I think you are nissing the point about the goal of schooling, it is not to get correct answers but to teach people methods of problem solving, so when faced with a brand new problem you can extrapolate methods and find a solution. As acedemia progresses solutions are not possible in your head, so applying principles is the goal.
So, by your logic, any student who doesn’t conform to the specific, approved processes and methodology is therefore wrong, is that it?
Tell me, do you value the perspectives of others, or are you concrete in the surety that yours is always the infallible way? Is everyone who does something differently from the way you do it, wrong?
What do you hope to gain in your escalation of commitment? Or is lecturing me its own reward?
Having gone forward from high school to undergrad, to half a dozen graduate schools, I do think I’m at least somewhat privy to the methodologies of academia- in fact, I even studied process design at MIT, among other things. What I find most, is that rigid thinking is more susceptible to Group Think than allowing room for alternative paths to a desired outcome.
Does that make me right, and you wrong? Or vice versa? No, probably not in either case. But it certainly doesn’t make you right in an absolute sense, which is the sentiment you seem to be pushing.
I was explaining why they want you to show your work. I work with a lot of engineers who got the right answers on tests in university, but you give them a unique problem they can’t reason out a new method to solve it. This is why testing wants you to show your work so somebody can check you are connecting the dots of reasoning.
All they would have to do tgough is make the question multipart, so step A asks for a certain portion, step b asks for next portion, and so on.
Passing University doesn’t always mean you can think. Granted other testing is needed to assist non typical learners
I think you are nissing the point about the goal of schooling, it is not to get correct answers but to teach people methods of problem solving, so when faced with a brand new problem you can extrapolate methods and find a solution. As acedemia progresses solutions are not possible in your head, so applying principles is the goal.
So, by your logic, any student who doesn’t conform to the specific, approved processes and methodology is therefore wrong, is that it?
Tell me, do you value the perspectives of others, or are you concrete in the surety that yours is always the infallible way? Is everyone who does something differently from the way you do it, wrong?
What do you hope to gain in your escalation of commitment? Or is lecturing me its own reward?
Having gone forward from high school to undergrad, to half a dozen graduate schools, I do think I’m at least somewhat privy to the methodologies of academia- in fact, I even studied process design at MIT, among other things. What I find most, is that rigid thinking is more susceptible to Group Think than allowing room for alternative paths to a desired outcome.
Does that make me right, and you wrong? Or vice versa? No, probably not in either case. But it certainly doesn’t make you right in an absolute sense, which is the sentiment you seem to be pushing.
I was explaining why they want you to show your work. I work with a lot of engineers who got the right answers on tests in university, but you give them a unique problem they can’t reason out a new method to solve it. This is why testing wants you to show your work so somebody can check you are connecting the dots of reasoning. All they would have to do tgough is make the question multipart, so step A asks for a certain portion, step b asks for next portion, and so on. Passing University doesn’t always mean you can think. Granted other testing is needed to assist non typical learners
Thanks Daniel Kahneman