[Edu-sig] Beyond CP4E

[Arthur]

> -----Original Message-----
> From: Arthur [mailto:ajsiegel at optonline.net]
> To: 'Kirby Urner'; 'Arthur'; 'Dethe Elza'
> > -----Original Message-----
> > From: Kirby Urner [mailto:urnerk at qwest.net]
> > To: 'Arthur'; 'Dethe Elza'
> > Maybe and English teacher wants students
> > to search Shakespeare's work for any occurrence of the word 'rose' and
> > uses
> > a little Python to do the job.
> 
> Yes that in fact may happen.  A frightening thought, to me. A depressing
> thought, to me. Horrid.
> 
> We want everyone, apparently, working for us - even the Shakespeare
> teachers.
> 
> Are you in fact advocating this as a sensible, meaningful way to approach
> Shakespeare.  In any way. Under any circumstances. We should pick the work
> apart rather than take it in.
> 
> It says it all, in fact.


Before it "came to pass" that I felt undereducated in mathematics, I felt
undereducated as to my religious heritage, and more generally, the roots of
the culture in which I lived. And came to the conclusion that it was
important to my own intellectual development that I learn to appreciate the
Old Testament in the language in which it was written. And did try to bring
technology to bear to help - feeling that if I could see the Hebrew word in
different contexts, and how it was translated into English in different
contexts, I could begin to grasp the shades of its meaning.  The search and
concordance tools were easily available. 

The approach offered no substantial help, to me. It was too disjointed a
methodology. I made progress without technology - but the diversion into an
approach that included the use of technology turned out to be only a
diversion.

When I turned to the study of mathematics, technology became the center
around which I progressed.  Python was at the center of that technology.

None of this is surprising.  At all.

All I find surprising is to need to talk about it as if it were surprising.

Art