73rEXAPPb (Ziyaretçi)
| | Where to begin? I could go on and on all afternoon connemtimg instead of doing any useful work :/ Let's set arbitary limits on what people are supposed to know, then shoehorn them into groups structured to produce the maximum amounts of social distraction and peer pressure. Then they will learn efficiently? And, er, turn out as creative self-motivated thinkers? From opposite ends of K-12:My daughter knew that you weren't supposed to know how to read until you went to school. So she didn't know how to read. Then she went to school. Bang, end of first week, she can read. Similarly, I have always been keen on Atlases, so when I was teaching my small son things like this is an orange and this is an eggbeater I would also from time to time point at a page and say this is Brazil or this is Argentina . Then he found out that it was strange for two year olds to be able to identify Brazil on a map. So he stopped doing it immediately and forever.Nowadays, the correct answer to any factual question is: What, they don't have Google where you come from? . As far as I can discern, the sole purpose of education is to kindle a light of structure in the darkness of mere facts. Which brings me to the NSW HSC physics curriculum, 2011: infodump. Structureless, unimaginative infodump. Any lazy undergraduate cutting and pasting from Wikipedia could have produced a more coherent, useful, introduction to the foundation science of our civilisation. |
