> I was one of the best in that class, but when I asked what we need this stuff for the other people in the class looked at me and said the following:
"if you ask this question you're in the wrong class"
I am always so disappointed when I hear people express this. Being able to place an effort in a broader context is so helpful in being able to approach the work well. A few teachers in the Literature department in high school had the same attitude and it was incredibly demoralizing and left me kinda directionless in their classes. I wish things like https://youtube.com/watch?v=suf0Jdt2Hpo had existed back then to give me some idea of what useful and interesting literary analysis looked like and could do.
I think there are teachers for whom rote repetition is teaching.
I used to know a math lecturer, and his attitude was very much that it was his job to throw proofs at his students, and the bright ones would put the rest together for themselves.
He wasn't even remotely interested in the less bright ones, and certainly not in presenting the material in a way that made it easier for them to follow.
Digital has real potential here, because you can build animations and virtual math labs to explore concepts and give them a context, and suddenly math becomes practical and not just an excuse for wrangling abstract symbols for the sake of it.
I am always so disappointed when I hear people express this. Being able to place an effort in a broader context is so helpful in being able to approach the work well. A few teachers in the Literature department in high school had the same attitude and it was incredibly demoralizing and left me kinda directionless in their classes. I wish things like https://youtube.com/watch?v=suf0Jdt2Hpo had existed back then to give me some idea of what useful and interesting literary analysis looked like and could do.