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eric: you know one thing that I've been kind of arguing with myself about here, a lot of the stuff that we did, it's all, the inquiry based, you know how we have this big emphasis on inquiry based learning. That's great. But I think we're pushing it to the point where we're kind of skipping the facts part, you know what I mean? I've got, I've met so many kids--high school kids--that have no concept of fifth grade principles, you know what I mean? Hard learning stuff, they should know. And you're not going to be able to do your inquiry based learning as a sophomore if you don't already have this background knowledge. And we're kind of not..., I mean, when I went to school, they focused on that. Man, they went bing, bing, bing [repeated hand chopping gesture], they beat all the hard knowledge, you know, all the book work, right? And you did some experiments. So, there wasn't a lot of inquiry based learning, but [looks away, shrugs with lower arms] later on, when I got into a situation where there was inquiry based learning, at least I had an idea of what to expect, or knew what was happening because I had the...[puts hands in pockets], I don't know. You've got to have a happy medium! I think we're, you know, but it's just like it swings back and forth [motions hand back and forth] Do it this way, no do it this way.
[akbar leaves conversation].
jamie: It's actually, lends itself more to, at least the way we've been learning, more to learning theory about how, actually, people learn.
eric: yeah
jamie: you know, taking our prior knowledge and either using that, or expanding on that, so, um, how do you..., some of that can be done through experimentation. some of it has to do with, you know, there is some of that 'sage on stage,' we have to explain it [motions with both hands in front of him]. We know [hands motion forward, as if handing something], we have to explain it. So, totally, I agree with you. It's like, finding the happy medium, the happy medium between the two.
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