[email protected]

In a message dated 5/9/02 3:15:31 PM Central Daylight Time,
[email protected] writes:

<< (The real question is: Can we see it?) >>

oooh....and here it was about not letting fear control me any longer!!
Now I feel the nervous pit in my stomache.....LOL
I write a lot for myself, ideas come and if I don't get them down they are
gone.
These thoughts came to me during a run this week.....so if you really want to
read it I'll put it here for perusal.
gulp.
Now I said it.
As long as you (and anyone else) remember I'm a writer for me, not for
publication at this point..... So my lack of skills might show to some of you
more eloquent writers.
It's just about how unschooling has brought me to the point of not letting
fear control, but joy!! Even on the morning run.
Ren

[email protected]

In a message dated 5/9/2002 1:17:12 PM Pacific Daylight Time,
[email protected] writes:


> I heard about a young man who was sitting on a panel at a homeschooling
> convention. When asked whether he felt he had any gaps in his education he
> replied, "Yes. I don't know EVERYTHING!" <vwg>
>
> Kelly
>

Ahhh - but that was undoubtedly "pre-Google" <BEG>.

Now, as Sandra said recently, I'm only 30 or 40 seconds away from knowing
everything!!!

--pamS


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[email protected]

In a message dated 5/9/2002 1:17:12 PM Pacific Daylight Time,
[email protected] writes:


> These students just seemed
> so unprepared to me. I couldn't see turning over my child to someone who
> didn't know the difference between the Greek and Roman cultures or why we
> went to the moon or that 2 + 2 doesn't always equal four or even how to
> utilize the classroom experience


And remember, you don't need to know WHY we went to the moon if you believe
it never happened.

--pamS



[Non-text portions of this message have been removed]

[email protected]

In a message dated 5/9/2002 1:17:12 PM Pacific Daylight Time,
[email protected] writes:


> My sister-in-law, in So. Cal., kept a Spanish-English dictionary in her
> car because they always wanted to know the literal translations of
> Spanish place names, street names, etc.

WHAT a good idea. I have about 6 spanish-english dictionaries around the
house - but we would be WAY more likely to want one when out and about!!!
THANK YOU THANK YOU!!!!

--pamS en el sur de california


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Kinkade

<<I couldn't see turning over my child to someone who didn't know the difference between the Greek and Roman cultures or why we
went to the moon or that 2 + 2 doesn't always equal four or even how to utilize the classroom experience>>

Ok, this I can follow. I know the differences between Greek and Roman cultures, I know why we went to the moon, but I didn't know that 2 + 2 doesn't always equal 4...

Can you explain?

Rebecca


[Non-text portions of this message have been removed]

Dan Vilter

on 5/10/02 7:40 AM, Kinkade at kinkade@... wrote:

> Ok, this I can follow. I know the differences between Greek and Roman
> cultures, I know why we went to the moon, but I didn't know that 2 + 2 doesn't
> always equal 4...
>
> Can you explain?

It's a test of sorts to see if you can think outside what is given to you.
It's just an exercise to look at things differently. A trick of sorts to
look behind the initial representation of something. A way to get creative
energies moving.

The concept is that numbers are not always whole, complete, never changing
items. The easiest way I look at it is with lumps of clay. If you have two
lumps of clay and put of them together with two more lumps of clay, what
have you got? It could be four lumps of clay. Or maybe the first two were
put together in one lump and now you have three. Or now maybe all were put
together and all you have is one. Or maybe you have a whole set of cups and
saucers. Or one grand pot. Or an electrical insulator. Another example
that I heard recently on this list (when I used the same phrase) would be if
you dealing with armies. Would you have one a big army? An alliance? Many
many many platoons? A lot of arguing and tired feet? If you have two
arguments and add two more arguments is it a discussion?

What if one of the twos was negative?

The exercise goes on. Conceptually what is a number? A name? A thing? A
model? How do "things" change? Things you put a name to. How does that
named thing change when things around it change? Is a named thing constant
because it has a name? And on and on and on...

It was a rare Education major that even wanted to have this discussion in my
classes.

-Dan Vilter