Degrees in philosophy and religious studies are to be “phased out” at the University of Kent, it was announced last week.

Courses in anthropology, art history, health and social care, journalism, music, and audio technology are also to be dropped, in part because the university believes that it can no longer compete in these specialisms, but more generally because of recent “financial challenges including the fixed tuition fee, rising costs, and changes in student behaviour”.

The changes are part of its Kent 2030 plan, “which brings together a range of improvements based on suggestions from our students”, a press release circulated last week says. Students on the courses to be phased out will be taught and supervised until the end of their degrees.

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Degrees in philosophy and religious studies are to be “phased out” at the University of Kent, it was announced last week https://t.co/pHmnywcy8G

— Church Times (@ChurchTimes) March 28, 2024

Daniel Kahneman, an Israeli American psychologist and best-selling author whose Nobel Prize-winning research upended economics — as well as fields ranging from sports to public health — by demonstrating the extent to which people abandon logic and leap to conclusions, died March 27. He was 90.

His death was confirmed by his stepdaughter Deborah Treisman, fiction editor at the New Yorker. She did not say where or how he died.

Dr. Kahneman’s research was best known for debunking the notion of “homo economicus,” the “economic man” who since the epoch of Adam Smith was considered a rational being who acts out of self-interest. Instead, Dr. Kahneman found, people rely on intellectual shortcuts that often lead to wrongheaded decisions that go against their own best interest.

These misguided decisions occur because humans “are much too influenced by recent events,” Dr. Kahneman once said. “They are much too quick to jump to conclusions under some conditions and, under other conditions, they are much too slow to change.”

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Daniel Kahneman, who changed psychology and economics forever, dies at 90.

Thanks for everything.

We remember him in 10 great quotes: pic.twitter.com/kiyhC2kCo3

— Wisdom Theory (@wisdom_theory) March 27, 2024

The tendency to downplay the value of toddler groups has been challenged in a new booklet that highlights the vital part that they play in preparing children for school.

The booklet, It’s not ‘just’ a parent and toddler group, has been compiled by a number of organisations brought together by Dave King, the strategic director for Gather Movement, an organisation that works with churches seeking to transform communities. The group including Kids Matter, Daniel’s Den, Care for the Family, 1277, 5 Minus, and Love and Joy Ministries.

It encourages those running groups to stop prefacing references to their work with “just” (“I’m just putting out some toys”), and sets out 12 aspects of school-readiness to which the groups can contribute.

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Really enjoyed looking at a new booklet, "It’s not ‘just’ a parent and toddler group", about how they can contribute to school-readiness, & a chat with Jo Gordon of @DanielsDenUK. "The primary thing of a toddler group is that unconditional welcome to all" https://t.co/Gq1Wvx9xnE

— Madeleine Davies (@MadsDavies) March 19, 2024

Betsy Sumner always knew she wanted to be a teacher. She came from a family of educators and took a class in high school for aspiring teachers. She began teaching straight out of college in 2009 and loved it.

But last summer she left her job teaching family and consumer sciences, the subject previously known as home economics, at a high school in northern Virginia. With four children of her own, juggling the demanding workload was no longer worth it for the pay.

“It’s almost like preparing for a circus or a theater performance—every day you have to show up and do a show,” she said of preparing for class each day. “It’s just not really sustainable.”

Public-school teachers like Sumner are still leaving the profession in higher numbers than before the pandemic, a Wall Street Journal analysis of data from 10 states show, though departures have fallen since their peak in 2022. The elevated rate is likely due to a combination of factors and adds one more challenge to schools battling learning loss and frequent student absences.

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Teachers are still quitting the profession in high numbers, as schools continue to be shaken by political discord, learning loss and chronic absenteeism https://t.co/ckIsXq00Ij https://t.co/ckIsXq00Ij

— The Wall Street Journal (@WSJ) March 4, 2024

Here we come to the first way in which Princeton’s new pedagogue helped to shape America’s founding generation. Although in Scotland he had made himself notorious by lampooning the worldliness, smugness, and theological laxity of the Moderates in the Scottish national church, on a deeper intellectual level he was closer to them than it seemed. Like many of them, he had been profoundly touched by the 18th-century intellectual cloudburst known as the Scottish Enlightenment. And it was the Scottish variant of the Enlightenment that this Calvinist pastor now imported into Princeton, from which, via his students, it shortly entered the mainstream of American thought.

