Comments by "Solo Renegade" (@SoloRenegade) on "Lex Clips"
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Math isn't hard. Most math teachers do a terrible job. I've proven this, and I've seen others do it as well. There are better ways to teach math. I wouldn't change the content, but rather the delivery. I tutor many people in math, from grade school through college level, and the one thing students Always say to me over and over is, "Why didn't they just tell me that from the beginning!?", after I explain it my way. It's become my catch phrase. I've helped students completely turn around their understanding in a course, in as little as 10min before.Too many math teachers were those who never struggled at math the way most do. It came more naturally to them, and so they don't understand why everyone is so confused. I was good at math, but had to work at it, I was not a natural. I have extremely high empathy, which helps me understand another person's point of view as well. I teach others the way I wish I had been taught. Math has been over complicated by these math teachers. Also, some math people want to feel superior over others, and so sometimes will do something to establish their superiority over others, not caring the damage they re doing to math overall. Me, I know most people are perfectly Capable of understanding math no problem. The issue is how it is being taught, and personal motivations of the student as well. Just because someone Can learn something, doesn't mean they Want to.
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@astronite1220 I've been "barefoot" for the past 7 years continuously, year round. Both in deserts, Rocky mountains, and even snow in the northern US. I do wear shoes, but they offer no warmth (I rely on a set of socks for that in winter), no padding, no support, and no heel lift. They are like a mechanics glove, I can ball them up and put them in my pocket if I want. I hike local/state/national park trails in them, carry loads with them, do physical work in them. I feel every rock, tree branch, pointy object, etc beneath my feet. Yes it does hurt at times when i step on something undesirable, but I also find I respond faster to such situations too, and don't step as hard, resulting in few actual injuries from such objects. My ankles, calves and feet are stronger, and my balance is improved. It takes time to get used to it (weeks to months at least), to strengthen muscles, but my knees feel far better than ever (that I injured in Iraq), and when I run/climb I even push off the jagged edges of rocks. People are always amazed when they see me do it, and my family still make comments all these years later about my shoes and how they think I'm crazy. But the barefoot approach is far better, and the science backs it up. That doesn't mean everyone has to do it, just that it does work if you actually give it a chance. Just because you don't like it, doesn't make it wrong.
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@W I've thought about it, but I'm more likely to write a whole book on education. I've spent 15+yrs in the college system (too long) as a student, instructor, tutor... As well as worked in 3 different career fields, all of which involved me training people on skills specific to those fields. I've also volunteered in multiple STEM educational programs for kids.
One key is simply empathy. Another is focusing on what is important (and being able to recognize what is/isn't important). Another is understanding the theory of teaching rather than focusing on mindless procedures to satisfy some arbitrary metric. Repetition is another key concept. Understanding the "Learning Curve", and using it to your advantage. Structuring homework in a FAR better fashion with more realistic and practical approaches to grading. Understanding that people learn more/faster through failure, and by helping others. So many ideas, and applicable aspects, any one of which i could dive into at the drop of a hat and talk for hours.
Then the trick is to apply all of this to specific topics and in a classroom environment. Once again, I have even more ideas about the classroom environment, and on how to figure out which method to use to teach a subject to a class, since there is always more than one way.
And so much more. And I have tested these ideas personally, and made adjustments to them based on how it went (and continue to adjust my ideas and methods, and seek out other peoples' ideas).
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@pauldzim It applies to what he is talking about. But on the ideas of irreducibility and such, yes, I have other ideas as well, and I disagree there too. Many topics in Philosophy are misconceptions as well. There are a lot of Bad assumptions being made in modern math and physics these days, some which go back decades, and few if any people have bothered to question them. And those who do are chased off. No one wants to have 50+yrs of work thrown out because they failed to check their assumptions. No one wants their life's work destroyed by admitting they were wrong. This isn't true of all math and physics. But many ideas he discusses here fall into that category for me. This adds to the confusion people have. The debate over Discovered vs Invented for example. Many people don't understand fundamentally what math is, otherwise they wouldn't have to debate that one as much as they do. Too many mathematicians and physicists are focusing only on the "big stuff" and failing to keep perspective. Math used to follow the logic, now it leads the logic, and we are making little progress as a result. Tons of competing ideas, but none providing anything definitive or ground breaking enough to matter in the grand scheme of things. People keep over complicating the ideas and arguments, making it seem harder than it really is. My argument stands.
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@pritongbabou The best example I have at the moment is Eddie Woo, here on Youtube or his other outlets. But the methods I use are not typically found in any books, classes, or videos. Eddie Woo is the closest example. A lot of my methods I arrived at independently while training to be an instructor, and through independent study and exploration of topics like math, to satisfy my own curiosity. Eventually I'd have epiphanies and figure out how to put them to use helping others learn better. But I study Philosophy, Psychology, Math, Physics, Engineering, Economics, Education, theories of evolution, study of the mind and consciousness and AI.... and much more. Mine is a cross-disciplinary approach to teaching. But the students don't see that, they just get the result of putting all that into use.
