Rebirth of Reason

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Sunday, July 17, 2016 - 9:38amSanction this postReply

Good Article, Joe.


This brought to mind the differences in those I've learned from - whether they were teaching me something at work, or if it was in school.


I know that I have learned more easily from some teachers than others.  And after reading your article I can see that some part of my mind is reacting to the teacher as to how purposeful they are in their thinking.  And the motivation I percieve is important as well... when I am in front of a teacher whose primary motivation is impress students with their knowledge, it makes it harder to learn - wrong goal... and even if they have some good info, it has to be picked out of the clutter. 


I remember how often Branden would start off with a story from which he would then explain a principle, and then go on to apply it in practical terms.  With him, I had a sense that what he was going to teach would be purposeful, goal directed, and well situated in its context.  With your article in mind it is easy to see why those who think and teach with the greatest clarity are also the most purposeful and goal directed, and for a given subject, the easiest to follow.

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Sunday, July 17, 2016 - 2:26pmSanction this postReply

If I had not alternated semesters of engineering school with semesters of engineering work in the cooperative education program my university offered, I would have been in deep trouble.  So I completely agree with this article.  See my video for more insight.

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Sunday, August 14, 2016 - 4:02amSanction this postReply

Good article.


A related point is that people who actually use knowledge remember it better than people who just learn it.  This can happen even in a traditional school setting.  People who take calculus tend to remember their algebra because they have to use it in calculus.


I'm reminded of a science fiction story where the planet had a very different approach from ours to the most basic education.  An adult would lead a group of children in a project such as building a boat.  The children would realize that they would be more effective on the project if they knew the three R's.  They would pick them up any way they could - older children, family members, whatever.  (This was only mentioned briefly - the book was mainly about other things.)

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