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Lucy Carter

Other
As students, we have already studied the four spheres and some of their basic interactions, and we have already reviewed the basics of erosion, deposition, and weathering. Since fifth grade, we have been told that photosynthesis converts solar energy to chemical energy, and since sixth grade, we have been told about Pangaea and Plate Tectonics. It is all just a loop. We are just learning the same things over and over again.

I have always been left to ask myself, “Can’t I just find an activity that does not provide me with knowledge that is RUDIMENTARY AND SUPERFICIAL?
From For the Intellect
NOT YET RATING ▼
Topic: Education
Still, education is what foundationally supports philosophy, so I will focus my attention on educational aspects that I think should be promoted----this includes helping students learn the logic behind why something is true, use things that have been memorized to apply them in tasks involving critical thinking or real-world problem-solving, improve modeling skills, explain why skills are important to learn, instead of forcing people to remember them, and---”

“Please, stop it, Martha.”

“Wait--what?”

“Luke 10:41.”

I looked for my One Year Bible, searching for Luke 10:41, which said, “But the Lord said to her, ‘My dear Martha, you are worried and upset over all these DETAILS.’” (The emphasis on “all these details” was Dad’s, not mine.)
From The Reformation
NOT YET RATING ▼
Topic: Education
By convention,
I have been taught to
isolate the variables
on the left side and
the constants on the right

But you still have that characteristic
freewill of wallowing in the abstraction
of algebra

You could also isolate the variables
on the right side and
the constants on the left.
From For the Intellect
NOT YET RATING ▼
Topic: Education
The umbrellas that I came up with were intended to preserve the taxonomic organization of the skills while showing how each skill overlaps, through the “shadows” they cast. The “apply” skill is directly dependent on the “understand” skill, for instance. The “understand” skill casted its shadow on the “apply” skill. The “remember” skill, as the biggest and uppermost umbrella, casted its shadow on all of the umbrellas, showing that understanding, applying, analyzing, evaluating, and synthesizing was impacted by the way a person remembers stuff. So, it pretty much was meant to be more accurate at the technical level.
From The Reformation
NOT YET RATING ▼
Topic: Education
Subjects such as history have less of that problem solving relationship. Because history is driven by human nature, one cannot merely hypothesize what happened; one must, unfortunately, resort to memorization. To analyze history, one must memorize a fact, but STEM enables students to analyze the logic behind a STEM occurrence or phenomenon throughout. STEM is a subject of problem solving. STEM is problem solving.
From For the Intellect
NOT YET RATING ▼
Topic: Education
I remembered that I was supposed to be banned from education, which explained why Timothy never asked me for an alternative interpretation of that notorious verse. That meant being deprived of the pleasures of carrying stacks of books, smelling the aroma of fresh paper, writing, adding clarity to academic concepts, and thinking and speaking academically.
From The Reformation
NOT YET RATING ▼
Topic: Education
To summarize, the model I created was a revision of Bloom’s Taxonomy. Usually, in the 2000’s, it was common for people to use a pyramid to represent Bloom’s Taxonomy, with “remember” at the base, and “synthesize” at the shortest part, or the top. This was a good model for determining the attainability of each skill and the levels each skill is at, but I decided to use the umbrellas to add stronger emphasis on how each skill depended on and impacted one another. I did not think that the pyramid modeled this dependency and impact well, because it did not visually show how each skill overlapped one another; it merely showed the levels of each skill, not how each skill depended on and impacted one another.
From The Reformation
NOT YET RATING ▼
Topic: Education
Yes, questions continue, since the notions I used only represented the what’s instead of the how’s, the why’s, the when’s, etc. Like what happened in the lectures, the facts were enforced, but nothing was done to dive deeper into them.

Finally, I was eventually able to solve one side of the rubik’s cube, now realizing that I had inadvertently taught myself the same way I had been lectured. I realized how even the Rubik’s cube can generate rudimentary and superficial knowledge in a user.
From For the Intellect
NOT YET RATING ▼
Topic: Education
The customary units of measurement?

They have practical applications,
but learning them is mostly done through rote memorization—

There aren’t any proofs or critical evaluations regarding
REASONS why a foot equals twelve inches

There are only facts to memorize,
but not puzzles to solve,

With algebra—YES!

There isn’t just memorization—

There is the rearrangement
of jigsaw pieces—
jigsaw pieces that
you can solve,
not just memorize!
From For the Intellect
NOT YET RATING ▼
Topic: Education
...we shouldn’t just memorize facts! We should ANALYZE them!
From The Reformation
NOT YET RATING ▼
Topic: Education
I constantly repeated these notions to myself, spending hours stroking and probing the cube. The outcomes? I still had not succeeded in solving the rubik’s cube! I did not even solve a single side! I was not at all able to find a feasible method to deal with simultaneous permutations of combinations, nor find ways to lead my hands into dexterous motions... Nonetheless, for another hour, I persisted in repeating these notions, hoping I might be able to solve the cube.
From For the Intellect
NOT YET RATING ▼
Topic: Education
As students, we have already studied the four spheres and some of their basic interactions, and we have already reviewed the basics of erosion, deposition, and weathering. Since fifth grade, we have been told that photosynthesis converts solar energy to chemical energy, and since sixth grade, we have been told about Pangaea and Plate Tectonics. It is all just a loop. We are just learning the same things over and over again.

