Re: What Flows?

["Dewey Dykstra, Jr." <dykstrad@varney.idbsu.edu>]

> Richard Tarara says
>
> > One last post on this.
>
> ... and then goes on to say things with which I cannot disagree.
> However he seems to be calling for tolerance of the use of
> imprecise language in teaching lower level students. I can't see
> the need for this at all. How can we do this and also advocate
> that those same students take courses in things like critical
> thinking? Is there a justification for reinforcing and, thereby,
> perpetuating false concepts? Or are we being lazy and "accepting
> that which we cannot change". Deep down we know what the answer
> is.
>
> Leigh

Depends on what one means by critical thinking.  I happen to think the best
critical thinking/analysis/discussion goes on over differences in
meaning/conceptions as illuminated by differences in language.  It is not a
matter of perpetuating certain language, but recognizing that since
language follows thought that these differences will occur and they are a
prime issue over which to engage students in critical
thinking/analysis/discussion.

If we insist on the students accepting certain language because we know it
is right, then what kind of critical thinking are we preparing them for.
What I see is that they are prepared to rely on others for Truth and not
prepared for any sort of independent thinking at all.  Why else do we pull
our hair out at the mindlessness of our students, except that teaching by
transmission of truth from authority trains mindlessness.  Those students
who think for themselves are branded as troublemakers and the system
attempts to beat them down.

"Deep down we know what the answer is."  Yes, and it appears we have
_different_ answers.  ;^)

Pacem, or is it pace?

Dewey

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Dewey I. Dykstra, Jr.                   Phone: (208)385-3105
Professor of Physics                    Dept:  (208)385-3775
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Boise State University                  dykstrad@varney.idbsu.edu
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