Evolving the Scientific Method - THE SCIENTIST

THE SCIENTIST Vol 24 Iss 12 P 30 
Date: 2010-12-01 

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Another interesting article on the relationship between "science" and "belief", or rather, between "science" and "truth".  Ideas, comments, anyone? All the best, Wendy By Kevin Kelly Evolving the Scientific Method Technology is changing the way we conduct science. Images: Wikipedia (from top): LIBRARY OF ALEXANDRIA; FRANCIS BACON; ROBERT BOYLE; KARL POPPER (COURTESY OF LSE LIBRARY); PLACEBO (COURTESY OF ELAINE AND ARTHUR SHAPIRO); ZUSE Z3 COMPUTER (COURTESY OF DEUTSCHEN MUSEUM IN MÜNCHEN) Science is our most potent invention because it has given us a method to keep reinventing it. All our collective knowledge and expertise (that’s science) began with relatively simple arrangements of information. The simplest organization was the invention of the fact. Facts became codified not by science, but by the European legal system in the 1500s. In court lawyers had to establish agreed-upon observations as evidence that could not shift later. Science adopted this useful innovation. Over time, the novel ways in which knowledge could be ordered increased. This complex apparatus for determining the factual correctness of information, and relating it to old knowledge, is what we call science. RELATED ARTICLES DNA Robots Get Sophisticated New Smoking Gun? The Problem of Perception Seeing in Numbers The scientific method is not one uniform “method.” It is a collection of scores of techniques and processes that has evolved over centuries (and continues to evolve). Each method is one small step that incrementally increases the unity of knowledge in society. A few of the seminal inventions that furthered the development of the scientific method are shown in the accompanying illustration. Together these landmark innovations created the modern practice of science. (I am ignoring various alternative claims of priority because the exact dates don’t matter for this illustration.) A typical scientific discovery today will rely on facts (data) and a falsifiable hypothesis; be tested in repeatable, controlled experiments, perhaps with placebos and double-blind controls; and be reported in a peer-reviewed journal and indexed in a library of related reports. The scientific method, like science itself, is accumulated structure. New scientific instruments and tools add new ways to gather and organize information. Recent methods build upon earlier techniques. Technological advances keep adding connections among facts and more complex relations among ideas. As this short timeline makes clear, many of the key innovations of what we now think of as “the” scientific method are relatively recent. The classic double-blind experiment, for instance, in which neither the subject nor the tester is aware of what treatment is being given, was not named or widely used until the 1950s. The placebo was not used until the 1930s. It is hard to imagine science today without these methods. The scientific method, like science itself, is accumulated structure. This relative newness makes one wonder what “essential” method in science will be invented next. The nature of science is still in flux; the technium is rapidly discovering new ways to know. What is the technium? As described on my Web site, TheTechnium.org, it designates the greater sphere of technology—one that goes beyond hardware to include culture, law, social institutions, and intellectual creations of all types. In short, it’s anything that springs from the human mind. It includes hard technology, but much else of human creation as well. I see this extended face of technology as a whole system with its own dynamics. Given the acceleration of knowledge, the explosion of information, and the rate of progress, the nature of the scientific process is on a course to change more in the next 50 years than it has in the last 400 years. What might be some new processes in the future? One could imagine that the inclusion of negative results will become routine. And that computer proofs will become more reliable, common, and trusted. And that wiki journals will contain reports that are not fixed, but are continually modified and edited in real time—all could become part and parcel of the scientific method. At the core of science’s self-modification is technology. New tools enable new ways of discovery, different ways of structuring information. We call that organization knowledge. With technological innovations the structure of our knowledge evolves. The achievement of science is to discover new things; the evolution of science is to organize the discoveries in new ways. Even the organization of our tools themselves is a type of knowledge. Right now, with the advance of communication technology and computers, we have entered a new way of knowing. The thrust of the technium’s trajectory is to further organize the avalanche of information and tools we are generating and to increase the structure of the made world. Kevin Kelly is Senior Maverick at Wired magazine, which he cofounded in 1993. He is also editor and publisher of the Cool Tools website. Formerly, he was publisher and editor of the Whole Earth Review, a journal of unorthodox technical news; he cofounded the ongoing Hackers’ Conference; and was involved with the launch of the WELL, a pioneering online service started in 1985. He is author of the best-selling New Rules for the New Economy and the classic book on decentralized emergent systems, Out of Control. This essay is adapted from Kelly’s latest book, What Technology Wants (Viking/Penguin),published in October 2010. You may read the first chapter athttp://www.kk.org/books/what-technology-wants.php

