Mr. Wizard meets Sweet Valley High in a fly-on-the-wall look at some of the future scientists of America.
A year in the lives and experiments of one exceptional high school science class.
Andy Bramante isn’t just a science teacher; he’s the head of the renowned honors science research lab at Greenwich High School in Connecticut, a school that has “no curriculum, tests, textbooks, or lectures.” Bramante’s students don’t just win science fairs. Among other impressive accomplishments, they discover how to treat Lyme disease and then get full scholarships to MIT, Yale, and other prestigious colleges. So it’s no wonder that Tesoriero, an Emmy-winning former producer at CBS and reporter at Newsweek, Time, and the Wall Street Journal, latched on to him as a subject. His accolades alone scream “amazing feature story.” But what gets lost in the author’s exhaustive storytelling is any sense of plot; the book would have made a much better documentary. Still, the story has lots to recommend it. Dividing the narrative by season and then into chapters starring a handful of students, Tesoriero meticulously documents not just the students who make up Bramante’s course, but also their incredibly advanced projects: There’s Olivia, who created a low-cost Ebola test; Romano, the reformed jock working on an antibiotic-laced liquid bandage; and the astoundingly bright William Yin, a senior who developed a new test for arterial plaque buildup that could predict Alzheimer’s disease. No doubt these are remarkable individuals (a glance at the list of awards at the back of the book will confirm that) with impressive stories, but by chopping the book up by character and filling each chapter with science jargon, the author slows the narrative momentum. Halfway through Spring, readers may find themselves flipping back to Fall to figure out which kid is which. However, the book will prove worthwhile for those interested in innovative approaches to education. Bramante, unlike so many exceptional teachers, gets the attention he rightly deserves.
Mr. Wizard meets Sweet Valley High in a fly-on-the-wall look at some of the future scientists of America.Pub Date: Sept. 4, 2018
ISBN: 978-0-399-18184-9
Page Count: 448
Publisher: Ballantine
Review Posted Online: June 17, 2018
Kirkus Reviews Issue: July 1, 2018
An intriguing meditation on the nature of the universe and our attempts to understand it that should appeal to both...
Italian theoretical physicist Rovelli (General Relativity: The Most Beautiful of Theories, 2015, etc.) shares his thoughts on the broader scientific and philosophical implications of the great revolution that has taken place over the past century.
These seven lessons, which first appeared as articles in the Sunday supplement of the Italian newspaper Sole 24 Ore, are addressed to readers with little knowledge of physics. In less than 100 pages, the author, who teaches physics in both France and the United States, cogently covers the great accomplishments of the past and the open questions still baffling physicists today. In the first lesson, he focuses on Einstein's theory of general relativity. He describes Einstein's recognition that gravity "is not diffused through space [but] is that space itself" as "a stroke of pure genius." In the second lesson, Rovelli deals with the puzzling features of quantum physics that challenge our picture of reality. In the remaining sections, the author introduces the constant fluctuations of atoms, the granular nature of space, and more. "It is hardly surprising that there are more things in heaven and earth, dear reader, than have been dreamed of in our philosophy—or in our physics,” he writes. Rovelli also discusses the issues raised in loop quantum gravity, a theory that he co-developed. These issues lead to his extraordinary claim that the passage of time is not fundamental but rather derived from the granular nature of space. The author suggests that there have been two separate pathways throughout human history: mythology and the accumulation of knowledge through observation. He believes that scientists today share the same curiosity about nature exhibited by early man.
An intriguing meditation on the nature of the universe and our attempts to understand it that should appeal to both scientists and general readers.Pub Date: March 1, 2016
ISBN: 978-0-399-18441-3
Page Count: 96
Publisher: Riverhead
Review Posted Online: Dec. 7, 2015
Kirkus Reviews Issue: Dec. 15, 2015
BOOK REVIEW
BOOK REVIEW
American schools at every level, from kindergarten to postgraduate programs, have substituted ideological indoctrination for education, charges conservative think-tanker Sowell (Senior Fellow/Hoover Institution; Preferential Polices, 1990, etc.) in this aggressive attack on the contemporary educational establishment. Sowell's quarrel with "values clarification" programs (like sex education, death-sensitizing, and antiwar "brainwashing") isn't that he disagrees with their positions but, rather, that they divert time and resources from the kind of training in intellectual analysis that makes students capable of reasoning for themselves. Contending that the values clarification programs inspired by his archvillain, psychotherapist Carl Rogers, actually inculcate values confusion, Sowell argues that the universal demand for relevance and sensitivity to the whole student has led public schools to abdicate their responsibility to such educational ideals as experience and maturity. On the subject of higher education, Sowell moves to more familiar ground, ascribing the declining quality of classroom instruction to the insatiable appetite of tangentially related research budgets and bloated athletic programs (to which an entire chapter, largely irrelevant to the book's broader argument, is devoted). The evidence offered for these propositions isn't likely to change many minds, since it's so inveterately anecdotal (for example, a call for more stringent curriculum requirements is bolstered by the news that Brooke Shields graduated from Princeton without taking any courses in economics, math, biology, chemistry, history, sociology, or government) and injudiciously applied (Sowell's dismissal of student evaluations as responsible data in judging a professor's classroom performance immediately follows his use of comments from student evaluations to document the general inadequacy of college teaching). All in all, the details of Sowell's indictment—that not only can't Johnny think, but "Johnny doesn't know what thinking is"—are more entertaining than persuasive or new.
Pub Date: Jan. 4, 1993
ISBN: 0-02-930330-3
Page Count: 400
Publisher: Free Press
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: Nov. 1, 1992
BOOK REVIEW
BOOK REVIEW
BOOK REVIEW
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