wow there was a lot of time logged to this conversation for all the nonsense and unrelated stuff. The thread is appropriately titled hehe
*sigh* Kill Cool Skill. (Make that the title for your next rap single, you breakdancing chink [and you DID report my post]) Summary: This thread went nowhere and fast, so I'll take up the offer no one has made. My own "Own Bullshit" thread. Why people bullshit, how, when and where, and why all forums are septic tanks filled with the stuff. And why those that bullshit are, like Cool Skill, irresistable for those that want to correct them. Farewell.
I'm not sure if anybody mentioned this in the course of this lengthy discussion http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?userid=MY2X5saBrO&isbn=0691122946&itm=1 Although I haven't read it myself.
I think you're on to something there - well said! Where are you going? <center>* * *</center> Aye - very appropriate! Please Register or Log in to view the hidden image!
Whoa. Real quick and I'm out- Why did something Plexus say come out as Invert_nexus when quoted by the Yamayama?
That would be the effect of cheap lager I'm afraid! (....God I'm such a lightweight! Please Register or Log in to view the hidden image! ) My apologies to both invert_nexus and plexus.
Why not just kill yourself and make the world a better place? The only person bullshitting in this case is you. You obviously have completely no idea what you are talking about. Just because your nonsense argument is baseless, does not mean others need correcting. You have found nothing in my post that needs correcting. Therefore, you might as well go back to your hole. About time. Back to the hole which was what I been saying from the beginning. Let’s celebrate.
At first, I thought this thread was going to be about that book. I ran accross it right before this thread started while researching philosophy. Watch: Type "philosophy" in the book section of the Amazon.com search.
enjoying the BS It is all just a dream so just sit back and enjoy the show -- all the Bullshit. Then you are "Awake" like Jesus and Buddha because you are Jesus and Buddha and also everything else in your dream. -- just thoughts
"Is this the first time you're reading Descartes. Read on and you'll realize your presumptuousness. ? ============================ Descartes had it backwards: I think therefore I AM NOT: I think I think when there is no thnking because thinking is just a thought, the mind. I AM not the mind, which is just thoughts, nor I am the thoughts called body and its universe. The Hindus figured it out 5000 years before Descartes: I AM THAT without which there would be no mind nor body nor its universe. It is all about the non-duality called Advaita. The joke is that 5000 years later Physics gives us the EXACT same story of non-duality called the Unified Field. -- fiction speaks
As worhtless and utterly flawed as Descartes is, it does not mean that temporality (physical reality) is a dream. Even if the theory that the thought is the quantum particle that all matter is made of is correct.
The mind is what it thinks it thinks and that has nothing to do with these words that are pure fiction. Physics, novels, movies, TV, and computers all tell me that life is just a dream/fiction so why should I argue? But that is just what my mind thinks it thinks. -- fiction's words
That is exactly what the mind says each night when it is dreaming. And then I wake up and I cannot believe that I am less awake than when I was dreaming. Whatever the mind thinks -- and it always dreams that it is awake, even when it is aware that it is dreaming, lucid-dreaming. -- just words
Wrong. That is what the minds says before going to bed. There is a huge difference between dreaming and reality. Even in the most realistic dreams, the mind knows it's not real. Whether or not it has brought you to be consciously aware of it.
On Curriculum: I think the best sort of system is the one set up by my 4th grade class. It was a “gifted” class, so essentially, everyone progressed at their own pace with special regards to minimum requirements. Thus, the students who needed a slower pace could progress at that pace, and the students who got the material and understood it progressed. This was very successful, especially since it added a subtle air of competition that encouraged everyone to work hard and excel. An example of how this works in math: At the beginning of the year, everyone took a test to determine their level of math. Then, an individual curriculum was started for each student depending on their level so that all would have to work. Each would study their section of math and some of the more advanced students would tutor the students who were farther behind to help them get ahead. If a student then demonstrated proficiency in the subject matter, they would advance to a higher level of math. If they still didn’t get it, then help would be provided and they would continue working on the subject until they understood it. Obviously, there were minimum standards that everyone had to meet, but this curriculum allowed those genius 4th graders to pull out their pre calculus books and study at a level appropriate their minds and it also allowed the “moderately intellectual” students to simply continue in elementary functions. Another example of this is memorization. Every week our teacher required us to memorize poetry equating at least 5 points depending on the length of the piece. Since every poem was worth at least 1 point, if a student was not very proficient in memorization, (s)he could memorize 5 short haikus. If a student was very good at memorization, (s)he could memorize a lengthy poem such as The Raven. The points we received acted as currency, and every quarter we would have an auction of toys, art, theatre tickets, learning paraphernalia, etc. This also encouraged students to put forth their best effort, yet at the same time allowing students to excel at their own pace. Granted, a system like this is not perfect, but I found it to be the most stimulating and invigorating class in my entire pre high school days. High school itself has not been a challenge, (so now I’m getting my high school credits in community college classes) but I find that I have faced the same challenge of “lazy-asses” in AP classes. I dealt with the situation by talking with my instructor, and getting permission to engage in individual study so I could progress beyond the basic curriculum.
Do you even know what progress is? You stated the beginning of the year, but not the results of the end of the year? Was the teacher able to bring the students that tested at lower levels at the beginning up to par with the students that tested at higher levels at the beginning? Considering the nature of the flawed curriccular system, it would be difficult for the teacher to do so. If so, I woud commend the teacher. Otherwise, it is not actually progress.
