I should start by acknowledging that this is a hard book for me to review honestly and thoroughly. First, it’s long and dense! I’m not sure I would have made it through if it hadn’t been via audiobook, and even then, I was sometimes listening at 3x speed to make it through before my loan expired. I know I missed some details along the way. Second, these authors are clearly making a big argument that takes on much of the received wisdom in fields like anthropology and archaeology.

If I understand correctly, this book was recommended in the curriculum for Community of Christ Reunion camps this year; at least, I listened to it because it was recommended for the Reunion that I attended last weekend. I actually finished it on Monday, but it’s been a busy week, and so it’s taken me a while to write this review. While I am an aspirational environmentalist, I’m not very in tune with nature, so I wasn’t sure how I’d like the book.

This Saturday Morning Breakfast Cereal comic from yesterday spoke to me at a deep level: My first thoughts went to generative AI, an area in which I feel like a fetishization of optimization is crowding out really important questions of what is good. As I put it in a university survey earlier today, there are undeniable benefits to the use of AI tools, but there are important questions as to who benefits.

I’m pleased to share the publication of a new chapter of an edited volume. The chapter in question is “I’m a French teacher, not a data scientist”: Culture and languages across my professions, and it’s part of a volume called Cultures and languages across the curriculum in higher education. According to the CLAC Consortium, Culture and Languages Across the Curriculum (CLAC) is a: a curricular framework that provides opportunities to develop and apply language and intercultural competence within all academic disciplines through the use of multilingual resources and the inclusion of multiple cultural perspectives.

I just barely microblogged something about what I want to say here, but over the past hour, it’s been nagging at me more and more, and I want to write some more about it. I was introduced to academia through educational technology, and I was introduced to educational technology through a class at BYU taught by David Wiley. This class was not about educational technology, but David’s passion for Web 2.

Really enjoyed this coverage of Josh’s work! I haven’t ever done Bayesian work, so it surprised me how closely the ideas in the article resembled thoughts I’ve been having about positivism and other research paradigms.

We should promote open science practices in social science projects where they make sense but also stop normalizing it in a way that ignores non-positivist paradigms.

I am increasingly of the opinion that the distinction between “qualitative” and “quantitative” isn’t all that useful and that what we actually mean is usually better expressed in other terms.

I feel subversive (but absolutely justified) whenever I argue for interpreting “quantitative” data through an interpretivist lens.