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The Dangerous Mr. Khan

nas.org

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Re: The Dangerous Mr. Khan

#221
post #211

Earlier quoted context omitted.

You could make your point even stronger: since the barriers to entry on the internet are so low, it has the potential to be a lot less intellectually constraining than an ordinary classroom, where typically there will be one teacher, with standardized lesson plans, teaching from a relentlessly bland textbook that passed through the censors in Texas and California.

But the Internet also has a significant winner-take-all character at the large end of the spectrum, due to network effects. See Facebook vs. MySpace and all the other social network carcasses in its wake. Mr. Khan's teaching videos might end up being the one-and-only source of education on the Internet. What then?

Then you can make your own better video and YouTube or Khan itself will host if for free and show that what you were afraid of is not actually possible and the social networking analogy does not hold up under cursory analysis.

Re: The Dangerous Mr. Khan

#222
post #131

Earlier quoted context omitted.

Isn't this kind of a straw man? Salman Khan is not a fascist dictator who prevents you from getting information anywhere else. He's just a teacher. I don't see how learning from him is more of a problem than learning from other teacher.

The complaint is that he seems to be getting attention from a major donator and source of influence, which might get his "lessons" far more play than any random teacher. Which is a problem for the author since he feels the quality of the lessons is low. I agree with him; these look like "make me look not stupid in casual conversation" lessons, they don't seem to impart a real understanding of history, of these major…

It is a 15-minute video. That leaves approximately 99.995% of a viewer's life free to dig a little deeper into the subject matter. The quality contest is not Khan vs a Ph.D program in history, it is Khan vs Insane Clown Posse. Khan wins.

Re: The Dangerous Mr. Khan

#223
post #162

Earlier quoted context omitted.

Interesting; can you elaborate? Surely it would be folly, say, to teach some children _wrong_ things simply for diversity. I doubt this is what you advocate, no?

In mathematics there is a well defined right and wrong, but in history there are often competing viewpoints of which none can be dismissed easily. I would say that to pick one as true and discard all the others is folly.

There are still many approaches to teaching mathematics, of varying and debating quality, so many of these concerns still apply. Math teaching is not a commodity we can simply stockpile using contributions from whoever tosses a bit in the kitty.

Re: The Dangerous Mr. Khan

#224
post #45
post #27

Oh no, a 15 minute summary of the history form WWII to Vietnam isn't thorough Well, I, never! In all seriousness, I am not sure what the author's point is. Summaries lack detail? Short things are short?

One of the author's points is that the essence of history is "who & why", not "what & when," and that Khan is completely omitting that essence in his summaries.

The whole point of a Summary video of history, and what is tested in class for most students, is the what and when - not the who and why.

Also, from reading the original scare-mongering article based on a single video viewed by the author, i didn't get the feeling that he was complaining about the lack of 'who and why' but rather libruls like Khan and Gates are taking over the world and throws in a irrelevant point about personalization engines in google and facebook.

Re: The Dangerous Mr. Khan

#225
I like to think of Mr Khan efforts as something similar to those of the mentor in Sophie's World. http://en.wikipedia.org/wiki/Sophies_World He can teach the audience on how to think about subjects, but I doubt he can be deep on all of them. This is very helpful but is not scalable. I wonder how this effort will become mature if it continues to get funded and promoted.

Re: The Dangerous Mr. Khan

#226

Earlier quoted context omitted.

2 million unique students are viewing our videos every month by choice (as opposed to being forced to attend class by the state). Read any of the thousands comments on our YouTube or Facebook page and the underlying feedback from students is that they are finally getting the "why" at the Khan Academy as opposed to the "memorization-paint-by-numbers-what" in their classrooms. Do we think we're ideal? No, we're constan…

Hi Sal, The whole point is not who can make better video lectures. The point is why lecture at all? I wish the world would see my YouTube video about Modeling Physics (and resources) here: http://bit.ly/ModelingPhysics I wish the world would see my 13 other videos showing Modeling Physics in action: http://vimeo.com/channels/modelingphysics I wish the world would read my post on pseudoteaching: http://bit.ly/MITpseud…

People aren't going to see your videos because you have a bad attitude.

Re: The Dangerous Mr. Khan

#227

Earlier quoted context omitted.

Thank you Sal for great videos! You are inspiring me to study maths. I have a Ba in history and agree with the criticism raised in the article, however I also think it is a problem that many people dont even have a basic scaffold of world events. History is about making choices, what to say and what not to say, and the way to say it, it is not merely about being familiar with major world events. What is a major world…

I try to do both. The way my brain works, I need to see where something fits into the bigger picture (both in time and space) before I can engage in the nuance. The beauty of this form-factor is that we can keep adding more videos to add more color and context since we aren't limited by the time of the classroom or state-mandated curricula.

