“Imagine two students sitting next to one another, Mary and John. Mary has the right answer because she understands it. John does not. Mary’s more likely, on average, to convince John than the other way around because she has the right reasoning.”
But here’s the irony. “Mary is more likely to convince John than professor Mazur in front of the class,” Mazur says.
“She’s only recently learned it and still has some feeling for the conceptual difficulties that she has whereas professor Mazur learned [the idea] such a long time ago that he can no longer understand why somebody has difficulty grasping it.”
Inception Music Comparison (by Cameron Whitehouse)
It’s been a while since I first saw this, but this time I did some searching to find this LAT post with the following quote (emphasis in bold is mine):
“If you were to see this movie a second time,” Zimmer said, “you realize the last note you hear in the movie is the first note in the movie. It’s a Möbius band. But the next thing you hear over the logos is actually telling a story. You realize that the elements that we’ve extracted from the Piaf song are the way you get from one dream level to the next. When the movie starts, some action has already happened.”
I wonder what Hofstadter would have to say about this…
If you look at what’s happening in the introductory classes, even at the best schools, the classes only seem to be really working for about 10 percent of the students,” he says. “And I think all the evidence indicates that these 10 percent are the 10 percent of students that would learn it even without the instructor. They essentially learn it on their own.
Students have to be active in developing their knowledge,” says Hestenes. “They can’t passively assimilate it.
“I think what many students in their introductory physics courses do is they retain their intuitive notions,” says Mazur. They memorize what the professor tells them and “parrot it back” on the exam but they never really connect what they are learning to what they already think about how the physical world works.
The way he really learned physics was to teach himself.
“I am what I am not because of my education but probably in spite of it,” he says.
he explains how imagination provides the lights and colors in a darkened world. “Much that I no longer see,” he says, “I don’t have to see.
As journalists, we usually tell other people’s stories. But we want to hear stories about what our fellow journalists are interested in beyond their work.
Where do you look for inspiration outside of news? Let’s step back and reflect on these passions. Let’s talk about what we love outside of the newsroom and how those interests can better inform our work.
An #ona13 session proposal from Katie Zhu and me!