When Witherspoon arrived in 1768, Princeton’s intellectual atmosphere still bore some of the marks of its revivalistic origins. The college’s tutors were ardent partisans of the philosophical idealism associated with Bishop George Berkeley in England and Jonathan Edwards in America. To the tutors’ dismay, the new president vehemently rejected Berkeleyan idealism, or “immaterialism” as he insisted on calling it. He soon instructed his students:

The truth is, the immaterial system is a wild and ridiculous attempt to unsettle the principles of common sense by metaphysical reasoning, which can hardly produce any thing but contempt in the generality of persons who hear it, and which I verily believe, never produced conviction even in the persons who pretend to espouse it.

Within a year the disappointed tutors had left the college, and Witherspoon had added the professorship of divinity to his duties.

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John Witherspoon: Educating for Liberty https://t.co/X0yidcG983

— Adam M. Carrington (@carringtonam) February 20, 2024

As a college educator, I am confronted daily with the results of that conspiracy-without-conspirators. I have been teaching in small liberal arts colleges for over 15 years now, and in the past five years, it’s as though someone flipped a switch. For most of my career, I assigned around 30 pages of reading per class meeting as a baseline expectation—sometimes scaling up for purely expository readings or pulling back for more difficult texts. (No human being can read 30 pages of Hegel in one sitting, for example.) Now students are intimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding. Even smart and motivated students struggle to do more with written texts than extract decontextualized take-aways. Considerable class time is taken up simply establishing what happened in a story or the basic steps of an argument—skills I used to be able to take for granted.

Since this development very directly affects my ability to do my job as I understand it, I talk about it a lot. And when I talk about it with nonacademics, certain predictable responses inevitably arise, all questioning the reality of the trend I describe. Hasn’t every generation felt that the younger cohort is going to hell in a handbasket? Haven’t professors always complained that educators at earlier levels are not adequately equipping their students? And haven’t students from time immemorial skipped the readings?

The response of my fellow academics, however, reassures me that I’m not simply indulging in intergenerational grousing. Anecdotally, I have literally never met a professor who did not share my experience. Professors are also discussing the issue in academic trade publications, from a variety of perspectives. What we almost all seem to agree on is that we are facing new obstacles in structuring and delivering our courses, requiring us to ratchet down expectations in the face of a ratcheting down of preparation. Yes, there were always students who skipped the readings, but we are in new territory when even highly motivated honors students struggle to grasp the basic argument of a 20-page article. Yes, professors never feel satisfied that high school teachers have done enough, but not every generation of professors has had to deal with the fallout of No Child Left Behind and Common Core. Finally, yes, every generation thinks the younger generation is failing to make the grade—except for the current cohort of professors, who are by and large more invested in their students’ success and mental health and more responsive to student needs than any group of educators in human history. We are not complaining about our students. We are complaining about what has been taken from them….

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I know EXACTLY what he means. Same things have happened to me, and every professor & public school teacher over tge oast 28 years…..

The Loss of Things I Took for Grantedhttps://t.co/ql0ujAsjHx

— Dr. Irving Forbush (@IrvingForbush2) February 11, 2024

Thousands of people now speak to their smart devices to make their grocery lists. Students are more likely to type out notes in class than write them down. And we often type or dictate calendar reminders into our smartphones instead of writing them on a wall calendar. In short, people across the globe and in a wide variety of settings primarily use digital devices to record the things they want to remember.

It turns out, that may not be a good thing. A substantial body of evidence demonstrates that handwriting stimulates different and more complex brain connections that are essential in encoding new information and forming memories.

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Writing by Hand Is Good for Your Brainhttps://t.co/RlacwFcvJu

— HealthyMindHealthyLife (@HMHLUS) February 6, 2024

I have a friend who teaches in the upper peninsula in Michigan. He has one of those schools that run from kindergarten all the way up through eighth grade, including special ed. One of his students was intellectually slow, couldn’t do very well in classes. And when Christmas Pageant time came he wanted to have a part in the Pageant. What’s more, he wanted a speaking part. He wouldn’t settle for anything less.

