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There are stunts, and then there are STUNTS. Professors can
plan stunts that enhance the point, not to entice and
titillate. If you want to show quantum confusion then build
a box and put a cat inside (or a tape recording of a cat
scratching or meowing). They will remember the stunt and
remember what it was meant to show. Or get twins to come up
front (staged in case there are no twins in the audience) and
proceed to talk about the paradox. Things that have to do
with the lecture and make it interesting, yet memorable.
On Feb 19, 2013, at 7:29 PM, John Clement wrote:
The real embarassment should be that he did not understandthat stunts
do not enhance learning! Stunts are stunts. Rensselaerused to fly a
rocket across the lecture hall (on a wire). Everyone remembers thedo a stunt,
stunt, but not the point. If he wanted to entice students to his
lecture, he should have persuaded the previous lecturor to
and imply that more would come. If the stunt worked, Iwould be all for it!