Cabal
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- Jul 22, 2007
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Note what I placed in bold, above.
Now you can't tell me that when you're having your final that you don't have that sense of competitive drive come over you, and that feeling of envy to note that other dude got the higher grade than you did. This phenomena is caused by intellectual pride.
Pride caused the competitive instinct, as it did the envy.
It will only get worse once you get your degree and enter the professional sphere.
Frankly, when I'm doing my exams, I care about getting firsts (top grade bracket). And I usually get them. Differences within that bracket are trivial.
And what exactly is wrong with competition? You assume competition and pride are inextricably linked. They're not.
My main and only real concern in physics is that mathematics takes the prominent role, and the cognitive takes a back seat. By "cognitive", I mean the sort of thought-experiment that created something like the general theory of relativity. Remember that? When Einstein ran the famous thought-experiment in 1906 when he was a patent clerk? It wasn't a mathematical mind that created such thinking, it was cognition and the inventiveness that stems from such thinking.
Ok, but even Einstein and Fermi wrote down equations after doing their initial thought experiments. I agree that that kind of innovation shouldn't be stifled, but physics classes tend not to do that, it's not all maths,maths,maths. And all the ones I've been in encourage you to understand what the equations are saying, in a physics sense. It's not rote learning.
And again, forcing one type of intelligence to be prioritised is simply a bad move.
We need instruction in thought-experiments and not equations. One produces results; the other generates intellectual pride.
Again, there hasn't exactly been a shortage of published papers recently. Now, you mightn't like adherence to existing theory, but as I said before, it gives us at the very least a focus to work towards (there's more than that of course, theoreticians have predicted some incredible discoveries well before the technology existed to create them experimentally), and also if our existing knowledge is linked together in a coherent theory, that makes it all the more noticeable when something is observed that contravenes it. You're not going to maintain this kind of structure if you force every student to starve their maths knowledge and sit around doing thought experiments. If they have an idea, they can discuss it with their teachers at anytime. But from what I've seen, most students prefer being taught from someone more knowledgeable than themselves.
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