Ren Allen

I just thought you'd all get a kick out of this, it's Mr. Atherton's
resume online....it really explains why he thought scientific research
was the end-all-be-all of answers (notice the research assistant
experience):


Michael Atherton
156 Orlin Avenue SE
Minneapolis, MN 55414
612-379-7282
athe0007@...

Career Objective

A research and teaching position in cognitive aspects of education.

Education

Ph.D. Student in Psychological Foundations of Education, 1995 to
Present
University of Minnesota

Ph.D. Student in Computer Science, 1992 to 1994
University of Tennessee, Knoxville

Master's of Science in Computer Science, September 1992
California State Polytechnic University, Pomona

Bachelor of Arts in Psychology, September 1986
California State University, Los Angeles

Computer Technician's Certificate, June 1986
Pasadena City College, Pasadena, California

Experience

Research Assistant
Institute of Child Development
University of Minnesota, Minneapolis / St.Paul, Minnesota
Fall 2001 to Summer 2003
Duties: Design and analysis of perceptual experiments with infants
and adults using electrophisological methods and functional magnetic
resonance imaging.

Research Assistant
Department of Psychology
University of Minnesota, Minneapolis / St.Paul, Minnesota
Winter 1998 to Summer 2002
Duties: Design and analysis of perceptual experiments using
functional magnetic resonance imaging. Lab manager.

Instructor/Teaching Assistant
Department of Educational Psychology
University of Minnesota, Minneapolis / St.Paul, Minnesota
Fall 1997 to Spring 2000
Duties: Teaching graduate and undergraduate courses in statistics.
Tutorial support for courses.

Instructor
Computer Science Department
Minnesota State University, Mankato
Fall 1994 to Summer 1997
Duties: Direction and teaching of the Department's Introductory
Computer Course. Curriculum development. Supervision and training of
adjunct faculty, teaching assistants, and technical support personnel.
Utilization of a multimedia classroom for large lectures. Quotes from
students.

Research Assistant
Computer Science Department
University of Tennessee, Knoxville
Fall 1992 to Summer 1994
Duties: Research project under Bruce MacLennan modeling the social
dynamics of small groups.

Lecturer
Computer Science Department
California State Polytechnic University
Summer 1988 to Fall 1992
Duties: Organization and presentation of computer science courses
in computer literacy, programming languages, and data structures.

Lab Coordinator
Instructional Technology and Academic Computing
California State Polytechnic University
Winter 1988 to Winter 1990
Duties: Responsible for maintenance of computer laboratories
containing IBM, Macintosh, and Wyse workstations. Selection, training,
and supervision of student consultants. Software development and
support. Selection and installation of computer systems.

User Consultant
Instructional Technology and Academic Computing
California State Polytechnic University
Fall 1986 to Winter 1988
Duties: Assisting students and faculty with problems in program
syntax, program logic, operating systems concepts, and computer
applications. The creation of user documentation.

Programmer
Computer Center
Pasadena City College
Fall 1983 to Fall 1985
Duties: Program development and creation of user documentation.

Operations Manager
Los Angeles Terminal
Hill & Hill Truck Line, Houston, Texas
Winter 1981 to Winter 1982
Duties: Organization and scheduling of an interstate freight system.

Work in Progress

Atherton, M. (2004). Cerebral disassociation of spatial and causal
comprehension during reading. Dissertation in progress.

Papers

Atherton, M., Zhuang, J., Bart, W. M., Hu, X. & He, S. (2003) A
functional MRI study of high-level cognition: the game of chess.
Cognitive Brain Research, 16, 26-31.

