
Has there ever been an era in human history in which communication slowed down? Or is the increasing rate at which information is shared a historical constant? My money’s on the latter. In attempting to navigate the flood of information online, which seems in no danger of slowing down, it’s pretty much sink or swim. So why not invest some time checking out Professor of Education and History at Stanford University Sam Wineburg’s new book Why Learn History (When It’s Already on Your Phone). Confronting head-on the deluge of information that modern technology has made available, and offering crucial tips for navigating it, Wineburg’s book is of value to citizens and students alike, offering readers a tool set for vetting and verifying the myriad sources of information we encounter online, while laying bare the many rhetorical devices used to spin and bias purportedly factual information. Recently Slate magazine has invested a decent sized chunk of their online real estate to what Wineburg has to say, with an eye-opening interview with the author as well as an excerpt from his new book in which Wineburg offers an insightful and penetrating critique of Howard Zinn’s classic, A People’s History of the United States. Wineburg . . .
Paying the Price: Should College Be Free?
Just a soundbite from a recent New York Times Magazine piece on free college, fueled by Sara Goldrick-Rab’s efficacious research in Paying the Price, follows below. *** Sara Goldrick-Rab, a self-described “scholar-activist” who teaches higher education policy at Temple University, has a more expansive idea: Make the first two years free for everyone who attends a community college (all of which are public) or four-year state school. Directing more resources to the first two years of college would help people from lower-income families overcome the biggest barrier to their success, which is the living costs associated with housing, food, transportation and books while they attend school. “When students are able to focus on college, and not work, they graduate,” Goldrick-Rab told me recently. The federal government currently gives tens of billions of dollars in grants and subsidies each year to private colleges and for-profit trade schools in the United States, despite the fact that public colleges educate three-quarters of the students pursuing a postsecondary degree. “I say let the privates and for-profits fend for themselves,” Goldrick-Rab says, and put that money instead toward what she sometimes calls Grades 13 and 14. Finishing high school might once have provided enough education to find employment that pays well. . . .
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