Kyah! Kyah!

Chaos Reigns!

For having a job in which understanding knowledge and obtaining and distributing that knowledge is paramount, teachers often fall into the pitfall of distributing the understanding rather than the tools to understanding. They too often teach towards their own understanding of a subject rather than giving us the students the tools to understand the subject ourselves. It is very much a modern brainwashing.

I am not one for conspiracies any more than fuel for writing, so whether this brainwashing is done on purpose or not, by the government or not, etc., I’ll leave to others and continue on the basis that this is accidental. What I will say is that only those who have been given the tools to understanding by someone else are able to resist this subtle shaping of our clay. Those that don’t have these tools are left to the surgical saws and shovels of the misleading teachings they hear every day. As to what these tools to understanding actually are, I don’t know. I know there are certain tools, but I generally would describe it as the more commonly used term free-thinking.

So why do these teachers not give such important tools to their students, if conspiracy is off the table? I think there are two possible explanations. It is much easier to simply each what you understand than to teach how to understand for yourself. That’s not to say that teachers consciously decide to take the easy route, rather that they naturally take the path of least resistance. In a way, this ties into the second explanation, which is that the teacher simply does not know the tools to understanding. They likely use some of these tools unconsciously in their preparation for the class, but if they do not understand how to understand, then they will obviously not be able to teach it, making the alternative both the easier and the only option.

Here’s a question: if whether or not a teacher knows and teaches the tools to understanding is dependent on whether they themselves were taught them in their own education, is this a rising or falling trend? Are more teachers teaching their students the tools to understanding than ten years ago, or less? I’d like to think that there are more; not just because then the trend is positive, boding well for future generations, but also because of what education used to be. If you go from pure memorization to some teachers that teach the tools to understanding, that must mean that their numbers are increasing, surely.

I’m getting tired of writing ‘Kyah!’s on my papers. I would much rather my teachers be good at their jobs than otherwise, and I think I understand why they aren’t when they aren’t. I have nothing against the teachers as people, I just don’t think they should be teachers, or at the very least should be able to recognize and address their teaching faults. Lastly, this doesn’t apply to all teachers, just enough that it’s annoying.

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2 thoughts on “Kyah! Kyah!”

  1. Tools: How do you know? What do you mean? Or, more simply, the ability to keep a kind of interested distance between said/believed and is.

    How to teach, most basically: use those questions, and poke those points.

    And don’t, for heavens sake, assume deductive certainty is required for knowledge or that “we can’t know” unless you have some kind of reasoning to back up said claim. Relatedly, don’t assume the humanities are anything like physics. 🙂

    It would probably be helpful to have students read conflicting arguments, too, particularly in the humanities.

    1. I absolutely agree that the humanities are not physics. The problem arises when we read a piece and the teacher teaches a certain understanding of the piece, and all but dismisses other understandings of that piece. It’s interpretations of writings that are given as one sided understandings that are bothering me here.

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