 | | | |
| |||
| Secondly, teaching the many laboratory skills of science requires either money or time to devise, set up, and supervise the use of the laboratory equipment. I think it is harder to find money than time, but I can't find much of either. And finally, I do not really know how to teach children work out problems for themselves. I can give them a problem to work out and say "think." But this procedure is about as effective as saying "wiggle your ears." I cannot tell them how to think, which nerves to use. Alternatively, I can have them follow me step by step as I reason something out, trying to let them get one step ahead of me. But usually the effect is about the same as if I had shown a small child how to saw a piece of wood by standing behind him and making his arms move the saw. The child would know what is required of him and what the motions are, but lie still could not do it himself. In short, how does one best teach the most satisfying of all proficiencies: the ability to fashion a new idea. In discussing the aspects of my teaching - the kindling of curiosity by discovering the pleasure of understanding, the preparation and stimulation for further study, and the satisfaction of becoming adept in the processes of the hand and the brain - I have emphasized the enriching of the student's individual life. It would he easy to argue that these same aspects would make him a more useful scientist. | |||