Presentations

Atherton, M. & Diket, R. (2005, April). Applying the Neurosciences
to Educational Research: Can Cognitive Neuroscience Bridge the Gap?
Paper presented at the annual meeting of the American Educational
Research Association, Monteral, Canada.
Bart, W. M. & Atherton, M. (2004, April). The neuroscientific
basis of music: applications to the development of talent and
education. Paper presented at the annual meeting of the American
Educational Research Association, San Diego, CA.
Bart, W.M. & Atherton, M. (2004, February). The neuroscientific
basis of chess playing: applications to the development of talent and
education. In J. A. Michon (Chair), Learn to know the brain. Symposium
conducted at Royal Academy of Arts, Amsterdam, Netherlands.
Bart, W. M. & Atherton, M. (2003, April). The neuroscientfic basis
of chess playing: Implications for the development of talent and
education. Paper presented at the annual meeting of the American
Educational Research Association, Chicago, IL.
Atherton, M. (2003, March). A didactic neurocognitive model.
Poster presented at the annual meeting of the Cognitive Neuroscience
Society. New York, NY.
Atherton, M. (2002, August). An introductory neurocognitive model
for psychology students. Poster presented at the annual meeting of the
American Psychological Association. Chicago, IL.
Atherton, M. (2002, November). A didactic neurocognitive model.
Poster presented at the annual meeting of the Society for
Neuroscience. Orlando, FL.
Atherton, M. (2002, August). A neurocognitive model for students
and educators. Paper presented at the annual meeting of the Cognitive
Science Society, Fairfax, VA.
Atherton, M., Amiri, H., Zhuang, J., Hu, X., He, S. , & Yonas, A.
(May, 2002). Cortical responses to layout change specified by two
pictorial cues: An fMRI study. Poster presented at the annual meeting
of the Vision Sciences Society, Sarasota, FL.
Atherton, M. & Bart, W. M. (2002, April). What the neurosciences
can tell educators about reading and arithmetic: A review of current
research. Paper presented at the annual meeting of the American
Educational Research Association, New Orleans, LA.
Atherton, M. (2002, April). A Neurocognitive model for educators.
Poster presented at the annual meeting of the American Educational
Research Association, New Orleans, LA.
Atherton, M. & Bart, W.M. (2001, April). Education and fMRI:
Promise and Cautions. Paper presented at the annual meeting of the
American Educational Research Association, Seattle, WA.
Atherton, M., Zhuang, J., Bart, W.M., Hu, X. & He, S. (2000,
April) A functional magnetic resonance imaging study of chess
expertise. Poster session presented at the annual meeting of the
Cognitive Neuroscience Society, San Francisco.
Atherton, M. & Lelewer, D.A. (1993) A probabilistic model for
natural language understanding. Proceedings of the 1993 ACM/SIGAPP
Symposium on Applied Computing, Indianapolis, IN, p.586-592.

Professional Organizations

American Association of University Professors
American Educational Research Association
Cognitive Neuroscience Society
International Mind, Brain, and Education Society
Society for Neuroscience

Professional Activities

President
Brain, Neurosciences, and Education SIG
American Educational Research Association

Hardware Experience

Sun Workstations, Thinking Machines CM5, Macintosh PC, IBM PC,
VAX, Prime, Cyber, HP3000, & IBM 360

Software Experience

Programming Languages:
BASIC, C, C++, COBOL, FORTRAN, HTML, LISP, MatLab, Pascal, & PROLOG

Operating Systems:
Macintosh, MS-DOS, UNIX, VMS, & Windows XP

References

Supplied on request.

Michael Atherton

Now that's responsible List Ownership! You won't allow me to
reply to anything, and yet you'll allow people to post my
address and phone number. Very ethical list management. :-|