I think the breadth first approach is very important, it allows you to see the overall structure and focus your attention on what your interested in. Much like a levels of detail on a map - first you need to know the big geography - where are the oceans/land, or in our case what are the most important events/people/locations/traditions, and then we can zoom until eventually we can see the details.

Re: The Dangerous Mr. Khan

#228

Earlier quoted context omitted.

> You will naturally learn your countries history albeit not to the point where you can become a history professor How? Through video game blockbusters like Call of Duty or summer movie hits like Saving Private Ryan?

How is Saving Private Ryan different from the US schools interpretation of 2nd World War? How is Call of Duty different than a soldiers account of how a battlefield looked like? They are after all consulting soldiers. I am not talking about learning historical facts but about growing up in a culture that has a memory of a past. Things that naturally flows between people. I knew of 2nd world war before I had history,…

> How is Saving Private Ryan different from the US schools interpretation of 2nd World War?

Simple. It throws out a lot of the context and details of how we got to the meat grinder in the first place. It's traded for eye candy and emotion. All an individual with little background in the subject would know is that - these are the good guys over here and the bad guys over there.

> I knew of 2nd world war before I had history,

That's no surprise. Almost every kid enjoys anything with guns and bullets.

Having superficial knowledge of something is very different from getting a decent understanding of it. It's like knowing that Martin Luther was some guy who nailed a piece of paper to a door because he was angry with Catholicism, without understanding the details and background to how he got to the point and its future implications on the world.

Re: The Dangerous Mr. Khan

#229
Uh oh, Mr. Khan is not reactionary enough for the tastes of someone like Clemens:

Here Mr. Khan stands exposed as possessing a historical perspective steeped in academia’s standard issue, postmodern, left-leaning narrative of cultural relativism, multiculturalism, and moral equivalence.

Re: The Dangerous Mr. Khan

#230

Earlier quoted context omitted.

I think the quote you refer to speaks for itself. You can then choose to make it absurd by including Alpha Centaurions. And then sure it's vulnerable. But then shouldn't you first find someone who would actually claim that and then perhaps even more importantly have people believe it to be true? In my world facts are provincial and most things we can agree on. There could be someone who claimed like the third person…

> I think the quote you refer to speaks for itself. With all due respect, you're missing my point. My point is that the quote doesn't speak for itself. It leaves all the really hard questions unanswered. Here are some of the hard questions that I have in mind: 1) Are any statements concerning history not perspectival? (If so, why and what kind or kinds? If not, wow: not even (putatively) factual statements like 'Worl…

1) To answer that fully we will need to dig into what is a factual statement. I would gladly discuss the nature of facts but don't find this to to be the forum.

But my basic believe is that facts are true in context. Relative not objective. Facts (reductional interpretations of reality) are described from the vantage point of the observer. We can experience what we call reality in a certain way but not in all possible ways.

And that is all fine and good. We don't need true, just useful.

2) We evaluate them within the different clusters we live in. There are people who believe that holocaust never happened. There are people who believe that 9/11 was orchestrated by the US. Most people though believe the same things. World War I broke out in the year 1914.

That does not by any metrics mean that that is a true statement. You could very well argue that it broke out way before that. Cause I take it you agree that people didn't wake up one day in the year 1914 and thought, let's have a war.

The coherent sets of beliefs used to be mainly cultural now they'r exposed on the internet. And people form around various perspectives. So you have clusters of perspectives. That is why you have what seem to be agreement on those perspectives.

That is why there aren't anyone claiming that the Alpha Centaurions secretly invaded the planet to initiate I or II WW. It could be true but there is nothing factual (and again I refer you to 1) ) to construct that belief.

There are however many other conflicting and competing view. Less about the factual parts (D-Day) more about the meaning of that day. The factual parts are not really that interesting and they are certainly not important. Only to the people who actually where around at that time.

As long as you know that it happened 6 June 1944 +- a couple of days or months (with time and as the people who lived at that time dies, the accepted +- span will grow ever bigger) you are ok.

3) Again you are confusing two things here. There are factual statements (that might or might not be true and again I refer you to 1) and then there is the interpretation of these facts. I am more concerned with the latter part than the first.

4) There is nothing big in that claim. I would be happy to discuss this further but not here. Kuhn, Lakatos, Feyrabend have all done a fairly good job at describing some of the problems with believing in objective truths. I have my own views. We can discuss but then we should find a place to take it. Hmm maybe there is even a small side project idea there.

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