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Posts Tagged ‘nuanced


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If I was still a biology teacher, I would use this video to teach content and nuanced thinking.

The content is plain: Even though yeast consumes nectar, it does not deprive bees of nutrients. The nuanced thinking is going beyond the idea that yeast is a competitor to bees.

According to the science, the yeast is consumed by the bees. Yeast also warms flowers up so that nectar flows more easily and this makes the nectar easier for bees to consume.

This is why I like SciShow videos. They not only present investing factoids, they also provide seeds for nuanced thinking. That is the sort of thinking students of science need to learn. It is not good enough to learn about science, it is more important to learn to be a scientist.

It is easy to play the blame game. For example, some might attribute the lack of deep writing to what seems like shallow sharing on social media. Case in point, this tweet.

The first part of the tweet that houses this assumption is itself not nuanced. Many things contribute to the inability to write more deeply, meaningfully, or reflectively. “Impatient” writing could be due to the maturity of the writer, the time they have left to write, the relevance of the task, etc.

The educator was open enough to acknowledge the feedback from her students — the low-hanging fruit sort of writing was a product of the low-hanging fruit sort of testing. If tests value and reward short-term thinking and convenient answers instead of more nuanced thought, then why do we blame students for thinking that way?

We are buffeted and conditioned by our environments. We adapt to those conditions and adopt mindsets and behaviours that help us survive or thrive. Then we bring those mindsets and behaviours to other environments and see what works.

If students learn superficial writing from superficial media, then might they learn about nuanced writing by being exposed to more thoughtfully-crafted social media postings? Maybe. Nuanced writing takes time, discipline, and effort. Pursuing and nurturing such value systems is, in part, what education is for.

I was schooled. I became educated.

The learning of any subject might seem like a goal and an end unto itself. This might be true when the learner is a novice and being schooled. But as learners mature, they might realise that it is more important to learn-to-be (a writer), not just to learn-about (writing). They become more educated when they realise that it is far more important to learn HOW to think that to be taught WHAT to think.


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