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This-essay is a7910121.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %DEPERSONALIZATION OF KNOWLEDGE 791012 When personal discoveries are depersonalized they are presented as purely objective knowledge, theory, fact, etc. Students find it difficult to perceive the motivation for considering such knowledge. Objectified knowledge appears so authoritarian as to be personally not interesting. Depersonalized knowledge seems arbitrary, not something which is vested with personal interest by virtue of the personality of the discoverer. To divorce the history of scientific knowledge from the content of scientific knowledge thus makes science appear authoritarian---in violation of its essential experimental spirit which undermines personal authority as the ground for acceptance of assertions and beliefs. Students will better follow a line of reasoning if they know the spirit in which it originated, if they are approached with a prelude which makes clear the context in which the line of reasoning was vested with personal interest and history. To teach physics well it is necessary to help students acquire the personal spirit in which the discoveries of physics were made. It is not enough for students to learn conclusions. The spirit of physics is more to be found in the spirit of personal discovery and in the motivation and feelings of the physicists who made the initial discoveries. The feelings and intuitions which motivated discovery are an essential context in which to learn both the spirit and content physics. To eliminate the personal aspect of the discovery is to make it difficult for personal students to identify with the discovery and so difficult for personal students to learn the content which was discovered. Physics teachers are often persons who have become so specialized by the programs of graduate physics departments that as teachers they are very impersonal. They have little interest in their students as persons and little interest in the personal aspects of the history of scientific discovery. As a result they present physics as an impersonal collection of facts, laws, theories, etc. which students are to be internalized in for authorization reasons---the teacher says they are valuable. Such depersonalization undercuts the motivation of all personally oriented students, leaving only depersonalized students to become the next generation of physics teachers. (c) 2005 by Paul A. Smith in www.essayz.com Search for Integrity and Honesty (On Being Yourself, Whole and Healthy) ==========================================================
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This-essay is a7910121.htm which is available at the web-site www.essayz.com. These 5 lines echo top lines. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One