> I never liked the way biology was taught in high school. It was too much about the names of things. A subject so vast is spoiled by a textbook, which can only point at the endless parade of stuff-there-is-to-know. Amen. You could easily teach quite intricate biology in grade school, if you focused on a fascinating example or two. How many more people would be inspired, rather than bored?
There's a nice discussion of this in Surely You're Joking, Mr. Feynman! > I discovered a very strange phenomenon: I could ask a question, which the students would answer immediately. But the next time I would ask the question – the same subject, and the same question, as far as I could tell – they couldn’t answer it at all! > Then I say, “The main purpose of my talk is to demonstrate to you that no science is being t…
But each test had one or two questions where you had to put together the knowledge, not just regurgitate, and that student consistently failed those question on each and every test.
Yet the student got top scores on each and every test, because the accumulated number of points was enough to get them into the top bracket.
I was so annoyed with that, asking the teacher how they could get top scores while clearly demonstrating they didn't understand the subject matter. Of course, all in vain.
edit: Great read BTW