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That CAN'T be true! / What is Learning
« on: Today at 14:12:30 »
As an anthropologist of no particular denomination, who was raised as an Anglophile so that a Western idiom applies (thanks Mum, Dad), I think I have always been interested in how we learn.
Learn anything. Learn how to solve a problem, learn how to learn a new language. We're supposed to learn lots of things at school, but why is the process itself hardly ever part of any Western curriculum?
A remark by a mathematics lecturer is still kind of ringing in my ears. I think it was meant in an apologetic sense, like ok it's a difficult thing to understand, abstracting or abstractions can be hard for some people.
But is that setting people up, who may have that kind of problem where others don't? Perhaps it was also something of a warning sign--bring a metal detector, there are minefields ahead.
I think I might be able to unpack, at least for myself, what it is and how I do it. So does that become part of a new curriculum if I am a teacher and decide it is? I think Einstein may have had some of this, part of the reason it took him 10 years to formulate what he was thinking was the state of university curricula in Europe.
Also I should mention that I've looked at the Eastern paradigm. Today education around the world is based on the Western teacher-classroom model, but can the West lay that claim, or should it? And the benefits of Eastern meditative practices for students is now like maybe a brain-gym. So I guess what goes around.
Long story short, the process of learning is more open to alternative stuff than it was. And I think the contrast between the two approaches might have something to say about why learning is difficult, and why mathematics is placed at the top by default.
I want to learn to love the smell of equations in the morning. I want to smell something when I read a paper on braided quantum groups. The Kevin Ramsey of categories.
Learn anything. Learn how to solve a problem, learn how to learn a new language. We're supposed to learn lots of things at school, but why is the process itself hardly ever part of any Western curriculum?
A remark by a mathematics lecturer is still kind of ringing in my ears. I think it was meant in an apologetic sense, like ok it's a difficult thing to understand, abstracting or abstractions can be hard for some people.
But is that setting people up, who may have that kind of problem where others don't? Perhaps it was also something of a warning sign--bring a metal detector, there are minefields ahead.
I think I might be able to unpack, at least for myself, what it is and how I do it. So does that become part of a new curriculum if I am a teacher and decide it is? I think Einstein may have had some of this, part of the reason it took him 10 years to formulate what he was thinking was the state of university curricula in Europe.
Also I should mention that I've looked at the Eastern paradigm. Today education around the world is based on the Western teacher-classroom model, but can the West lay that claim, or should it? And the benefits of Eastern meditative practices for students is now like maybe a brain-gym. So I guess what goes around.
Long story short, the process of learning is more open to alternative stuff than it was. And I think the contrast between the two approaches might have something to say about why learning is difficult, and why mathematics is placed at the top by default.
I want to learn to love the smell of equations in the morning. I want to smell something when I read a paper on braided quantum groups. The Kevin Ramsey of categories.