The world of psychology is constantly evolving, but one concept remains the same: the idea that introverts and extroverts exist on a spectrum. In her book Quiet, Susan Cain dives into how this dichotomy has been viewed through the ages and how embracing both types of personalities can lead to a healthier, more well-rounded society. Let’s explore why this book is so important for introverts and extroverts alike.
In Quiet, Susan Cain argues that over time, society has placed an increasingly larger emphasis on extroversion as being the “ideal” personality type. Additionally, she claims that in many circles, there has been a stigma attached to introversion—that quieter people are seen as weak or less capable than their louder counterparts. To back these claims up, Cain provides several examples from our shared history to further illustrate her point.
For instance, she cites examples from early twentieth-century education systems which favored loud students over those who were more contemplative and reflective in their approach to learning. She also touches upon how certain organizations have implemented policies specifically designed to encourage outgoing behavior and discourage quietness in the workplace.
Exploring How Quiet Encourages a Deeper Understanding of Introverts
The core message of Quiet is that every single person is capable of greatness—no matter if they identify as introverted or extroverted. This message comes through clearly throughout the book as Cain shares real-life stories of individuals who have overcome adversity by tapping into their inner voices and using them as tools for success. By reading these stories, readers are encouraged to recognize just how powerful it can be when we embrace both sides of our personalities and use them together in harmony rather than focusing solely on one side or another.
Conclusion
Ultimately, there is no one “right” way to be—introversion and extroversion are equally valuable traits that should be embraced within ourselves and recognized among others in our lives. QUIET offers an eye-opening look at how society has come to value one type over another and encourages us all to take steps toward recognizing both qualities as necessary components for a thriving society.
In his riveting narrative, Robert Kurson captures the true story of two relic-seeking divers’ incredible discovery off the coast of New Jersey in 1991. John Chatterton and Richie Kohler are presented with an opportunity to unearth a mysterious secret hidden for over 60 years – a German U-boat from World War II. Through their perilous journey, they set out to identify the submarine and uncover the human bones on board.
432 Pages – 05/24/2005 (Publication Date) – Random House Trade Paperbacks (Publisher)
The Discovery of a German U-boat
In Kurson’s description of Chatterton and Kohler’s initial findings, readers will be drawn into this thrilling narrative as if they were there with them. They embarked on their mission as passionate recreational scuba divers who were searching for sunken relics from wars past. What they discovered was an unidentified submersible structure resting on the ocean floor which led to further investigations into what it could possibly be. After combing through debris littered around it, they made an unsettling discovery – human remains inside the vessel. This evocation of the era of U-boat threats during World War II is truly powerful and serves as a reminder that these war stories are far from just history books pages.
Research Efforts to Identify Submarine China & Human Bones
Chatterton and Kohler quickly understood that reliable information about their find would not come easy, so they assembled a team consisting of historians, scientists, and marine archeologists to assist in their research efforts. By examining items such as submarine china bearing Third Reich insignia, valuable clues were uncovered about its origin. As the investigation continued, speculation arose surrounding what could have caused human bones to be aboard this particular vessel at its time of sinking in 1945. Through this remarkable journey of adversity and unlikely success stories, Kurson masterfully captures all aspects of this enthralling real-life mystery.
Conclusion
From start to finish, Kurson writes with incredible detail that makes destruction palpable and allows readers to truly experience each chapter as if they were part of it themselves. He paints a vivid picture that pays homage to how Chatterton and Kohler were able to uncover such a mysterious secret which was thought lost forever in time – or worse yet – remained buried forever beneath the waves like many other ships whose stories will never be known or honored in such an impactful way. “Shadow Divers” is both humbling and inspiring, leaving behind a poignant reminder that history is not always as it appears on paper or in textbooks.
In her fascinating 2018 book, The Library Book, Susan Orlean recounts the story of the Los Angeles Public Library and its remarkable journey from destruction to rebirth. On April 29th, 1986, a devastating fire consumed the Central Library of Los Angeles, destroying hundreds of thousands of books and leaving much of its infrastructure in ruins. Through extensive research and interviews with those who lived through this tragedy, Orlean sheds light on how the library could be rebuilt despite such immense destruction.
The blaze that consumed much of the Central Library in downtown Los Angeles started around 11 pm on April 29th, 1986, and burned until dawn. By then, it had destroyed 400,000 books and damaged 700,000 more. Unfortunately, the building was also left in ruins; its fire-resistant materials had failed to contain the blaze, spreading quickly throughout the library’s many floors and departments.
The Effects of the Blaze
When news of the fire reached Angelenos, many feared that their beloved library was gone for good; however, remarkably enough, it was able to be rebuilt in just over two years due to an outpouring of support from citizens across Los Angeles. While reconstruction efforts were underway, there were still significant obstacles to overcome — they had to reconstruct an entire building and replace hundreds of thousands of lost books.