So they made into the innkeeper. They figured he could handle that because all he had to do was say, “No room,” twice: once before Mary spoke, once after she spoke. The night of the Pageant, Mary knocks on the door he opens the door, and he says in a brusque fashion, “No room!” Mary says, “But I’m sick, and I’m cold, and I’m going to have a baby, and if you don’t give me a place to sleep, my baby will be born in the cold, cold night.”

He just stood there. The boy behind him nudged him and said, “No room, No room, say, “No room.’” And finally, he turned and he said, “I know what I’m supposed to say, but she can have my room.”

–Anthony Campolo in William H. Willimon Ed, Sermons from Duke Chapel: Voices from “A Great Towering Church” (Durham: Duke University Press, 2005), p.294

Bernardo Cavallino is just the dreamiest. (Adoration of the Shepherds, Cleveland Museum of Art, c. 1650) pic.twitter.com/mg2hdaBlr2

— Jesse M. Locker (@JesseMLocker) December 24, 2019

I have a friend who teaches in the upper peninsula in Michigan. He has one of those schools that run from kindergarten all the way up through eighth grade, including special ed. One of his students was intellectually slow, couldn’t do very well in classes. And when Christmas Pageant time came he wanted to have a part in the Pageant. What’s more, he wanted a speaking part. He wouldn’t settle for anything less.

So they made into the innkeeper. They figured he could handle that because all he had to do was say, “No room,” twice: once before Mary spoke, once after she spoke. The night of the Pageant, Mary knocks on the door he opens the door, and he says in a brusque fashion, “No room!” Mary says, “But I’m sick, and I’m cold, and I’m going to have a baby, and if you don’t give me a place to sleep, my baby will be born in the cold, cold night.”

He just stood there. The boy behind him nudged him and said, “No room, No room, say, “No room.’” And finally, he turned and he said, “I know what I’m supposed to say, but she can have my room.”

–Anthony Campolo in William H. Willimon Ed, Sermons from Duke Chapel: Voices from “A Great Towering Church” (Durham: Duke University Press, 2005), p.294

Second day of Christmas: Joseph takes a nap as visitors start to arrive to see new baby. Adoration of the Shepherds by Mantegna, 1450s. pic.twitter.com/Bbp8JlO5bV

— Dr. Peter Paul Rubens (@PP_Rubens) December 26, 2022

“The story of a wealthy businessman who annually gives out hundreds of $100 bills to strangers motivated a group of Phoenix students to start their own Secret Santa club. Steve Hartman has their story in “On the Road.””

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The academic achievement of millions of American students faltered during the pandemic — and in many cases, has not recovered three years later. The latest data on student attendance offers one explanation: Far more students are missing many days of school compared with before the pandemic.

Nearly 70 percent of the highest poverty schools experienced widespread, chronic absenteeism in the 2021-22 school year, compared with 25 percent before the pandemic, according to a new analysis released on Friday by Attendance Works, a nonprofit that aims to reduce chronic absenteeism, and the Everyone Graduates Center at Johns Hopkins University, which focuses on high school graduation preparedness.

In these schools, about a third or more of the student body was considered chronically absent, defined as missing at least 10 percent of the school year, or about two days of school every month. That includes all absences, including sick days and school-imposed suspensions.

“Prior to the pandemic, going to school every day was still the norm,” even in the poorest schools, said Hedy Chang, the executive director of Attendance Works. That is no longer the case.

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Students Are Missing School at an Alarming Rate https://t.co/c8KUDobbGI

— Charlie McB (@CharlieMcB4) November 17, 2023

When girls at Westfield High School in New Jersey found out boys were sharing nude photos of them in group chats, they were shocked, and not only because it was an invasion of privacy. The images weren’t real.

Students said one or more classmates used an online tool powered by artificial intelligence to make the images, then shared them with others. The discovery has sparked uproar in Westfield, an affluent town outside New York City.

