My initial comment should have read “teaching the basics of *A* language to a class.” The prob is ideology being crowbarred into subjects. Japanese grammar to help understand linguistics? Fine. Japanese grammar b/c we need to cross ‘Asian content’ off the diversity list? Gross.
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Replying to @CanuckPlucky @borrfdad and
The initial illustration (pain) is simply to show that playing word games by re-defining the context does NOT show a multiplicity of valid answers or ways of understanding. But ppl pretend like it does, so that they can claim that one set of answers is ‘western’ or ‘colonial’.
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Can you try to ground this in something specific? That's too vague to make sense of and it's chock full of question begging. I'm no complex number theorist, but as I understand it, w/ different definitions and axioms 2+2=5 can be literally true. /1
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Replying to @borrfdad @CanuckPlucky and
So, as I understand it, you would just be wrong. If you have a problem with applying that logic to a particular case, hit me with that particular case. /2
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With different definitions and axioms, purple can be green. Elvis can be Madonna. Literally any symbol/number/letter can represent anything, if we define it thus. The reason this is coming up is b/c conventional definitions in the West are... ‘Western’, thus oppressive.
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Replying to @CanuckPlucky @borrfdad and
It goes like this. There is a push to bring ‘ethnic studies’ into math curriculum. Like this: https://www.k12.wa.us/sites/default/files/public/socialstudies/pubdocs/Math%20SDS%20ES%20Framework.pdf … This is because ‘conventional’ math is ‘western’. It tends, therefore, oppressive & racist. So goes the argument.
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Replying to @CanuckPlucky @borrfdad and
So, in order to justify this approach, other ‘ways of knowing’ need to be seen as equally important to learn. If we want to replace western (oppressive) math, then we should teach aboriginal methods, etc. Except we live in the West. Everyone uses base-10. It IS the convention.
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Replying to @CanuckPlucky @borrfdad and
If you want to genuinely understand mathematics, it is incredibly important and useful to understand that base-ten numerals really are only a social convention and does not represent any kind of abstract universal truth
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Replying to @arthur_affect @CanuckPlucky and
And this is something that is surprisingly difficult even for educated people to understand, when they've never been exposed to the concept I mean look at what you just typed -- "base-10", not "base-ten" "Base-10" doesn't exist, it's meaningless Think about it
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Replying to @arthur_affect @CanuckPlucky and
ALL the bases are "base-10" "10" is how you write the number "two" in base-two, it's how you write the number "ten" in base-ten, it's how you write the number "five-hundred-sixty-seven" in base-five-hundred-sixty-seven
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If you actually understood what positional notation means and what having a "base" is in the first place, you'd understand why writing "base-10" makes you look like a fool But the automatic translation of "10" to "ten" isn't even conscious for you
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Replying to @arthur_affect @CanuckPlucky and
Unlearning those lazy ways of thinking is the whole reason for education Gaining the general facility for doing this -- not just knowing specifically what binary or hexadecimal notation are but questioning the meaning of symbols as a general habit of mind -- is vital
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Replying to @arthur_affect @CanuckPlucky and
Whether or not you ever have cause to use binary or hexadecimal in your own life (in which case thoughtlessly assuming "10" means "ten" could be disastrous) it's the capacity to think outside of boxes in general that makes for a generally "smart person"
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End of conversation
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