I have always been left to ask myself, “Can’t I just find an activity that does not provide me with knowledge that is RUDIMENTARY AND SUPERFICIAL?
From For the Intellect
NOT YET RATING ▼
Topic: Education
Still, education is what foundationally supports philosophy, so I will focus my attention on educational aspects that I think should be promoted----this includes helping students learn the logic behind why something is true, use things that have been memorized to apply them in tasks involving critical thinking or real-world problem-solving, improve modeling skills, explain why skills are important to learn, instead of forcing people to remember them, and---”

“Please, stop it, Martha.”

“Wait--what?”

“Luke 10:41.”

I looked for my One Year Bible, searching for Luke 10:41, which said, “But the Lord said to her, ‘My dear Martha, you are worried and upset over all these DETAILS.’” (The emphasis on “all these details” was Dad’s, not mine.)
From The Reformation
NOT YET RATING ▼
Topic: Education
By convention,
I have been taught to
isolate the variables
on the left side and
the constants on the right

But you still have that characteristic
freewill of wallowing in the abstraction
of algebra

You could also isolate the variables
on the right side and
the constants on the left.
From For the Intellect
NOT YET RATING ▼
Topic: Education
The umbrellas that I came up with were intended to preserve the taxonomic organization of the skills while showing how each skill overlaps, through the “shadows” they cast. The “apply” skill is directly dependent on the “understand” skill, for instance. The “understand” skill casted its shadow on the “apply” skill. The “remember” skill, as the biggest and uppermost umbrella, casted its shadow on all of the umbrellas, showing that understanding, applying, analyzing, evaluating, and synthesizing was impacted by the way a person remembers stuff. So, it pretty much was meant to be more accurate at the technical level.
From The Reformation
NOT YET RATING ▼
Topic: Education
Subjects such as history have less of that problem solving relationship. Because history is driven by human nature, one cannot merely hypothesize what happened; one must, unfortunately, resort to memorization. To analyze history, one must memorize a fact, but STEM enables students to analyze the logic behind a STEM occurrence or phenomenon throughout. STEM is a subject of problem solving. STEM is problem solving.
From For the Intellect
NOT YET RATING ▼
Topic: Education
I remembered that I was supposed to be banned from education, which explained why Timothy never asked me for an alternative interpretation of that notorious verse. That meant being deprived of the pleasures of carrying stacks of books, smelling the aroma of fresh paper, writing, adding clarity to academic concepts, and thinking and speaking academically.
From The Reformation
NOT YET RATING ▼
Topic: Education
To summarize, the model I created was a revision of Bloom’s Taxonomy. Usually, in the 2000’s, it was common for people to use a pyramid to represent Bloom’s Taxonomy, with “remember” at the base, and “synthesize” at the shortest part, or the top. This was a good model for determining the attainability of each skill and the levels each skill is at, but I decided to use the umbrellas to add stronger emphasis on how each skill depended on and impacted one another. I did not think that the pyramid modeled this dependency and impact well, because it did not visually show how each skill overlapped one another; it merely showed the levels of each skill, not how each skill depended on and impacted one another.
From The Reformation
NOT YET RATING ▼
Topic: Education
Yes, questions continue, since the notions I used only represented the what’s instead of the how’s, the why’s, the when’s, etc. Like what happened in the lectures, the facts were enforced, but nothing was done to dive deeper into them.

Finally, I was eventually able to solve one side of the rubik’s cube, now realizing that I had inadvertently taught myself the same way I had been lectured. I realized how even the Rubik’s cube can generate rudimentary and superficial knowledge in a user.
From For the Intellect
NOT YET RATING ▼
Topic: Education
The customary units of measurement?

They have practical applications,
but learning them is mostly done through rote memorization—

There aren’t any proofs or critical evaluations regarding
REASONS why a foot equals twelve inches

There are only facts to memorize,
but not puzzles to solve,

With algebra—YES!

There isn’t just memorization—

There is the rearrangement
of jigsaw pieces—
jigsaw pieces that
you can solve,
not just memorize!
From For the Intellect
NOT YET RATING ▼
Topic: Education
...we shouldn’t just memorize facts! We should ANALYZE them!
From The Reformation
NOT YET RATING ▼
Topic: Education
I constantly repeated these notions to myself, spending hours stroking and probing the cube. The outcomes? I still had not succeeded in solving the rubik’s cube! I did not even solve a single side! I was not at all able to find a feasible method to deal with simultaneous permutations of combinations, nor find ways to lead my hands into dexterous motions... Nonetheless, for another hour, I persisted in repeating these notions, hoping I might be able to solve the cube.
From For the Intellect
NOT YET RATING ▼
Topic: Education
As students, we have already studied the four spheres and some of their basic interactions, and we have already reviewed the basics of erosion, deposition, and weathering. Since fifth grade, we have been told that photosynthesis converts solar energy to chemical energy, and since sixth grade, we have been told about Pangaea and Plate Tectonics. It is all just a loop. We are just learning the same things over and over again.

