tag:blogger.com,1999:blog-9215117687149149963.post4150814225448536781..comments2023-10-31T05:06:08.839-07:00Comments on Reality Apologetics: 100th Post - An Ode to TechnologyJonhttp://www.blogger.com/profile/09594949524027204661noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-9215117687149149963.post-37365703349481011012008-08-11T16:00:00.000-07:002008-08-11T16:00:00.000-07:00Jon, I know your compy died, so you might not be a...Jon, <BR/><BR/><BR/>I know your compy died, so you might not be able to read this for a while, but I want to discuss your idea for changing how we are teaching. <BR/><BR/>I agree, we do have access to an endless number of facts almost instantaneously. With that being said, each fact we store in our brain (I'm guessing the term is internal memory...but I don't want to misuse it) factors into how we analyze new entries. For instance, my knowledge of historical dates allows me to determine causal relationships and lessons that others may never get if they were not taught the base facts, but were taught how to interpret them when they are received as input. <BR/><BR/>While I agree that mundane facts like the birth date of historical figures are not important, memorization of times tables can be recalled much faster than they are input into an external device, especially if such memorization begins at an early age. This reduced operating time allows for increased time to think about meaningful things instead of looking up the mundane. Its almost as if critical thinking is a function, and the facts are the input operand. The more you have to look up what you're inputting, the longer it will take the whole thing to run.<BR/><BR/>I guess approximating the brain as a computer isn't a reliable method for analyzing this issue, but I'm a physicist...its like considering a spherical cow...Adam Harrishttps://www.blogger.com/profile/11775681800075057008noreply@blogger.com