He can be contacted at andrew.swindell@edtechhub.org and at LinkedIn: https://www.linkedin.com/in/swindellandrew/. Google Scholar: https://scholar.google.com/citations?user=W9EAKiYAAAAJ&hl=en Join the conversation at silverliningforlearning.org
    Mostra di più Mostra meno
    1 ora
  • The Takina Accord: One Path Towards Inclusive, Scalable, & Sustainable Education

    The Takina Accord: One Path Towards Inclusive, Scalable, & Sustainable Education
    Sep 12 2026
    While billions of people in this planet enjoy educational access here in the 21st century, globally, more than 272 million children and youth are out of school. Seven of ten ten-year olds who live in low-income countries are unable to read a simple story. In response, in March 2026, the International Council for Open and Distance Education published an important new report, THE TĀKINA ACCORD: Advocating inclusive, scalable, and sustainable education. The ICDE Education Policy Forum report highlights insights from over 250 education leaders and experts who had gathered at a pre-conference activity as part of the 2025 ICDE World Conference in Wellington, Aotearoa New Zealand from November 11-13, 2025. During the event, these education leaders discussed the various policy solutions for promoting inclusive, scalable, and sustainable education in ways aligned with UN Sustainable Development Goal (SDG) 4, Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. In Episode #278 of Silver Lining for Learning we will hear from Mark Nichols, President of the International Council for Open and Distance Education (ICDE) and Giselle Byrnes Professor and Provost at Massey University, who were the two editors of that the Takina Accord. They will describe the genesis for the report as well as the intended uses of it. Mark and Gisselle will point out the significant challenges that remain today to educational access. What policies and frameworks can support higher education in ways that are scalable, inclusive, and sustainable. Importantly, they will talk about the quality standards that might be put into place.Access the report at THE TĀKINA ACCORD: Advocating inclusive, scalable, and sustainable educationMark Nichols, President of the International Council for Open and Distance Education (ICDE) and Executive Director of Learning Design & Development at the Open Polytechnic of New ZealandDr. Mark Nichols is a global leader in open, distance, and innovative education, known for his contributions to the advancement of learning systems that expand availability, inclusivity, scalability, and sustainability. He currently serves as Executive Director, Learning Design & Development at the Open Polytechnic of New Zealand, where he leads education design and is an innovator in the adoption of artificial intelligence. With more than two decades of experience across the tertiary and international education sectors, Mark has shaped policy, research, and practice in open and distance learning worldwide. He is President of the International Council for Open and Distance Education (ICDE) and a former Commonwealth of Learning Chair, roles through which he contributes to global dialogues on the future of technology-enhanced education. He is also a Principal Fellow of the Higher Education Academy (PFHEA), an EDEN Fellow, a founding member of the Aotearoa Tertiary AI Network (ATAIN), and a lifetime member of the Flexible Learning Association of New Zealand (FLANZ). Mark’s research spans the pedagogical implications of digital innovation, organisational capability and strategy, and the ethical and strategic integration of AI in education. His published work includes contributions to international journals, books, and edited volumes that foreground openness, learner-centred design, and system-level transformation. He can be reached at Mark.Nichols@openpolytechnic.ac.nz and on LinkedIn. Professor Giselle Byrnes, Provost at Massey UniversityProfessor Byrnes is an internationally recognised historian, with senior management experience in universities in Australia and in New Zealand, who joined Massey in January 2016. She has a Bachelor of Arts in History and English and a Master of Arts in History from the University of Waikato and a PhD in History is from the University of Auckland. She has worked for the Waitangi Tribunal, taught at Victoria University of Wellington and held academic and management roles at the University of Waikato and Charles Darwin University. Professor Byrnes has been Fulbright scholar teaching New Zealand Studies at Georgetown University, Washington DC, and has served as President of the New Zealand Historical Association. She has a commitment to advancing the agenda around equity and access to higher education and is a strong advocate of the critical role played by modern universities in creating social, cultural and intellectual capital for public benefit and economic wellbeing. She can be contacted at G.Byrnes@massey.ac.nz and her university homepage. Join the conversation at silverliningforlearning.org
    Mostra di più Mostra meno
    1 ora e 3 min
  • Invisible Watermarks, Visible Consequences: AI Mandates and Academic Integrity

    Invisible Watermarks, Visible Consequences: AI Mandates and Academic Integrity
    Aug 29 2026

    When generative AI first entered education, the academic integrity debate tended to narrow to a single question: can we detect it? Yet AI detection tools have well-documented risks of false positives, prompting a needed, deeper conversation about whether, how, and when such tools should be used at all.

