By: Mr. Raymond Kenneth Petry

Mr. Raymond Kenneth Petry — Wed, 27 Jan 2016 21:50:50 +0000

I was an undergraduate too decades ago at UCSD but from Freshman Summer Orientation and thereafter I was unpleasantly,-surprised by the lack of mathematicality in science, physics especially, And worse the jump from high school physics to college was like an impassable crevasse, a Chaos of unfathomably faux savantry… yet I’d been an ‘over-the-top’ student in both mathematics and physics… What had happened was, questions I’d had from fifth grade study of college textbooks raised insights in what I’d hoped would have college answers but the paradoxes went unaddressed and therefore all the learning was a boring exercise looking for energy instead of coordination and then working back to klutzery… the-other-end-is-running-late, flux-in-minus-flux-out-equivalence-to-flux-change; One professor even tells me that Newton believed the speed of sound was infinite (Newton probably meant instantaneous, faster than measurable). How people know the truth is probably more important than how-to-learn.

Comments on: Nobel laureate Carl Wieman to speak on science education

By: Mr. Raymond Kenneth Petry