|
| |
Postscript (5th October, 2009): The ability to tell, invent
and follow stories is transformed in education and research into the ability
to tell, invent and follow explanations and instructions as a means to
enrich, advance and provide a context for observable skill development, and a
means to share what is the mind. In essence telling stories, one step at a time,
and one step after another (in order perhaps) is the key to knowledge of
folklore, culture and technical knowledge. We may judge stories as fictional or
not, to greater or lessor extent. We judge the consistency of stories in
accordance with our knowledge or view of what is possible or allowable. So a
good alibi allows a detective to ease or remove suspicions about who committed a
action. In writing or inventing a story, an author will attempt to avoid
immediate or implied inconsistencies. What Louis Carroll's Alice sees in
Wonderland or Through the Looking Glass provides an story to follow, one that is
not realistic. Shakespeare and Moliere through their writing create pieces of
fiction for us to follow on paper or even to act out. We may judge the
characters and plots in stories and plays by our own ideas on what is not
possible. But in telling stories, the tellers provide us with a imaginary
world to follow and judge. Likewise in telling theories or providing
instructions for the operation of a machine or the creation of a product,
researchers and teachers are telling us stories, ones that may correspond to and
be useful in practice. The composers of a story may adhere to rules and criteria
for consistency, rules and criteria that say what is or should be possible or
not, in order to decide or conclude what may be in the story or not.
Chains of reason may be employed to find what a story implies or requires. The
composer may include or not, those implications or requirements in the
telling and extension of a story or theory.
The developers of empirical theories in science and technology tell many
small technical stories which individually work and are practice in special
cases, but not necessarily in all cases. High school and college
chemistry for example include alternative theories for the identification of
acids, salts and bases. The oxymoron acid-salt reflects the idea
that what is an salt in one theory is an acid according to another (a litmus
paper test say).
See the online logic postscripts to learn more. Good luck.
| |
|
|
|
www.whyslopes.com
site
search
Parents: Help
your Child/Teen Learn covers Speaking
Skills, Reading
& Writing,
Preparing for Science &
Having Patience, etc
Math How-TOs
1. Arithmetic
2. Algebra
3. More
Algebra 4. Geometry
5 More
Geometry 6. Calculus
>> densely written
>> use as skill checklists
Online
Volumes (orders)
1, Elements of
Reason. 1996
1A. Pattern
Based Reason 1995
1B. Math
Curriculum Notes 1996
2. Three
Skills for Algebra 1995
3 .Why.Slopes.&.More.Math.1995
Site
Topics/Sections
1. Decimal
Arith - Video Based ]
2 Fractions
3. Fractions
with Units
3. Solving
Linear Equations -
making alg easier
4. Formulas
forwards & Backwards - unifying theme for Algebra
5. Proportionality,
Back- & For-wards - theme at work.
6. Logic
- Math Free, good for precision in work & studies
7. Euclidean-Geometry
(leanly)
8. Slopes
and Lines
9. Why
Study Slopes - a context
10. Quadratics
11 Polynomials
12 Factored
Polys - a context
13 Functions
- For-& Back -wards
14 Number
Theory, Richly
15. Exponents,
Radicals & logs.
16 Calculus
- Examples & Advice
17. Real
Analysis
18
Electric
Circuits Etc (So So)
19 Maps,
Similarity & Trig, (alt view)
20 Complex
numbers
21
Logic with Symbols+truth tables
22 Consistent
Story Telling
23. Even
More Logic
|
|