--- In [email protected], "Ren Allen"
<starsuncloud@n...> wrote:
>
> I just thought you'd all get a kick out of this, it's Mr. Atherton's
> resume online....it really explains why he thought scientific
research
> was the end-all-be-all of answers (notice the research assistant
> experience):
>
>
> Michael Atherton
> 156 Orlin Avenue SE
> Minneapolis, MN 55414
> 612-379-7282
> athe0007@u...
>
> Career Objective
>
> A research and teaching position in cognitive aspects of
education.
>
> Education
>
> Ph.D. Student in Psychological Foundations of Education, 1995 to
> Present
> University of Minnesota
>
> Ph.D. Student in Computer Science, 1992 to 1994
> University of Tennessee, Knoxville
>
> Master's of Science in Computer Science, September 1992
> California State Polytechnic University, Pomona
>
> Bachelor of Arts in Psychology, September 1986
> California State University, Los Angeles
>
> Computer Technician's Certificate, June 1986
> Pasadena City College, Pasadena, California
>
> Experience
>
> Research Assistant
> Institute of Child Development
> University of Minnesota, Minneapolis / St.Paul, Minnesota
> Fall 2001 to Summer 2003
> Duties: Design and analysis of perceptual experiments with
infants
> and adults using electrophisological methods and functional magnetic
> resonance imaging.
>
> Research Assistant
> Department of Psychology
> University of Minnesota, Minneapolis / St.Paul, Minnesota
> Winter 1998 to Summer 2002
> Duties: Design and analysis of perceptual experiments using
> functional magnetic resonance imaging. Lab manager.
>
> Instructor/Teaching Assistant
> Department of Educational Psychology
> University of Minnesota, Minneapolis / St.Paul, Minnesota
> Fall 1997 to Spring 2000
> Duties: Teaching graduate and undergraduate courses in
statistics.
> Tutorial support for courses.
>
> Instructor
> Computer Science Department
> Minnesota State University, Mankato
> Fall 1994 to Summer 1997
> Duties: Direction and teaching of the Department's Introductory
> Computer Course. Curriculum development. Supervision and training of
> adjunct faculty, teaching assistants, and technical support
personnel.
> Utilization of a multimedia classroom for large lectures. Quotes
from
> students.
>
> Research Assistant
> Computer Science Department
> University of Tennessee, Knoxville
> Fall 1992 to Summer 1994
> Duties: Research project under Bruce MacLennan modeling the
social
> dynamics of small groups.
>
> Lecturer
> Computer Science Department
> California State Polytechnic University
> Summer 1988 to Fall 1992
> Duties: Organization and presentation of computer science
courses
> in computer literacy, programming languages, and data structures.
>
> Lab Coordinator
> Instructional Technology and Academic Computing
> California State Polytechnic University
> Winter 1988 to Winter 1990
> Duties: Responsible for maintenance of computer laboratories
> containing IBM, Macintosh, and Wyse workstations. Selection,
training,
> and supervision of student consultants. Software development and
> support. Selection and installation of computer systems.
>
> User Consultant
> Instructional Technology and Academic Computing
> California State Polytechnic University
> Fall 1986 to Winter 1988
> Duties: Assisting students and faculty with problems in program
> syntax, program logic, operating systems concepts, and computer
> applications. The creation of user documentation.
>
> Programmer
> Computer Center
> Pasadena City College
> Fall 1983 to Fall 1985
> Duties: Program development and creation of user documentation.
>
> Operations Manager
> Los Angeles Terminal
> Hill & Hill Truck Line, Houston, Texas
> Winter 1981 to Winter 1982
> Duties: Organization and scheduling of an interstate freight
system.
>
> Work in Progress
>
> Atherton, M. (2004). Cerebral disassociation of spatial and
causal
> comprehension during reading. Dissertation in progress.
>
> Papers
>
