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Lesson Plans


Re: On Rationalization

[ Thread ][ Subject ][ Author ][ Date ]
Lawrence A. Parker/OCCTI (occti)
Tue, 7 Sep 1999 08:31:44 -0400


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Observation: How does "doing one's best" equate with the development =
of proficiency?=20
"proficiency" is what? exactly? How about "The student will be able =
to throw a cylinder on the potter's wheel." Does THIS proficiency say =
anything about how STRAIGHT, TALL, AESTHETIC, etc, the cylinder is? or =
what age group, what mental state, what emotional state, how many hands, =
a student is or has?
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Here is an example of why more people ought to study semantics. Not =
San's of Bob's comments, but the fact that the meaning of proficiency =
seems, at least to me, to have changed.

I suspected the possibility and re-checked "proficiency" in my =
dictionary. Merriam-Webster says that "proficiency" is the state of =
being "well advanced in an art, occupation, or branch of knowledge syn =
adept, skillful."

But this doesn't seem to be the same 'quality' sought for by State =
'proficiency' standards. Rather, these standards seem to prescribe a =
minimum level of acceptable skill.

This hardly encourages the student to learn, perform and achieve, and =
the teacher to teach, to the highest levels of what the student/s are =
capable of achieving.

As for "doing one's best," who or what is to determine what one's best =
is? This is clearly a matter of fulfilling one's potential, but =
potential is an ever changing limit. As one gains new skills and more =
practice/experience, one's potential increases. By its nature, =
potential must always be a goal outside or beyond one's current =
achievement; otherwise, there is nothing to reach for.

It is all to easy for any of us to simply say, "There, that is my =
best." While only giving a partial effort.

I. Kant: "People prefer to believe a comfortable lie rather than an =
uncomfortable truth."

Larry

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Observation:=20 How does "doing one's best" equate with the development of = proficiency?=20

"proficiency" is what? exactly?  How about "The student will = be able=20 to throw a cylinder on the potter's wheel." Does THIS proficiency say = anything=20 about how STRAIGHT, TALL, AESTHETIC, etc, the cylinder is? or what age = group,=20 what mental state, what emotional state, how many hands, a student is = or has?


Here is an example of why more people ought to study = semantics.  Not=20 San's of Bob's comments, but the fact that the meaning of proficiency = seems,=20 at least to me, to have changed.

I suspected the possibility and re-checked "proficiency" in my=20 dictionary.  Merriam-Webster says that "proficiency" is the state = of=20 being "well advanced in an art, occupation, or branch of knowledge=20 syn adept, skillful."

But this doesn't seem to be the same 'quality' sought for by State=20 'proficiency' standards.  Rather, these standards seem = to prescribe=20 a minimum level of acceptable skill.

This hardly encourages the student to learn, perform and achieve, = and the=20 teacher to teach, to the highest levels of what the student/s are = capable of=20 achieving.

As for "doing one's best," who or what is to determine what one's = best=20 is?  This is clearly a matter of fulfilling one's potential, but=20 potential is an ever changing limit.  As one gains new skills and = more=20 practice/experience, one's potential increases.  By its nature, = potential=20 must always be a goal outside or = beyond=20 one's current achievement; otherwise, there is nothing to reach for.

It is all to easy for any of us to simply say, "There, that is my=20 best."  While only giving a partial effort.

I. Kant:  "People prefer to believe a comfortable lie rather = than an=20 uncomfortable truth."

Larry

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