Reply to comment

One thing important to keep in the back of teacher’s minds is both things that not only excite but also inhibit student learning. With that said, teachers should make a conscious effort to minimize or (ideally) eliminate the “boring” found in the classroom/lesson/etc.

Pass successes, which I feel can never be implemented enough, include but is not limited to:

1. Chairs→ Promoting more physical activities
2. The pen and paper→ oral activities, class discussions, open-ended transactional learning

Thinking about this and flipping a question Grobstein proposed once earlier this summer; must one (student) adapt in order to learn? The answer to this question as to the original question (must one learn in order to adapt) when adapt refers to the individual’s mental capabilities/limitations or social behavior is no.
This then makes me think about Grobstein's proposition of not teaching students the knit picky details of a certain field of study unless the student is in an advanced course, deliberately taking the course to specialize in that subject. Instead, Grobstein suggests teaching students the most basic information as well as information relevant to other disciplines and life situations; learning how it functions for/in the rest of the world, that will further the students inquiry skills and better their ability to grapple with real-life challenges.