> -----Original Message----- > From: Arthur [mailto:[EMAIL PROTECTED] > To: 'Kirby Urner'; 'Arthur'; 'Dethe Elza' > > -----Original Message----- > > From: Kirby Urner [mailto:[EMAIL PROTECTED] > > To: 'Arthur'; 'Dethe Elza' > > Maybe and English teacher wants students > > to search Shakespeare's work for any occurrence of the word 'rose' and > > uses > > a little Python to do the job. > > Yes that in fact may happen. A frightening thought, to me. A depressing > thought, to me. Horrid. > > We want everyone, apparently, working for us - even the Shakespeare > teachers. > > Are you in fact advocating this as a sensible, meaningful way to approach > Shakespeare. In any way. Under any circumstances. We should pick the work > apart rather than take it in. > > It says it all, in fact.
Before it "came to pass" that I felt undereducated in mathematics, I felt undereducated as to my religious heritage, and more generally, the roots of the culture in which I lived. And came to the conclusion that it was important to my own intellectual development that I learn to appreciate the Old Testament in the language in which it was written. And did try to bring technology to bear to help - feeling that if I could see the Hebrew word in different contexts, and how it was translated into English in different contexts, I could begin to grasp the shades of its meaning. The search and concordance tools were easily available. The approach offered no substantial help, to me. It was too disjointed a methodology. I made progress without technology - but the diversion into an approach that included the use of technology turned out to be only a diversion. When I turned to the study of mathematics, technology became the center around which I progressed. Python was at the center of that technology. None of this is surprising. At all. All I find surprising is to need to talk about it as if it were surprising. Art _______________________________________________ Edu-sig mailing list [email protected] http://mail.python.org/mailman/listinfo/edu-sig
