Here's a rough transcript of the Panel of fictional characters we had in class on Wednesday.
First, we went through forum postings from the previous week:
merlin: Imagining yourself doing activities actually changes the brain. For instance playing the piano. People who imagined themselves playing, but didn't actually know how, their brains appeared the same as those who were actually being instructed.
watson/vgaffney: Close reading is still a very important skills in the humanities. Particularly english and philosophy. The complexity of the writing requires it.
In continuing to explore other folks’ papers for The Story of Evolution and the Evolution of Stories, I stumbled across bee27’s webpaper, which (much like my paper) talks about how Darwin’s model of evolution can apply to education. bee27 writes:
“Freire complements Darwin's ideas of breaking free of the educational mold, suggesting a shifted focus to viewing our children as students, and as participants in their own education, and not merely inactive vessels for other people's knowledge. Through On the Origin of the Species, Darwin's radical and therefore extremely significant ideas are like a call to action for science education.”
In last week’s webpaper, I wrote about the exciting and progressive possibilities that evolution presents for education, and the ways in which people like Paulo Freire already seem to embody some of these ideas. User hlehman wrote about the idea of evolutionary education too, asserting that:
“Evolution is about change and questions, an ongoing process and story to explain why things happen. It is important for children to have a positive exposure to the story of evolution because it allows them to open their minds and see what science does for us. Science provokes people to think in a new way without limitations or rules.”
Yesterday in Prof. Dalke's discussion section, we talked about whether it was more effective to conceive of our eduction in terms of defined, separate disciplines or in terms of an interdisciplinary approach. We seemed to have a very difficult time coming up with an answer; some people, for instance, thought that we have the responsibility to teach people about "social Darwinism" (and the ways in which Darwin's theories have been co-opted) in a biology class, and others felt that that should be the territory of a history class.