Gregory Nagy, a professor of classical Greek literature at Harvard, is a gentle academic of the sort who, asked about the future, will begin speaking of Homer and the battles of the distant past. At seventy, he has owlish eyes, a flared Hungarian nose, and a tendency to gesture broadly with the flat palms of his hands. He wears the crisp white shirts and dark blazers that have replaced tweed as the raiment of the academic caste. His hair, also white, often looks manhandled by the Boston wind. Where some scholars are gnomic in style, Nagy piles his sentences high with thin-sliced exposition. ("There are about ten passages--and by passages I simply mean a selected text, and these passages are meant for close reading, and sometimes I'll be referring to these passages as texts, or focus passages, but you'll know I mean the same thing--and each one of these requires close reading!") When he speaks outside the lecture hall, he smothers friends and students with a stew of blandishment and praise. "Thank you, Wonderful Kevin!" he might say. Or: "The Great Claudia put it so well." Seen in the wild, he could be taken for an antique-shop proprietor: a man both brimming with solicitous enthusiasm and fretting that the customers are getting, maybe, just a bit too close to his prized Louis XVI chair.

Nagy has published no best-sellers. He is not a regular face on TV. Since 1978, though, he has taught a class called "Concepts of the Hero in Classical Greek Civilization," and the course, a survey of poetry, tragedy, and Platonic dialogues, has made him a campus fixture. Because Nagy's zest for Homeric texts is boundless, because his lectures reflect decades of refinement, and because the course is thought to offer a soft grading curve (its nickname on campus is Heroes for Zeroes), it has traditionally filled Room 105, in Emerson Hall, one of Harvard's largest classroom spaces. Its enrollment has regularly climbed into the hundreds.

......

Rather than writing papers, they take a series of multiple-choice quizzes. Readings for the course are available online, but students old-school enough to want a paper copy can buy a seven-hundred-and-twenty-seven-page textbook that Nagy is about to publish, "The Ancient Greek Hero in 24 Hours."

...

At one extreme, edX has been developing a software tool to computer-grade essays, so that students can immediately revise their work, for use at schools that want it. Harvard may not be one of those schools. "I'm concerned about electronic approaches to grading writing," Drew Gilpin Faust, the president of the university and a former history professor, recently told me. "I think they are ill-equipped to consider irony, elegance, and . . . I don't know how you get a computer to decide if there's something there it hasn't been programmed to see."

...

The answer is c). In Nagy's "brick-and-mortar" class, students write essays. But multiple-choice questions are almost as good as essays, Nagy said, because they spot-check participants' deeper comprehension of the text. The online testing mechanism explains the right response when students miss an answer.

...

It is also under extreme strain. In the mid-nineteen-sixties, two economists, William J. Baumol and William G. Bowen, diagnosed a "cost disease" in industries like education, and the theory continues to inform thinking about pressure in the system. Usually, as wages rise within an industry, productivity does, too. But a Harvard lecture hall still holds about the same number of students it held a century ago, and the usual means of increasing efficiency--implementing advances in technology, speeding the process up, doing more at once--haven't seemed to apply when the goal is turning callow eighteen-year-olds into educated men and women. Although educators' salaries have risen (more or less) in measure with the general economy over the past hundred years, their productivity hasn't. The cost disease is thought to help explain why the price of education is on a rocket course, with no levelling in sight.

...

King rattled off three premises that were crucial to understanding the future of education: "social connections motivate," "teaching teaches the teacher," and "instant feedback improves learning." He'd been trying to "flip" his own classroom. He took the entire archive of the course Listserv and had it converted into a searchable database, so that students could see whether what they thought was only their "dumb question" had been asked before, and by whom.

The Victorian era was marked by an explosion of innovation and genius, per capita rates of which appear to have declined subsequently. The presence of dysgenic fertility for IQ amongst Western nations, starting in the 19th century, suggests that these trends might be related to declining IQ. This is because high-IQ people are more productive and more creative. We tested the hypothesis that the Victorians were cleverer than modern populations, using high-quality instruments, namely measures of simple visual reaction time in a meta-analytic study. Simple reaction time measures correlate substantially with measures of general intelligence (g) and are considered elementary measures of cognition. In this study we used the data on the secular slowing of simple reaction time described in a meta-analysis of 14 age-matched studies from Western countries conducted between 1884 and 2004 to estimate the decline in g that may have resulted from the presence of dysgenic fertility. Using psychometric meta-analysis we computed the true correlation between simple reaction time and g, yielding a decline of − 1.23 IQ points per decade or fourteen IQ points since Victorian times. These findings strongly indicate that with respect to g the Victorians were substantially cleverer than modern Western populations.

I suggested in my first article that our education system is not broken but has simply become obsolete. It's doing exactly what it was designed to do but unfortunately, our needs have changed. We can't just make incremental improvement to the current education system to somehow make it work for the next century. It's like changing the screen or making incremental changes to an old Nokia phone and somehow expecting it to become an iPhone.

