Selection versus influence - Revision history

Shawn at 23:46, 4 December 2010

2010-12-04T23:46:00Z

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	Professor Seth asked us last Tuesday whether there was any saving the historian-identifying-influence method, and, after watching Heisenberg's story and thinking about my opinions on free will (there is none) and determinism (it is limited), what is available and proper to the historian is the identification of influences, a measure of their strengths, as long as it is tempered with it's opponent, an identification of an agent selecting resources, not just buffeted by them.		Professor Seth asked us last Tuesday whether there was any saving the historian-identifying-influence method, and, after watching Heisenberg's story and thinking about my opinions on free will (there is none) and determinism (it is limited), what is available and proper to the historian is the identification of influences, a measure of their strengths, as long as it is tempered with it's opponent, an identification of an agent selecting resources, not just buffeted by them.

			[[Category:History]]

Shawn: Protected "Selection versus influence" ([edit=autoconfirmed] (indefinite) [move=autoconfirmed] (indefinite))

2009-11-16T22:16:34Z

Protected "Selection versus influence" ([edit=autoconfirmed] (indefinite) [move=autoconfirmed] (indefinite))

← Older revision	Revision as of 15:16, 16 November 2009
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Shawn at 22:16, 16 November 2009

2009-11-16T22:16:22Z

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	Traditionally in science education, we try to influence our students through training to "think scientifically," to identify "correct scientific work." (Insert reference to Elements of Physics by Alpheus W. Smith, preface, here.) Then, we occasionally allow students to choose their path. What we almost never do (exceptions include undergraduate research projects) is to expect students to be a part of the scientific endeavor. Instead, we traditionally expect them to be part of an audience, then jump in at certain high levels.		Traditionally in science education, we try to influence our students through training to "think scientifically," to identify "correct scientific work." (Insert reference to Elements of Physics by Alpheus W. Smith, preface, here.) Then, we occasionally allow students to choose their path. What we almost never do (exceptions include undergraduate research projects) is to expect students to be a part of the scientific endeavor. Instead, we traditionally expect them to be part of an audience, then jump in at certain high levels.

			==2009-11-16==

			Professor Seth asked us last Tuesday whether there was any saving the historian-identifying-influence method, and, after watching Heisenberg's story and thinking about my opinions on free will (there is none) and determinism (it is limited), what is available and proper to the historian is the identification of influences, a measure of their strengths, as long as it is tempered with it's opponent, an identification of an agent selecting resources, not just buffeted by them.

Shawn: moved On selection versus influence to Selection versus influence: "On" is implicit in wiki titles

2009-11-15T16:49:20Z

moved On selection versus influence to Selection versus influence: "On" is implicit in wiki titles

← Older revision	Revision as of 09:49, 15 November 2009
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Shawn at 16:46, 15 November 2009

2009-11-15T16:46:10Z

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	2009-11-11		This is a topic considered frequently in the history of modern science course [[STS 3301]].

			==2009-11-11==

	When I was a high school student, faced with issues concerning the opening of Seabrook nuclear power plant, our school being within the emergency management zone, I supported peaceful nuclear power. I also was fascinated by the proposed Superconducting Super Collider. I think I thought "That sounds cool, plausible, let's do it!"		When I was a high school student, faced with issues concerning the opening of Seabrook nuclear power plant, our school being within the emergency management zone, I supported peaceful nuclear power. I also was fascinated by the proposed Superconducting Super Collider. I think I thought "That sounds cool, plausible, let's do it!"

Shawn at 19:24, 11 November 2009

2009-11-11T19:24:14Z

← Older revision		Revision as of 12:24, 11 November 2009
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	2009-11-11		2009-11-11
	When I was a high school student, faced with issues concerning the opening of Seabrook nuclear power plant, our school being within the emergency management zone, I supported peaceful nuclear power. I also was fascinated by the proposed Superconducting Super Collider. I think I thought "That sounds cool, plausible, let's do it!"		When I was a high school student, faced with issues concerning the opening of Seabrook nuclear power plant, our school being within the emergency management zone, I supported peaceful nuclear power. I also was fascinated by the proposed Superconducting Super Collider. I think I thought "That sounds cool, plausible, let's do it!"

	When I went to college, I made friends with people who were against nuclear power, or who came out against it as we learned more about it in our undergraduate and graduate experience. I learned to question the values of nuclear power also. It can't simply be said that I did it to stay on par with my friends, because there were plenty of things that they did that I chose not to do. I was conscious of my own freedom of choice as I often sat in rooms as the only person not smoking pot or not drinking.		When I went to college, I made friends with people who were against nuclear power, or who came out against it as we learned more about it in our undergraduate and graduate experience. I learned to question the values of nuclear power also. It can't simply be said that I did it to stay on par with my friends, because there were plenty of things that they did that I chose not to do. I was conscious of my own freedom of choice as I often sat in rooms as the only person not smoking pot or not drinking.

	So, was I influenced to do things, or did I select among possible choices and resources, or is there some third way of seeing my history? I propose we focus on the phrase "to be a part of something." The phrase sounds wishy-washy because it doesn't have an action verb. But avoiding this view is one of the main problems in science education.		So, was I influenced to do things, or did I select among possible choices and resources, or is there some third way of seeing my history? I propose we focus on the phrase "to be a part of something." The phrase sounds wishy-washy because it doesn't have an action verb. But avoiding this view is one of the main problems in science education.

	Traditionally in science education, we try to influence our students through training to "think scientifically," to identify "correct scientific work." (Insert reference to Elements of Physics by Alpheus W. Smith, preface, here.) Then, we occasionally allow students to choose their path. What we almost never do (exceptions include undergraduate research projects) is to expect students to be a part of the scientific endeavor. Instead, we traditionally expect them to be part of an audience, then jump in at certain high levels.		Traditionally in science education, we try to influence our students through training to "think scientifically," to identify "correct scientific work." (Insert reference to Elements of Physics by Alpheus W. Smith, preface, here.) Then, we occasionally allow students to choose their path. What we almost never do (exceptions include undergraduate research projects) is to expect students to be a part of the scientific endeavor. Instead, we traditionally expect them to be part of an audience, then jump in at certain high levels.

Shawn: created 2009-11-11 rant

2009-11-11T19:23:57Z

created 2009-11-11 rant

New page

2009-11-11
When I was a high school student, faced with issues concerning the opening of Seabrook nuclear power plant, our school being within the emergency management zone, I supported peaceful nuclear power. I also was fascinated by the proposed Superconducting Super Collider. I think I thought "That sounds cool, plausible, let's do it!"
When I went to college, I made friends with people who were against nuclear power, or who came out against it as we learned more about it in our undergraduate and graduate experience. I learned to question the values of nuclear power also. It can't simply be said that I did it to stay on par with my friends, because there were plenty of things that they did that I chose not to do. I was conscious of my own freedom of choice as I often sat in rooms as the only person not smoking pot or not drinking.
So, was I influenced to do things, or did I select among possible choices and resources, or is there some third way of seeing my history? I propose we focus on the phrase "to be a part of something." The phrase sounds wishy-washy because it doesn't have an action verb. But avoiding this view is one of the main problems in science education.
Traditionally in science education, we try to influence our students through training to "think scientifically," to identify "correct scientific work." (Insert reference to Elements of Physics by Alpheus W. Smith, preface, here.) Then, we occasionally allow students to choose their path. What we almost never do (exceptions include undergraduate research projects) is to expect students to be a part of the scientific endeavor. Instead, we traditionally expect them to be part of an audience, then jump in at certain high levels.