Thanks for the kind
words, and I'm glad you did meet a teacher who communicated.
And yes, humans do
have several means of communicating, and what communicates well to one
group may not communicate well to another group.
What I'm trying to do
is get out the material, as fast as I can prepare it, so that it will at
least be available. The inevitable result, of course, is that it comes
out in the way in which I personally learned it or conceived it. And
that does not hit all groups. Hopefully, if the material can be made
available, the young fellows will then chew into it, caste out any
mistakes, and thoroughly digest it. I expect at that time there will be
many explanations of different modalities. Also, I expect my own
material will rapidly become outdated and archaic, after the young
tigers have been at it for awhile.
If so, then it will
have served its purpose. We really wish to see developments initiated in
extracting and using energy from the vacuum. This forthcoming book will
be my "best shot" on that score, and the young fellows will have to take
it from there. The next effort is in the medical field, dramatically
extending Priore's work. Again, we will probably have to write a book
in that area, also giving it my "best shot". Finally, if we still have
some time left, we will put down the mind and matter interaction
mechanisms, hopefully to generate a new and engineering approach to
mind. So again, there will probably be another book to prepare.
Along about that time,
I suspect my own life will have run its course. That of course is
nature's plan, and I would not have it any other way.
So we'll just give
those three areas (and one more, which I do not yet mention) our very
best shot, and call it a day with that.
Thanks for an
insightful commentary, and of course your thesis is perfectly correct.
The only plan I have to hopefully change the style is to include more
"briefings" composed of detailed slides. Often, in having to reduce
things to well-organized bullets and illustrations, that is the best way
of all to communicate. It "summarizes" the information into bite-sized
chunks, and also appeals to the rich visual connections and analogies.
In other words, it is very much in the vein you suggest.
Subject: Learning styles
Date: Fri, 15 Feb 2002 10:24:44 -0600
been reading articles on your web site for quite some time now. Some of
what I've read has become my belief in everyday life, for instance that
zero point energy does exist and that we are headed for the end of oil
or it will be too cost prohibitive to pay for in a few years. I believe
the purpose of your website is to educate others of these concepts and
so I thought I'd risk telling you something you probably have not
thought about yet. In an email to you under
Selected Correspondence there
is an article copied by you called
How an electrical circuit is REALLY
powered - Bearden for Dummies on 21 November 2001 from a
guy named William. I really liked that article.
recently dropped a school called NEI (National Electronics Institute)
because almost every day I would leave school feeling like some kind of
idiot. Then I'd go to work where everybody relied on me to both teach
and answer complex computer questions. We were only in the first quarter
and learning basic electronics and principals, many of which I knew.
we had a substitute teacher and I could understand everything he was
teaching. I was amazed. Later, I went up north with a friend and his
brother, a college trained teacher. I explained how bad I felt to him
and he explained the most probable cause of this as "there are four
basic methods that each of us learn by and your teacher is not teaching
in a way that you can understand, it's not your fault." That weekend I
took a test on the net from NCSU that said I was an extremely visual and
imaginative learner. I think my teacher and I just did not mesh, so I
ended up dropping NEI.
is that if you are trying to teach through your web site, doing it using
a few different methods might capture the attention of a larger group of
people. To explain a resistor, I would say it is like an old single
lane bridge across a large 6 lane freeway. In other words, not many cars
can cross the old bridge at once, so that bridge resists the flow of
traffic. That paints a picture in my mind so I can understand both what
a resistor is and how and why it works. I'm not sure about this, but I
think almost everyone can understand that analogy whether they learn
visually or cognitively.
enjoy the concepts that you teach through your website, but like William
I don't understand a lot of what you write. Most of the time I re-read
the articles several times and let my mind create these pictures for me.
Either way I ultimately learn, but I think you write in a cognitave type
of way with few analyogies to something I can visualize. One other
point, I think you use a lot of complex words to explain things, like "entrophy."
I think, I along with most people do not understand this word and
therefore lose the meaning of whatever article is being read. I suppose
it is as bad to underexplain an idea as it is to overexplain it.
like your website and what you write about. I thought I'd pass another
website on to you that proves that some of your ideas are getting out
http://www.nuenergy.org. I'm sure they have all heard of you.
you very much,