I have always been left to ask myself, “Can’t I just find an activity that does not provide me with knowledge that is RUDIMENTARY AND SUPERFICIAL?
From For the Intellect
NOT YET RATING ▼
Topic: Education
Still, education is what foundationally supports philosophy, so I will focus my attention on educational aspects that I think should be promoted----this includes helping students learn the logic behind why something is true, use things that have been memorized to apply them in tasks involving critical thinking or real-world problem-solving, improve modeling skills, explain why skills are important to learn, instead of forcing people to remember them, and---”

“Please, stop it, Martha.”

“Wait--what?”

“Luke 10:41.”

I looked for my One Year Bible, searching for Luke 10:41, which said, “But the Lord said to her, ‘My dear Martha, you are worried and upset over all these DETAILS.’” (The emphasis on “all these details” was Dad’s, not mine.)
From The Reformation
NOT YET RATING ▼
Topic: Education
By convention,
I have been taught to
isolate the variables
on the left side and
the constants on the right

But you still have that characteristic
freewill of wallowing in the abstraction
of algebra

You could also isolate the variables
on the right side and
the constants on the left.
From For the Intellect
NOT YET RATING ▼
Topic: Education
The umbrellas that I came up with were intended to preserve the taxonomic organization of the skills while showing how each skill overlaps, through the “shadows” they cast. The “apply” skill is directly dependent on the “understand” skill, for instance. The “understand” skill casted its shadow on the “apply” skill. The “remember” skill, as the biggest and uppermost umbrella, casted its shadow on all of the umbrellas, showing that understanding, applying, analyzing, evaluating, and synthesizing was impacted by the way a person remembers stuff. So, it pretty much was meant to be more accurate at the technical level.
From The Reformation
NOT YET RATING ▼
Topic: Education
Subjects such as history have less of that problem solving relationship. Because history is driven by human nature, one cannot merely hypothesize what happened; one must, unfortunately, resort to memorization. To analyze history, one must memorize a fact, but STEM enables students to analyze the logic behind a STEM occurrence or phenomenon throughout. STEM is a subject of problem solving. STEM is problem solving.
From For the Intellect
NOT YET RATING ▼
Topic: Education
I remembered that I was supposed to be banned from education, which explained why Timothy never asked me for an alternative interpretation of that notorious verse. That meant being deprived of the pleasures of carrying stacks of books, smelling the aroma of fresh paper, writing, adding clarity to academic concepts, and thinking and speaking academically.
From The Reformation
NOT YET RATING ▼
Topic: Education
To summarize, the model I created was a revision of Bloom’s Taxonomy. Usually, in the 2000’s, it was common for people to use a pyramid to represent Bloom’s Taxonomy, with “remember” at the base, and “synthesize” at the shortest part, or the top. This was a good model for determining the attainability of each skill and the levels each skill is at, but I decided to use the umbrellas to add stronger emphasis on how each skill depended on and impacted one another. I did not think that the pyramid modeled this dependency and impact well, because it did not visually show how each skill overlapped one another; it merely showed the levels of each skill, not how each skill depended on and impacted one another.
From The Reformation
NOT YET RATING ▼
Topic: Education
Yes, questions continue, since the notions I used only represented the what’s instead of the how’s, the why’s, the when’s, etc. Like what happened in the lectures, the facts were enforced, but nothing was done to dive deeper into them.

Finally, I was eventually able to solve one side of the rubik’s cube, now realizing that I had inadvertently taught myself the same way I had been lectured. I realized how even the Rubik’s cube can generate rudimentary and superficial knowledge in a user.
From For the Intellect
NOT YET RATING ▼
Topic: Education
The customary units of measurement?

They have practical applications,
but learning them is mostly done through rote memorization—

There aren’t any proofs or critical evaluations regarding
REASONS why a foot equals twelve inches

There are only facts to memorize,
but not puzzles to solve,

With algebra—YES!

There isn’t just memorization—

There is the rearrangement
of jigsaw pieces—
jigsaw pieces that
you can solve,
not just memorize!
From For the Intellect
NOT YET RATING ▼
Topic: Education
...we shouldn’t just memorize facts! We should ANALYZE them!
From The Reformation
NOT YET RATING ▼
Topic: Education
I constantly repeated these notions to myself, spending hours stroking and probing the cube. The outcomes? I still had not succeeded in solving the rubik’s cube! I did not even solve a single side! I was not at all able to find a feasible method to deal with simultaneous permutations of combinations, nor find ways to lead my hands into dexterous motions... Nonetheless, for another hour, I persisted in repeating these notions, hoping I might be able to solve the cube.
From For the Intellect
NOT YET RATING ▼
Topic: Education