Wednesday, January 16, 2002

To me, Pedagogy class is a disorganized collection of tangents and anecdotal evidence. We seem to dwell too much on reviewing topics from previous classes, and this whole week has been given over to a couple theoretical articles that deserve about half a class each. We talk about the problems of the information-retrieval method of teaching, and then learn a continuing parade of specific tidbits and examples, as if by that same system. I think it may just be that the teaching approach used in the class doesn't mesh well with my learning approach. I like to see the overarching point of a lecture, or at least know that supportive evidence will eventually be tied together in a complete package. Last semester's course was taught in that manner, which kept me interested throughout. Now, the lectures progress in an "Oh, and by the way," fashion, so although the information presented might be good and topical, it just doesn't go anywhere.

Peril's Gate, the next book in my guilty geeky fantasy series arrives in stores at the end of the month, and work of all kinds will stop when it arrives. It's one of those series that I just have to read all at once, coming up for air 800 pages and a few days later. The problem with series like these is the waiting time between books. Unless you're reading historical tripe like Tolkien, chances are very likely that the author hasn't finished the series yet. I just hope the author doesn't die in a tragically freak tuna fish mishap before she finishes. Speaking of which, the next Harry Potter book comes out sometime this year, and it's supposed to be even longer than the last. Since Harry's now 15, there's also supposed to be more teenage lovey-dovey writing...

"I don't like composers who think. It gets in the way of their plagiarism." - Howard Dietz

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