Read more: Evolving the Scientific Method - The Scientist - Magazine of the Life Sciences http://www.the-scientist.com/article/display/57831/#ixzz19SpN0sBu

Evidence: A Seductive but Slippery Concept - The Scientist - Magazine of the Life Sciences

This article by Richard Smith goes to the heart of the problem: What is "evidence," and why is it considered "scientific" and definitive? How far can we take our reliance on "science"?
And I add: What about "sciences without (material) evidence"? Why is it considered "unscientific" to accept a truth that does not impact on the senses, and therefore, cannot be "measured"?
Yes, it is "philosophy" and "metaphysics"!
Hope to hear from you!

Wendy

Evidence: A Seductive but Slippery Concept - The Scientist - Magazine of the Life Sciences

Volume 24 | Issue 12 | Page 32 
Date: 2010-12-01 
 

By Richard Smith

Evidence: A Seductive
but Slippery Concept

Medical guidelines based on so-called scientific evidence
are not a panacea.

Andrzej Krauze

Much of what we know is wrong—or at least not definitively established to be right. My early years in science and medicine taught me that, so it was with some excitement that I heard the phrase “evidence-based medicine” in the early 1990s. Finally, we would work out what we knew and what we didn’t know.

Soon we had evidence-based everything: medicine, practice, policy, nursing, editing. Marketing departments learned the magic of the phrase, and it appeared four times in the BMJ (which I used to edit) in 1993, 15 in 1994, 285 in 2000, 327 in 2004, and 287 in 2009. Those figures tell a story of explosive expansion, and perhaps of recent decline.

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Richard Smith Audio

From the beginning there were different schools of evidence-based medicine, reminding me of the feuding schools of psychoanalysis. For some it meant systematic reviews of well-conducted trials. For others it meant systematically searching for all evidence and then combining the evidence that passed a predefined quality hurdle. Quantification was essential for some but unimportant for others, and the importance of “clinical experience” was disputed.

There was also a backlash. Many doctors resented bitterly the implication that medicine had not always been based on evidence, while others saw unworthy people like statisticians and epidemiologists replacing the magnificence of clinicians. Many doctors thought evidence-based medicine a plot driven by insurance companies, politicians, and administrators in order to cut costs.

We must never forget
the complex relationship
between evidence and the truth.

The medical establishment, however, soon recognized the need to embrace the term “evidence-based,” and wouldn’t have dreamt of producing a guideline that didn’t feature the two words in its title; various politicians also vowed to make everything evidence-based. Temples devoted to this new form of medicine—like the Cochrane Collaboration and the UK’s National Institute for Health and Clinical Excellence (NICE)—flourished, and the BMJ, I must confess, rode the wave, attracting lots of attention and money.

Listen to Richard Smith discuss the meaning of medical evidence with Larry Green and Peter Frishauf
(11 min; credit and full podcast: Journal of Participatory Medicine)

The discomfort of many clinicians comes from the fact that the data are derived mainly from clinical trials, which exclude the elderly and people with multiple problems. Yet in the “real world” of medicine, particularly general practice, most patients are elderly and most have multiple problems. So can the “evidence” be applied to these patients? Unthinking application of multiple evidence-based guidelines may cause serious problems, says Mike Rawlins, chairman of NICE.

There has always been anxiety that the zealots would insist evidence was all that was needed to make a decision, and in its early days NICE seemed to take this line. Critics quickly pointed out, however, that patients had things called values, as did clinicians, and that clinicians and patients needed to blend their values with the evidence in a way that was often a compromise.

