Jaclyn Cannon January 29, 2021 Science Worksheet
As to the joy of discovery, this emotion can work in reverse. In Orson Scott Cards brilliant short story and novel, Enders Game, the child protagonist learns that the war games he was practicing for were actually the real thing. His surprise, remorse and confusion have profound effects on his psyche, and set the stage for his attempts later in life to attain some sort of recompense for the race which he and his cohorts destroyed. Robert Silverbergs works evoke a feeling of dj-vu, a sense of being on too many worlds or too many travels; a moral ennui not found in many writers. Yet somehow, he transcends this eternal boredom to reveal with startling clarity that something lies beyond; if only a sought after end. Perhaps no other science fiction author offers a sense of wonder and discovery, a sense of joy de vivre, as does Arthur C Clarke. In story after story, Clarke expounds on new worlds, new discoveries, new possibilities ("all these worlds are yours..."). His love of the cosmos is rooted in his love of astronomy and physics, and is bundled together with a love of mankind that makes his work so inspiring and evergreen.
Never allow boredom to set in. We know now that when learning is fun and exciting, the brain is actually growing many new dendrites that make connections with many other dendrites. The more connections the better. We also know now that boredom destroys dendrites. Small children quickly become bored with worksheets, especially skill and drill worksheets. Yet another reason to avoid skill and drill worksheets like the plague. 6. Never allow your child to use a worksheet unsupervised. Some parents use worksheets to provide time to fix supper or add another load of laundry. Unfortunately, while you arent looking, your child just might have practiced a mistake several times. The time you thought you saved isnt nearly as much time as it will take to fix that mistake. If you consistently do these 6 things, you might be able to successfully use worksheets; but, seriously, a few minutes of your personal time will provide better learning for your child than a truckload of worksheets.
President Wilson was genuinely troubled by the loss of life during World War I. He and Alexander Bell chose Darwins entropic life-science as the electromagnetic key to the future of America rather that Montessoris. After World War II, High Command Nazi prisoners at the Nuremberg War Crimes Tribunal protested that Adolph Hitler had based the policies of the Third Reich upon the the Darwinian Eugenics of which Present Wilson and Alexander Bell had been involved with. The scientist, Matti Pitkanen, can be considered to have upgraded de Chardins ethical electromagnetic key to open Montessoris Golden Gates to the future. De Chardin insisted that the gates would only open for all people at the same time and not for any chosen race nor privileged few. Pitkanen noted that the earths regular deflection of potentially lethal radiation from the sun fulfilled the criteria of an act of consciousness, protecting all life on earth at the same time.
Having contrasted the 21st Century rebirth of Classical Greek fractal logic life-science - the New Renaissance, with the 20th Century nightmare, we can follow Professor Amy Edmondsons advice to begin our journey of ethical understanding from ancient Egypt. (George Sartons, A History of Science argues that ancient Kemetic theories of Egypt were scientific and established the foundations of later Hellenistic science). The ability of the ancient Egyptian Old Kingdom to reason that two geometries existed to balance the workings of the universe was praised by the Greek philosopher Plato, whose fundamental idea was that "All is Geometry". Old Kingdom wall paintings depicted that evil thoughts prevented evolutionary access to a spiritual reality. The geometry used to survey farm boundaries lost each year when the River Nile flooded was quite different from the sacred geometries basic to Egyptian religious ceremonies.
So, having selected the authors, I was ready to proceed to my next challenge, which you can read about in the next installment of the series. "All these worlds are yours:" the Appeal of Science Fiction, Part II In the first part of the series, I mentioned that Id been given an assignment to select approximately one hundred science fiction short stories for inclusion in an anthology that was being considered by a literary foundation. Originally, Id intended to find the "essence" of science fiction, and then select stories that reflected this essence. Unfortunately, this turned out to be nearly impossible, since different authors had different ideas about what constituted science fiction.
Now I admit, these groupings may be arbitrary, and may in fact reflect my perspective on things, but I had to start somewhere. The strange thing was that these grouping tended to repeat, no matter who the author was. When I thought about it, these same types of concerns are mirrored in the more "canonical" texts that are taught in school. So, what makes science fiction different from the mainstream texts taught in colleges and universities across the country? Once again, Im glad you asked that, because it is a perfect lead-in to the next part of the series. "All these worlds are yours:" the Appeal of Science Fiction, Part III
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