tag:blogger.com,1999:blog-3522311.post5866357214781223698..comments2024-03-12T03:23:42.976-04:00Comments on NeuroDojo: Mulling over certainty and uncertainty in teachingZen Faulkeshttp://www.blogger.com/profile/07811309183398223358noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-3522311.post-20836735300209796412010-01-20T23:17:08.506-05:002010-01-20T23:17:08.506-05:00Great topic, and I think it holds true for my fiel...Great topic, and I think it holds true for my field of psychological/behavioral science. As a psychology and neuroscience professor, I appreciate the idea that there is sometimes not a certain, correct approach to a problem or research question. Even if we think we have the answer figured out today, that answer is often proven incorrect sooner or later. In teaching psychological intervention techniques, I try to tell students that if you think you are going to find THE one correct way to treat patients or a cure for a psychological issue, you will be sorely disappointed. It is partly why a major tenet of graduate clinical psychology training is learning to be consumers of research, so that one can learn to evaluate the potential efficacy of a theory or intervention for oneself. I also enjoy requiring students to learn to understand and argue from a point of view which they disagree with - it is a definite strength to be able to see an argument from the perspective of the other side.<br />Before I digress too much, let me again say: interesting and informative blog topic!Dr. Hammersleyhttps://www.blogger.com/profile/11618438652787522609noreply@blogger.comtag:blogger.com,1999:blog-3522311.post-76837815276779128152010-01-20T18:00:16.910-05:002010-01-20T18:00:16.910-05:00How refreshing! Great post. Education increasingly...How refreshing! Great post. Education increasingly seems to be like politics and religion in that people sit on one side or the other. But it is not a matter of sides, like you state, it is more about how you come to know certain things, and learning to think, not just repeat. Having been out of academia for a while now I still see the same things in the business world. Q: "Well how do we know this?" A: "Well because we've always known this." That doesn't help. To think, to truly think, and not just regurgitate, now THERE is a goal.Anonymoushttps://www.blogger.com/profile/14309385609809902693noreply@blogger.comtag:blogger.com,1999:blog-3522311.post-22988980268064174832010-01-20T11:25:34.399-05:002010-01-20T11:25:34.399-05:00It's good to see someone thinking about these ...It's good to see someone thinking about these things. I agree that students need some basic infrastructure, but past that point they can find out facts about the subject - if they know how to look and evaluate sources (something that isn't taught in a lot of classes). I think it's more important to know how to learn - and how others in your field have figured out how to learn - I think this is what you refer to as process - and to have a tool kit of skills to approach and figure out problems. And this doesn't just apply to science education - it applies to all subjects.<br /><br />Thanks for the thought-provoking post.Anonymousnoreply@blogger.com