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#31 |
Stowaway
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I've read that it wasn't so much they didn't know what tanks to go under, but that they were trained with Russian tanks which ran on diesel rather then German tanks which ran on Gasoline, so following their training they went after the Russian tanks.
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#32 | |
Ensign
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Location: USA
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Understanding, or at least attempting to understand, causation is another important issue that points to the need for more emphasis on critical thinking. At its heart, it's the causation vs. correlation epistemological problem raised by David Hume. I think you're right about the strains of a middle school and high school education, so I'm not saying it would be realistic for every teacher to assign An Inquiry Concerning Human Understanding. But, in a simpler sense, I think it's important to "teach the controversy" when dealing with issues like causation. That is, to dive into interpretational problems rather than pretending they don't exist in hopes of creating a more comfortable and more comprehensible narrative. This approach—"erasing" knowledge, as you rightly put it—can certainly create confusion: I remember a student once asking me "Why won't you just tell us what happened?" At the same time, training students to think critically about the past at least equips them with the tools for continued learning. They might not remember the niceties of Bismarck's role in German unification, but they will at least have the skills to read and learn with a healthy dose of historical skepticism in the future. |
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#33 | |||
Sea Lord
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I can do this because I know they will play along. I can do this because I can hear them laughing when the exercise is going on. They still know how to learn and have fun at the same time. High school is different. Perhaps not worse, but certainly different. Quote:
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Хотели как лучше, а получилось как всегда. |
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