Social scientists have tended to be wary of the reductionist approach of evidence-based medicine and have wanted a much broader range of information to be admissible. Evidence-based medicine has been at its most confident when evaluating drug treatments, but many interventions in health care are far more complex than simply prescribing a drug. Insisting on randomized trials to evaluate these interventions may not only be inappropriate, but also misleading. Interventions may be stamped “ineffective” by the hardliners when they actually might offer substantial benefits. Then there is the constant confusion between “evidence of absence of effectiveness” with “absence of evidence of effectiveness”—two very different things.

Finally, even some of the strongest proponents of evidence-based medicine have become uneasy, as we have increasing evidence that drug companies have managed to manipulate data. In the heartland of evidence-based medicine—drug trials—the “evidence” may be unreliable and misleading.

All this doesn’t mean that evidence-based medicine should be abandoned. It means, rather, that we must never forget the complex relationship between evidence and truth.

Richard Smith is a member of the board of the Public Library of Science and a former editor of the BMJ and chief executive of the BMJ Publishing Group.

Humanae Vitae was ‘prophetically right’, says Pope | CatholicHerald.co.uk

Humanae Vitae was ‘prophetically right’, says Pope | CatholicHerald.co.uk

Catholics & Digital Technology | 2010

Catholics & Digital Technology | 2010

WEDNESDAY, 01 SEPTEMBER 2010

Catholics & Digital Technology

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By Bevil Bramwell, OMI

10Share enedict XVI speaks about the new digital technologies with an almost boundless optimism. Last year on World Communications Day, for instance, he claimed that: “they respond to a fundamental desire of people to communicate and to relate to each other. This desire for communication and friendship is rooted in our very nature as human beings and cannot be adequately understood as a response to technical innovations.” But he approaches these new elements of the culture with the categories of traditional Catholic anthropology because they are still timely and true. Despite obvious problems, the new technologies offer great possibilities of communication and friendship. Listen to Benedict as he explains: “The concept of friendship has enjoyed a renewed prominence in the vocabulary of the new digital social networks that have emerged in the last few years. The concept is one of the noblest achievements of human culture. It is in and through our friendships that we grow and develop as humans. For this reason, true friendship has always been seen as one of the greatest goods any human person can experience.” At the same time, he recognizes the limitations as he cautions us not to let these technologies cut into our face time with our families and friends. He highlights the importance of valuing the more complete, global experience of our fellow human beings through direct contact. His analysis shifts from the glitter of the technologies to the human beings who are using them. Nicholas Carr has raised another voice of caution in his book, The Shallows: What the Internet is doing to our Brains. On the one hand, Carr is very aware of the values of data mining and the helpfulness of some of the data that we get from the Internet. On the other hand, he recognizes that he “is not thinking the way that [he] used to think” before the digital media were available. The missing factor is the global experience that used to be a more common accompaniment to human thought. Now we face mountains of data, selected and processed by ever more sophisticated algorithms through Google or Bing. Information organized according to a letter of the alphabet (just look at an encyclopedia) does not show us the larger context into which it fits. The pope too warns us about the crucial value of this context. As in the passage above, he reminds us of the external context in which we actually live and from which we can be abstracted by our reliance on search engines. Carr points us to the loss of the interior context in which our thoughts find their relationships and their values with the other things on our minds. He is touching on the great richness of human knowing and how it is that we come to know ourselves as we learn about things. We come also to know – in Karl Rahner’s words – “that we are open to something ineffable,” at the same time. Now, of course, there is real value in some of the data that can be gathered, but evidently a deep human factor is at stake too. As Carr put is: “when we go online, we enter an environment that promotes cursory reading, hurried and distracted thinking and superficial learning.” Note that word “promotes” – the technology encourages this lesser kind of functioning. He says that we can operate differently but the technology makes us tend not to operate this way. A human being needs to mull things over, to think through the steps of an argument and to be in awe of the infinite horizon that opens before our search. Mary “pondering these things in her heart” is just one such example of a deeply functioning human being. She pondered to see the good in her son’s mission. In a speech that he was to have given at Rome’s La Sapienza University, Benedict XVI wrote: “the purpose of knowing the truth is to know the good” But the wash of facts on the Internet does not necessarily give us the faculty of reaching the good of things or the Divine Goodness. This is just another way of describing the context that we mentioned above. Another word on the context, from Benedict himself, Catholicism offers “a way of thinking and acting grounded in the Gospel and enriched by the Church’s living tradition.” This context will not be found on the Internet, especially via the search engines. This is not surprising. The New York Times does not offer a context for most of its news, especially since it almost never does any serious reporting on religion and its connection to business or politics. Modern technologies usually do not convey facts within context, or as Carr complains of the effects: “I cannot read War and Peace anymore.” The human context is all important and yet it is already damaged: “man is weakened by an intense influence, which wounds his capacity to enter into communion with the other. By nature, he is open to sharing freely, but he finds in his being a strange force of gravity that makes him turn in and affirm himself above and against others: this is egoism, the result of original sin.” (Benedict) It doesn’t have to be this way, but if we are not careful the Internet will only aggravate this age-old situation. Bevil Bramwell, priest of the Oblates of Mary Immaculate, teaches theology at Catholic Distance University. He holds a Ph.D from Boston College and works in the area of ecclesiology. (c) 2010 The Catholic Thing. All rights reserved. For reprint rights write to: info at thecatholicthing dot org The Catholic Thing is a forum for intelligent Catholic commentary. Opinions expressed by writers are solely their own.

