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  [zix teaching methods] (teaching folder)

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                {First Foray - Waiting for Godot}
                     {First text on the subj} 
                   {Texts List}
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               {Intro}
               {Ways of Thinking}
               {Methods}
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First Foray - Waiting for Godot

See also: {First text on the subj} (below)
             
beckett ref:  http://www.4-wall.com/authors/authors_b/beckett_samuel/beckett_samuel.htm

Lin Zhaohua page:  http://japanese.china.org.cn/english/NM-e/115200.htm

Abderrahim's godot page: http://waiting-for-godot.deviantart.com/?offset=25


Texts List:

   http://www.samuel-beckett.net/L2BeckEssay.html
     Sinclair -[local copy with annotaions]-     -[www link]- 
  
  ./zix-pns-velissariou.html    
  http://www.english.fsu.edu/jobs/num08/Num8Velissariou.htm

  /zix-pns-hanney.html  
http://members.tripod.com/~warlight/haney2.html



First text on the subj
               
this-file: frhl-ramona-fast-maths--is-xlation-the-otherside-of-xprods-QQQ

(stored under zix under PNS)

So, is it possible that the domain-translation-dictionary
is the understructure of the cross-product process???

sort of sub-space or field over which the cross products
can "dip down into".... hmmmm


this-file:  frhl-ramona-fast-maths

The only problem that i continue to have is this 
idea of TIMED testing - many ideas take time to 
develop,  and then if one is to demonstrate on 
a test what one really knows about it and 
(more importantly) how one can extend/project 
the given knowledge into new areas - that will 
take time. The best example of this is the essay 
question. It's one thing to know that U.S. Grant 
was for a time dissmissed as commander during the 
Civil War, it's quite another to understand why 
this was done, how it affected Grant and his own 
leadership styles subsquently, and of course how 
his presence affected the outcome of the war. 
Deep thinking takes time, but of course such tests 
are *much* harder (and often more subjective) to grade.

In another thread, Tabitha had mentioned her Mom's
colour and body intelligences which, like Amy's son's
maths intelligence, goes back to finding out where
each person's strengths are and then using those
to build into other areas where the learner isn't 
so good with. 

I think that where this leading is towards what
i might call a dictionary of intelligence type
translations. That is (eg) taking maths strengths
and translating those into verbal areas. 

Thus, if we could teach vocabulary and rhetorical
analaysis using (somehow) maths skills, a mathematical
POV (point of view), etc. I'm not sure what that
would look like. 

Slight asside. And i don't mean word problems
here - which is simply an "encoding" method of
taking a numerical computation program and
coding into a spoken language. Which is odd
since spoken language is usually NOT very 
structured or analytical. It can be, but then
the points must be broekn down (elemental
decomposition), listed and point-by-point 
examined for rhetorical/logical/philosophical/etc
properties and then dealt with in a systematic
manner.

But, again any object may be viewed and evaluated
for its content in different dimensions; ie, along
different axises of thought. Thus, we might have
an essay on a story. It has within it, its own flow
of ideas; eg, disucssing the plot and story elements,
the style of the work, use of dialog vs direct 
exposition, etc.

But, then the same essay might be analysed along 
different dimensions; eg, when it was written 
denotes time and historical/political/etc contexts
for the work, the background of the writer indicates
anthropological/cultural/social/etc contexts for
the work, the subject matter itself would fall into
the realms of science/aesthetics/social science/etc.

Thus, if we can take an object and then some-how 
project it into different knowledge domains and then
apply different intellegence/learning methods to the
study of the methods of that domain and then reflect
these back to the original problem, it should yield
a set of general purpose tools/methodologies/scripts/etc
by which problems can be translated into other ereas
to be solved. 

Of course the translation from one domain into another
doesn't mean that the information has any real meaning
or application. Hmmm, something to think about me thinks.

-- Frank
 
 




How change can affect us...

When Rachmaninof first arrived in the USA,
he was hit by un-ending waves of depression
at having to have left his homeland. Finally,
as he started and then finished his ??title??
he wrote to Eugene Ormandy (then conductor of
the Philadelphi Phliharmonic) about how happy
he was and how he wanted Eugene to conduct
the first performance.

Or as Frederick Douglass put it:

     "Without conflict, there can be
      triumph".
       - tips towel three times to "Os".

Sometimes that triumph is over obstacles that it
seems only we can see. More often than not, 
they are shared with many others who are of
an equally "sensitive" nature.


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Ways of Thinking


  -[Change of Context]- (c of c)

  -[Hanover]-

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Methods


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  -[Programmed Learning]- (nobody here in this maze, but just us mice!)