28-04-2002 20:12									#31
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Critical thinking.

It doesn't matter how much you learn, but you should know how to think.

	28-04-2002 21:34									#32
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English

	28-04-2002 21:41									#33
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Spanish.

Time you buggers learnt another language.

	28-04-2002 21:41									#34
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I agree Ned. I hate going to countries where the people talk in strange moon-man languages.

	28-04-2002 21:45									#35
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physics

Jon Miller

	28-04-2002 21:49									#36
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Philosophy - Get these people thinking in a critical manner. It would also help people realize there are two sides to everything.

	28-04-2002 21:51									#37
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practical shop: intro to auto mechanics, home wiring, etc.

	28-04-2002 21:54									#38
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quote: Originally posted by MacTBone Philosophy - Get these people thinking in a critical manner. It would also help people realize there are two sides to everything.

a right side and a wrong side

Jon Miller

	28-04-2002 22:23									#39
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Like Wraith said a good critical thinking/logic course would be good, especially one that drilled what logical fallacies are into kids heads would be good.

I'd also like to see a political theory course that was dedicated to presenting as many political ideologies as possible (from libertarianism, to anarchism, to Maoism) since a ridiculous number of people fail to ever think about options besides some kind of amorphous liberalism or conservatism.

	28-04-2002 22:24									#40
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Intro to Ethics

	28-04-2002 22:33									#41
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All you people who want critical thinking and philosophy courses should read Starship Troopers and look at Heinlein's "moral philosophy" course.

You can lead a student to knowledge, but you can't make them think. If you try to make someone think independantly, they end up thinking like you.

I'd say I'd like every uni student to take public speaking and presentation.

	28-04-2002 22:37									#42
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quote: Originally posted by Goingonit All you people who want critical thinking and philosophy courses should read Starship Troopers and look at Heinlein's "moral philosophy" course.

And who made him king?

Looks like a bit of critical think would have helped here

	28-04-2002 22:38									#43
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Higher Algebra II.

	28-04-2002 22:44									#44
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quote: Originally posted by Urban Ranger Looks like a bit of critical think would have helped here

But it's hard to teach critical thinking without sending the message "think like I think".

	28-04-2002 23:10									#45
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quote: Originally posted by Seeker HISTORY: Nothing is more important for a student who is not planning on being a welder/plumber whatever for the rest of their lives. Of course, it has to be GOOD history. It has to be critical, but patriotic at the younger level. It has to be a bit of political philosophy, a bit of art history, a bit of world religion, a bit of technical history, but I believe that, done properly, history is one of those few disciplines that can teach you how to think. Philosophy and Logic could, but it is dominated by Marxists and crypto-Marxists. Come to think of it, most history is ALSO dominated by Marxists...

History is TAUGHT primarily with an agenda. It transforms little muslims into "martyrs," Russians into communists or anti-communists depending on era, U.S. public school students into liberals, Germans into haters of their Nazi past, Japanese into defenders of their Imperialist agression, etc., etc., etc. History is important, but like religion, I think it should be banned from schools and taught privately.

Ned

	28-04-2002 23:10									#46
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Quilting. :shrugs: It's a dying art.

	28-04-2002 23:22									#47
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Electronics

	29-04-2002 00:08									#48
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quote: Originally posted by KrazyHorse Higher Algebra II.

I HAAAAAAAAATE you!!!!!

(joking)

Rather, I hate any mathematics.



History courses are some of the more important courses that a college student takes up on.

In particular, I would make U.S. history of 1850's through 1880's, a required course for all non-history majors and history majors.

This course would focus on the political, and socio-economic changes that occured from the last decade of the antebellum period, through the Civil War and Reconstruction, up to the tragic failure of Reconstruction.

This would greatly increase students understanding the development of our country's racial relations when integrating African-American perspective in this required course.

	29-04-2002 01:25									#49
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quote: Originally posted by KrazyHorse Higher Algebra II.

would this be called modern or abstract algebra 2 in other places?

Jon Miller

	29-04-2002 01:32									#50
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No, it would be called abstract algebra VI. After Algebra IV they start calling it "Higher Algebra".

	29-04-2002 01:44									#51
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quote: This course would focus on the political, and socio-economic changes that occured from the last decade of the antebellum period, through the Civil War and Reconstruction, up to the tragic failure of Reconstruction. This would greatly increase students understanding the development of our country's racial relations when integrating African-American perspective in this required course.

