Hotels. Today I am at a hotel in Helsinki. The hotel maid speaks English fine. Last month I was in Miami. None of the hotel maid understand English. :)
History. It seems that history flows along on a river of blood.
Education. It seems that the less students are willing to do, the more teachers are asked to do.
1. Trust
but verify. This essential quote from
President Ronald Reagan has gripped politics and the American press. Yet, too many trust and must trust because they
cannot verify. This even goes with
scientists themselves. This is another
aspect of problem solving. It creates
impossible problems where the assertion without verification leads to
conflicts. Those who insist on verification but don’t see it, become
distrustful and this, like an infectious disease, spreads to all comments or “trusting”
of such testimonials. You know many people that frequently make obviously unverifiable
statements. It comes to this: eventually no matter
what this person says on other matters is suspect - even disregarded. Trusting, nonetheless, is but an eyelash away
from belief.
1. How
do you solve a problem? If you’re in
business you favor business solutions; if a politician, political solutions; if
a scientist, scientific solutions. You
use the techniques you know and are comfortable with. If you are running for
office, you promise to find the best possible solutions, but you use your
familiar techniques. You cannot escape
you. If you are a politician, say, trying to solve or endorse a
scientific problem, you are out of your sandbox (pond). You still appeal to your techniques perhaps relying
on testimonials of those you trust, i.e. those like yourself. If you are a psychologist, say, trying to
solve a math problem, then you are outside your sandbox completely. Your level of profundity is exposed. You must learn the math or admit you cannot
solve the problem. Admission of inability is difficult for experts.
The Cynic. First he said he was deprived of puberty, then youth, then middle age, then naivety, then hope, then promise, then dreams, then care, then faith.
This chap has not much further to go. :)
Implication. In mathematics or most every subject if I say that A implies B and B implies A, this is the same as saying A and B are the same, or as we say in the business, equivalent. This makes implication a powerful tool of logic. But there is a weaker logic implicit in the term "to find." When I visited the artistic retreat far in the mountains, the mantra at the entrance said here "Expression finds Freedom and Freedom finds Expression." This is a weak form of implication, no where near implicating equivalence, much less the only path to the achievement of either. But it illustrates the fuzzy nature of our language. The expression seems lofty, profound, and even universal, but essentially means little. It is deceptive; it is distracting; it promises much while delivering little.
Having a Plan. There is a favorite line from the movie
Tremors, 1990, starring Fred Ward and Kevin Bacon, I truly like. Said Fred Ward in one scene, "We always have a plan. That way we don't have to do anything right now." That's me.
Problem Solving. Everybody supports problem solving. The schools, especially so, as it is tied completely with the mantra of enhancing the teaching of critical thinking. So, the mandate for no less than the new Common Core Curriculum is to bring this front and center into mathematics teaching. But is this an impossible problem? Can teachers teach problem solving if they themselves are not problem solvers. Most teachers can surely navigate their students through set problems, but are they missing critical instructional understanding of at least a few essential problem solving techniques when problem solving as a venture is not fully appreciated by themselves. My view is that teachers should be constantly challenged by new problems - if only so they feel, firsthand, the same pain and puzzlement of their students when confronted by new problems. (Mind you, I'm not talking about difficult problems, but only new one that demand teacher critical thinking.) This dimension of puzzlement is where most of their students live. Do teachers fully understand it?
You cannot teach a skill you yourself do not have.
Ten years. Suppose a message were delivered to you that you were to be given an extra ten years to do what you wanted, and then regular life resumes afterwards. What would you do?
Victim. It seems that once a person regards oneself as a victim of whatever, they also regard that a suspension of normal rules of behavior apply. It is like the victim has a license to misbehave.
Kathleen Sebelius. Judging by Robert Gibbs comments yesterday that the Obamacare website is a total WH embarrassment, it seems certain that HHS Secretary Sebelius is on her way out. Someone big must pay the price. Robert Gibbs is affable, true, but he is also completely loyal to the President. This leads us to believe his remarks were orchestrated from on high.
Advice: As I’ve told students and colleagues for
years. Be careful about giving
advice. If your advice taken, you do
assume a measure responsibility. Yet, nonetheless, advise is so easy to give, and is often done with almost no thought of the full circumstances.
Gresham's Law.
This law, simply put, states that bad money chases out the good. Named
after Sir Thomas Gresham (1519-1579), an English financier, it was first
mentioned in 1858 by Henry Dunning Macleod. "Good" money is money
that shows little difference between its nominal value (i.e. the face
value of the coin) and its commodity value. But when the money is
diluted by diminishing the percentage of precious metal in it, the money
becomes "bad" and the good money is sequestered by owners for another
day. Bad money has been shown historically to create economic
disasters. Witness the debacles in 17th century China. There is a
political counter part, to wit when a credible source suggests the
welfare-improving choice and a less credible source simultaneously
suggests a choice that will make subjects worse off, subjects make worse
decisions than when only the credible source is available.
Bad information has an effect.
When conflicting information about various political candidates is
presented, it is not evident that the voter will discount the lesser
source(s) of credibility. This implies that the obvious not exactly
not that obvious. Like the dilution of the precious metal, conflicting
information dilutes the truth with the consequence that some citizens
will be attracted to alternative, less reasonable problem solutions.
In general, bad often drives away the good.
Compromise is an art requiring both skill and practice. In the
absence of either, it is an impossible, though essential, tool of
government.