A revolution is underway in science classrooms. The demands of the new workplace and the ready access to information afforded by new technologies have radically changed the way we define a scientifically literate society.
More than ever teachers need professional development that provides them with the resources they need and empowers them to take the action required to build classrooms where the next generation of scientifically literate students will flourish.
The last three or four decades have seen a remarkable evolution in the institutions that comprise the modern monetary system. The financial crisis of 2007-2009 is a wakeup call that we need a similar evolution in the analytical apparatus and theories that we use to understand that system. Produced and sponsored by the Institute for New Economic Thinking, this course is an attempt to begin the process of new economic thinking by reviving and updating some forgotten traditions in monetary thought that have become newly relevant.
Three features of the new system are central.
The period of the demise of the Kingdom of Judah at the end of the sixth
century B.C.E., the fall of Jerusalem to the Babylonians, the exile of
the elite to Babylon, and the reshaping of the territory of the new province
of Judah, culminating at the end of the century with the first return of
exiles – all have been subjects of intense scrutiny in modern scholarship.
This course takes into account the biblical textual evidence, the results
of archaeological research, and the reports of the Babylonian and Egyptian