Quote:
Originally Posted by Botnst
Why take a philosophy or history course? I have yet to have a need to know what happened in 1066 and where it was that something happened that year. Nor has anybody asked me about 'Meno' in since ... ever. For that matter, I can't think of a time when it was important whether or not I split an infinitive or read a work of "Great Literature."
Fundamentally, learning is it's own reward, or not, depending on whether one values it.
What is of practical importance is a different question, which is why for those folks who need a practical application to make education worthwile, I suggested a JuCo or trade school (or business college like Remington). It is disrespect that some folks prefer practicality to general learning and vice-versa. On the contrary, I would like to see stronger Juco's & trade schools so that folks who want a practical education can get one without being burdened with courses that are of no use to them --- allowing the student to concentrate more effectively on those courses that are of practical value.
B
|
I'm not arguing the value of practicality over learning for its own sake.
You don't find tens of thousands of students struggling semester after semester to fulfill a History, Philosophy or Sociology requirement. You don't even see it in the hard sciences.
There's something different about Math. Is this difference worth modifying its role in the curriculum?
I suspect that Math is somehow hard wired in the brain in a manner similar to the way in which language is hard wired although the differences in the quality of wiring differs more with Math than with language.
There are millions of dollars being spent in higher education on remedial classes necessary to get students through their college alegbra course. Would this money be better spent on higher level math courses for students who actually want to study Math?