Although I appreciate what Eliud Kipchoge achieved today, I think that  "nohumanislimited" can turn its attention to helping others. As an anecdote, I know of a man who has quietly-and without ever talking about it - kept a support group going for lifers in the local state prison....going on 30 years now, I believe. Why is it when people want to do something beyond their ordinary existence they prep for a 10K or want to climb a local mountain? 

The reckoning will come

Although I am sports fan and appreciate what Eluid Kipchoge has done, would not  "nohumanislimited" be better served by simply helping others? I am always surprised that when people (I speak of Americans)want to "improve" their lives they attempt something rather self centered. What about a man I knew who quietly devoted every Saturday night to a lifers support group in the local state prison? he did it without bringing any attention to himself. 

The dilemma in schools could not be stated more  clearly than in this  recent post on MIND/SHIFT by Thom Markham.  Thom states: "any standards-based curriculum is at odds with the outside world."

 Many schools have adapted programs which address this issue  (the IB has the MYP and especially, the PYP) and yet all programs eventually are beholden to standardised exams as a means for measuring competency.  

We must change - as teachers, administrators, communities. We can not wait for the public (Especially university admissions) to change. This means not only teaching differently but also, speaking out. 

    Math needs to evolve in the schools. Far from being a set of annoying rules, it can be a way of thinking and viewing the world. Marcus Du Sautoy said that math is "the most important language". Despite my great admiration for him, I can not agree.
    My beloved subject has been reduced to standardised tests - which are at once confining, excruciating and often boring. People of all walks of life speak of math's importance - without knowing anything about the topic. This undue respect (and revilement) is unfortunate.
  In the current paradigm of speed, covering content and testing, we have lost the vast majority of learners in the race for a vague and dubious reward. I have watched as administration and teachers bow to the supposed wisdom of university requirements (and public dogma) at the expense of careful and compassionate teaching and learning.
  For those who revel in the traditional equation solving, number crunching and questionable curricula (which passes for math education) I will reassure you: this math will never die and can be pursued alongside a much better - and thoughtful - pedagogy.