It's time for us to go back to the drawing board and redesign the education system for the next century. Let me give you my thoughts on the functional specifications of the education system for the next century.
Adaptive - Student Centric Learning

As NJSBA's semi-annual Delegate Assembly approaches (Saturday, May 18 is the meeting date), it's a good time to recount the Association's progress on key initiatives during the past six months.

Special Education Task Force: In January, NJSBA formed a task force to review our state's current process for funding and providing special education services. The study group will recommend changes to state and federal statute and regulation. The goal is to reduce special education costs to local school districts without diminishing the quality of needed services. In addition, the task force will identify best practices.

As I've previously stated in this column, I began my career in education as a special education teacher. The education of children with special needs will always be close to my heart. However, there is a dire need to develop strategies that will maintain quality services, without negatively affecting resources for general education programming.

The Task Force is working under the guidance of Dr. Gerald Vernotica, Montclair State University associate professor and former assistant commissioner of education. The group has been involved in data collection and research, has consulted with experts, and is seeking information from New Jersey's local school districts. Earlier this month, it issued a survey on special education trends to superintendents and special education directors. For more information on the survey, please contact John Burns, NJSBA counsel, at jburns@njsba.org.

Editor's Note: The controversial fifth edition of the Diagnostic and Statistical Manual of Mental Disorders or DSM-5 (a.k.a. the manual formerly known as "DSM-V") is being released tomorrow - after a 14-year revision process to update its criteria for defining mental disorders. This opinion is from the former taskforce chairman and leader of previous DSM editions.

Nature takes the long view, mankind the short. Nature picks diversity; we pick standardization. We are homogenizing our crops and homogenizing our people. And Big Pharma seems intent on pursuing a parallel attempt to create its own brand of human monoculture.

With an assist from an overly ambitious psychiatry, all human difference is being transmuted into chemical imbalance meant to be treated with a handy pill. Turning difference into illness was among the great strokes of marketing genius accomplished in our time.

All the great characters in myths, novels, and plays have endured the test of time precisely because they drift so colorfully away from the mean. Do we really want to put Oedipus on the couch, give Hamlet a quick course of behavior therapy, start Lear on antipsychotics?

It's a sign of just how deep tensions are around parenting today that, over two years after Amy Chua's "Battle Hymn of the Tiger Mother" was published, its combination of shocking revelation, serious reflection and tongue-in-cheek exaggeration still sends T. Rex-scale ripples skittering across the surface of our sociocultural Dixie cups.

Two weeks ago, novelist Kim Wong Keltner's "Tiger Babies Strike Back" was published -- her nonfiction account of growing up under the paw of her authoritarian Tiger parents. Last week, the web was abuzz over the release of UT Austin psychology prof Su Yeong Kim's longitudinal study tracking the parenting styles and social outcomes of over 400 Chinese American families in the Bay Area, which seemed to show that children of Tiger Parents had both poorer emotional health and lower GPAs than those of parents who embraced warmer and fuzzier child-rearing strategies.

Up until now, Chua herself has assiduously stayed out of the fray. "I really didn't want to get into the middle of this," she told me by phone from New Haven. "People keep trying to pit me against Kim Wong Keltner, or to ask me to comment on that parenting study, and I keep telling them 'Look, all I did was write my personal family story. I'm not a social scientist, I'm not a parenting expert. So all this is like asking apples to comment on oranges.'" (Keltner isn't keen on being positioned as the Anti-Chua either: "I really see my book as an alternative, not a rebuke to 'Battle Hymn,'" she says. "And frankly, [Chua] seems like she's smart and funny and highly accomplished and very beautiful, and we'd probably have a great time hanging out.")

For decades companies have faced the conundrum of how to ensure managers can implement what they have learnt at business school when they are back at work. Management guru Henry Mintzberg, scourge of business school complacency, sums it up succinctly: "You should not send a changed person back into an unchanged organisation, but we always do."

Now Mintzberg's Desautels Faculty of Management at McGill University in Montreal, Canada, among others, is addressing the issue of how to ensure the dollars invested in the classroom convert into dollars for the corporate bottom line.

One idea gaining currency is that of "cascading", in which every manager who has been on a campus-based course has to teach a group of more junior colleagues back in the workplace. It has been more than a decade since Duke CE, the corporate education arm of Duke University, North Carolina, US, promoted the concept, but advances in workplace technology are accelerating its adoption.

"The leader as teacher is very effective," says Ray Carvey, executive vice-president of corporate learning at Harvard Business Publishing. "The leader goes back and cascades [what he or she has learnt]."

Damien Valentine was suspended from school for the first time as a seventh-grader in South Central Los Angeles, after arguing with a math teacher who had asked him to change seats.

Mr. Valentine, now a 16-year-old sophomore, said he was sent home for a day-and-a-half for "willful defiance," a term encompassing a variety of misbehavior that California schools can use as reason to remove students from the classroom.

This week, the Los Angeles Unified School District--the second-largest in the nation--decided to end the practice of suspending or expelling students for "willful defiance," starting this fall. District officials said the practice disproportionately affects minority students' education and leads to more disciplinary problems for students down the line.