The Inspiring Stories Behind Rebuilding Efforts
Throughout her narrative, Orlean introduces us to some truly inspiring stories about those involved with rebuilding efforts after the fire. Harry Peak—a young actor, embroiled in a complex case involving arson—and Gene Scott—the eccentric pastor who spearheaded fundraising efforts—are two prime examples whose stories help demonstrate how a community can come together during difficult times and achieve seemingly impossible feats.
Charles Lummis’ Impact on the Rebuilt Library
We also learn about Charles Lummis — one of America’s first conservationists — whose legacy remains alive today at the rebuilt Central Library in downtown Los Angeles. Before becoming a conservationist, he served as a librarian for five years at what is now known as Lummis House; his dedication to reading left a lasting impression on patrons before and after his tenure there. His influence can still be felt today at Lummis House and other libraries across California thanks to initiatives he championed, such as public access points for children living in poverty-stricken areas or those without access to technology or internet service.
Conclusion
Susan Orlean’s The Library Book is ultimately a love letter to public libraries everywhere; she highlights their essential role in society by telling us stories about those involved with rebuilding efforts after the devastating fire that consumed much of downtown LA’s Central Library in April 1986. We are reminded that libraries are more than just places where we go for information or entertainment; they are bastions for knowledge that provide access points for people regardless of their race or economic background and help foster communities within our cities and towns worldwide.
Presidential biographies are often a great source of information for understanding the character and accomplishments of the presidents who have shaped our country. David McCullough’s Pulitzer Prize-winning biography, Truman, serves as a particularly informative and in-depth look into the life and legacy of President Harry Truman.
This book is an important resource for learning about Truman and provides insight into his optimism, diligence, perseverance, political talents, and acumen. Let’s dive deeper into the book and explore what makes it so special.
This 936-page work took McCullough eight years to write and was published in 1992. It stands out from other presidential biographies due to its size, depth of research, and narrative style—it reads more like a novel than a history book.
In this biography, McCullough details Truman’s humble beginnings as a failed farmer in Missouri, his rise to become one of the most influential presidents in American history, and his numerous accomplishments during his two terms in office.
Key Facts Uncovered by McCullough
In researching this biography, McCullough unearthed many facts that weren’t previously known about Truman’s life—including stories told by family members, friends from childhood days, letters that had been buried away for years in archives or forgotten boxes—and used them to paint an intimate portrait of a man who was determined to serve his country well despite all odds being against him. This helped shape Truman’s legacy as one of strong moral conviction and unwavering commitment to duty even when faced with adversity or unpopular opinions.
Detailed Analysis of “Truman”
McCullough does an impressive job analyzing just how unique Truman’s political talents were. He explains how he could make decisions amidst heated debates without ever wavering from his core values or losing sight of what was best for the nation as a whole (even if those decisions proved unpopular). He also offers readers insight into why Truman was so respected by people on both sides of the aisle—his ability to see the bigger picture while still paying attention to every detail made him stand out among all other presidents before him.
Finally, readers can appreciate how meticulously researched this biography is; every fact is backed up by extensive evidence found through debate transcripts, interviews with people who knew Truman personally throughout various phases of his life, etc., making this book an invaluable resource when studying Truman’s presidency today.
Conclusion
David McCullough’s Pulitzer Prize-winning biography “Truman” has stood out among presidential biographies since its debut in 1992 thanks to its size and depth of research and its narrative style, which reads more like a novel than a history book.
Its importance lies not only in providing readers with an in-depth look at Harry Truman himself but also giving us valuable insight into his optimism, diligence, perseverance, and moral compass, as well as his political talents and acumen, which enabled him to make difficult decisions without ever wavering from what he felt would be best for America overall–making it essential reading for anyone looking for an understanding about one of our most beloved presidents.
“Doing less meaningless work, so that you can focus on things of greater personal importance, is NOT laziness. This is hard for most to accept, because our culture tends to reward personal sacrifice instead of personal productivity.”
For the love of all that is holy, unholy, and of no spiritual value whatsoever, can we please stop killing the love of reading in our students with the demon spawn that is Accelerated Reader?
Please?
— Mike Paul (@mikepaul@mastodon.social) (@mikepaul) December 15, 2022
Yes, there’s more to say about ChatGPT and how we can use it in education. I’m doing my best to develop productive uses of this technology to override all the Negative Ninnys out there in Luddite Land.
I won’t have an answer for everyone, but there’s a decent chance one of the ideas I share here could inspire you to use ChatGPT yourself.
