Many great men and women have influenced the Pop Goes the Classroom Philosophy. Here are a few of them.

physics and pop culture need to come together tyson

“Physics and pop culture need to come together.”

Dr. Neil Degrasse Tyson, Physicist and Director of the Hayden Planetarium

The public’s access to science has historically occurred through traditional conduits of communication such as television documentaries, and media reports. But in the past five years social media has arisen as a means of attracting people who would have never imagined they had an interest in the universe, or in science at all. The results are stunning and unexpected, with millions of people responding to various offerings of the universe made in these media. Twitter and Facebook lead the way, but other internet social media have proven potent as well, including YouTube, Reddit, Google+, and more broadly, the blogosphere. We give first-hand stories and accounts of forays on this landscape and offer suggestions on how such efforts may benefit the long-term health of science in America, by cultivating public support at its deepest levels.




“In a hunting society, children play with bows and arrows. In an information society, children play with information.”

Dr. Henry Jenkins,  is the Provost’s Professor of Communication, Journalism, and Cinematic Arts at the University of Southern California. See more at:




“The entirety of my research and professional experience distills down to these 5 simple truths:

Kids are kids

Kids are good

Kids need parents

Kids need adults

Kids need communities”

R. Bradley Snyder, Associate Professor of Practice, ASU Sanford School


Blooms Taxonomy, revised 2001



Therefore the only good kind of instruction is that which marches ahead of development and leads it, it must be aimed not so much at the ripe as at the ripening functions…instruction must be oriented toward the future, not the past.”

Lev Vygotsky, “Thought and Language” 1962


To “learn from experience” is to make 

a backward and forward connection
between what we do to things and
what we enjoy or suffer from things in
consequence. Under such conditions,
doing becomes a trying; an experiment
with the world to find out what it is like;
the undergoing becomes instruction—
discovery of the connection of things.
John Dewey “Democracy in Education,” 1916











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