Stride & Saunter

While school and the larger education system have become core pillars in the mainstream narrative of our culture, many have emerged to criticize various aspects of modern education. One aspect in particular, the grading system, poses certain dangers and pitfalls that we rarely acknowledge. On the outside, grades appear to provide an objective metric and offer a standardized approach to learning. But the effects of grading on a student's self-esteem, relationship to learning as a form of personal and intellectual development and on how society denotes individual worth are all worthy of consideration. Are we too quick to abandon students who receive low grades time and again? How might our predisposition to grades as an end goal distract from the process and benefits of learning? Could we find a more thorough, human-based means of assessing individual needs, concerns and aptitudes?

While school and the larger education system have become core pillars in the mainstream narrative of our culture, many have emerged to criticize various aspects of modern education. One aspect in particular, the grading system, poses certain dangers and pitfalls that we rarely acknowledge. On the outside, grades appear to provide an objective metric and offer a standardized approach to learning. But the effects of grading on a student's self-esteem, relationship to learning as a form of personal and intellectual development and on how society denotes individual worth are all worthy of consideration. Are we too quick to abandon students who receive low grades time and again? How might our predisposition to grades as an end goal distract from the process and benefits of learning? Could we find a more thorough, human-based means of assessing individual needs, concerns and aptitudes?

While school and the larger education system have become core pillars in the mainstream narrative of our culture, many have emerged to criticize various aspects of modern education. One aspect in particular, the grading system, poses certain dangers and pitfalls that we rarely acknowledge. On the outside, grades appear to provide an objective metric and offer a standardized approach to learning. But the effects of grading on a student's self-esteem, relationship to learning as a form of personal and intellectual development and on how society denotes individual worth are all worthy of consideration. Are we too quick to abandon students who receive low grades time and again? How might our predisposition to grades as an end goal distract from the process and benefits of learning? Could we find a more thorough, human-based means of assessing individual needs, concerns and aptitudes?

Two years ago, we had the distinct pleasure of introducing this podcast to you, our growing audience of listeners. In marking this second anniversary, we would like to thank you for your willingness to engage with our ideas, to help us explore further and to share your own perspectives. The show has always been firmly rooted in a commitment to mutual understanding, community and the profound beauty of genuine conversation. As in our first year, this second year has taught us a great deal and we will make good use of this knowledge in crafting and planning future episodes. As we enter our third year, we have nothing but tremendous gratitude for the opportunity to speak with and to you.

Two years ago, we had the distinct pleasure of introducing this podcast to you, our growing audience of listeners. In marking this second anniversary, we would like to thank you for your willingness to engage with our ideas, to help us explore further and to share your own perspectives. The show has always been firmly rooted in a commitment to mutual understanding, community and the profound beauty of genuine conversation. As in our first year, this second year has taught us a great deal and we will make good use of this knowledge in crafting and planning future episodes. As we enter our third year, we have nothing but tremendous gratitude for the opportunity to speak with and to you.

Two years ago, we had the distinct pleasure of introducing this podcast to you, our growing audience of listeners. In marking this second anniversary, we would like to thank you for your willingness to engage with our ideas, to help us explore further and to share your own perspectives. The show has always been firmly rooted in a commitment to mutual understanding, community and the profound beauty of genuine conversation. As in our first year, this second year has taught us a great deal and we will make good use of this knowledge in crafting and planning future episodes. As we enter our third year, we have nothing but tremendous gratitude for the opportunity to speak with and to you.

With the various tools and technologies available to many of us in the twenty-first century, how have our habits related to the news changed? Many studies show shifts between among media such as radio, television, online publications and print. How do younger generations behave differently than their older counterparts? This week, we react and respond to a 2014 New York Times article entitled "How Do You Get Your News?" Are there more traditional, socially-minded methods which have been discarded in favor of more convenient and fast-paced alternatives? We examine our own habits and discuss the trends and preferences we observe around us.

With the various tools and technologies available to many of us in the twenty-first century, how have our habits related to the news changed? Many studies show shifts between among media such as radio, television, online publications and print. How do younger generations behave differently than their older counterparts? This week, we react and respond to a 2014 New York Times article entitled "How Do You Get Your News?" Are there more traditional, socially-minded methods which have been discarded in favor of more convenient and fast-paced alternatives? We examine our own habits and discuss the trends and preferences we observe around us.

With the various tools and technologies available to many of us in the twenty-first century, how have our habits related to the news changed? Many studies show shifts between among media such as radio, television, online publications and print. How do younger generations behave differently than their older counterparts? This week, we react and respond to a 2014 New York Times article entitled "How Do You Get Your News?" Are there more traditional, socially-minded methods which have been discarded in favor of more convenient and fast-paced alternatives? We examine our own habits and discuss the trends and preferences we observe around us.

As a troubling pattern appears to have emerged, we have long felt it would be necessary to discuss the recurrent issue of mass shootings in the United States. Though there is tremendous controversy surrounding the solutions to the problem, the greater issue draws widespread concern and doubts about our nation as both a political and social entity. This week, we welcome Alex Piper to share some of his perspectives after working with Everytown for Gun Safety, as well as his opinions on the larger issue as portrayed by mass media. Are there solutions to the stalemate in dialogue? Are there cultural factors which allow for these incidents in the United States in particular? How does one cope with the tremendous emotional weight associated with such tragedies and also contribute to the larger conversation or effort?