    Now, the ground is shifting again. The EU AI Act’s Article 50 will require AI-generated content to carry machine-readable markings, with transparency obligations applying from August 2026. In this episode of Silver Lining for Learning, the co-hosts ask what watermarking mandates really change: Do they solve the detection dilemma or deepen it? And what does it mean to uphold academic integrity when AI use is ubiquitous?

    Join hosts Lydia Cao, Chris Dede, Curt Bonk, Yong Zhao & Punya Mishra for a discussion on this topic.

    Join the conversation at silverliningforlearning.org

    Mostra di più Mostra meno
    1 ora
  • Small Schools: A More Human Future for Education

    Small Schools: A More Human Future for Education
    Aug 16 2026
    Small Schools: A More Human Future for Education with Dr. Stuart Grauer, Clint Davis, and Baran Yosef Artificial intelligence is transforming how we teach and learn–and create and lead. But its best contribution to education at the moment may not be what it can do, but the questions it is driving all of us to ask: If knowledge and expertise are accessible to all, what become education’s next, deeper purposes? What experiences must never be outsourced? How can technology strengthen rather than diminish learner agency, authentic relationships, meaningful work, engagement with the natural world, and (most important) our drive toward human freedom? Rather than debating whether schools should embrace or resist AI, this conversation explores how we can protect, and even expand, the experiences that make us more fully human on campuses. We’ll examine the remarkable emergence of entrepreneurial, intentionally small schools around the world. Often working outside traditional systems and across diverse cultural and political contexts, these schools are demonstrating that human-scale learning communities, super-efficient self-directed learning, Socratic dialogue (AI and human driven), expeditions, and deep engagement with “real” places and “real” communities are not alternatives to technological innovation: they may become its greatest dividend, as AI frees educators to devote more time to the deeply human work that small schools have long practiced. References and resources for listeners Stuart Grauer. (2026). The Way to Pancho’s Kitchen: A Trail Guide for Small School Leaders. The Worthy Educator Press. Oxford University Department of Education. Climate and Nature Collaborative: A Reflection (July 2026). https://www.education.ox.ac.uk/news/climate-and-nature-collaborative-a-reflection/ Episode Guests Stuart Grauer is founder and Head of School Emeritus of The Grauer School in Encinitas, California, has spent more than thirty years asking what happens when schools are designed around human relationships instead of systems, around places instead of programs, and around freedom instead of compliance. He is also founder of the Small Schools Coalition, through which he advises and researches schools around the world, and the author of The Way to Pancho’s Kitchen: A Trail Guide for Small School Leaders (2026). His work explores a simple but urgent question: as education races toward larger systems, artificial intelligence, and immersive digital worlds, what distinctly human experiences become more—not less—essential?…less artificial, more real? Grauer writes and speaks widely about place-based learning, learner agency, leadership, and the role of the natural world in human development. He argues that AI’s greatest promise may not be replacing human learning but helping us reclaim it—freeing teachers and students to spend more time in authentic relationships, meaningful work, and direct encounters with the living world. His current work challenges educators to think beyond debates over technology itself and instead ask how schools can cultivate the curiosity, wisdom, peace, and sense of place that no machine can experience on our behalf. Clint Davis is the founder (2015) of Discovery Prep Academy, an intentionally small, independent school in Newport Beach, California. He is a passionate and dynamic educator who has served as a classroom teacher, mentor, coach, director of college counseling, director of middle school, educational consultant and head of school for more than twenty-five years. Clint’s educational philosophy is centered on relationships, rigor and risk-taking inAu a compassionate and student-centered environment. As a graduate of Columbia University’s esteemed Teachers College and a member of the Klingenstein Institute for Independent School Leadership, Clint was exposed to the very best progressive, independent school educators in the world. Through his ability to connect with the heart of each child, Clint unfolds within them confidence and an ability to believe in themselves to pursue their passions and interests creating for themselves a joyful, fulfilling life. Baran Yousefi is pursuing a Master’s degree in Educational Leadership and Policy at the University of Toronto, specializing in Comparative, International and Development Education (CIDEC), after earning her B.A. from York University’s School of Health Policy and Management. Her academic work has included sustainable development, research ethics, Indigenous healthcare, and democratic and humanistic approaches to education. She is also a graduate of the Participatory School in Tehran, Iran—the country’s first and only school founded on a humanistic, alternative educational philosophy. Although never officially recognized by the Iranian government, the school’s emphasis on curiosity, empathy, responsibility, and whole-person development profoundly shaped her vision of education. Inspired by ...
    Mostra di più Mostra meno
    1 ora e 1 min