There is so much to take in that we divide up our task subject by subject, rarely allowing something we’ve learned in one class (or other environment) to leak over into another. This is not, in general, a good thing.
A recent article on one of the great scientists in the field of General Relativity prompted our astronomer to reflect on stereotypes in science, and how sometimes they can be very wrong.
Mathematics, at almost any level, can be either practical or ideal. Problems arise when the two kinds are confused.
As we progress in school, the lessons get more difficult and complicated. Sometimes they’re difficult because we have to unlearn things.
Digital cameras, like calculators, have an immense menu of features. It’s certainly rare, and possibly unknown, for anyone to use them all. Why have them, then?
Weather forecasts are much more reliable than they used to be, mostly thanks to more powerful computers. Input from people is still important, though.
A mathematics teacher is not much like a nineteenth-century railroad worker–but there are parallels. Our consultant who tutors High School math and science continues to learn from it; sometimes, his students do also.
Methods and results differ among the various sciences. This comes from differences in their subject matter and is not always understood, even by scientists.
A recent comment on one of our posts raises the question of what teachers are trying to achieve in school. The answer varies.