Essays Commissioned on the 2012 Annual Meeting Theme:
Non Satis Scire: To Know Is Not Enough
AERA President Arnetha F. Ball has commissioned essays on the 2012 Annual Meeting theme, Non Satis Scire: To Know is Not Enough. The aim of these essays is to encourage dialogue about how scholars can identify and meet the challenges connected to promoting the use of education research to improve education and serve the public good.
The commissioned essays are presented below in the order received and in the form in which the authors submitted them. The essays are the scholarly work of the authors and do not reflect the position or policies of the American Educational Research Association, its Council, or its officers.
A Special Invitation
You are invited not only to consider the arguments regarding what we know and what we should do with what we know, you are invited also to respond to the essays.
Thoughtful, well-reasoned responses to the essays that advance the conversation “...to promote the use of research to improve education and serve the public good” will be used to inform Presidential Sessions at the 2012 Annual Meeting of AERA in Vancouver. Responses may be submitted by e-mail to [email protected].
Additional commissioned essays will be added to this space periodically. When a new set of essays appears, it will be announced on the AERA home page. We look forward to hearing from you.
Arnetha F. Ball, AERA President (2011-2012) Cynthia Tyson, 2012 AERA General Program Chair
Commissioned Essays
(Updated April 10, 2012) Sonia Nieto (University of Massachusetts – Amherst). Speaking Truth to Power in Educational Research.
Cynthia Hudley (University of California – Santa Barbara) and Barbara Wells (Los Angeles). The Case for Translational Research in Education.
William Ayers (University of Illinois – Chicago), Kevin Kumashiro (University of Illinois – Chicago), Erica Meiners (Northeastern Illinois University), Therese Quinn (School of the Art Institute of Chicago), David Stovall (University of Illinois – Chicago). Making Our Research Relevant, Holding Our Profession Accountable: A Case of Responsibility and Opportunity in Chicago and Beyond.
John Willinsky (Stanford University). Increasing Education Research’s Standing as a Public Good.
Yusef Waghid (Stellenbosch University, South Africa) and Paul Smeyers (Ghent University and K.U. Leuven, Belgium). Knowing ubuntu is a Matter of Acting with Care.
Ken Zeichner (University of Washington, Seattle). Improving Teacher Education in the United States.
Carol Lee (Northwestern University). Implications of Cultural, Complex Ecological Systems for What We Think We Know and How Such Knowledge Can Enhance Teaching and Learning
Ara Tekian (University of Illinois at Chicago). Perspective from the “Education in the Professions” Division about “Non Satis Scire” Marilyn Cochran-Smith (Boston College). Research on Teacher Education: What’s It Good For?
Sousan Arafeh (Southern Connecticut State University). On Hampshire College's Motto, Non Satis Scire, and the Educational Endeavor
Sharon P. Robinson, President and CEO, American Association of Colleges for Teacher Education (AACTE). Response to Arnetha Ball's request for comment on Non Satis Scire
Gale Sinatra (University of Southern California). To do is not enough . . . we must act based on what we know not on what we believe.
Joyce E. King (Georgia State University). Transformative Curriculum Praxis for the Public Good: Intersections of Pan-Ethnic Identity, Policy Frameworks & Research Paradigms
Nicholas D. Hartlep (University of Wisconsin-Milwaukee), Robyn A. Carlson - (Michigan State University). Justice-Oriented Service: Why the Academy Must Serve in Order to Lead
Marybeth Gasman (University of Pennsylvania). Sometimes We Act Like We Know Too Much Patrick Camangian (University of San Francisco). Burdening the Responsibility of Anti-Oppressive Educational Research