01-22-2012, 01:20 PM
(11-24-2011, 01:36 PM)Tenet Nosce Wrote:(11-21-2011, 10:01 PM)zenmaster Wrote: It's more due to convenience. I definitely had to know algebra before calculus.
Convenience for... who? The teacher? The "system"? Education should be based on what it effective rather than what is convenient.
I did not need the hierarchy of learning in math. I have a very developed creative side, which served me there. I seemed to just know answers and to understand algebra, geometry, trig and calculus in a holographic way, which combined with the learning of formulae and process; but the knowing was there first with the formulae supporting it later. I could be in class and read the problem when called on and know the answer by the time I was done, without doing the work (I am not autistic or a savant; it just seemed there was some open channel). It was not a matter of building up skills, it was a matter of being attuned to the math, if that makes sense.
I am now developing learning modules with a partner which utilize the whole brain and include creativity, while subduing the limbic responses. We've been working for over a year on this. It is our intention to be part of a new wave of education, which does not rely on memorization but rather develops fluid intelligence.