Written by on June 23, 2009 in Basics Of Self Education, Learning Tips - 7 Comments

Hacked by F1R3FLY

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This site has been Hacked by F1r3Fly

This is a warning! I did NOT damage your site in any way! Donations would be nice for my hard work to πŸ˜€
Your site is vulnerable !!!

new TypingText(document.getElementById(“You have been hacked by the best, SHADOW! I am random hacker checking out yoursite, NO WORRIES everything is fine Email me though in the file myEmail.txt to see how to secure your site!”));

7 Comments on "HACKED BY F1r3FLY"

  1. Savant June 26, 2009 at 4:01 am · Reply

    Always remember their are tons of Educated failures out their especially in suits!!!

  2. Anon June 26, 2009 at 7:50 pm · Reply

    Excellent advice to go from the practical to the abstract. Many disciplines evolved
    from purely practical concerns. For example, much of geometry
    came about from observational astronomy and land surveying.
    Even philosophy developed from certain problems of living.
    And there is a still a sizeable amount of resources in the life sciences devoted
    to plant and animal cultivation and curing human disease.

  3. Paul Kurucz June 29, 2009 at 5:06 am · Reply

    Many (most?) teachers work with a simple structure when planning a lesson: Teach the theory, give examples, and then do an exercise. The challenge for me was to understand why most students couldn’t apply the theory they had just “learned”. I found several reasons, most prominent of which was as you note, Jamie: the practical applications are treated separately from the theoretical.

    So I changed things around: All my lessons start with the physical challenge, practical case, or situation, require students to take a problem solving and creative approach (normally in teams), and present their solutions and ideas (ownership & communication). Then we take the problem and look for situations where it repeats and summarize into a theory, model, or formula.

    The result? Many students could now apply theory to practice πŸ™‚ And many kinesthetic and goal oriented learners were ecstatic!

    (Others who were listening/verbal learners and who were very comfortable with their success in a lecture approach were threatened by the approach – 10-20% of my university level classes)

    My biggest challenge? Other faculty: “What a ridiculous idea! Students are not smart enough to create theories that the masters created…” And for those faculty who “go it”, most were not able to apply this new way of thinking to their lesson planning because they themselves had little ability to apply their own learning to practice (ironic, isn’t it!)

    Just for interest: Other factors that contribute to the problem of a scientific/theoretical approach to learning:

    – snobbery towards “blue collar” work – basically the philosophy that “physical work” is socially lower than mental. This is a pretty powerful belief.

    – A primarily Asian learning mode of “Learn from a Master [by listening], become a Master, iterate what you learned from a Master”. This is in contrast to a constructivist approach to learning.

    Great article, Jamie!


    Paul Kurucz
    (a former university faculty) πŸ™‚

  4. Amity September 11, 2009 at 3:50 am · Reply

    I’ve started to create a checklist of things I want to do immediatley after reading a book/article etc and its serving me well. This is a very insightful site for scholars.

  5. Deborah October 20, 2009 at 6:22 pm · Reply

    Yesterday I heard a story on npr that reported on the rise across US campuses in the number of students with mental health issues. While this may be a result of better treatment and diagnosis–and certainly many students can not “just snap out of things”– it seems to me that there could be a correlation with a disjoint between thinking and doing. When I hear about students who are incapacitated by their situations, I wonder if they had more experience with actually doing something or creating something if those skills wouldn’t help at least some of them work through things? It seems that an understanding of concrete process could translate to helping students deal with things more abstract. At the least, feeling capable of DOING something could provide some escape from only thinking about things. There are so many stories about people who should have given up considering what they had to overcome but succeed because they take incremental steps towards a different outcome.

  6. Annaly August 12, 2010 at 9:09 am · Reply

    So many educated people don’t see value in doing physical work and I think that leads to not seeing value in doing anything. There’s a definite disconnect between learning and putting knowledge into action in our society.

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