I’m such a science geek. I voluntarily sat in on an science symposium at Western Oregon University with presentations such as “Retention of sorbed nile red by manufactured organoclay in the presence of hydrocarbon-degrading bacterial isolates,” “The effects of varied ambient glucose concentrations on the intracellular glucose levels of human retinal pigment epithelial cells,” and “An examination of the effect of quercetin and bromelain on raw 264.7 macrophage function staphylococcus epidermidis and escherichia coli measured by cell demise and optical density.”
And that was just the high school student presenters! (I’m not kidding. Really.) The next day we heard from the university researchers and some of their students.
I chose to participate in sessions on biological evolution, psychology, emergence in economic and natural systems, Tibetan Diaspora, and measuring the processes of group creativity. Some fascinating ideas and good discussion. I need that kind of stimulus, especially when it doesn’t directly apply to education.
I’ve never been one to read books on education, instead preferring to formulate my educational philosophy from personal experience, collegial relationships, action research, and reading in other areas such as psychology, philosophy, culture, economy, and developing science. I find that my ideas tend to be more original, personally meaningful, and locally pragmatic when I’m the one developing them by synthesizing ideas from many fields.
The input from these presentations and discussions was enough to keep my inquisitive mind busy for a few days, opened up some ideas for me to research, and may eventually yield some new insights.
And all this on a weekend! I’m such a geek.