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Rigorous education seems to be very challenging for the students who are capable to take it as a challenge, and feel happy to undergo its curriculum, but some students who are little weak in understanding or are not comfortable with it, will definitely be the losers and further it may distress them and burden them more.
Rigorous education so me is a program where you have a lot of grade deflation in comparison to test scores and IQ's when compared to students in a different schools. For college, Princeton comes to mind, and for HS a good example would be the Groton School.
For me, its simply an education system which teaches and challenges students to apply what they have learned and to use their critical thinking skills when solving problems.
For example, a math professor I know structured his exams in such a way where you had to think through the problem to arrive at an answer. His tests weren't simple as looking at the problem, using the correct formula, imputing the proper values, and arriving at an answer. He required you to not only understand and apply concepts but, you had to do a lot of work and think the problems through before arriving at an answer.
Its a bit difficult to describe since I don't have examples for the above. To answer the OPs question, a rigorous education should encompass a more in-depth look into topics such as government, economics, and math and should be more challenging than your current education system of take notes, look at formulas/definition, take a test, and get a grade.
This is also true..
I had 2 types of teachers in undergrad. The ones who, if you studied the HW or practice tests, identified the unknowns, identified the formula to use, and the plugged and chugged to a result (not necessarily a correct answer) you get at least a B without retaining much information.
Now the other were the ones you described above. They believed that the examinations were supposed to be a step above what you had seen in class. Perhaps a first step in the beginning of the problem, which required you to draw information from a prerequisite just to get the information to go ahead. Yea, it was not covered in the class, but you SHOULD know it to be in the class. These professors commanded my attention because there was always a surprise. I needed to know everything because it would show up on the exam. I remember a lot more from those class' than the ones in the first example.
That being said, unless you want to get your PhD, example one is more applicable to the real world, so go figure.
I had 2 types of teachers in undergrad. The ones who, if you studied the HW or practice tests, identified the unknowns, identified the formula to use, and the plugged and chugged to a result (not necessarily a correct answer) you get at least a B without retaining much information.
Now the other were the ones you described above. They believed that the examinations were supposed to be a step above what you had seen in class. Perhaps a first step in the beginning of the problem, which required you to draw information from a prerequisite just to get the information to go ahead. Yea, it was not covered in the class, but you SHOULD know it to be in the class. These professors commanded my attention because there was always a surprise. I needed to know everything because it would show up on the exam. I remember a lot more from those class' than the ones in the first example.
That being said, unless you want to get your PhD, example one is more applicable to the real world, so go figure.
I agree with you however, I think the "best" option is to have some middle ground which incorporates a little bit of both. Having the tougher classes leaves many students dazed and confused as they have never encountered such rigor and struggle just studying for those classes because they have not been exposed to this before.
I agree with you however, I think the "best" option is to have some middle ground which incorporates a little bit of both. Having the tougher classes leaves many students dazed and confused as they have never encountered such rigor and struggle just studying for those classes because they have not been exposed to this before.
Might I suggest such students are not equipped for "rigorous" education? And in a "rigorous" environment all classes are that way. Nature of the beast.
Might I suggest such students are not equipped for "rigorous" education? And in a "rigorous" environment all classes are that way. Nature of the beast.
"Rigorous" is subjective, meaning that which Student A finds rigorous might not be rigorous for Student B. Therein lies one issue with our educational system: It's simply too unwieldy to ensure that Students A & B are both challenged sufficiently.
But I am someone who gets tremendously annoyed by people who focus on a grammatical error and ignore the substance of the question when it is clearly understood--at least to everyone else on this thread but you.
That was not what he meant. He was talking about researching which school to send your child to. We are talking about k-12 schools here. Note the part about the school hurting the student's college application.
Oops, my bad.
Quote:
Originally Posted by lvoc
Might I suggest such students are not equipped for "rigorous" education? And in a "rigorous" environment all classes are that way. Nature of the beast.
This is true. Not everyone can succeed at Harvard or that environment however, that does not mean you cannot learn in a college-environment and succeed in corporate America. I went to a local school which is treated as a bottom of the rung that's attempting to hang with the "big boyz", didn't stop me from getting a well-rounded education with courses taken at an undergrad level with MBAs and taught at an MBA level.
IMO It means you're educated in a wide variety of subjects and had superior instructors who challenged (and expected) you to live up to their expectations.
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