Las 10 Razones Principales por las que no RT su solicitud por DM (Mensaje Directo)

Las 10 Razones Principales por las que no RT su solicitud por DM

Original: http://buzzedition.com/social-media/top-10-reasons-i-did-not-rt-your-dm-request/comment-page-1/#comment-305

Agosto 18, 2010

Este artículo no pretende ofender a nadie, pero estoy seguro de que lo hará. Si al menos alguna vez alguien le ha pedido que reenvíe links, pienso que podrá entenderme. He pasado horas defendiendo mi derecho a decir que no a una solicitud de reenvío de “tweets.” Y en algún momento me dí cuenta de que ya es hora de ponerlo en claro para todos para que puedan entender mi punto de vista.

1. Ud. nunca me ha hablado antes. Con frecuencia, la gente me sigo, y yo también los sigo, pero pueden no dirigirme la palabra. Eso está bien, la red está llena de observadores. Pero, enviarme un link sin siquiera decirme hola ni establecer una relación conmigo, resulta verdaderamente desagradable, y probablemente deje de seguirlo.

2. Ud. nunca RT a otros, pero espera que su mensaje se contagie como un virus. Si veo su mensaje, y se refiere sólo a la última publicación de su blog, y de ordinario ud. no RT el contenido de otros, lamentablemente, nadie le debe a ud. un RT, y es poco probable que lo logre.

3. Nunca he usado el producto, app o programa. No pretenda que yo haga publicidad de un producto, app o servicio que nunca haya usado antes en mi Twitter. Nunca respaldaré nada como lo “mejor” o lo “máximo” si no lo conozco, o si no me parece que lo sea.

4. Su página tiene contenidos con los que no estoy moralmente de acuerdo. Todos tienen derecho a crear los contenidos que deseen. Por mi parte, tengo derecho a compartir contenidos que me gusten. Pero si su barra lateral se ve como publicidad porno, o ud. escribe con gran carga política con la que estoy en desacuerdo, estoy en mi derecho a negarme. Así como es su derecho publicar ese contenido.

5. Ni siquiera ví su solicitud. Me doy cuenta de que hay quienes creen que yo veo todos y cada uno de los Tweets y Mensajes Directos que recibo. Aprovecho esta ocasión para decir “No, no los veo todos”. Hago lo que puedo por filtrar el contenido, pero ni siquiera los mejores filtros pueden incluir todos los tweets creados ese día. Así que siempre hay la posibilidad de que el suyo se perdiera en un reinicio o entre la avalancha de otros tweets.

