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Schools built by small, grass-roots NGOs operate on the inverse theory of change, striving to revolutionize the local status quo rather than affect national or global change. Usually rural instead of urban and almost always consistent with government standards, schools built by organizations like Achieve-in-Africa, BuildAfrica, Ripple...

Author: By Elizabeth C. Cowan | Title: The Importance of Educating Girls | 5/26/2010 | See Source »

Ultimately, thinking of girls’ education as the most effective investment option in the developing world helps justify the need for both types of change using basic economic theory. Just as any good stockbroker takes care to diversify each of her portfolios, American philanthropists as a group are wise...

Author: By Elizabeth C. Cowan | Title: The Importance of Educating Girls | 5/26/2010 | See Source »

As counterintuitive as it may seem, these two methods of educating girls in the developing world are complementary rather than contrary. Both the risky and the safe, the top-down and the bottom-up, the leadership academy and the village school are necessary to affect meaningful change in the developing...

Author: By Elizabeth C. Cowan | Title: The Importance of Educating Girls | 5/26/2010 | See Source »

What does it mean for science to be an integral part of a liberal-arts education? How does understanding science productively complement the ability to read Shakespeare closely or to dissect a painter’s artistic intent? Part of the answer rests on the intellectual value of tackling a...

Author: By Robert A. Lue | Title: Science and the Liberal Arts | 5/26/2010 | See Source »

It is the teaching of science to a freshman audience that is particularly fulfilling and at the same time challenging—partly because my colleagues and I don’t subscribe to the long-standing notion that one should teach one kind of science to future science concentrators...

Author: By Robert A. Lue | Title: Science and the Liberal Arts | 5/26/2010 | See Source »

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