READING WITH
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1. What do you understand of Einstein’s
nature from his conversations with his history teacher, his mathematics teacher
and the head teacher?
Answer:
Einstein's exchanges with his history teacher demonstrate his honesty and
truthfulness. He is unafraid to admit his flaws. He has strong, well-defined
beliefs. He expresses his thoughts clearly. As a result, his fundamental
intelligence, logical reasoning, and clear expression are emphasised. Even at a
young age, he showed flashes of brilliance. His maths teacher thought highly of
him. He even went so far as to declare, "I can't teach you anymore, and
you'll probably be able to teach me shortly." When Albert expressed his
dissatisfaction with the teacher's compliments, the teacher admitted that he
was only speaking the truth. He emphasised his point by stating that Albert was
ready to enrol in a college or institute to study higher mathematics right
away."I've learned all the maths they teach at school and a bit more," Albert remarked.
Albert was expelled from school when the headteacher
informed him that his presence in the classroom made it impossible for the
teacher to teach and the other students to learn. While he was in class, he
couldn't accomplish any serious work. Albert refused to study and was
"always in disobedience."
For a brief while, Albert considered telling the
headteacher how he felt about him and his school. Then he came to a halt. He
didn't say anything at all. He walked out with a sense of pride, his head held
high. As a result, he possessed a great deal of self-control. Albert was not
rude in the least. He addressed his teachers with respect and provided honest
responses to their queries.
2. The school system always curbs
individual talents. Discuss.
Answer:
Albert Einstein's unhappy five years in school are a telling commentary on the
educational system in place at the time, and still in place now. Individual
desires, talent, and aptitude have no place in this educational system. It
fosters mechanical dullards or 'average' students while discouraging genius and
uniqueness. Instead of emphasising concepts, this method emphasises facts and
dates. It overlooks the importance of innovation and creativity in achieving
progress and development.
It's no surprise that the majority of students pass
the exam through cramming—learning material by heart and then repeating it in
the exams. This parrot-like learning or learning without comprehension may
assist in obtaining a diploma, but it does not enhance the intellect or instil
concepts.
Teachers and authorities place a strong emphasis on
discipline and conformity. The history teacher and the principal are adamant
about following the rules, pedagogy, and discipline. Brilliant students like
Albert Einstein are labelled as dullards, idiots, incompetents, and unsuitable
rebels whose presence makes it impossible for teachers to teach and students to
learn.
3. How do you distinguish between
information gathering and insight information?
Answer:
Learning battle dates and specifics regarding successful armies are facts.
These specifics are part of content-based knowledge. There's no need in wasting
valuable student years acquiring information when dates or facts can be found
in the books at any moment by just checking them up. We call information
collection learning facts or parrot-like learning, i.e. learning without
comprehension.
Analyzing the facts, determining the causes of a specific incident, such as an insurrection or a war, and learning the ideas that result from such activities are all examples of insight information. It provides us with a thorough understanding of a thing's fundamental essence. Such knowledge improves our logical reasoning, analysis, interpretation, and understanding, as well as our ability to think.
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