Teaching
Zellweger’s teaching system, for logic, integrates the developmental and interactive approaches of Fröbel, Montessori, and Piaget. This is accomplished through the use of educational tools and models that predominantly focus on visual and kinesthetic learning modalities. At every level in the educational ladder, students of Zellweger’s system learn in a natural and intuitive way through the use of sensory-motor exercises and a variety of interactive geometric models. These models, at the most advanced level, become extremely complex and beautiful.
Each X-stem Logic Alphabet symbol can be easily flipped or rotated, by eye-hand coordination, through a series of simple symmetry transformations. When a student can visually and manually observe the geometry and the network of symmetry relationships among all 16 binary connectives of two-valued logic, it then becomes far easier for them to perform what are normally considered to be highly abstract logical operations. Zellweger’s publications and models permit students to literally “see”, “touch”, “play with”, “work with”, and “think about” the natural beauty of logic. His work is now on display at the Museum of Jurassic Technology, Culver City, California. (See Flickr image: )
Read more about this topic: Shea Zellweger
Famous quotes containing the word teaching:
“I have come to believe ... that the stage may do more than teach, that much of our current moral instruction will not endure the test of being cast into a lifelike mold, and when presented in dramatic form will reveal itself as platitudinous and effete. That which may have sounded like righteous teaching when it was remote and wordy will be challenged afresh when it is obliged to simulate life itself.”
—Jane Addams (1860–1935)
“There is no teaching until the pupil is brought into the same state or principle in which you are; a transfusion takes place; he is you, and you are he; then is a teaching; and by no unfriendly chance or bad company can he ever lose the benefit.”
—Ralph Waldo Emerson (1803–1882)
“For good teaching rests neither in accumulating a shelfful of knowledge nor in developing a repertoire of skills. In the end, good teaching lies in a willingness to attend and care for what happens in our students, ourselves, and the space between us. Good teaching is a certain kind of stance, I think. It is a stance of receptivity, of attunement, of listening.”
—Laurent A. Daloz (20th century)