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“Still, education is what foundationally supports philosophy, so I will focus my attention on educational aspects that I think should be promoted----this includes helping students learn the logic behind why something is true, use things that have been memorized to apply them in tasks involving critical thinking or real-world problem-solving, improve modeling skills, explain why skills are important to learn, instead of forcing people to remember them, and---” “Please, stop it, Martha.” “Wait--what?” “Luke 10:41.” I looked for my One Year Bible, searching for Luke 10:41, which said, “But the Lord said to her, ‘My dear Martha, you are worried and upset over all these DETAILS.’” (The emphasis on “all these details” was Dad’s, not mine.)”

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Book:The Reformation
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“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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Book:For the Intellect
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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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Book:For the Intellect
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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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Book:For the Intellect
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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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Book:For the Intellect
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“The umbrellas that I came up with were intended to preserve the taxonomic organization of the skills while showing how each skill overlaps, through the “shadows” they cast. The “apply” skill is directly dependent on the “understand” skill, for instance. The “understand” skill casted its shadow on the “apply” skill. The “remember” skill, as the biggest and uppermost umbrella, casted its shadow on all of the umbrellas, showing that understanding, applying, analyzing, evaluating, and synthesizing was impacted by the way a person remembers stuff. So, it pretty much was meant to be more accurate at the technical level.”

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Book:The Reformation
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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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Book:For the Intellect
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“To summarize, the model I created was a revision of Bloom’s Taxonomy. Usually, in the 2000’s, it was common for people to use a pyramid to represent Bloom’s Taxonomy, with “remember” at the base, and “synthesize” at the shortest part, or the top. This was a good model for determining the attainability of each skill and the levels each skill is at, but I decided to use the umbrellas to add stronger emphasis on how each skill depended on and impacted one another. I did not think that the pyramid modeled this dependency and impact well, because it did not visually show how each skill overlapped one another; it merely showed the levels of each skill, not how each skill depended on and impacted one another.”

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Book:The Reformation
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