Why Some Teachers May Fear ChatGPT and other AI Tools
First of all, let’s start here: Anytime a new technology is introduced into the world, people are apprehensive. This phenomenon is not exclusive to the education world.
New technologies can be intimidating and scary because they represent change and the unknown. People may be hesitant to adopt new technologies because they are unsure how they will work or fit into their existing way of life.
Additionally, new technologies can sometimes create uncertainty about the future and its impact on society. This fear of the unknown can lead to resistance to change and skepticism about new technologies.
For instance, bicycles were once thought to cause insanity and something called “bicycle face” that was a danger to a person’s health. Weird, I know, but totally true. Fearing new technology isn’t new.
Technology enthusiasts have to keep things in perspective when talking about new tools. Not everyone gets as excited as we do about disruptive tools, and not everyone immediately sees the potential. Patience, brethren. Change comes slowly.
Teachers might be uncertain of how to effectively incorporate ChatGPT into their classrooms, making them feel uneasy. To ensure successful implementation, teachers should become well acquainted with the tool beforehand and develop a strategy tailored specifically to it.
Another reason could be that they are concerned about the potential for the tool to be misused by students, for example, by using it to cheat on assignments or exams. Also, some teachers may be concerned about the impact of using a tool like ChatGPT on students’ critical thinking skills and ability to engage in deep learning and reasoning.
I should probably also mention that every input is being tracked, especially during this “research” phase of ChatGPT. OpenAI doesn’t hide this at all; they tell you that everything you type and every conversation generated is being tracked when you sign up. They even ask you for feedback when you get a generated response. Be aware of what is going on when using a tool like this.
Finally, there may be concerns about the ethical implications of using a tool like ChatGPT in the classroom, particularly with regard to issues such as privacy and the potential for bias in the tool’s responses. We’ve already seen the impact of widespread disinformation and how social media can influence opinions.
On the other hand, teaching with ChatGPT offers educators many opportunities. The technology can be used to help students outline or organize their papers, and at its best, can serve as a powerful, fun-to-use digital tutor that works like an improved version of Google.
There are several ways that teachers can effectively use tools like ChatGPT in the classroom. One way is to use the tool to provide students with additional support and guidance as they work on assignments or projects.
For example, a teacher could use ChatGPT to help students brainstorm ideas, conduct research, or organize their thoughts. Additionally, the tool could provide personalized feedback to students on their work, helping them identify areas for improvement and providing them with guidance on making progress.
Another way that teachers can use ChatGPT effectively in the classroom is by incorporating it into activities designed to promote critical thinking and problem-solving skills. For example, the tool could be used as part of a debate or discussion activity, where students could use it to generate and evaluate different arguments and perspectives on a given topic.
This can help promote deep learning and reasoning and encourage students to think more critically about the information and ideas they encounter.
Additionally, teachers can use ChatGPT to create engaging and interactive learning experiences for their students. For example, the tool could be used to create interactive quizzes or games where students can ask questions and receive answers in real time. This can help keep students engaged and motivated and provide a more dynamic and interactive learning experience.
Overall, the key to effectively using tools like ChatGPT in the classroom is to be creative and to find ways to integrate the tool into teaching and learning activities in a meaningful and engaging way. This can help to enhance students’ learning experiences and promote critical thinking and problem-solving skills.
Thanks for reading. Get access to exclusive content and expert insights on technology, teaching, and leadership by subscribing to my newsletter. Stay up-to-date on the latest trends and join our community of professionals and educators worldwide.
The buzz around AI writing tools continues in the education world. Of course, there are several AI tools that we’re already using, whether in the classroom or not. We were using AI tools long before anyone thought about them invading our classrooms, but we didn’t think they had classroom applications.
But none have gotten the coverage that ChatGPT has gotten since its launch on 30 November 2022.
Um… I just had like a 20 minute conversation with ChatGPT about the history of modern physics. If I had this shit as a tutor during high school and college…. OMG.
I think we can basically re-invent the concept of education at scale. College as we know it will cease to exist.
1) If HS English dies, it’s not because of AI. It’s because standardized testing has shifted the focus of education from generating knowledge to regurgitating knowledge in a standard format. https://t.co/y0Ud9ffauS
Teachers are concerned that students will use @OpenAI's chatbot ChatGPT for plagiarism. But, given a national shortage of teachers, the tool could also be used as a co-teacher. I spoke to five teachers across the U.S. on how ChatGPT could impact education. https://t.co/rBdVgE93JH
I fear that the first response many educators will have is, “we have to block it right now.”
I understand teachers’ very valid concerns about any new technology tool, but blocking is horribly inefficient and the equivalent of burying our heads in the sand.
As tools proliferate, they become more and more difficult to block School IT departments get enough of these types of requests already, and in most cases, blocking one site only leads to students finding ten more that offer them the same access.