Sorry, I'd respond but I'm laughing too hard - you WANT more political bias in our schools???

	29-04-2002 01:49									#52
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quote: Originally posted by KrazyHorse No, it would be called abstract algebra VI. After Algebra IV they start calling it "Higher Algebra".

so what algebra classes have you had??

you have had over 20 semester hours of algebra (by my count)??

that is a lot (I have had a much lower ammount, but my school only offers up through Gallian)

my mathematics is mostly applied, calculus and analysis

Jon Miller

	29-04-2002 01:55									#53
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Nope. I never did Higher Algebra I or II. Total of 12 semester-hours (Algebra I-IV). I also did 9 semester hours of Analysis, 8 of Geo-Top, a bunch of calculus (15 semester hours if you count CEGEP) and 2 d.eq. courses (6 semester-hours). Lots of math...

EDIT: plus one diff. geo course...

	29-04-2002 02:05									#54
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--" If you try to make someone think independantly, they end up thinking like you."

Not if you're really teaching them how to think. Granted, you can't force people to do it, and there are certainly some who would rather die than do it, but for most this would not really be a problem. If you teach someone to, for instance, always examine an arguments assumptions, then sooner or later they're going to examine your assumptions. Teach them to recognize fallacies, some logic, some rhetoric, sooner or later most of them are going to think for themselves.
Personally, I quite like the Montessori based education systems (having experienced one).

--"I'd say I'd like every uni student to take public speaking and presentation."

Heh. Flash over substance, then? Doesn't matter how well you say it if you've got nothing worth saying.

--"This would greatly increase students understanding the development of our country's racial relations when integrating African-American perspective in this required course."

Sounds like you're a fan of the "multicultrualism" junk the colleges force on students these days, then. (I put that in quotes because of the silly courses my cousin, an anthropology major, got forced into by that label. Guess only currently politically influential cultures count.)

Wraith
"If it was so, it might be; and if it were so, it would be; but as it isn't, it ain't. That's logic."
-- Lewis Carroll

	29-04-2002 02:14									#55
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HAHAHAHAHA Mr. Fun! You would love Purdue's Curriculum!

As an LA student I'm required to have 3 credit hours of a Gender Studies course (otherwise known as any class starting with Women in " "), 3 hours of a racial studies course (otherwise known as an African Americans in " " course). Of course we only have a 3 hours of Western Studies requirement. I accidently took two of those this semester, although I'm hoping I can have one apply to something else.

	29-04-2002 02:36									#56
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"How not to be a really irritating braying loud-mouthed bastard" 101

	29-04-2002 02:40									#57
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Missed that one, didn't you?

	29-04-2002 02:43									#58
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Philosophy

	29-04-2002 02:47									#59
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quote: Originally posted by KrazyHorse Nope. I never did Higher Algebra I or II. Total of 12 semester-hours (Algebra I-IV). I also did 9 semester hours of Analysis, 8 of Geo-Top, a bunch of calculus (15 semester hours if you count CEGEP) and 2 d.eq. courses (6 semester-hours). Lots of math... EDIT: plus one diff. geo course...

I think I have about as many hours but quite a few less classes

I am giving 1 author only per (main) book

8 calc (tested out of some which doesn't count (would move me up to 12)) (used Stewart and Marsden)
8 algebra (used Friedberg and Gallian)
8 analysis (used Ross and Sprecher)
4 complex analysis (Churchill)
4 topology (Munkres)
4 probability+statistics (Rice)
8 applied analysis + diff eq (Boyce and Kreyszig)
4 convexity (I actually had too many credits and so audited this one) (Webster)
+ a computer science requirment (4 semester hours)

this is of course not counting the additional calc and diff eq and applied analysis courses I took for the physics requirments (covered mostly different material (but I did cover fourier analysis in 2 or 3 math and math for physics classes besides the 2 physics classes))

additional calc +diff eq +applied analysis taken in physics department (used Boas and Arfken)

8 hours

the additional courses I should have taken were another statistics course and another algebra course (diff geo is rarely offered just like convexity)

Jon Miller

	29-04-2002 02:48									#60
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oh addition

I couldn't take them because the were offered rarely and iVterfered with my physics classes

Jon Miller