Digitally altered or faked images and videos have exploded along with the availability of free or cheap AI tools. While celebrity likenesses from Oprah Winfrey to Pope Francis have drawn media attention, the overwhelming majority of faked images are pornographic, experts say.

The lack of clarity on such images’ legality—and how or whether to punish their makers—has parents, schools and law enforcement running to catch up as AI speeds ahead.

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At a New Jersey high school, boys shared fake pornographic images of female classmates. Parents are in an uproar, and the police are investigating. https://t.co/CgPBRWN8y5 https://t.co/CgPBRWN8y5

— The Wall Street Journal (@WSJ) November 3, 2023

Home schooling has become — by a wide margin — America’s fastest-growing form of education, as families from Upper Manhattan to Eastern Kentucky embrace a largely unregulated practice once confined to the ideological fringe, a Washington Post analysis shows.

The analysis — based on data The Post collected for thousands of school districts across the country — reveals that a dramatic rise in home schooling at the onset of the pandemic has largely sustained itself through the 2022-23 academic year, defying predictions that most families would return to schools that have dispensed with mask mandates and other covid-19 restrictions.

The growth demonstrates home schooling’s arrival as a mainstay of the American educational system, with its impact — on society, on public schools and, above all, on hundreds of thousands of children now learning outside a conventional academic setting — only beginning to be felt.

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Washington Post: “Home schooling’s rise from fringe to fastest-growing form of education:
A district-by-district look at home schooling’s explosive growth, which a Post analysis finds has far outpaced the rate at private and public schools” https://t.co/wtZrYsgrJM pic.twitter.com/lGF7xTYKtw

— Heather Hunter (@heatherhunterdc) October 31, 2023

Schools across the country are preparing to see their budgets shift from flush to strained as billions of pandemic aid runs out in less than a year, putting at risk staffing and programs added with Covid-relief funds.

The 2023-24 school year represents the last full year in which districts can spend down what remains of the $180 billion in federal Covid-19 aid. High-poverty districts typically received more emergency relief, so now face steeper cuts as the money runs out.

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Billions in pandemic education aid runs out in under a year, posing a risk for schools that added staffing and programs with the Covid relief https://t.co/IM6bGBN2Q5

— The Wall Street Journal (@WSJ) October 30, 2023

A degree in magic being offered in 2024 will be one of the first in the UK, the University of Exeter has said.

The “innovative” MA in Magic and Occult Science has been created following a “recent surge in interest in magic”, the course leader said.

It would offering an opportunity to study the history and impact of witchcraft and magic around the world on society and science, bosses said.

The one-year programme starts in September 2024.

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Secularism is not leading to a decrease in Religion in the West.

Degree in magic & occult science to be offered at University of Exeter – BBC News https://t.co/DoTBRN7CWO

— David Cassidy (@DPCassidyTKC) October 4, 2023

Church of England education officials have welcomed the Government’s new Model Articles of Association, which sit alongside an updated national Memorandum of Understanding, as a recognition of the historic relationship between Church and State in education. They describe it as a move that offers “broad and expansive hope” for the development of church multi-academy trusts (MATs) “in a way that suits the local and regional context”.

But the new model documents, published on Monday, have also raised significant concerns. Writing in the Church Times this week, Howard Dellar, who is senior partner and head of the ecclesiastical and education department at Lee Bolton Monier-Williams, describes some of the changes as “exceedingly unwise”, and warned that the new model articles represent a sea change into “very choppy waters”.

One key change is the removal of Single Academy Trust Clauses to support the growth of MATs. Another is that there is now one consolidated model Article of Association, predicated on a majority governance structure, with flexibility to adapt governance provisions according to diocesan policy; previously, there were two separate models for majority and minority C of E governance, reflecting the difference in context between schools converting from voluntary aided and voluntary controlled status.

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"The embedding of the diocesan strategy in these core documents offers a broad and expansive hope for the development of Church of England MATs in a way that suits the local and regional context" https://t.co/vEanFj8C2t

— Church Times (@ChurchTimes) September 22, 2023

Yet French Muslims often feel that such rules unfairly target Islam. The new abaya ban, says Muslim Rights Action, a French anti-discrimination group that is trying to overturn the decision, risks stigmatising Muslim pupils and introducing ethnic profiling. The new rule has won approval on the right and far-right, although it has divided the left, parts of which also remain firmly attached to the defence of laïcité.

