> I've encountered more than one such class where the > teacher, in the name of a pedagogical philosophy (as > in discovery/constructivism), decides to never fill in > such gaps in the second context and sometimes - as in > many times - in the first context, believe it or not. > I've hated being in such classes, and so I have > refrained from doing with my students what I hated > being on the receiving end of as a student. Treating > my students the way I wanted to be treated as a > student, by the way, is a driving force in my personal > decisions about pedagogy.
Consider the following similar argument: I've encountered more than one class in which the instructor assigned homework. I've hated being in such classes, and so I have refrained from doing with my students what I hated being on the receiving end of as a student. Treating my students the way I wanted to be treated as a student is a driving force in my personal decisions about pedagogy.
Compare and contrast your argument with mine. Explain why this latter argument is unacceptable if your argument is acceptable.
--Lou Talman Department of Mathematical and Computer Sciences Metropolitan State College of Denver
