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For the Intellect

Book by Lucy Carter · 6 quotes · Math, Philosophy, Education

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For the Intellect Quotes

“The customary units of measurement? They have practical applications, but learning them is mostly done through rote memorization— There aren’t any proofs or critical evaluations regarding REASONS why a foot equals twelve inches There are only facts to memorize, but not puzzles to solve, With algebra—YES! There isn’t just memorization— There is the rearrangement of jigsaw pieces— jigsaw pieces that you can solve, not just memorize!”

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“Subjects such as history have less of that problem solving relationship. Because history is driven by human nature, one cannot merely hypothesize what happened; one must, unfortunately, resort to memorization. To analyze history, one must memorize a fact, but STEM enables students to analyze the logic behind a STEM occurrence or phenomenon throughout. STEM is a subject of problem solving. STEM is problem solving.”

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“I constantly repeated these notions to myself, spending hours stroking and probing the cube. The outcomes? I still had not succeeded in solving the rubik’s cube! I did not even solve a single side! I was not at all able to find a feasible method to deal with simultaneous permutations of combinations, nor find ways to lead my hands into dexterous motions... Nonetheless, for another hour, I persisted in repeating these notions, hoping I might be able to solve the cube.”

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“Yes, questions continue, since the notions I used only represented the what’s instead of the how’s, the why’s, the when’s, etc. Like what happened in the lectures, the facts were enforced, but nothing was done to dive deeper into them. Finally, I was eventually able to solve one side of the rubik’s cube, now realizing that I had inadvertently taught myself the same way I had been lectured. I realized how even the Rubik’s cube can generate rudimentary and superficial knowledge in a user.”

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“A parabola opens at a certain direction, allowing for infinitely many points to reside inside the area from which it opens. As a student, I do not like to specialize in a single discipline; specialization seems unfulfilling in my own mind. Hence, the graph of a straight line is not an appropriate analogy to the depths of my curiosity. A line only goes in one direction, and unlike a parabola, a line cannot encase that infinite amount of white space on a coordinate plane—it can only pass through it. Rather than being like a rigid line, I try to be more open to a wider variety of academic subjects. I do admit—a parabola still opens in a certain direction, and of course, my interests are still skewed toward particular subjects. However, the open curve of the parabola can still encompass infinitely many points as the graph extends, the same way my curiosity can still expand to multiple different subjects. This is why I see myself more in the curvaceous parabola than the rigid line.”

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