6. No me gustó el contenido. A veces, simplemente no me gusta el contenido, o no me parece que a mis seguidores les gustará. No se sienta ud. mal, no a todos les gustan mis contenidos. Pero con el tiempo me he acostumbrado a lo que a la gente le gusta o le disgusta ver en mi twitter. Con toda sinceridad, sin embargo, yo sólo comparto contenidos que haya leído y me hayan gustado.

7. Mala gramática. A veces me gusta el contenido, pero noto tantos errores de ortografía y de gramática que, simplemente, no puedo reenviarlo. Si la gramática no es su fuerte, por favor, haga que alguien revise la exactitud de su artículo, antes de presentarlo al escrutinio de otros.

8. No es contenido nuevo. A veces, ya he reenviado algún artículo similar y no quiero llenar mis publicaciones con la misma información. Busque contenido especial y eso le garantizará más visitas que los textos de recorte y pega de algo ya reportado.

9. Es una invitación a un evento pagado. Fundamentalmente, ud. está buscando publicidad gratis para su evento. Y aunque lo comprendo, no tengo el impulso irresistible de venderles a mis seguidores. Si es un evento que me parezca de interés, lo consideraré, pero este tipo de eventos debería ofrecerse como publicidad para blogs, no como solicitudes de reenvío para reducir los costos.

10. No quiero hacerlo. En realidad, no necesito una razón, si no me parece. Quiero ayudar a mis amigos con reenvíos. Me encanta compartir contenido fantástico en Twitter, pero nunca he sentido la necesidad de forzar a ninguno de mis seguidores con tweets sólo porque vienen de mis amigos. No me importan los pedidos, mientras vengan acompañados del respeto a mi derecho a decir que no.

Come and see: What Jesus meant....

Come and see: What Jesus meant....

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Creative Minority Report: Top 10 Ways To Know You're Likely To Hear Something Anti--Catholic

Creative Minority Report: Top 10 Ways To Know You're Likely To Hear Something Anti--Catholic

Anti-Catholicism is on the rise and despite its frequency many Catholics often seem surprised to hear it. CMR is here to help by offering you the top ten clues that you're about to hear something anti-Catholic.
We break it down by percentage. This is math folks. We've carried the ones and everything. (No, we're not going to show our work. Just trust us.)
Broken down by percentage points here are the chances you're about to hear something anti-Catholic if you hear:
44% chance if someone says "I'm not religious but I'm very spiritual."
49% chance if someone says, "The Pope during WWII..."
A 53% chance if someone says "I read in the New York Times..."
57% chance if someone says "I don't need an intermediary between me and God..."
68% chance if a representative of Barack Obama's Faith Based Advisory Council office is quoted.
83% chance if you hear from your television, "You're watching Hardball..."
84% chance if someone says "Richard Dawkins said..."
89% chance if someone says "I don't normally watch "The View" but Joy Behar said..."
94% chance if there's any mention of a flying spaghetti monster.
98% Any mention of The Inquisition or the Crusades.
100% If someone says "I was raised Catholic so..." anything that follows is guaranteed to be anti-Catholic.
Hope these help. Please feel free to add your own.

Silence necessary to hear God's voice, explains Peruvian cardinal :: Catholic News Agency (CNA)

Silence necessary to hear God's voice, explains Peruvian cardinal :: Catholic News Agency (CNA)

Lima, Peru, Jul 14, 2010 / 11:56 am (CNA).- In his Sunday homily, the Archbishop of Lima, Cardinal Juan Luis Cipriani, encouraged the faithful to seek out moments of silence each day in order to hear the voice of God.

"Look at the cross, listen to that heartbeat, see the gaze of Christ, the wounds that we have given him, read the Gospel," the cardinal instructed.

He then commented on the words of Moses, "Hear the voice of the Lord your God." The cardinal explained: "In order to listen, we need to separate ourselves from our concerns, our difficulties. Perhaps Jesus is speaking to you in the depths of your soul, but in a whisper, and you can't hear it because of the noise.

