When you begin to burn out on your research topic, where do you think you will move on to?
My focus is on gender and education. I am specifically focused on advocacy for boys in education because it seems to me that is where the biggest damage is being done now. However, of course, I work on gender-based issues and strategies for both sexes. I don’t think I’ll burn out on this until more attention gets focused on this subject or until it becomes clear that I’ve done all I can do. There are some very committed and capable leaders in this area and I do hope we can effect some change.
My second area of interest is expanding the acceptance of John Ratey’s research (see Spark) on exercise and learning. He has some fascinating things to say about the influence of exercise on brain functioning and some very specific suggestions and practical examples on how it can strongly influence educational outcomes. That might be my next focus.
Another subject that hovers in my peripheral vision is SES and education. This is such a very big topic. SES itself is a huge topic and one where open discussion is not very common or safe. However, it seems probable from the reading I have done that much of educational failure is actually and unavoidably caused by SES-related factors beyond the power of any educational system to fix. There is so much to this topic and it is so important because by not addressing it we are condemning millions of people to an unnecessarily difficult life. This would be a sad, dangerous, and challenging subject to pursue. However, honestly, until we stop think of poverty as something to be “prevented,” I think our society will continue to “create” poverty in the name of preventing it.
A safer subject but closer to the “darkside” is the pursuit of computer-driven learning strategies/tools. In a standards-based, standardized testing-based world, it is probably possible to largely replace teachers with very well programmed computers that drill the “essential” information in a fraction of the time. There are interesting questions about whether computers can even create the open-ended learning promoted by art and research and general inquiry. They probably can. Anyway, I am certain there are dark forces moving out there to automate our classrooms. I would be tempted to follow that fascinating train of inquiry, if only to bring “light” to the process.
To conclude, I am always drawn to areas that have big problems that have relatively simple solutions. These “80/20 Rule” situations are among the very few where, I believe, major improvement can be made in the human condition. Until very recently, I wasn’t too concerned about the human condition. Now, however, I’m very much looking forward to seeing what I can do if I put my full effort into making the world just a little bit better in areas where I have some wherewithal.