It’s not that I don’t think we need to have good conversations about the responsible usage of tools like ChatGPT. Without rails to guide the path, there is a strong possibility of misuse or poor usage. If there was ever a time when we needed more focus on digital citizenship and media literacy, I can’t think of one.
But we can talk about responsible usage of any tool in the classroom. The concept isn’t new. Before we had Google Docs, kids passed notes in class. The pen was once accused of the oncoming downfall of the education system.
How many times have you had to prevent your classroom from being invaded by ruler helicopters? Abusing tools in the classroom or, perhaps more correctly, using tools to avoid boredom in the classroom is nothing new.
So what do we do with new tools that are certain to disrupt the status quo?
My hope is that more of us have this outlook on new tools available to use in schools:
I wonder what Kenyans will do once they discover the magic of ChatGPT.
Some will abuse it. Others will use it to learn and grow. Only time will tell which side you pick.
Obviously, our classroom activities should challenge students to do more than regurgitate information. We should challenge students to create from their imagination.
We must strive for deeper learning in every classroom in every school.
If teachers design student-centered learning experiences that allow students to write with support in class, ChatGPT won’t be nearly as disruptive as some articles claim.
We should provide opportunities that stimulate their brain and make neural pathways come alive with dancing dreams of great design.
When we don’t embrace new technologies, we deny students options. We prevent them from learning about how their world is changing.
I love me some disruptive technology. There’s no point in beating our chest about how technology x has made y obsolete. The business world can not ignore disruptive technology or they will go out of business. As educators we are in the business of preparing students for THEIR future. The future for students includes AI (Artificial Intelligence).
But not only do we prevent students from experiencing new tools that can be very useful in their lives, but we also overlook what we, as teachers, can use these tools for to make our lives easier.
This #ChatGPT is BONKERS. I copied and pasted last week's parent email, copied upcoming events from our school calendar, and copied the standards we're teaching this week. I asked it to "write this week's parent email." It did it in 10 seconds. pic.twitter.com/QcTOvq2Chl
The emergence of AI education disruptors like ChatGPT reveal the need for more diverse teaching models. The COVID-19 pandemic was a catalyst, spurring teachers and administrators into action. We can’t return to “normal school” any more than we can ignore new educational advancements.
We must embrace change. We can’t move forward without it.
How Disruptive Will ChatGPT Be?
I introduced Minecraft: Education Edition to my school district last school year and made the statement in a school board presentation that it was likely the most disruptive tool I’d brought to the district.
But ChatGPT? Oh my. I hope it breaks more barriers and causes more people to rethink daily what they do in classrooms. We already know (or we should know) that students will use AI tools to write papers. I hope educators use it, and many other technologies, to completely redesign education for the future.
Thanks for reading. Get access to exclusive content and expert insights on technology, teaching, and leadership by subscribing to my newsletter. Stay up-to-date on the latest trends and join our community of professionals and educators worldwide.
You’re just learning about GPT-3, but folks are already working on GPT-4. Here’s what it might look like (emphasis on might)
The end-of-year recommended book lists are beginning to appear. I’ll have mine out closer to the end of December. Here are a few from reputable sources:
When AI is smart enough to write an essay, then what happens?
GPT3 is back in the news, because, as expected, it’s getting better and better. Using a simple chat interface, you can easily ask it a wide range of questions (write a 1,000 word essay about Clara Barton) that certainly feels like a diligent high school student wrote it.
Of course, this changes things, just as the camera, the typewriter and the internet changed things.
It means that creating huge amounts of mediocre material is easier than ever before. You can write a bad Seinfeld script in about six minutes.
It means that assigning rudimentary essays in school or average copywriting at work is now a waste of time.
But mostly it reminds us that attention and trust don’t scale.
If your work isn’t more useful or insightful or urgent than GPT can create in 12 seconds, don’t interrupt people with it.
Technology begins by making old work easier, but then it requires that new work be better.
I think it’s always important to consider the work we ask students to do in our schools. As my teacher cohort works through implementing the 4 Shifts protocol, we ask questions around deeper learning and authentic work like:
Is student work deeply rooted in discipline-specific and -relevant knowledge, skills, and dispositions?
Do learning activities and assessments allow students to engage in deep critical thinking and analysis?
Do students have the opportunity to design, create, make, or otherwise add value that is unique to them?
Is student work authentic and reflective of that done by experts outside of school?
Are students utilizing authentic, discipline-specific practices and processes?
Are students creating real-world products or performances for authentic audiences?
Of course, not every lesson or activity can be (nor should it be) an exercise in critical thinking and authentic, real-world application. But if our biggest concern about AI is whether or not students will use it to cheat, perhaps we have work to do on our classroom plans.
