Dear Gentlemen, List;
I experienced an issue with two sides similar to this about ten years
ago. Scientific rocks..ones to study, and pretty rocks...ones that
require appreciation despite scientific importance. In the real world
of total experience, one needs to ideally appreciate both.
In the meteorite world, we all love a grand carbonaceous chondrite with
CIA's, amino acids, but aren't pallesites just as cool?
As with our quest for astronomy, one needs to take time to appreciate as
well as study.
Left handed and right hand proficient,
Dave F.
[EMAIL PROTECTED] wrote:
Hi Darren:
I do not disagree with you on that. From an education point of view (I am
trying to teach them astronomy), you want your students to understand what
is going on with the sky. But at the same time, you want them to
appreciate the wonders of the night sky (in this case) and with this
appreciation comes understanding (I hope).
In my case, with students who will not become scientists, first comes the
awareness of what is up there (you can see the Moon during the day?). If
they then learn something, then that is important too. At least I got them
out there and appreciating/enjoying Nature and got them away from their
textbooks (yeh, right) and their computers and video games.
Larry
On Sun, April 8, 2007 8:55 pm, Darren Garrison wrote:
On Sun, 8 Apr 2007 10:52:01 -0700 (MST), you wrote:
Hi Mal:
We (actually Nancy) uses this at every teacher workshop that we do. It
really points out the importance of learning astronomy (or any other
science) by doing it and not just lecturing!
That kind of goes against what I always thought Whitman's point in the
poem was-- that you should enjoy nature, not try to break it down and
analyze it. Sort of an anti-scientific statement, not a field-work vs. lab
work argument.
Whitman always struck me as a bit of a weirdo. :-)
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