[Assam] Need of Uniform in Assam Assembly-Reply to Chitta

[Krishnendu Chakraborty]

> *** That would be the response of someone who cannot
> IMAGINE anything 
> beyond 'teaching and testing'.

**** I thought SAT, GRE, GMAT, USMLE all are US tests
... so your education system also depends on tests. 
And what they test for ?  To check how good a person
can rote?  And a person who shines in these tests (has
exceptional rote memory) goes to the best Schools.

>>>Desi-teaching is entirely devoid of introducing the
creative process: Of analyzing, hypothesizing, finding
solutions different from the expected or the given.


***** Inspite of your citing numerous wiki sites (BTW
was it you who decried wiki a couple of days back ?)
you could not explain HOW Indians come up in flying
colours under YOUR education system  or WHY your
education system DOES NOT test for creativity.

As usual,  you are twisting, drifting away from
original question.

BTW,  I have earlier cited Indian innovations which
you probably could not comprehend .... damned English
:)

>They can do great
> math,

Was it you who said that Indian Math foundation is
weak ??

--- Chan Mahanta <cmahanta at charter.net> wrote:

> 
> 
> 
> At 9:34 AM -0700 8/25/07, Krishnendu Chakraborty
> wrote:
> >hmmm...  I am missing something ....
> >
> >so in your ideal education system you teach
> something
> >and test for something else ?
> 
> 
> 
> 
> *** That would be the response of someone who cannot
> IMAGINE anything 
> beyond 'teaching and testing'.
> 
> Goes to prove my point again and again.
> 
> Desi-teaching is entirely devoid of introducing the
> creative process: 
> Of analyzing, hypothesizing, finding solutions
> different from the 
> expected or the given.
> 
> It has become a cultural  marker. They can do great
> math, play 
> walking encyclopedias , be great spelling bees, do
> complex 
> engineering computations. But look at India's
> innovations , 
> creativity. There is nothing to show for , even with
> all that 
> brain-power crunching numbers or writing complex
> codes.
> 
> Why?
> 
> Your arguments are perfect illustrations.
> 
> 
> Now try this too: 
>
http://en.wikipedia.org/wiki/Creativity#History_of_the_term_and_the_concept
> 
> 
>
****************************************************************************************************************
> 
> 
> Fostering creativity
> Main article: creativity techniques
> Daniel Pink, in his 2005 book A Whole New Mind,
> repeating arguments 
> posed throughout the 20th century, argues that we
> are entering a new 
> age where creativity is becoming increasingly
> important. In this 
> conceptual age, we will need to foster and encourage
> right-directed 
> thinking (representing creativity and emotion) over
> left-directed 
> thinking (representing logical, analytical thought).
> Nickerson[50] provides a summary of the various
> creativity techniques 
> that have been proposed. These include approaches
> that have been 
> developed by both academia and industry:
> 	1.	Establishing purpose and intention
> 	2.	Building basic skills
> 	3.	Encouraging acquisitions of domain-specific
> knowledge
> 	4.	Stimulating and rewarding curiosity and
> exploration
> 	5.	Building motivation, especially internal
> motivation
> 	6.	Encouraging confidence and a willingness to take
> risks
> 	7.	Focusing on mastery and self-competition
> 	8.	Promoting supportable beliefs about creativity
> 	9.	Providing opportunities for choice and discovery
> 	10.	Developing self-management (metacognitive
> skills)
> 	11.	Teaching techniques and strategies for
> facilitating 
> creative performance
> 	12.	Providing balance
> Some see the conventional system of schooling as
> "stifling" of 
> creativity and attempt (particularly in the
> pre-school/kindergarten 
> and early school years) to provide a
> creativity-friendly, rich, 
> imagination-fostering environment for young
> children. Compare Waldorf 
> School.
> A growing number of psychologists are supporting the
> idea that there 
> are methods of increasing the creativity of an
> individual. Several 
> different researchers have proposed approaches to
> prop up this idea, 
> ranging from psychological-cognitive, such as:
> 	*	Osborn-Parnes Creative problem solving
> 	*	Synectics;
> 	*	Purdue Creative Thinking Program;
> and
> 	*	lateral thinking (courtesy of Edward de Bono),
> to the highly-structured, such as:
> 	*	TRIZ (the Theory of Inventive Problem-Solving);
> 	*	ARIZ (the Algorithm of Inventive
> Problem-Solving), 
> both developed by the Russian scientist Genrich
> Altshuller; and
> 	*	Computer-Aided Morphological analysis (presented
> at 
> Swedish Morphological Society).
> 
> 
> 
> 
> 
> 
> 
> >
> >You mean your education teaches you to be CREATIVE
> and
> >not rote but your exams require you to rote and not
> >creative
> >
> >How Creative :)
> >
> >
> >--- Chan Mahanta <cmahanta at charter.net> wrote:
> >
> >>  >  >There have been earlier instances too ...
> like
> >>  your
> >>  >failure to explain HOW a uncreative product of
> >>  Indian
> >>  >Education system clears the exams of Creative
> land
> >>  ---
> >>  >SAT, GMAT, GRE etc
> >>
> >>
> >>
> >>  *** I knew it! Had to be this damned English
> >>  language.
> >>
> >>  Exam writing skills are not a measure of
> creative
> >>  potentials. You
> >>  need to understand the meaning of "creative".
> Look
> >>  up a dictionary.
> >>
> >>  Try this:  
> http://en.wikipedia.org/wiki/Creativity
> >  >
> >>  If it still does not help, I will try , in
> Bangla if
> >>  I have to :-).
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >>  >Actually,  we are used to your style of
> avoiding
> >>  >unpleasant questions on one pretext or the
> other :)
> >>  >
> >>  >As I said, never mind and sorry for making you
> >>  >uncomfortable with these questions.
> >>  >
> >>  >There have been earlier instances too ... like
> your
> >>  >failure to explain HOW a uncreative product of
> >>  Indian
> >>  >Education system clears the exams of Creative
> land
> >>  ---
> >>  >SAT, GMAT, GRE etc
> >>  >
> >>  >
> >>  >
> >>  >--- Chan Mahanta <cmahanta at charter.net> wrote:
> >>  >
> >>  >>  >these are indeed very uncomfortable
> questions.
> >>  >>
> >>  >>  *** I understand .  Otherwise you would have
> >>  jumped
> 
=== message truncated ===



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