"Paul@BYC" wrote in message ...

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.

More good news: a month off to recuperate, polish up next semester's
lectures and assignments and a week off with the family someplace where
the daytime temps are in the 80's!
------

Sounds good Paul! Have a good holiday.

On Dec 16, 10:25*am, "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.

More good news: a month off to recuperate, polish up next semester's
lectures and assignments and a week off with the family someplace where
the daytime temps are in the 80's!

And this *off topic* thread is started by one who supposedly only
wishes to discuss boating in rec.boats?

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?

"Paul@BYC" wrote in message ...
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?


That all depends on the definition of "is" and "can", as it were.
Why do you refuse to engage Krause in debate?

--
Ziggy®

On 12/17/2010 1:10 PM, Ziggy® wrote:
wrote in message ...
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?


That all depends on the definition of "is" and "can", as it were.
Why do you refuse to engage Krause in debate?



You're still here, Ziggy? I thought you had been subsumed by your other
personas, Crotch and Harry Spoofer. Well, back into the filter you go.

Engage Krause in debate?

As we are both moderate to liberal in political beliefs, so far as I can
tell, on what subjects do you think we would be in contention serious
enough to initiate a debate?

Perhaps you ought to email your response, as it isn't likely I'll see it
here.

On 12/17/10 1:15 PM, Paul@BYC wrote:
On 12/17/2010 1:10 PM, Ziggy® wrote:
wrote in message
...
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?


That all depends on the definition of "is" and "can", as it were.
Why do you refuse to engage Krause in debate?



You're still here, Ziggy? I thought you had been subsumed by your other
personas, Crotch and Harry Spoofer. Well, back into the filter you go.

Engage Krause in debate?

As we are both moderate to liberal in political beliefs, so far as I can
tell, on what subjects do you think we would be in contention serious
enough to initiate a debate?

Perhaps you ought to email your response, as it isn't likely I'll see it
here.




Well, I wasn't old enough to vote back then, but...would you have
supported the nomination of Adlai Stevenson?

:)

Apparently "Ziggy" doesn't know the definition of...debate.

"Paul@BYC" wrote in message ...
On 12/17/2010 1:10 PM, Ziggy® wrote:
wrote in message ...
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?


That all depends on the definition of "is" and "can", as it were.
Why do you refuse to engage Krause in debate?



You're still here, Ziggy? I thought you had been subsumed by your other
personas, Crotch and Harry Spoofer. Well, back into the filter you go.

Engage Krause in debate?

As we are both moderate to liberal in political beliefs, so far as I can
tell, on what subjects do you think we would be in contention serious
enough to initiate a debate?

Perhaps you ought to email your response, as it isn't likely I'll see it
here.




Pass this on to Paul. Pretty simple really. One of you two assholes will have to play Devil's advocate, if you two think so much alike.
--
Ziggy®

"HarryK" wrote in message m...
On 12/17/10 1:15 PM, Paul@BYC wrote:
On 12/17/2010 1:10 PM, Ziggy® wrote:
wrote in message
...
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?


That all depends on the definition of "is" and "can", as it were.
Why do you refuse to engage Krause in debate?



You're still here, Ziggy? I thought you had been subsumed by your other
personas, Crotch and Harry Spoofer. Well, back into the filter you go.

Engage Krause in debate?

As we are both moderate to liberal in political beliefs, so far as I can
tell, on what subjects do you think we would be in contention serious
enough to initiate a debate?

Perhaps you ought to email your response, as it isn't likely I'll see it
here.




Well, I wasn't old enough to vote back then, but...would you have
supported the nomination of Adlai Stevenson?

:)

Apparently "Ziggy" doesn't know the definition of...debate.



Debate: Just another one of those things that Krause is skeered of.

--
Ziggy®