I agree, lectures are not the only way to produce knowledge, nor are they even a good way, perhaps. They operate on the level of inequality, because a lecture presupposes one subject (a person, the teacher in this case) above the rest.
Author: Galen
Comment on Forget memorization, let’s make it memorable! by Galen
I agree, lectures are not the only way to produce knowledge, nor are they even a good way, perhaps. They operate on the level of inequality, because a lecture presupposes one subject (a person, the teacher in this case) above the rest.
Comment on Why Lectures are Important by Galen
I wonder what the fundamental difference is between a lecture and a discussion. Does a lecture operate on the level of some transference of knowledge? Does a discussion operate on a different level, perhaps knowledge production? Is there a difference (i think there is)?
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Comment on Four things discussion is good for by Galen
Yeah, OK, I’ll give that one to you, but I was being hyperbolic. Yes there are extremely knowledgeable people one could consider experts in various fields. My protest or distrust of “experts” is rooted in the social currency that title confers on subjects. That social currency can be used to mislead a lot of people, and not even necessarily on purpose! I’m sure that there were a lot of “experts” on the economy who heartily endorsed the real estate finance industry before the 2008 crisis. Greenspan, for instance. What about the Red Cross, an institution full of supposed experts on disaster relief, or at least it should be? What did they do with all that money they raised for the Haitians during their recovery efforts during the 2010(?) earthquake? They sure didn’t give it to the Haitians.
Comment on Four things discussion is good for by Galen
Yeah, OK, I’ll give that one to you, but I was being hyperbolic. Yes there are extremely knowledgeable people one could consider experts in various fields. My protest or distrust of “experts” is rooted in the social currency that title confers on subjects. That social currency can be used to mislead a lot of people, and not even necessarily on purpose! I’m sure that there were a lot of “experts” on the economy who heartily endorsed the real estate finance industry before the 2008 crisis. Greenspan, for instance. What about the Red Cross, an institution full of supposed experts on disaster relief, or at least it should be? What did they do with all that money they raised for the Haitians during their recovery efforts during the 2010(?) earthquake? They sure didn’t give it to the Haitians.
Comment on I’m Not Judging You, But I am Grading You. by Galen
I am reminded of an economic example of a logic I think is analogous to what you describe here: “How am I suppose to motivate and encourage their improvement if I’m bound to “grade everyone on the same scale?”” A similar case was made for the adoption of city currencies instead of national by Jane Jacobs. Cities, she argues, need their own currencies to act as a litmus test for the need to expand imports, or expand exports (very basically). The problem with a national currency is that, although it operates in exactly the same manner as that of the city, it is not guaranteed that all cities in a given state will need to expand or contract simultaneously. Thus, some cities will be thrown off balance by the national currency fluctuations. Same thing with grades? LOL?
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Comment on Pain in the Ass-essment by Galen
I’m motivated by grades now more than ever. They’re even more important, I have found, than in my undergraduate experience.
Comment on Let’s Share The Carrot and Break The Stick! by Galen
I though this made some good points. I would also ask what this means for those with less access to education, such as people living in slums. What does that kind of education look like?
Comment on People: the more you expect, the more you get by Galen
I agree, standards obfuscate and close the proverbial door to alternative learning strategies.
Comment on People: the more you expect, the more you get by Galen
I agree, standards obfuscate and close the proverbial door to alternative learning strategies.
