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In one way the expression "logical continuity" used above seems to imply aLudwik Kowalski wrote...
How can we introduce
the coulomb unit without violating the rule of ideal teaching? The rule calls
for logical continuity; it does not allow us to explain something today in
terms of what is going to be explained tomorrow. In practice the rule is often
violated but this is not desirable. What should we do?
I'm wondering exactly whose logic and whose continuity is entailed in this
logical continuity. I know that I and many others for many years (decades?
centuries even?) have attempted to use this principle, but it does not seem
to be all that effectve at least in terms of changes in student
understanding. I wonder if our logic and our continuity is not what's
called for here.
Dewey