Over my career, I have adopted the role of skeptic. Whenever anything new comes along, I look at it carefully and I must become convinced there is a compelling reason to adopt it. I also, however, turn the same critical eye to my own practices; I seek to convince myself that what I am doing or what I am thinking is really as I perceive it.
The last generation of educators have been trained that the “outcomes” matter. The measurable outcome that will be the indicator of learning is defined and producing it is all that matters. In reality, learning is in the messy thinking, questioning, drafting, and improving that all learners experience.
Feynman sure did understand science:
https://bit.ly/3L2DXWz
Director of Teaching and Learning Innovation at a community college in New England
Retired k-12 science/ math/ technology teacher/ technology integration specialist/ coordinator