I strongly agree. I think the reason many students, even ones in Computer Science, fail to see the purpose of math is because it often doesn't have instant, tangible tradeoffs for the real word. Rather, they are indirect, such as building better critical thinking skills, and won't be realized until much later. My dad is an engineer and says almost everything is built from math. We wouldn't have any of the technology we do if it wasn't for it.
"Rather, they are indirect, such as building better critical thinking skills" Exactly, doing math is like going to the gym for your brain so you become a better coder. Going to the gym might not give immediate payoffs for having a better golf / soccer / tennis / etc game, but it will payoff in the long run.
maybe ALMOST everything built from math, but not everything, because there are so complex and complicated thing in our life, that we don`t understand even with the help of maths - the best instrument to understand the world that we have so far. Those things are politics, economics, psychology, origins of life (religion problem), etc. - nobody understands how it works and they become a mix of arts and philosophy.
What do you think about having 7 subjects in a Semester? (Studying for 2.5 months and taking exams for 2 months with nearly 0 help from professors) They make me hate subjects that used to be my favourite. But good thing is after completing semester exam, I regain that love for the subjects and study at my own pace.
Your first question is really good, and I'll have to think about it. I've always advocated for having fewer classes each semester (and have the overall education timescale be longer), but be more involved than usual 4-year-degree classes. However, there are tradeoffs with this.
I have a problem with the fundamental problem with classes in literature and it's that fictional stories are suitable evidence to back a claim. Imagine if I tried to press a claim that exposure to nature increases aggression with a story of a study and when people questioned me I kept talking about how they didn't read the details of my story of the study and how meticulously the scientist in my story collected the data, working long hours etc.
I strongly agree. I think the reason many students, even ones in Computer Science, fail to see the purpose of math is because it often doesn't have instant, tangible tradeoffs for the real word. Rather, they are indirect, such as building better critical thinking skills, and won't be realized until much later. My dad is an engineer and says almost everything is built from math. We wouldn't have any of the technology we do if it wasn't for it.
"Rather, they are indirect, such as building better critical thinking skills"
Exactly, doing math is like going to the gym for your brain so you become a better coder.
Going to the gym might not give immediate payoffs for having a better golf / soccer / tennis / etc game, but it will payoff in the long run.
maybe ALMOST everything built from math, but not everything, because there are so complex and complicated thing in our life, that we don`t understand even with the help of maths - the best instrument to understand the world that we have so far. Those things are politics, economics, psychology, origins of life (religion problem), etc. - nobody understands how it works and they become a mix of arts and philosophy.
That was one of the most thought provoking videos I have seen. It really makes lots of sense!
I like these types of vidoes, you should film out regularly.
What do you think about having 7 subjects in a Semester? (Studying for 2.5 months and taking exams for 2 months with nearly 0 help from professors) They make me hate subjects that used to be my favourite. But good thing is after completing semester exam, I regain that love for the subjects and study at my own pace.
Your first question is really good, and I'll have to think about it. I've always advocated for having fewer classes each semester (and have the overall education timescale be longer), but be more involved than usual 4-year-degree classes. However, there are tradeoffs with this.
I have a problem with the fundamental problem with classes in literature and it's that fictional stories are suitable evidence to back a claim.
Imagine if I tried to press a claim that exposure to nature increases aggression with a story of a study and when people questioned me I kept talking about how they didn't read the details of my story of the study and how meticulously the scientist in my story collected the data, working long hours etc.
What