One of the most powerful moments in my 22 years of teaching occurred on the last day of the school year.
During the first week of school, my students in rural Pennsylvania played a game via Skype with a group of students in a rural Kenyan village. During that call, they learned of a bridge in the village so dangerous that many children were not able to go to school because of it. Over the course of the school year, the children in Kenya taught my students how to garden. In exchange, my students designed and fundraised to replace that bridge.
Educators from Harvard UniversityGraduate School of Education (HGSE), Massachusetts Institute ofTechnologyTeaching Systems Lab, and the instructional design firm Fresh Cognate have created Youth in Front, a new hub of learning-oriented resources and multimedia assets for young activists and educators interested in making their voices heard—particularly those who are stepping into activism for the first time, as well as for educators who are responding to action in their schools and communities.
The Samsung Solve for Tomorrow contest challenges public middle and high schools across the country to help improve their communities using STEAM skills. This year’s projects tackle current issues such as natural disaster relief and safety, opioid addiction, water quality, and enablement of students with autism.
City Readers is the New York Society Library’s database of historic records, books, and readers. The Library’s online visualization tools support the discovery and analysis of more than 100,000 biographic, bibliographic, and transaction data derived from digitized content from the Library’s archives.
“Philosophy for Children and P.E.A.C.E.” (P4C) is an freeself-paced virtual course from the Department of Humanities and the Philosophy for Children Course at University of Naples, Federico II, and the PEACE project, which offers training in the use of philosophical inquiry in the curriculum to foster a cosmopolitan mindset in young people.