Tuesday, December 27, 2011

Barry Garelick, Anonymous, and Amy P on The harmful effects of uttering “think” and “know”


Barry Garelick said...

I remember being puzzled by what "thinking" was and asked my mother "how do you think?" when I was in first grade. In first grade, we had a reading/writing activity book called "The Think and Do Book" so my conception of thinking was that it was different than "doing". But in time, I began to understand. I do not believe I suffered ill effects from exposure to such term.

Anonymous said...

Most people don't need to "think like a mathematician." That is a bizarre idea. Just as most children who are learning a sport (rules, skills, physical conditioning, and so forth) do not need to learn the physiological processes behind muscle function. Why would you postpone learning the sport until the kids are old enough to understand molecular biology? And, learning the sport by example and practice doesn't prevent the children from (later) learning why the muscles work the way they do. Now, it's true that children do need to think "big picutre" about the sport they are learning; and they need to bring an analytical approach to that learning. But that is not the same as understanding the "why" before attacking the "how."

Amy P said...

In language, there are a lot of forms that are pretty weird if you stop and think about them. For instance, if I say, "There is a cookie in the jar," what does "There" mean? Why not just say, "A cookie is in the jar." Likewise, when we say "It is cold today," what does "It" mean? Why not just say, "Is cold today." We use this stuff without thinking about it, without registering that it's peculiar.

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