Gregory Donoghue

Most academics regularly submit papers and compete for grants and promotions. These endeavours are necessary for their success but often end in rejection. Responses to rejection in academia have typically been individually focused. Most discussions of the topic describe what academics themselves can do to cope with rejection. For example, in a watershed tweet in 2017, Nick Hopwood posted a picture of his office wall papered with rejection letters.

Research has failed to demonstrate that single-sex education produces better academic outcomes when compared to coeducational schooling To date, research has failed to demonstrate that single-sex education produces better academic outcomes when compared to coeducational schooling. Proponents of single-sex schooling argue that girls flourish in calm environments, free from the sexual pressures represented by their “disruptive” male peers, and boys benefit from energetic, girl-free spaces.

You may have noticed a steady increase in the use of brain-based language in education recently. You may also have noticed that, beyond the creation of some lucrative learning tools, this language hasn’t done much to meaningfully add to the teaching/learning discourse. The reason for this is simple: although impressive sounding, the majority of educational references to the brain are devoid of any original, unique or prescriptive value. They are what we have come to call “neurosophisms”.