"This is what meditation is for, to learn to take our eyes away from our curiosity, to close our ears, which always want to hear something," he continued.

Cardinal Cipriani gave several examples showing how small acts of love mean a great deal when they are completed with faith. "If you smile at your wife and your children, that means a lot. If you pray a Hail Mary asking Our Lady to help you to be good, it means a lot. If you visit a friend who is alone or sick, it means a lot. If you avoid criticizing others, it means a lot."

The cardinal urged Peruvians to talk to God each day, in the morning and each night, before going to bed. "Each day when you wake up and before you go to sleep, speak to God and say, 'Here I am, thank you for another day of life, what do you want of me?"

http://www.catholicnewsagency.com/news/silence-necessary-to-hear-gods-voice-explains-peruvian-cardinal/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed:+catholicnewsagency/dailynews+(CNA+Daily+News)

Online Philosophy and Philosophy of Education Writings from Richar Garlikov

http://www.garlikov.com/


Richard Garlikov
The following are online free, except in the few cases where a price is given.

Philosophical Writings:The Meaning of Love (Online free; Softcover: $23.95) Fighting for the Higher Self Reasoning: What It Is To Be Rational Simplistic Moral Reasoning The Abortion Debate ($7.50) Words, Pictures, Logic, Ethics, and Not Being God Guilt and Forgiveness Justification of Punishment The Value of Labor and the Myth of Sisyphus Disrespect and Disproportionate Retaliation Commentary on the book of Job God and Evil Some Thoughts About How Machines Could Think The Concept of "Tolerance" The Concept of Intimacy Understanding Each Other False Cause, Misdiagnosis, and the Fallacy of Affirming the Consequent The Concept of "Racial Profiling" Marriage, Civil Union, and "Same-sex Marriage" The Concept of Universal Health Insurance The Concept of the Right to Physician-Assisted Suicide The Flaw of Legalism in Society and Education Abandoning the Public Pursuit of Personal Excellence The Definition of Death Misguiding Values The Slippery Slope Argument Some Jewish Beliefs as Found in Jewish Prayers An Introduction to Ethics Scientific Confirmation The Debate Between Evolution and Intelligent Design Evolution and the Myth of (the Significance of) the Male Orgasm The Myth About "Myths About Passion In the Bedroom" "Realistic" Sex Education Programs Protections For Disobeying Bad Laws? Morality and Law Legitimately Lying Group Loyalty and Being a Good Person Serving and Promoting Higher Purpose Constitutional Safeguards For Majority Rule The Need for Protection Against Governmental and Commercial Callous Indifference and Unreasonableness The Proper Role of  Judges: Compatible with Compassion? Requiring Judicial Recusal from Presiding Over Cases Involving Election Contributors Copyright in the Digital Age The Opportunity and Peril of Constitutional Reform in Alabama Ethical and Philosophical Foundations of  Economics (an online book) Itches Without Scratches Pain and Pleasure, And Their Perception A Philosophy of Photography A Perspective on the Ethics of Clinical Medical  Research on Human Subjects Fair Economic Trade Across Generations A Proposed Model for Overcoming the 2008 Financial “Meltdown” When Economic Process Displaces PurposeQualitative Quantitative Debate in Social Science A Philosophy of Science Logic Problem Judge Roy Moore's Error and Controversy (Alabama Courthouse and the Ten Commandments) However, even though Moore is wrong, A Public Official's Expressing Faith Does Not Necessarily Combine Church and State Stem Cell Research and Sacrifice for Others: the Inconsistency of the Conservative View Anatomy of a Tax Increase Defeat in Alabama Why I Believe I Find Ice Hockey and Soccer Boring to Watch Law and Order and Morality Educational Aspects of House (the TV program) Moral Looting in the Aftermath of Disasters     Subject Matter Teaching:Study Help Teaching Math to Young Children Reading As Children Do Understanding Algebra Algebra I Supplemental Preface Math "Rate" Problems Constructing Counter Dilemmas From Dilemmas E-Mail Introduction to Philosophy The Theban Plays of Sophocles Writing College Papers and Exam Answers Preparing College Reading Assignments A Loose Introduction to Reading Plato Uses and Importance of Hyperlinks Writing Rhyming Poetry Without Talent The Power and Purpose of Poetry in Prose Teaching Literary Style Explanations and Pseudo-Explanations in Science Math, Science,  Knowledge, and Nature Shedding Light on Time: Learning and Teaching Difficult Concepts Why Graphs of Equations in the Form  Y = aX + b Turn Out To Be Linear (i.e., Straight Lines) More About Fractions Than Anyone Needs to Know Teaching "Quantity" Fractions The Concept of the Mole in Chemistry -- Why It Works, and Why It Is Important Stoichiometry Stuff in Chemistry Selected Passages from Jane Austen Understanding Photography ($15.00) Strategy in Tennis (Particularly Doubles) The World of Group E-Mail

