Embarrassment Over Equations: Is It Justified?

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Discussion Overview

The discussion revolves around feelings of embarrassment related to understanding equations on the forum, particularly from a young participant who is unsure about the complexity of the material presented. The scope includes personal reflections, emotional responses, and varying perspectives on educational experiences and expectations.

Discussion Character

  • Exploratory
  • Conceptual clarification
  • Debate/contested
  • Meta-discussion

Main Points Raised

  • One participant expresses embarrassment over not understanding 60% of the equations, questioning whether this feeling is justified given their age and experience.
  • Some participants encourage the original poster, suggesting they should feel proud of understanding 40% at their age and emphasizing that the forum is a learning space.
  • A participant starting a PhD program shares that they would also be pleased to understand 60% of the discussions, indicating the varied levels of complexity present.
  • Another participant humorously claims that most of their contributions are made up, which is met with skepticism from others.
  • Concerns are raised about the implications of grades, with some arguing that they do not reflect true potential or capability, while others counter that grades are important for future opportunities.
  • Discussion includes reflections on educational systems in different countries, particularly contrasting experiences in Norway and the U.S.

Areas of Agreement / Disagreement

Participants generally agree that feelings of embarrassment are unwarranted and that learning is a process. However, there are competing views regarding the significance of grades and their impact on future opportunities, leading to an unresolved debate on this topic.

Contextual Notes

There are varying assumptions about the educational background and expectations of participants, which may influence their perspectives on understanding equations and the value of grades.

  • #31
mikelepore said:
In the U.S. at least, the message of the educational system is clear: if there's any chance that you might not be very successful at something the first time, the wisest decision is not to attempt it at all.

There's no punishment for never having tried something new. All punishment is reserved for those who try something new and then have only average results.

Totally agree.

http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html
 
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  • #32
In Norway it is not near as severe, with the influx of "BS" in primary and high schools, universities have opened up for many courses which everyone can join but are harder to pass.

Vebjorn in particular is about to begin high school and I had myself quite bad grades at the point he is now.

Edit: Really needed a comma.
 
Last edited:

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