> Atherton, M., Zhuang, J., Bart, W. M., Hu, X. & He, S. (2003) A
> functional MRI study of high-level cognition: the game of chess.
> Cognitive Brain Research, 16, 26-31.
>
> Presentations
>
> Atherton, M. & Diket, R. (2005, April). Applying the
Neurosciences
> to Educational Research: Can Cognitive Neuroscience Bridge the Gap?
> Paper presented at the annual meeting of the American Educational
> Research Association, Monteral, Canada.
> Bart, W. M. & Atherton, M. (2004, April). The neuroscientific
> basis of music: applications to the development of talent and
> education. Paper presented at the annual meeting of the American
> Educational Research Association, San Diego, CA.
> Bart, W.M. & Atherton, M. (2004, February). The neuroscientific
> basis of chess playing: applications to the development of talent
and
> education. In J. A. Michon (Chair), Learn to know the brain.
Symposium
> conducted at Royal Academy of Arts, Amsterdam, Netherlands.
> Bart, W. M. & Atherton, M. (2003, April). The neuroscientfic
basis
> of chess playing: Implications for the development of talent and
> education. Paper presented at the annual meeting of the American
> Educational Research Association, Chicago, IL.
> Atherton, M. (2003, March). A didactic neurocognitive model.
> Poster presented at the annual meeting of the Cognitive Neuroscience
> Society. New York, NY.
> Atherton, M. (2002, August). An introductory neurocognitive
model
> for psychology students. Poster presented at the annual meeting of
the
> American Psychological Association. Chicago, IL.
> Atherton, M. (2002, November). A didactic neurocognitive model.
> Poster presented at the annual meeting of the Society for
> Neuroscience. Orlando, FL.
> Atherton, M. (2002, August). A neurocognitive model for students
> and educators. Paper presented at the annual meeting of the
Cognitive
> Science Society, Fairfax, VA.
> Atherton, M., Amiri, H., Zhuang, J., Hu, X., He, S. , & Yonas,
A.
> (May, 2002). Cortical responses to layout change specified by two
> pictorial cues: An fMRI study. Poster presented at the annual
meeting
> of the Vision Sciences Society, Sarasota, FL.
> Atherton, M. & Bart, W. M. (2002, April). What the neurosciences
> can tell educators about reading and arithmetic: A review of current
> research. Paper presented at the annual meeting of the American
> Educational Research Association, New Orleans, LA.
> Atherton, M. (2002, April). A Neurocognitive model for
educators.
> Poster presented at the annual meeting of the American Educational
> Research Association, New Orleans, LA.
> Atherton, M. & Bart, W.M. (2001, April). Education and fMRI:
> Promise and Cautions. Paper presented at the annual meeting of the
> American Educational Research Association, Seattle, WA.
> Atherton, M., Zhuang, J., Bart, W.M., Hu, X. & He, S. (2000,
> April) A functional magnetic resonance imaging study of chess
> expertise. Poster session presented at the annual meeting of the
> Cognitive Neuroscience Society, San Francisco.
> Atherton, M. & Lelewer, D.A. (1993) A probabilistic model for
> natural language understanding. Proceedings of the 1993 ACM/SIGAPP
> Symposium on Applied Computing, Indianapolis, IN, p.586-592.
>
> Professional Organizations
>
> American Association of University Professors
> American Educational Research Association
> Cognitive Neuroscience Society
> International Mind, Brain, and Education Society
> Society for Neuroscience
>
> Professional Activities
>
> President
> Brain, Neurosciences, and Education SIG
> American Educational Research Association
>
> Hardware Experience
>
> Sun Workstations, Thinking Machines CM5, Macintosh PC, IBM PC,
> VAX, Prime, Cyber, HP3000, & IBM 360
>
> Software Experience
>
> Programming Languages:
> BASIC, C, C++, COBOL, FORTRAN, HTML, LISP, MatLab, Pascal, &
PROLOG
>
> Operating Systems:
> Macintosh, MS-DOS, UNIX, VMS, & Windows XP
>
> References
>
> Supplied on request.
>

