Rationality Quotes April 2014

elharo

Another month has passed and here is a new rationality quotes thread. The usual rules are:

Please post all quotes separately, so that they can be upvoted or downvoted separately. (If they are strongly related, reply to your own comments. If strongly ordered, then go ahead and post them together.)
Do not quote yourself.
Do not quote from Less Wrong itself, HPMoR, Eliezer Yudkowsky, or Robin Hanson. If you'd like to revive an old quote from one of those sources, please do so here.
No more than 5 quotes per person per monthly thread, please.

And one new rule:

Provide sufficient information (URL, title, date, page number, etc.) to enable a reader to find the place where you read the quote, or its original source if available. Do not quote with only a name.

Another month has passed and here is a new rationality quotes thread. The usual rules are:

Please post all quotes separately, so that they can be upvoted or downvoted separately. (If they are strongly related, reply to your own comments. If strongly ordered, then go ahead and post them together.)
Do not quote yourself.
Do not quote from Less Wrong itself, HPMoR, Eliezer Yudkowsky, or Robin Hanson. If you'd like to revive an old quote from one of those sources, please do so here.
No more than 5 quotes per person per monthly thread, please.

And one new rule:

Provide sufficient information (URL, title, date, page number, etc.) to enable a reader to find the place where you read the quote, or its original source if available. Do not quote with only a name.

Me: But sir, can you explain why it gets the right answer?

So you wanted to know not how to derive the solution but how to derive the derivation?

I wouldn't blame the teacher for not going there. There's not enough time in class to do something like that. Bringing the students to understand the presented math is hard enough. Describing the process of how this math was found, would take too long. Because especially for harder problems there were probably dozens of mathematicians who studied the problem for centuries in order to find those derivations that your teacher presents to you.

I wouldn't blame the teacher for not going there. There's not enough time in class to do something like that.

What's wrong with saying something to the effect of "There's a theorem -- it's not really within the scope of this course, but if you're really interested it's called the fixed-point theorem, you can look it up on Wikipedia or somewhere"?

6Ben Pace12y

Derive the derivation? Huh? And you say that's different from 'understanding' it. No, I just didn't have the most basic of intuitive ideas as to why he suddenly made an iterated equation, and I didn't understand why it worked, at any level. It was all just abstract symbol manipulation with no content for me, and that's not learning. Furthermore, he does have the time. We have nine hours a week. With a class size of four pupils.

6ChristianKl12y

In my school math education we had the standard that everything we learn get's proved. If you are not in the habit of proving math, students are not well prepared for doing real math in university which is about mathematical proofs. In general the math that's not understood but memorized gets soon forgotten and is not worth teaching in the first place.

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Rationality Quotes April 2014

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