tag:blogger.com,1999:blog-11017234.post114736568720899775..comments2023-11-16T07:12:40.867-05:00Comments on Dissoi Blogoi: Must We Teach What Appeals to the Immature?Unknownnoreply@blogger.comBlogger2125tag:blogger.com,1999:blog-11017234.post-1147424547364205512006-05-12T05:02:00.000-04:002006-05-12T05:02:00.000-04:00Mitch,You are correct; there is no necessity to te...Mitch,<BR/><BR/>You are correct; there is no necessity to teach in the manner I am criticizing. Thus there is a simple answer to the question I raise: no.<BR/><BR/>Yet my point aimed to be one about the 'sociology' of learning, which involves pressures (so to speak), incentives, and tendencies. These have to do with how large numbers of persons will tend to act, even if many occasionally, or a few invariably, act otherwise.<BR/><BR/>And I think that sort of worry, if it is genuine, requires a structural or institutional response.<BR/><BR/>MPMichael Pakalukhttps://www.blogger.com/profile/00233648836210188722noreply@blogger.comtag:blogger.com,1999:blog-11017234.post-1147381397538960812006-05-11T17:03:00.000-04:002006-05-11T17:03:00.000-04:00Why can't we explain the fuller ramifications (or ...Why can't we explain the fuller ramifications (or lesser as the case may be) of teaching tools like the Euclidean/Non-Euclidean example you give? I recognize the limitation of time and attention which you mention, but I'm not sure that this means you can't teach "higher" than the adolescent mind. Some of your students won't get it; okay, that will most likely always be the case, some students don't get it. But I don't think that just because one is teaching adolescent minds, one has to teach to adolescent minds. But, I do agree that St. John’s helps to avoid some of this, but it is important to note that there are plenty of adolescent minds enrolled at and gradating from St. John’s.Anonymousnoreply@blogger.com