Main Themes for the Fall 2007 Semester
As you can see from the panel of courses at the far left, I am teaching 3 classes this Fall Semester — Logic, Precalc and Calc 3. But above and beyond the actual subject material of these courses, I want to talk to you about a "tent," so to speak, under which this thing called education takes place. This tent is held up by a common framework of ideas which, if properly investigated and developed, will help you not only tie together and make sense of the subject material within your particular course, but also provide you with a repertoire of general methods of learning and understanding which will be of life-long benefit to you in all your intellectual pursuits.
So, in addition to the actual subject matter covered in your course, I would like you to keep always in mind the following considerations:
- Your learning style
- What IS my LEARNING STYLE?
- Is this material being presented to me in "my" strongest learning style?
- After the class is over, after the lecture is over, what do I have to do to really learn the stuff we covered in class? That is, in more highbrow language, in what manner will I need to further study and review this material in order to gain an adequate understanding of it?
- How do I make the information "stick" in my mind, so that I don't forget it?
- The intellectual relationship between Teacher and Learner.
Consider the paradigm of the
"Big T, Little l"
transitioning into the
"Little t, big L"
- T and t stand for the teacher's playing either a greater or lesser role in your education (I am the teacher), and
- L and l stand for the learner's (that's you) playing a greater or lesser role in your education.
- At any stage of your education, there is always the question to be asked and answered "Which of us is the lead-agent in your education?"
- We all start at the T, l level (Big T, little l) with the teacher providing most of the "driving force" in your education,
- and we should progress to the t, L level (Little t, big L) with you, the student-learner, providing most of the "driving force" attendant to your education.
- The question you must constantly ask is "Where am I now on the road from T, l to t, L?
- Consider the paradigm of the "Big T, Little l" transitioning into the "Little t, big L" — where
- The notion of critical thinking
- Who is telling me this?
- What is she or he trying to "sell" me?
- Should I simply accept what's being said?
- Are we examining all the possibilities?
- What other data or facts are relevant to decision-making with respect to this issue?
- Is the reasoning involved in this issue sound?
- Are the supposed "facts" in this discussion true?
- And, even if I accept the argument, is there a better way to state it?
- On what level of thought is my current thinking taking place, vis-a-vis Bloom's Taxonomy?
- Just as there are many levels on the learning path discussed above, there are many levels on the thinking path or understanding path, as it might be called.
- These levels are described in BLOOM'S TAXONOMY. I invite you to click on this link, visit the site and study the "triangle."
Logic // PHI 2100 - 53520
PHI2100 Introductory Logic (3) FA Prerequisite: ENC1101.
Precalculus // MAC 2140 - 53211 MAC2140 Precalculus Mathematics (3) FA SP SU
I am also adding a short section on logic to the program of study.
Calculus 3 with Analytic Geometry //
MAC 2313 - 53226 MAC2313 Calculus with Analytic Geometry III (4) FA SP
This is a WEB assisted course. A graphing calculator is required. Check with your instructor for the most appropriate one. Lecture 5 hours. Special fee.
Class Times and Places Where to Find Me.
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