Introduction
Two questions drive this book. Though situated in any 21st century classroom, each question derives from a pair of unrelated but landmark events that were set in motion in the middle of the last century. The first question emanates from a noteworthy meeting of the Special Interest Group on Information Theory that took place at MIT on September 11, 1956. All teachers live under the shadow of what happened in that room on that day. The second question is focused on a paradigm shift that distinguishes behaviorist beginnings from mentalistic models related to neuroscience and learning. Both questions have implications for engagement and safety in learning spaces. These are the questions that teachers might ask themselves:
- What would ...
