On Thu, 16 Dec 2010 11:25:29 -0500, "Paul@BYC"
wrote:

The good news is that exams in my classes are over tomorrow.
The bad news is that i'll have too many essay exam papers to read.
The good news is that i'm an easy grader, so long as I can see that
thought and effort went into the essays. Clever counts.

How do you teach clever?

On 12/16/10 11:49 AM, Wayne.B wrote:
On Thu, 16 Dec 2010 11:25:29 -0500,
wrote:

The good news is that exams in my classes are over tomorrow.
The bad news is that i'll have too many essay exam papers to read.
The good news is that i'm an easy grader, so long as I can see that
thought and effort went into the essays. Clever counts.

How do you teach clever?



I'm sure Paul can speak for himself on this, but...

A good, solid liberal arts education, a wide, catholic reading list, and
rigorous Socratic methodology in the classroom will improve the
"cleverness" of students who want to learn and learn to think.

I remember to this day a number of my graduate level college classes
where the professors drove hard to sharpen the wits of his students.

"HarryK" wrote in message m...
On 12/16/10 11:49 AM, Wayne.B wrote:
On Thu, 16 Dec 2010 11:25:29 -0500,
wrote:

The good news is that exams in my classes are over tomorrow.
The bad news is that i'll have too many essay exam papers to read.
The good news is that i'm an easy grader, so long as I can see that
thought and effort went into the essays. Clever counts.

How do you teach clever?



I'm sure Paul can speak for himself on this, but...

A good, solid liberal arts education, a wide, catholic reading list, and
rigorous Socratic methodology in the classroom will improve the
"cleverness" of students who want to learn and learn to think.

I remember to this day a number of my graduate level college classes
where the professors drove hard to sharpen the wits of his students.

What a disappointment you must have bean.*










*A tidbit for Donnie.

--
Ziggy®

In article , says...

"HarryK" wrote in message m...
On 12/16/10 11:49 AM, Wayne.B wrote:
On Thu, 16 Dec 2010 11:25:29 -0500,
wrote:

The good news is that exams in my classes are over tomorrow.
The bad news is that i'll have too many essay exam papers to read.
The good news is that i'm an easy grader, so long as I can see that
thought and effort went into the essays. Clever counts.

How do you teach clever?



I'm sure Paul can speak for himself on this, but...

A good, solid liberal arts education, a wide, catholic reading list, and
rigorous Socratic methodology in the classroom will improve the
"cleverness" of students who want to learn and learn to think.

I remember to this day a number of my graduate level college classes
where the professors drove hard to sharpen the wits of his students.

What a disappointment you must have bean.*










*A tidbit for Donnie.

He'll bite, I'm sure.

"Sour Krause" wrote in message
...
In article , says...

"HarryK" wrote in message
m...
On 12/16/10 11:49 AM, Wayne.B wrote:
On Thu, 16 Dec 2010 11:25:29 -0500,
wrote:

The good news is that exams in my classes are over tomorrow.
The bad news is that i'll have too many essay exam papers to read.
The good news is that i'm an easy grader, so long as I can see that
thought and effort went into the essays. Clever counts.

How do you teach clever?



I'm sure Paul can speak for himself on this, but...

A good, solid liberal arts education, a wide, catholic reading list,
and
rigorous Socratic methodology in the classroom will improve the
"cleverness" of students who want to learn and learn to think.

I remember to this day a number of my graduate level college classes
where the professors drove hard to sharpen the wits of his students.

What a disappointment you must have bean.*










*A tidbit for Donnie.

He'll bite, I'm sure.

I would have no idea on how to enlighten all the spoofers, agitators,
instigators & irritators (lost causes, if you will) in this newsgroup.
I'll leave that for the professionals.

In article ,
says...

"Sour Krause" wrote in message
...
In article , says...