[email protected]

In a message dated 11/12/05 8:46:14 AM, athe0007@... writes:

>
> Now that's responsible List Ownership!  You won't allow me to
> reply to anything, and yet you'll allow people to post my
> address and phone number.  Very ethical list management. :-|
>

The person who chose to post that is not being moderated. She has helped
new unschoolers for many years.

Your resume is on a public web page, easily found with google. You don't
have to leave it there, but you chose to do so.

You were never disallowed to reply, though you reported falsely to another
list (with copies to this list's owners) that you had been banned from this
list. That was a lie.

Stop your unsolicited e-mails to members of this list. You wouldn't have
had their addresses at all had you not joined the list. I'm asking you on
behalf of all those on the list to stop your harrassment of members on the side.
You're not being helpful or truthful.

If anyone actually does wish to communicate with Michael Atherton, e-mail him
at athe0007@...


Sandra






[Non-text portions of this message have been removed]

[email protected]

In a message dated 11/12/2005 9:46:13 AM Central Standard Time,
athe0007@... writes:

Now that's responsible List Ownership! You won't allow me to
reply to anything, and yet you'll allow people to post my
address and phone number. Very ethical list management. :-|


~~~

Your replies appear to be getting through.

I'm wondering why you're p.o.'d about your resume being posted here if it's
available for all to see online?

Karen


[Non-text portions of this message have been removed]

Michael Atherton

If Ms. Dodd finds my email treating or harassing, she or anyone,
need only send me a personal email stating that they no longer
wish to receive personal email, however this does not apply to
posts that you are free to filter or delete without reading them.
Ms. Dodd also does not have any right to speak univerially for
all members of this group.

The point of my email to Ms. Dodd about Pandora (the first
possibly being too poetic and abstract) was that controlling
what people read here is, in my opinion, unethical. Allowing
children to make their own choices is the foundation of Unschooling.
I believe that not allowing parents to see and choose among competing
alternatives is unethical.

So someone posted my vitae. Anyone from this group could have
found it and more by clicking on my Yahoo id. I'm not attempting
to hide anything. There are a few details that I've not been
allowed to post and are not on my webpage:

1. My personal experience with American public and private
schools have been overly negative. I was held back in third
grade because I was not "getting" reading and as I discovered
later I'm phonologically dyslexic. I dropped out of high
school and later came back to higher education.

2. I have both personal and professional interests in understanding
unschooling. Personally, we are homeschooling two young children.
Professionally, I think that it's important to understand all
approaches to education.

3. Although I am a graduate student in education, I have vocally
and publicly expressed my opposition to contemporary educational
methods and philosophies, which is not to say that I endorse
unschooling. I see some value in unschooling, but I have a
number of reservations which I was trying to explore in this
group (which I believe was completely within the rules).

It is unlikely that I will continue to pursue my questions
about unschooling in this group because my posts and replies
are selectively filtered.

Anyone interested in intellectually open and honest discussions
is welcome to join us in Homeschooling Discussions:
http://groups.yahoo.com/group/HSDiscussions/

I will continue my goal of understanding more about unschooling
in: http://groups.yahoo.com/group/freethinking_unschoolers/

Happy trails,

Michael

--- In [email protected], SandraDodd@a... wrote:
>
>
> In a message dated 11/12/05 8:46:14 AM, athe0007@u... writes:
>
> >
> > Now that's responsible List Ownership!  You won't allow me to
> > reply to anything, and yet you'll allow people to post my
> > address and phone number.  Very ethical list management. :-|
> >
>
> The person who chose to post that is not being moderated. She has
helped
> new unschoolers for many years.
>
> Your resume is on a public web page, easily found with google.
You don't
> have to leave it there, but you chose to do so.
>
> You were never disallowed to reply, though you reported falsely to
another
> list (with copies to this list's owners) that you had been banned
from this
> list. That was a lie.
>
> Stop your unsolicited e-mails to members of this list. You
wouldn't have
> had their addresses at all had you not joined the list. I'm
asking you on
> behalf of all those on the list to stop your harrassment of members
on the side.
> You're not being helpful or truthful.
>
> If anyone actually does wish to communicate with Michael Atherton,
e-mail him
> at athe0007@u...
>
>
> Sandra
>
>
>
>
>
>
> [Non-text portions of this message have been removed]
>

nellebelle

>>>>>>>>It is unlikely that I will continue to pursue my questions
about unschooling in this group because my posts and replies
are selectively filtered.>>>>>>>>>>>>

Good.
Bye!

Mary Ellen

[Non-text portions of this message have been removed]

[email protected]

-=- Michael wrote off list to say...-=-
That makes four list members (not counting moderators) who have been
contacted directly.
If anyone else is receiving unsolicited e-mail from this member, you might
report it to
[email protected]
so that there will be a record in the administrative area of this group.
Thanks.


> Ms. Dodd also does not have any right to speak univerially for
> all members of this group. 
>

I have the right to make a request on behalf of people who joined a list and
did NOT request mail from you. (I have the right to request too that you
proofread better before posting, univerially.)

Had people come to a party at my house and you came because you heard the
party, you would not really have "the right" to follow them all home. In
effect, when you're e-mailing people off list, that's what you're doing.

It would make you a better, more considerate person, if you would stop doing
that.

Sandra



[Non-text portions of this message have been removed]

Melissa Allen

--- Michael Atherton <athe0007@...> wrote:
controlling
> what people read here is, in my opinion,
> unethical.

Is it unethical for a periodical to have an
editorial policy and not publish every single
article that is submitted to it but only those
that meet its editorial standards? That's what's
going on here. There is no obligation for any
private publication or forum to allow absolutely
anything to be published. Different publications
will have different purposes in mind and publish
different content accordingly.

"Censorship" is more properly understood to be
something that governments do, by preventing
particular viewpoints or material to be released
into the public sphere altogether. If the owners
of this list were government officials and they
were successfully preventing the general public
from even finding out that some kids go to school
or learn from curricula, then you might have a
point. Since that's an extremely well-known fact
and in fact is common wisdom, it's a little
difficult to understood your complaint that
members of this list are somehow being denied
access to alternative viewpoints.

> I believe that not allowing parents to see and
> choose among competing
> alternatives is unethical.

This is crazy. Do you think this list is our only
source of information? Do you think we don't live
in the world, and see kids going off to school
everyday, and hear about how great school is and
how necessary formal education is to the
well-being of our children? Believe me, all of us
are well aware of exactly what the alternatives
to unschooling are.

We deliberately chose to read this list as one
among many sources of information we have about
education, in order to receive more information
and support for our decision to unschool our
children. We didn't choose unschooling because we
didn't know about the alternatives. We're not
here to read about how great formal education is
-- we can read about that anywhere. It's just not
in the scope of this list to talk about that, any
more than it's in the scope of Popular Science to
discuss the value of creationism. It's an
editorial decision for the listowners to exclude
those kinds of posts, not an attempt at
censorship.

Melissa




__________________________________
Yahoo! Mail - PC Magazine Editors' Choice 2005
http://mail.yahoo.com

[email protected]

In a message dated 11/12/2005 12:31:03 PM Central Standard Time,
SandraDodd@... writes:

That makes four list members (not counting moderators) who have been
contacted directly