When Kaci Taylor Avant got caught cheating on a test a few months back, the teacher called her mother, who was nothing less than stunned. After all, Kaci always does her homework and gets mostly As in school. Mother and daughter had already had "the talk" about how cheating was wrong. And then there's Kaci's age.

"I had to ask myself, 'Wow, really? She is only 8!' " says her mother Laina Avant, a Paterson, N.J., network engineer.

As school-testing season heats up this spring, many elementary-school parents are getting similar calls.

The line between right and wrong in the classroom is often hazy for young children, and shaping the moral compass of children whose brains are still developing can be one of the trickiest jobs a parent faces. Many parents overreact or misread the motivations of small children, say researchers and educators, when it is actually more important to explore the underlying cause.

Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish -- and how current education culture works against them. In a funny, stirring talk he tells us how to get out of the educational "death valley" we now face, and how to nurture our youngest generations with a climate of possibility.

Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence. Full bio »

Civil servants are to walk off the job on Tuesday in a bid to express solidarity with secondary school teachers after the government issued a civil mobilization order to force teachers to work on Friday when they had planned an anti-austerity strike.

Civil servants are to hold a rally on Tuesday, starting at 10 a.m. outside the main entrance to Athens University, following a small demonstration in the city center on Monday by teachers. ADEDY has also joined forces with the main private labor union, GSEE, in planning a work stoppage for Thursday, from noon until the end of the workers' shifts.

The government on Monday issued civil mobilization papers to some 88,000 teachers who face arrest and possible dismissal if they fail to turn up for work from Wednesday, when the order comes into effect.

The Education Ministry reportedly made a concession, however, withdrawing a presidential decree foreseeing thousands of compulsory transfers of teachers - one of the key points of contention of protesting teachers - for revision.

California has proved to be a land of opportunity where hard work delivers prosperity and nurtures innovation. Its human capital has helped the state develop into the world's ninth-largest economy, which attracts nearly half of the venture capital in the nation.

But this opportunity and success have not reached everyone, and the California dream is in danger of slipping away.

Today, California ranks first in the country in the number of working low-income families. "Working Hard, Left Behind," a new study conducted by the Campaign for College Opportunity, found that millions in the state are working hard but are increasingly left behind. More than a third of California's working families are considered low income, earning less than $45,397 a year for a family of four.

There is a solution. The study also found that higher education is a proven pathway from poverty to prosperity for working Californians. And it can work, even in these difficult economic times, if there is a will for reform and investment in the state's higher education system.

Security Blog "Strife" out of Kings College in London recently published Mattis' words with a short description from the person who found it in her email.

Their title for the post:

With Rifle and Bibliography: General Mattis on Professional Reading

[Dear, "Bill"]

The problem with being too busy to read is that you learn by experience (or by your men's experience), i.e. the hard way. By reading, you learn through others' experiences, generally a better way to do business, especially in our line of work where the consequences of incompetence are so final for young men.

Thanks to my reading, I have never been caught flat-footed by any situation, never at a loss for how any problem has been addressed (successfully or unsuccessfully) before. It doesn't give me all the answers, but it lights what is often a dark path ahead.

With [Task Force] 58, I had w/ me Slim's book, books about the Russian and British experiences in [Afghanistan], and a couple others. Going into Iraq, "The Siege" (about the Brits' defeat at Al Kut in WW I) was req'd reading for field grade officers. I also had Slim's book; reviewed T.E. Lawrence's "Seven Pillars of Wisdom"; a good book about the life of Gertrude Bell (the Brit archaeologist who virtually founded the modern Iraq state in the aftermath of WW I and the fall of the Ottoman empire); and "From Beirut to Jerusalem". I also went deeply into Liddell Hart's book on Sherman, and Fuller's book on Alexander the Great got a lot of my attention (although I never imagined that my HQ would end up only 500 meters from where he lay in state in Babylon).

One of the bigger names in Canadian technology has come forth to speak out on a highly controversial topic. Frank Clegg, who worked at Microsoft for 15 years and was president of Microsoft Canada from 2000 to 2005, is opposed to wireless internet in schools.

"There are already children who can't go to school because of headaches, nausea and heart problems from the wireless systems," says Clegg. "Some of these kids have a doctor's note to prove it. This is a real hazard."

On Wednesday the American Academy of Environmental Medicine announced that medical doctors are treating patients who have fallen ill from school wireless systems. Clegg plans to address parents and teachers at a public meeting in Mississauga tonight at 7pm.

Madison teachers are eager to nail down another labor contract -- through June 2015 at least -- while the door to legally do so is open.

But it's going to be a while before Superintendent Jennifer Cheatham is ready to consider sitting down with them.

Madison Teachers Inc. hopes to negotiate a contract beyond the one-year pact quickly approved by School Board members last fall after a local judge ruled parts of Act 10 unconstitutional, delaying implementation of the state law curbing collective bargaining rights.

"I'm just starting" on the job, Cheatham told a crowd of 150 gathered at West High School last week to talk with the superintendent, who took the helm of the Madison School District on April 1. "I need to finish this entry plan before I would be willing to consider, with (MTI Executive Director John Matthews) and our colleagues at MTI, entering into negotiations."