"HarryK" wrote in message
m...
On 12/16/10 11:49 AM, Wayne.B wrote:
On Thu, 16 Dec 2010 11:25:29 -0500,
wrote:

The good news is that exams in my classes are over tomorrow.
The bad news is that i'll have too many essay exam papers to read.
The good news is that i'm an easy grader, so long as I can see that
thought and effort went into the essays. Clever counts.

How do you teach clever?



I'm sure Paul can speak for himself on this, but...

A good, solid liberal arts education, a wide, catholic reading list,
and
rigorous Socratic methodology in the classroom will improve the
"cleverness" of students who want to learn and learn to think.

I remember to this day a number of my graduate level college classes
where the professors drove hard to sharpen the wits of his students.

What a disappointment you must have bean.*










*A tidbit for Donnie.

He'll bite, I'm sure.

I would have no idea on how to enlighten all the spoofers, agitators,
instigators & irritators (lost causes, if you will) in this newsgroup.
I'll leave that for the professionals.

I know! The professionals DO need to have a close look at you and Harry.

On 12/16/10 12:12 PM, HarryK wrote:
On 12/16/10 11:49 AM, Wayne.B wrote:
On Thu, 16 Dec 2010 11:25:29 -0500,
wrote:

The good news is that exams in my classes are over tomorrow.
The bad news is that i'll have too many essay exam papers to read.
The good news is that i'm an easy grader, so long as I can see that
thought and effort went into the essays. Clever counts.

How do you teach clever?



I'm sure Paul can speak for himself on this, but...

A good, solid liberal arts education, a wide, catholic reading list, and
rigorous Socratic methodology in the classroom will improve the
"cleverness" of students who want to learn and learn to think.

I remember to this day a number of my graduate level college classes
where the professors drove hard to sharpen the wits of his students.

but then again, my grad school was Yale.

On Thu, 16 Dec 2010 12:12:38 -0500, HarryK
wrote:

How do you teach clever?



I'm sure Paul can speak for himself on this, but...


I wish he would.


A good, solid liberal arts education, a wide, catholic reading list, and
rigorous Socratic methodology in the classroom will improve the
"cleverness" of students who want to learn and learn to think.

I understand your point but I've never thought of cleverness as
something that could be taught. Some people have it, some think they
have it and don't, and others could care less.

I remember to this day a number of my graduate level college classes
where the professors drove hard to sharpen the wits of his students.

How did that work out?

On Thu, 16 Dec 2010 23:42:43 -0500, Wayne.B
wrote:

On Thu, 16 Dec 2010 12:12:38 -0500, HarryK
wrote:

How do you teach clever?



I'm sure Paul can speak for himself on this, but...


I wish he would.


A good, solid liberal arts education, a wide, catholic reading list, and
rigorous Socratic methodology in the classroom will improve the
"cleverness" of students who want to learn and learn to think.

I understand your point but I've never thought of cleverness as
something that could be taught. Some people have it, some think they
have it and don't, and others could care less.

I remember to this day a number of my graduate level college classes
where the professors drove hard to sharpen the wits of his students.

How did that work out?

He probably cut them down pretty easily!

On 12/16/2010 11:42 PM, Wayne.B wrote:
On Thu, 16 Dec 2010 12:12:38 -0500,
wrote:

How do you teach clever?



I'm sure Paul can speak for himself on this, but...


I wish he would.


A good, solid liberal arts education, a wide, catholic reading list, and
rigorous Socratic methodology in the classroom will improve the
"cleverness" of students who want to learn and learn to think.

I understand your point but I've never thought of cleverness as
something that could be taught. Some people have it, some think they
have it and don't, and others could care less.

I remember to this day a number of my graduate level college classes
where the professors drove hard to sharpen the wits of his students.

How did that work out?



Would it not depend on how "clever" is being defined?

Clever, for example, can include terms like "quick-witted." You can help
students become more quick-witted. In fact, I think it reasonable to say
that teaching via the Socratic method helps students think on their
feet, as it were, and become more quick-witted and therefore, clever.

Wouldn't you agree?