One thing I didn't get about technical fields as a kid is that rigor is the standard ideas have to meet, not the source of them. The source is often the cheesiest sort of guessing.
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There's effectively a conspiracy to hide this guessing from students. The guessers themselves hide it in the tidying they do before publication, and science teachers hide it because they don't even know it happened.
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could you give examples otherwise it sounds like a load of corporate marketing cheese the conspiracies we all know and love.
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I knew a physics teacher (private school) who taught Physics as if he was teaching History of Physics, with the sparks, failures, etc. He claimed students understood it much better than: "here is the truth".
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I've always thought math should be taught this way too.
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To be fair, if you ever try to explain the tortured path of invention to students, you find that they don't like it all that much. It's fine for the experts nth time around though
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Good point. Probably depends on what type of student. Wants to learn or wants to regurgitate.
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I noticed this in art school. Art history teachers mythologized things that were mere hand work to artists. They turned technique into some sort of genius that is incomprehensible. You have to paint it to understand the process. From the outside it’s seems like magic.
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This is relevant outside if school and college. When presenting a product, if you give the (corporate) audience info on it's birth and some false starts, they will sometimes recognize their own failed attempts to solve the same problem.
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Feyman tried to demystify it somewhat, "First you guess. Don't laugh, this is the most important step. Then you compute the consequences. Compare the consequences to experience. If it disagrees with experience, the guess is wrong. In that simple statement is the key to science."
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