The government argues that it is trying to minimise discrimination in the classroom by keeping religious faith out. It is not a question of casual clothing choices, it says, but a response to an attempt to spread hardline political Islamism in France. Gilles Kepel, a scholar of Islamism, says the wearing of the abaya in schools is part of an Islamist strategy “to test the limits” in France. In the face of new pressures, the government says, headteachers need to have more powers to enforce secular rules. Liberals outside France will, as ever, find the rule a baffling distraction. The French consider that their country’s secular character is at stake.

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To liberal multiculturalists, France's ban on the abaya in state schools looks like an infringement of the right to religious expression. To its defenders, the safeguarding of France's secular tradition is at stake@TheEconomisthttps://t.co/Kywo2RO0LV

— Sophie Pedder (@PedderSophie) September 7, 2023

If you’re a child — or a former child — you know how hard it can be to summon the energy to leave the house each day for school. It’s early in the morning, and you are tired. Maybe you have a test or a social situation that’s making you anxious. Staying in bed often seems easier.

For as long as schools have existed, so have these morning struggles. Nonetheless, children overcame them almost every day, sometimes with a strong nudge from parents. Going to school was the normal thing to do.

Then, suddenly, it wasn’t.

The long school closures during the Covid pandemic were the biggest disruption in the history of modern American education. And those closures changed the way many students and parents think about school. Attendance, in short, has come to feel more optional than it once did, and absenteeism has soared, remaining high even as Covid has stopped dominating everyday life.

On an average day last year — the 2022-23 school year — close to 10 percent of K-12 students were not there, preliminary state data suggests. About one quarter of U.S. students qualified as chronically absent, meaning that they missed at least 10 percent of school days (or about three and a half weeks). That’s a vastly higher share than before Covid.

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"Attendance at school has come to feel more optional than it did before the pandemic."

Where Are the Students? – The New York Times https://t.co/4CrHydaKqS

— Alexander Russo (@alexanderrusso) September 5, 2023

Christians may be “missing” teaching children about the resurrection, a researcher into their religious development has suggested.

The Revd Joanna Stephens, a researcher in religious cognition and the development of belief at the University of Nottingham, has interviewed more than 100 children for an international study funded by the Templeton Foundation.

“What struck me more from the perspective of the Church of England . . . is I think we’ve missed teaching children about the resurrection,” she said. “Does Jesus have a shadow?” was one of the questions that she had asked. “A lot of the children have struggled with that, and even the Christian children, because they say ‘Well, Jesus is dead; so he used to have a shadow but he doesn’t now.’ And you ask, ‘Does God need to eat? Does Jesus need to eat?’ ‘Well, Jesus used to eat, but he’s dead now.’”

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This was a really interesting interview about an international study exploring the development of children's beliefs. Are they only familiar with half the Easter story? "Jesus is dead; so he used to have a shadow but he doesn’t now." https://t.co/8FvvVIPVhF

— Madeleine Davies (@MadsDavies) July 21, 2023

“Although [Freire]’s early work was understandably rooted in an almost exclusive concern with class, many of us realized that it had theoretical shortcomings in dealing with the central issues shaping the multicultural debate,” explained Freire’s closest American collaborator, Henry Giroux. “Many of us began to expand the notion of social justice to include a discourse about racial justice. That is, justice could not be taken up solely in terms of the ownership of the means of production, or strictly around questions of labor or the division of wealth. These were very important issues, but they excluded fundamental questions about racism, colonialism, and the workings of the racial state.”

Echoing Marcuse’s redefinition of the proletariat—the white intellectuals united with the black underclass—Freire’s American disciples developed an elaborate framework for categorization and subversion of the ruling order. Their primary pedagogical strategy was to pathologize white identity, which was deemed inherently oppressive, and radicalize black identity, which was deemed inherently oppressed. In the academic literature, this technique is sometimes referred to as “revolutionary pedagogy,” “critical multiculturalism,” or “decolonization,” which entails ridding the education system of the repressive influence of “whiteness” and infusing it with the liberating influence of “blackness.”

