Ambitious or not isn’t a concern of mine. Instead I’m worrying about the students who will be filled with invaluable pieces of information—about formal logic, inductive reasoning, the practise of the scientific method, perhaps biases in cognition and then some statistics. While they’re useful things to know, so is the nitrogen cycle, the causes of WW2, the iambic pentameter and trigonometry. None of these things are the void that we wish to emphasise in teaching.
Ambitious or not isn’t a concern of mine. Instead I’m worrying about the students who will be filled with invaluable pieces of information—about formal logic, inductive reasoning, the practise of the scientific method, perhaps biases in cognition and then some statistics. While they’re useful things to know, so is the nitrogen cycle, the causes of WW2, the iambic pentameter and trigonometry. None of these things are the void that we wish to emphasise in teaching.