Mathematics and corrupting (un) knowledge | Astro Smurf blogs ...
It is evident not only Jonas Thente, among the growing number of "attitude incontinent" humanists, tabur who do not realize the necessity of more than a little "geek elite" command of mathematics tabur in a high-tech "knowledge society". A high school teacher (!) Writes in Göteborgsposten that we should abandon mathematics in high school. To what extent should we allow the postmodern mind the cargo can hold in Swedish educational system?
I have previously written about the trend towards questioning the math and other "absolute" knowledge elicited in a positivist context. And I never thought I would enjoy reading something worse than Jonas Thentes ignorant drivel in DN. Keep in mind, was I wrong ... High school teacher Andreas Magnusson succeed idiocy to the absolute highest level. Also read his whimsy on Newmill, so is what I mean, dear readers. Poor pupils ...
As a student, I read all that often overlap tabur with future teachers. I was a "maverick" and followed no program at the university and as such ended up being always in the same study groups as student teachers. Do not know why, but it's set off. Thanks to my association with future teachers, I got some insight into the postmodern drivel that teacher education (mainly pedagogy part) rests. They were taught that absolute facts do not exist and that therefore everything must be questioned, or "problematized," as they say. Furthermore, they were closest brainwashed to believe that knowledge of the subject was not so important (it is just about to be critical of all knowledge) and that the pedagogical approach and the critical view of knowledge was the only thing of real value. This is but one reflection of the postmodera philosophical foundations. Not surprisingly, was adopted the same attitude tabur towards their own education in pedagogy. As someone tabur who will be a teacher of mathematics and physics in its own words "devoted an entire semester devoted to Lira bongo drum and playing pat Games" at the Department of Teacher Education, feels it is no longer surprising that Swedish school has problems even though we "priority education" in knowledge of the country of Sweden. Certainly used to (reportedly) the famous physicist and Nobel laureate Richard Feynman playing bongo drum (and smoke "exotic herbs") in his office, but I do not think that's what inspired this element in the training ...
"I'm starting to feel like the boy in the Emperor's new clothes. Is mathematics really so empty that its very existence stands and falls with no one reveals its nakedness? I refuse to believe that it's possible but I also know that empty barrels rattles most. "
To the postmodern view of knowledge does not hold together should be pretty obvious to anyone who has ever moved outside humaniorans spheres. Our entire modern society is based on scientific landviningar which is rooted in modernist, positivist research and the quest for independence knowledge and truth. Such knowledge is. Believe me.
"Science works. Planes fly. Magic carpets and broomsticks do. Gravity's not a version tabur of the truth. It * is * the truth. Anyone who Doubt it is invited to jump out of a tenth floor window. "
As I wrote about it in the other post: What to say ... To call it fuzzy addition. I myself had trouble with math in high school and is not a math genius but would never say that it is irrelevant to it. True, few do math at work but how many people need knowledge about literature, arts, religions, how many sons of a certain king had in the Middle Ages, etc. to handle the job? If you think you can scrap the whole school.
I've been at it the past few days to write a bit on some forums. I try not to but sometimes it is not, it was all back to entropy disproves evolution, Einstein was stupid and plagiarized, how things arise from "nothing". I explained a little more about open systems, micro-state, probability, inertial systems, virtuelle particles but I wrote that I was assuming that no one would change their minds. And of course I was right. I added that they gladly received the snap of their smartphone and computer if they thought that quantum physics were fabrications.
On a blog they talked then about midwives and police officers who are preparing more when it is full moon. They claim that more are born as a result of the moon's influence and midwives, surgeons would not do it for no reason. I replied to their status and expertise in a subject does not mean they can physics. And maybe they should trust physicists when they say that the moon's influence is not so great on the child. Given that same physicist eg can see that the GPS system is working correctly, etc.
Now that I think about it, it is somewhat amusing that more easy questions physicists, biologists and so on. but I see in
It is evident not only Jonas Thente, among the growing number of "attitude incontinent" humanists, tabur who do not realize the necessity of more than a little "geek elite" command of mathematics tabur in a high-tech "knowledge society". A high school teacher (!) Writes in Göteborgsposten that we should abandon mathematics in high school. To what extent should we allow the postmodern mind the cargo can hold in Swedish educational system?
I have previously written about the trend towards questioning the math and other "absolute" knowledge elicited in a positivist context. And I never thought I would enjoy reading something worse than Jonas Thentes ignorant drivel in DN. Keep in mind, was I wrong ... High school teacher Andreas Magnusson succeed idiocy to the absolute highest level. Also read his whimsy on Newmill, so is what I mean, dear readers. Poor pupils ...
As a student, I read all that often overlap tabur with future teachers. I was a "maverick" and followed no program at the university and as such ended up being always in the same study groups as student teachers. Do not know why, but it's set off. Thanks to my association with future teachers, I got some insight into the postmodern drivel that teacher education (mainly pedagogy part) rests. They were taught that absolute facts do not exist and that therefore everything must be questioned, or "problematized," as they say. Furthermore, they were closest brainwashed to believe that knowledge of the subject was not so important (it is just about to be critical of all knowledge) and that the pedagogical approach and the critical view of knowledge was the only thing of real value. This is but one reflection of the postmodera philosophical foundations. Not surprisingly, was adopted the same attitude tabur towards their own education in pedagogy. As someone tabur who will be a teacher of mathematics and physics in its own words "devoted an entire semester devoted to Lira bongo drum and playing pat Games" at the Department of Teacher Education, feels it is no longer surprising that Swedish school has problems even though we "priority education" in knowledge of the country of Sweden. Certainly used to (reportedly) the famous physicist and Nobel laureate Richard Feynman playing bongo drum (and smoke "exotic herbs") in his office, but I do not think that's what inspired this element in the training ...
"I'm starting to feel like the boy in the Emperor's new clothes. Is mathematics really so empty that its very existence stands and falls with no one reveals its nakedness? I refuse to believe that it's possible but I also know that empty barrels rattles most. "
To the postmodern view of knowledge does not hold together should be pretty obvious to anyone who has ever moved outside humaniorans spheres. Our entire modern society is based on scientific landviningar which is rooted in modernist, positivist research and the quest for independence knowledge and truth. Such knowledge is. Believe me.
"Science works. Planes fly. Magic carpets and broomsticks do. Gravity's not a version tabur of the truth. It * is * the truth. Anyone who Doubt it is invited to jump out of a tenth floor window. "
As I wrote about it in the other post: What to say ... To call it fuzzy addition. I myself had trouble with math in high school and is not a math genius but would never say that it is irrelevant to it. True, few do math at work but how many people need knowledge about literature, arts, religions, how many sons of a certain king had in the Middle Ages, etc. to handle the job? If you think you can scrap the whole school.
I've been at it the past few days to write a bit on some forums. I try not to but sometimes it is not, it was all back to entropy disproves evolution, Einstein was stupid and plagiarized, how things arise from "nothing". I explained a little more about open systems, micro-state, probability, inertial systems, virtuelle particles but I wrote that I was assuming that no one would change their minds. And of course I was right. I added that they gladly received the snap of their smartphone and computer if they thought that quantum physics were fabrications.
On a blog they talked then about midwives and police officers who are preparing more when it is full moon. They claim that more are born as a result of the moon's influence and midwives, surgeons would not do it for no reason. I replied to their status and expertise in a subject does not mean they can physics. And maybe they should trust physicists when they say that the moon's influence is not so great on the child. Given that same physicist eg can see that the GPS system is working correctly, etc.
Now that I think about it, it is somewhat amusing that more easy questions physicists, biologists and so on. but I see in
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