In his recent Phys-L post, wordsmith Brian Whatcott (2003) wrote
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I taxed myself with abstracting some of the oil from the husk [of
Hake (2003), without discarding the essence with the roughage:
How can college classes build a felicity for intellectual judgment
and provide a way of learning new things lifelong?
Three important ideas in physics education are scientific method,
personal skills, physics know-how. What kinds of students need these
ideas? How to improve teaching of these issues?
There is academic support for cultivating: entrepreneurial effort,
humanism skills in varied cultures ...in existing classes.
Hake says that tests of scholastic achievement, even those he
fervently advocates, do not support the skills summarized above as
desirable to students.
Hake notes that Arons, who he holds in high regard, also stressed
similar desirable acquisitions in students.
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Although it's a valiant effort, I agree with you that the above
partial abstract "does not connect and flow as well as I (Wattcott)
expect you (Hake) intended."
How about:
"How can colleges prepare students for lifelong learning? Emphasize
entrepreneurial effort, humanism in varied cultures; and the
Arons-advised scientific method, personal skills, physics know-how,
and scholastic achievement."
"If you would be pungent, be brief; for it is with words as with
sunbeams -- the more they are condensed, the deeper they burn."
Robert Southey (1774-1843)