Re: transforming coordinates

On Nov 18, 1:36 pm, Paul Cardinale <pcardin...@xxxxxxxxxxxxxxx> wrote:
On Nov 17, 10:28 pm, eric gisse <jowr.pi.nos...@xxxxxxxxx> wrote:

On Mon, 17 Nov 2008 21:28:14 -0800 (PST), rbwinn <rbwi...@xxxxxxxx>
wrote:
[...]

   Why don't you go talk to some of these nice scientists who use the
Lorentz equations?
Robert B. Winn

Why are you here, Robert?

It's an all-too-common condition.  While many stupid people are
humble, a great deal of them (probably most) are arrogant.  When they
can't understand something, their arrogance prevents them from
accepting that the lack of understanding is due to their own
stupidity; with little minds inside big heads, they can only conclude
that the subject that they don't understand must be wrong and
completely incomprehensible.  This also means that from their pathetic
viewpoint, anyone who claims to understand the subject must either be
liar or an imbecile.  The inflated ego also compells them to vent
publicly.
People like Robert are uncorrectable; the stupidity is not only
permanent, it also prevents any progress on the humility front.  These
people are just noise; and so they will always be.

Paul Cardinale


Teachers in high school will tell you about the "arrogant failure".
This is the student who consistently performs poorly but can no longer
sustain ownership of that performance and so shifts the blame to the
teacher, saying that poor teachers are to blame for the poor
performance. The problem with this, of course, is that there is
nothing the teacher can do to correct that assessment, since teacher
action is not responsible. Furthermore, now that the blame is shifted,
the poor student relaxes further and tries less, because there is no
self-accountability. Thus begins the acceleration of this spiral.
After a while, this takes a further nasty turn, where the poor student
is so committed to the assignation of the blame to the teacher that it
is *necessary* to continue to fail to sustain that blame. That is, the
student will actually *refuse* to learn, as it will accommodate the
possibility that teachers *can* be successful, and this in turn forces
admitting the possibility that teachers are not always at fault for
the failure, and since the failure is so consistent, the magnitude of
that admission is too large to bear.

Teachers will also tell you that there is little hope once this turns
the corner, and in fact the only way to turn it around is to isolate
the student into an environment with as *little* teacher interaction
as possible, where the student is doing workbooks in a very structured
environment essentially alone. That way, any student failure cannot be
shoveled off on anyone else, but also any student success can be
immediately owned by the student.

The applicability of that approach to the cranks here is immediately
obvious.

PD
.

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