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Johannes Terzis That's what you've been taught to believe. I am living proof that you are not born to be something. You Become something. Yes, some individuals seem predisposed to do certain things better than average. No denying that. But that does not apply to most people. Nor is that a guarantee those other people will go on to do what they seem predisposed to do either.
You mistake big words and overly complex language for intelligence, and superior IQ. When in reality one of the smartest people ever in my mind was Sun Tzu. He said so much, in so few words (approximately only 23 pages worth), yet people have been analyzing and interpreting his words for thousands of years since. If you can't explain things effectively to others, then you don't understand it sufficiently yourself. The ability to teach a subject effectively, is a greater display of understanding that using big words and trying to impress people and act like they can't understand what you are talking about. I have pretty much never found this to be true, even for quantum physics theories. If a person can't explain their ideas to you, then either they are wrong, or don't know enough or understand what they are talking about.
I understand deep philosophical thought, if anything, my equivalent natural skill compared to Wolfram would be Philosophy. I've been tackling the big deep questions since before I was in school. My first semester of college I debated 3 PhDs in Philosophy simultaneously for 3hrs straight and won the debate. I've had lawyers try to recruit me on the spot twice, due to my ability to debate so effectively, my incredible attention to detail, and ability to build an argument from the bottom up rather than top down. Also while in that same first semester, I rediscovered General Relativity on my own, independently, using nothing but logic, same as Einstein did. Didn't use a single bit of math, yet ended up with the Exact same conclusions as Einstein. I've been interested in modern physics ever since. After that, a friend of mine worked with me to explore physics further using only logic, and we rediscovered yet more prevailing theories of physics independently without using math. We did this without even knowing some of those theories even existed when we started. I didn't learn what General Relativity was truly about until after my discovery, and a friend suggested it sounded to him a lot like Relativity, and that I should take a closer look at it. And I'm not the only person I know who was able to rediscover such ideas independently either. Logic is more powerful than math. And I have other ways of proving this as well. Math has limitations that few are even aware of. It doesn't model the universe as well as we want to believe, at least not yet (always a possibility someone will find a way to tweak it). I've demonstrated to engineers ways to solve complex problems without any math, to arrive at an exact answer in only 20min, where a mathematician may have taken hours or days to do the same problem, and they would have still only gotten an approximate answer. This is due to the limitations of math, and my understanding of its limitations is what enables me to work around it.
I don't need to use big words and fancy language, and to try to convince you you are incapable of understanding what I know. In fact, I'm the person who believes you Can understand what I know, and what Wolfram knows. That you Can do the things I can do, if you Want to. I'm the person who can reduce what people, like Wolfram, say down to easily understood concepts that almost anyone can comprehend. But few people have the ability to teach so effectively, not because they can't, but because they don't know how. Thus, they lead people like you to believe it is far harder than it really is.
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@HomeSkillenSLICE You're wrapped up in IQ, which is all relative. It's not what you think it is, and it is far from black and white as people seem to think.
Unfortunately I cannot share with you my personal thought process. If I could, that would be the "Holy Grail" of education. I have tried and failed for years to try to teach people to see what I see. Others have tried and failed. I can only assist others on their path to higher learning and understanding. But I can't make you "smart", that is ultimately up to you. I can only try to help you get somewhere faster.
Besides, even if I tried to explain, it would take hours at best, and this is not the right forum for that. Most people can't even be bothered to read 4 paragraphs on here before just giving up and dismissing the whole discussion out of hand.
As for my discovery of Relativity and other physics theories, what's there to prove? What could I possibly say or show you? I'd need to Demonstrate, but can't do that on here. But for context, Einstein came up with his ideas long before he solved the math to publish it. He made the logical conclusions, but now he had to prove them. That took time. But since he was the first to come up with the idea and prove it, he gets the rightful credit. But that in no way prevents others from independently coming to the same conclusions. Newton and Leibniz both independently invented Calculus. At least 4 different engineers and mathematicians between 1920-1960 came to the same conclusions about lift distribution across a wing as Prandtl did. But since Prandtl was first and published his idea, he gets credit. But that doesn't diminish the fact that others, not knowing of Prandtl's paper, independently came to the same conclusions, and some even derived the same equations. Or take the example of Dr. Hans von Ohain and Sir Frank Whittle. To think only one person can come to a given logical conclusion on their own is a display of ignorance of the highest order in science. But know that I too have fallen prey to making bad assumptions, conclusions, and psychological barriers in my life, same as everyone else. That is part of what makes me effective as a teacher. Difference is that I seek the truth, and when proven wrong have no trouble admitting/accepting that fact and moving forward. Most people have been taught to idolize others, and to follow the lead of others, rather than blaze their own path. And to have belief in their own capacity to come up with unique ideas all by themselves if they tried.
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