Lesson 5-Angels on a Pin Part Two Backgroumd Iformation W BTL E ENTER
W B T L E Lesson 5—Angels on a Pin Part Two ENTER
Lesson 5-Angels on a Pin Background Information Contents I。 Author LI。 Cultural Background 1. Angles on a pin 2. Why is the article entitled"Angels on a pin”? 3. What is meant by academic creativity? W BTL E To be continued on the next page. BAC
W B T L E Lesson 5—Angels on a Pin I. Author II. Cultural Background 1. Angles on a pin 2. Why is the article entitled “Angels on a Pin”? 3. What is meant by academic creativity? Background Information To be continued on the next page
Lesson 5-Angels on a Pin Background Information Contents 4. Three questions 5. How adults" creativity W BTL E BAC
W B T L E Lesson 5—Angels on a Pin Background Information 4. Three questions 5. How adults “kill” creativity
Lesson 5-Angels on a Pin . Author Alexander Calandra is now professor of Emeritus of Physical Sciences at Washington University in St Louis, Missouri. The present text is adapted from Angels on the head of a pin: A Modern Parable"which first appeared in Saturday Review. Dec 21, 1968 and has, since then become a classic Cor an often quoted) case on the problems of American education. W BTL E The end of author
W B T L E Lesson 5—Angels on a Pin Alexander Calandra is now Professor of Emeritus of Physical Sciences at Washington University in St. Louis, Missouri. The present text is adapted from “Angels on the Head of a Pin: A Modern Parable” which first appeared in Saturday Review. Dec. 21, 1968 and has, since then, become a classic (or an often quoted) case on the problems of American education. I. Author The end of Author
Lesson 5-Angels on a Pin II. Cultural ackground 1. Angles on a pin The title of the text Angles on a pin comes from the much-talked about question: How many angles can dance on the head of a pin? which is used to ridicule those people who asked meaningless questions about the Bible in the Middle ages. It is also used ironically to describe the kind of questions that philosophers ponder. W BTL E The end of Angles on a pin
W B T L E Lesson 5—Angels on a Pin 1. Angles on a pin The title of the text “Angles on a Pin” comes from the much-talked about question: “How many angles can dance on the head of a pin?” which is used to ridicule those people who asked meaningless questions about the Bible in the Middle Ages. It is also used ironically to describe the kind of questions that philosophers ponder. II. Cultural Background The end of Angles on a pin
Lesson 5-Angels on a Pin II. Cultural Background 2. Why is the article entitled Angels on a Pin? I. Medieval scholastics were fond of debating such meaningless questions as How many angels can dance on the point of a pin?" Did Adam have a navel? and Do angels defecate? The emerging sciences replaced such scholarly"debates with experimentation and appeals to observable fact W BTL E To be continued on the next page
W B T L E Lesson 5—Angels on a Pin 2. Why is the article entitled “Angels on a Pin”? I. Medieval scholastics were fond of debating such meaningless questions as “How many angels can dance on the point of a pin?” “Did Adam have a navel?” and “Do angels defecate?” The emerging sciences replaced such “scholarly” debates with experimentation and appeals to observable fact. To be continued on the next page. II. Cultural Background
Lesson 5-Angels on a Pin II. Cultural Background II. Calandra seems to be suggesting that exploring the deep inner logic of a subject in a pedantic(学究的;迂腐的) way is similar to the empty arguments of scholasticism.He compares this to the new math so much in the news in the 60s, which attempted to replace rote memorization(死记硬背) of math with a deeper understanding of the logic and principles of mathematics, and he seems to be deriding(嘲笑)that effort too W BTL E The end of this part. u
W B T L E Lesson 5—Angels on a Pin II. Callandra seems to be suggesting that “exploring the deep inner logic of a subject in a pedantic (学究的；迂腐的) way is similar to the empty arguments of scholasticism.” He compares this to the “new math”, so much in the news in the 60s, which attempted to replace rote memorization (死记硬背) of math with a deeper understanding of the logic and principles of mathematics, and he seems to be deriding (嘲笑) that effort, too. The end of this part. II. Cultural Background
Lesson 5-Angels on a Pin II. Cultural Background 3. What is meant by academic creativity? Academic creativity is a way of thinking about, learning, and producing information in school subjects such as science, mathematics, and history. Few experts agree on a precise definition, but when we say the word everyone senses a similar feeling When we are creative, we are aware of its special excitement. W BTL E To be continued on the next page
W B T L E Lesson 5—Angels on a Pin 3. What is meant by academic creativity? ➢ Academic creativity is a way of thinking about, learning, and producing information in school subjects such as science, mathematics, and history. Few experts agree on a precise definition, but when we say the word, everyone senses a similar feeling. When we are creative, we are aware of its special excitement. To be continued on the next page. II. Cultural Background
Lesson 5-Angels on a Pin II. Cultural Background Creative thinking and learning involve such abilities as evaluation(especially the ability to sense problems, inconsistencies, and missing elements); divergent production (e. g- fluency flexibility originality, and elaboration); and redefinition, Creative learning is a natural, healthy human process that occurs when people become curious and excited W BTL E To be continued on the next page
W B T L E Lesson 5—Angels on a Pin ➢ Creative thinking and learning involve such abilities as evaluation (especially the ability to sense problems, inconsistencies, and missing elements); divergent production (e.g., fluency, flexibility, originality, and elaboration); and redefinition. Creative learning is a natural, healthy human process that occurs when people become curious and excited. To be continued on the next page. II. Cultural Background
Lesson 5-Angels on a Pin II. Cultural Background In contrast, learning by authority requires students to use thinking skills such as recognition, memory and logical reasoning-the abilities most frequently assessed by traditional tests of intelligence and scholastic aptitude Children prefer to learn in creative ways rather than just memorizing information provided by a teacher or parents. They also learn better and sometimes faster W BTL E The end of this part. u
W B T L E Lesson 5—Angels on a Pin ➢ In contrast, learning by authority requires students to use thinking skills such as recognition, memory, and logical reasoning—the abilities most frequently assessed by traditional tests of intelligence and scholastic aptitude. Children prefer to learn in creative ways rather than just memorizing information provided by a teacher or parents. They also learn better and sometimes faster. The end of this part. II. Cultural Background