Alabama Geometry lesson: How to shoot Obama

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Discussion Overview

The discussion centers around a controversial geometry lesson taught by an Alabama teacher that involved calculating angles related to an assassination attempt on President Obama. The conversation explores the implications of using such a topic in an educational setting, the reactions to the incident, and broader societal issues regarding freedom of speech and the appropriateness of certain teaching methods.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Meta-discussion

Main Points Raised

  • Some participants express outrage over the teacher's choice of topic, suggesting it warrants more severe consequences than a mere suspension.
  • Others argue that societal attitudes towards controversial topics have changed, with some suggesting that the media's focus on such incidents is beneficial for accountability.
  • A few participants find humor in the situation, questioning whether unconventional methods could engage students in mathematics.
  • Concerns are raised about the potential messages sent to students through such lessons, with some arguing that it normalizes violent thoughts.
  • There is a discussion about the legal implications of the teacher's actions, with references to the definition of threats against the President and the role of the Secret Service.
  • Some participants challenge the appropriateness of using violent scenarios in educational problems, questioning where the line should be drawn.
  • Several posts reflect on the broader implications of freedom of speech and the limits of acceptable discourse in educational contexts.

Areas of Agreement / Disagreement

Participants do not reach a consensus on the appropriateness of the teacher's lesson or the implications of freedom of speech. Multiple competing views remain regarding the seriousness of the incident and the potential consequences for the teacher.

Contextual Notes

The discussion includes references to legal definitions and societal norms, but lacks clarity on the specific legal outcomes for the teacher. There are also varying opinions on the impact of such teaching methods on students' understanding of violence and societal issues.

  • #61
Proton Soup said:
hey, how about this one? :smile:

Oh lord!
 
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  • #62
IcedEcliptic said:
I have no interest in seeing this person killed, it is simple hyperbole.
Posts such as yours, zomg's, and Ivan's had led me to believe that facts such as this don't matter...
 
  • #63
Hurkyl said:
Posts such as yours, zomg's, and Ivan's had led me to believe that facts such as this don't matter...

What do you mean?

Are you saying that in fact, I do wish harm to be visited upon this person? If I posted: "Given Hurkyl is (fictional) 5'11" tall, and has an average HR/BP and blood volume, assuming that his throat is slit, how long will it take before he is fully exsanguinated, or his blood volume is too low to allow cardiac action?" I think you'd take that as threatening, gruesome, and out of line. Why is it different when naming another individual, and being shot? I could have used a leaky pump to illustrate my point.
 
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  • #64
Hurkyl said:
Posts such as yours, zomg's, and Ivan's had led me to believe that facts such as this don't matter...

what are you talking about Hurkyl? This seems to me like an unsubstantiated attempt at ad hominem nothing more.
 
  • #65
zomgwtf said:
what are you talking about Hurkyl? This seems to me like an unsubstantiated attempt at ad hominem nothing more.

Actually, if one of us did it, it would be trolling. Can you report a mentor? :rolleyes:
 
  • #66
This thread is ridiculously out of control.

Closed.
 

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