Comments on: Euclidean ideals http://rtnl.wordpress.com/2006/12/20/24/ This blog has been superseded by timvangelder.com Tue, 20 Jan 2009 13:41:24 +0000 http://wordpress.com/ hourly 1 By: Peder Jakobsen http://rtnl.wordpress.com/2006/12/20/24/#comment-55 Peder Jakobsen Fri, 02 Feb 2007 18:56:43 +0000 http://rtnl.wordpress.com/2006/12/20/24/#comment-55 Anthony, This ramshackle approach to teaching that you mention is popular not only in elementary schools, but in universities and colleges as well. Personally, my political economy classes in university were are real treat. They usually consisted of a long rant, a.k.a. a lecture, followed by an even longer emotionally super-charged and circular classroom discussion. One of the great appeals of conceptual mapping is that the very act of visually recognizing the complexity of an idea can magically remove any political sticking points that may otherwise prevent a clear discussion. The end result is hopefully that students leave the classroom feeling intellectually satisfied, rather than emotionally frustrated. Anthony,

This ramshackle approach to teaching that you mention is popular not only in elementary schools, but in universities and colleges as well.

Personally, my political economy classes in university were are real treat. They usually consisted of a long rant, a.k.a. a lecture, followed by an even longer emotionally super-charged and circular classroom discussion.

One of the great appeals of conceptual mapping is that the very act of visually recognizing the complexity of an idea can magically remove any political sticking points that may otherwise prevent a clear discussion.

The end result is hopefully that students leave the classroom feeling intellectually satisfied, rather than emotionally frustrated.

]]> By: Anthony D'Amato http://rtnl.wordpress.com/2006/12/20/24/#comment-11 Anthony D'Amato Tue, 09 Jan 2007 09:31:18 +0000 http://rtnl.wordpress.com/2006/12/20/24/#comment-11 Our problem today is largely a function of how we were taught. Arithmetic and math in grade schools in the US is not taught as a logical progression, but rather as a smattering of topics. Civics isn't taught from a structure, such as the Constitution, but rather as unrelated current events. History itself is taught entirely without self-criticism. And so with other subjects. The reason, I think, is that the second-rate authors of elementary and high school textbooks, who make a great deal of money for their "work," simply restate the obvious without giving it any thought. Our problem today is largely a function of how we were taught. Arithmetic and math in grade schools in the US is not taught as a logical progression, but rather as a smattering of topics. Civics isn’t taught from a structure, such as the Constitution, but rather as unrelated current events. History itself is taught entirely without self-criticism. And so with other subjects. The reason, I think, is that the second-rate authors of elementary and high school textbooks, who make a great deal of money for their “work,” simply restate the obvious without giving it any thought.

]]>