Philosophy of Education Writings:The Socratic Method: Teaching by Questions Teaching Effectively: Helping Students Absorb and  Assimilate Material Understanding and Teaching Place-Value Between Parent and Institution To Parents Trying to Improve Schools The Concept of Teaching "To" the Test Equal "Opportunity" To Learn Desirable School Curriculum Suspension and Expulsion from Schools Formal Systems Need Discretionary Mechanisms Unfairness of the College Board SATs The Immorality of Giving Tests for Grades in Teaching Using Questions to Teach Better A Common, but Terrible, Mistake in Teaching Math and Science "Explaining" Math Poorly Testing Reading Fostering Insights and Understanding Through Teaching Teaching Science and Literature Mislabeling "Highly Qualified" Teachers Teaching Logic and Abstract Thinking to Third Graders? Having Understanding Versus Knowing Correct Explanations Insight, Inspiration, Logic, and Learning Understanding, Shallow Thinking, and Schools Learning in a Classroom "Thinking" Is Most Difficult for Supposedly Best Students Understanding "Understanding": What It Means to "Understand" Something Moral and Spiritual Values & (Public) Schools The Problem With Teaching Through Bribery and Coercion The Point of Studying Ethics Doing Ethics: Rational and Creative Thinking The Uses of Philosophy In Today's World Making the Most of Your University Courses;  What to Expect Academically at College Evaluating Students, Teachers, and Student Teachers Evaluating Teachers by Video Tape Lessons and Portfolios Methodology vs Content in Teaching  Schools Are Not Places of Education Typical School Curriculum and Instruction Are Too Narrow and Wasteful Adopting a Kidnapper's Creed for Education: No Child Left Behind Incidental Institutional Bias A Proposal to Fund Education Better Without  Increasing Taxes or Having a Lottery  Student Violence The Alabama  High School Curriculum and Exit Exam -- comments about the curriculum apply to schools in other states as well.  Summer Renaissance Program Proposal Computers Versus Books and Paper in Schools? Significant Differences Between Writing and Talking; Why Talking Seems Easier About Simplifying Teaching Theories Bogus "Critical Thinking" Teaching Strategies Learning Styles? Raising Kids Jewish (not to be confused with raising Jewish kids) A Case Against Government Awards of Recognition (Particularly by Schools) [Many of these same essays, organized in an online book format with anIntroduction]     Based On All the Above:Student Tutoring and Mentoring Service Parent Mentoring Service     OtherPoetry Set to Photography and Music (Slide Shows)     Business Web Pages:Rick Garlikov Photography Studio Philosophical Counseling Business Ethics Web Page Design and Creation Birmingham Suburbs Real Estate Agents and Companies (a web page for real estate agents in the Birmingham, Alabama area) Agentes de Bienes Raíces en Birmingham, Alabama (a web page for Spanish-speaking real estate agents in the Birmingham, Alabama area)

To contact me, e-mail: garlikov@hiwaay.net or call (205) 822-7466.  An informal resume is at www.garlikov.com/Vitae.htm

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

To contact me, e-mail: garlikov@hiwaay.net or call (205) 822-7466.  An informal resume is at www.garlikov.com/Vitae.htm