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The Skool thread (how smart is TA?) (pg. 14)
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| Silky Johnson |
| quote: | Originally posted by basd
analist |
lolololololol |
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| basd |
| quote: | Originally posted by jennypie
lolololololol |
I love my job :)
proper English spelling |
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| Silky Johnson |
| quote: | Originally posted by basd
proper English spelling |
it right in the ass? |
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| Krypton |
| If I could be hired right now as a junior research analyst, I'd go to work with a smile on my face everyday. Nothing beats getting paid to do what you love. |
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| basd |
| quote: | Originally posted by jennypie
it right in the ass? |
With a broom handle, preferably. |
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| Silky Johnson |
| I dreamt about that exact scenario once. |
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| Sushipunk |
| quote: | Originally posted by jennypie
I dreamt about that exact scenario once. |
That wasn't a dream Jenny. |
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| Silky Johnson |
| The most ed up aspect of the dream is that it was Christopher Llyod holding the broomstick. |
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| pkcRAISTLIN |
| quote: | Originally posted by jennypie
The most ed up aspect of the dream is that it was Christopher Llyod holding the broomstick. |
great scott! |
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| Sushipunk |
| quote: | Originally posted by pkcRAISTLIN
great scott! |
:stongue: |
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| Silky Johnson |
| quote: | Originally posted by pkcRAISTLIN
great scott! |
Hahahaha, yesssssssssssssssss. |
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| tachobg |
Currently year 2, technically a math major, but I take all sorts of random stuff. Reading some of the comments, I just want to say -- you've never really done math or science properly if you think it is just using equations with little understanding of what they mean. Sure, the early years require rote learning and few can appreciate algebra/trig/etc as something more than a tool, if they appreciate it at all. Luckily for me, math classes generally stopped being like that around sophomore year of high school and I've loved it ever since. 3-4 four years later, I'm taking math/science classes where you don't get told what to do and there's no clear right answer. If you're doing theory for example, you have to *invent* whatever mathematical structures you need in order to prove some result. No one gives you a formula. In fact, very often *you* have to give the formula :) If you're applying theory, you also can't just plug in formulas (whether you or someone else derived the formula); you have to worry about implementation, algorithms, etc. Also, most tests are designed to make you think creatively -- to weed out those who just remember formulas without understanding and to reward those who are inventive and really understand the material. For that reason, it's not unusual for test averages to be 40-50/100 and even lower.
That said, I've taken a few great philosophy courses and learned that it's also important to be able to reason about things that are not clearly defined. This does not mean to write bull, but to present clear arguments, even if the subject matter is fundamentally murky and poorly understood (e.g. consciousness, creativity, ethics, etc). My profs had little tolerance for bs or unclear thinking and were generally quick to point it out in papers.
So I wouldn't say math/sci is necessarily easier or harder than humanities when both are done right. This means math/sci profs should challenge students to do more than just regurgitate memorized info, and humanities profs should have no tolerance for bull. More importantly, self-respecting students of the above should do the same.
And ultimately I think both humanistic and scientific thinking can inform one's life on many different levels. I find myself thinking as often about how some bit of math explains something very 'non-scientific' in my life as I do about how something inherently philosophical does the same. |
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