Peter McLaren, another Freire disciple who worked in tandem with Henry Giroux, laid out the mechanics of how this new pedagogy of revolution would work in practice. American teachers and students, McLaren argued, must “[break] the imaginary power of commodified identities within capitalism” and “construct sites—provisional sites—in which new structured mobilities and tendential lines of forces can be made to suture identity to the larger problematic of social justice.”

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Stalin once said that “the ‘production’ of souls is more important than the production of tanks,” and today we see his words have come to fruition. | @realchrisrufo https://t.co/DSM9ZfcPNx

— First Things (@firstthingsmag) July 18, 2023

Despite billions of federal dollars spent to help make up for pandemic-related learning loss, progress in reading and math stalled over the past school year for elementary and middle-school students, according to a new national study released on Tuesday.

The hope was that, by now, students would be learning at an accelerated clip, but that did not happen over the last academic year, according to NWEA, a research organization that analyzed the results of its widely used student assessment tests taken this spring by about 3.5 million public school students in third through eighth grade.

In fact, students in most grades showed slower than average growth in math and reading, when compared with students before the pandemic. That means learning gaps created during the pandemic are not closing — if anything, the gaps may be widening.

“We are actually seeing evidence of backsliding,” said Karyn Lewis, a lead researcher on the study.

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Whoa: "Students in most grades showed slower than average growth in math and reading, when compared with students before the pandemic. That means learning gaps created during the pandemic are not closing — if anything, the gaps may be widening." @smervosh: https://t.co/0gnhZjqDuz

— Alec MacGillis (@AlecMacGillis) July 11, 2023

The Church of England has launched a new publication outlining its hopes for students, teachers and educators to flourish across the schools system.

Underpinned by the Church’s 2016 Vision for Education, the new document, entitled ‘Our Hope for a Flourishing Schools System’ makes recommendations including a once-in-a-generation re-imagination of Special Educational Needs and Disabilities (SEND) funding, provision, training and development, wise and compassionate accountability systems for school inspections and performance measures and steps to ensure teaching is again regarded as a vocation in which adults can truly flourish and commit long-term.

The document sets out the importance of collaboration in different local contexts, particularly between schools in smaller rural areas, to ensure every child in every community receives an effective provision.

It concludes with recommendations for four leadership levels: Schools, School Trusts, Dioceses and Government, and invites dialogue and engagement across the sector to develop flourishing partnerships.

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Thrilled to launch our new publication – ‘Our Hope for a Flourishing Schools System’ today 🙌

Full story and document download here 👇👇👇👇https://t.co/uq0SAbFSd9

— CofE Education (@CofE_Education) June 30, 2023

Classical education eschews pedagogical fads. It instead steeps students in the great works of literature, philosophy, history, and science—what the poet Matthew Arnold called “the best that has been thought and said.” Instead of Critical Race Theory and Marxist claptrap, children learn about Greece and Rome, Shakespeare and the Renaissance, Jane Austen, Emily Dickinson, and the glory of the American founding.

Drawing inspiration from Greek and Roman academic traditions, classical education seeks to ground students in the good, the true, and the beautiful. Its highest aim is to form virtuous students grounded in the best of the Western canon. Classical schools instruct students through the sequence known as the “trivium,” guiding them through grammar, logic, and rhetoric. They first establish a knowledge base, then learn how to evaluate arguments, and finally how to articulately express their thoughts.

As such, classical education is interested in more than forming good students; its charge is forming students who are good.

More than two hundred new classically oriented schools have opened across the country in just the last two years. Classical learning is being adopted by charters, start-ups, and homeschooling parents. And classical education networks will only grow further as states embrace parental choice.

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Classical education is interested in more than forming good students; its charge is forming students who are good. | @KevinRobertsTXhttps://t.co/mCyviKWRw3

— First Things (@firstthingsmag) June 21, 2023

National test results released Wednesday show reading and math scores for 13-year-olds have continued to worsen since the height of the Covid-19 pandemic, setting up more roadblocks to their success in high school and beyond.