~~~
Five.

I prefer to keep all discussions on list. Thank you.

Karen


[Non-text portions of this message have been removed]

Deb Lewis

***I have a number of reservations which I was trying to explore in this
group***

People were trying to communicate with you, but it soon became clear you
were not asking questions to gain an understanding of unschooling, you
were asking questions to ferret out targets for your diatribe. You
didn't come here in good faith.

When specifically asked what you'd like to know you said you didn't want
to hear about individual children but about unschoolers as a whole.
"The forest" you said, not the trees. The forest is made up of
individual, living, growing trees, not one kind of tree at one stage of
growth. Without the trees there is no forest.

Without the individual stories of how unschooling children learn there is
no whole of unschooling.

If you would participate in good faith and ask honest questions you'd
find the list members here very generous. But most members have endured
more than enough ill mannered nonsense from unschooling opponents they
don't want to see it here. This isn't "the opposition to unschooling"
discussion list. This is a list for unschoolers to discuss the
philosophy in order to apply it's principles more deeply in their lives.


It would be very ill mannered to go to a vegetarian list and tell the
members they're sheltered because they don't know a whole world of tasty
critters exists out there. It should occur to any thinking person that
they are vegetarians because they have chosen to stop eating meat.

Unschoolers aren't unschoolers because they don't know about anything
else. They're unschoolers because they know all too well the other
views.

I've read at your e-mail list and it's very clear you know almost nothing
about unschooling. You've written to list members privately to tell
them how sheltered and ignorant they are. I'm stunned at the rudeness
of it and since you've tossed the word "unethical" around lately, I hope
you can take the high road here, ethically speaking and either leave
these good people in peace or participate with some dignity and
integrity.

Deb Lewis