Hi Dan,
You wrote to Steve Ambrosini:
-> For what it's worth I think your perspective here is an important
-> one. I teach chess in my elementary school.  I do want to "produce"
-> good chess players but chess, like learning a computer language, has
-> more to offer than just an end product.  In chess students learn to
-> think. Thinking is an essential part of the game.  I teach them chess
-> skills such as strategies and tactics, but to apply the chess
-> concepts requires analytical thinking.
->
-> I think the same is true for the argument of learning a computer
-> language.  Who would decry the teaching of logical reasoning?  Isn't
-> that an important aspect of computer language?  Besides, kids have to
-> use their brains and (as Winnie the Pooh would say)  "Think, think
-> think!"
This sounds very similar to my thoughts on teaching Geometry and
Algebra. Many is the person who will say, "I've never used algebra
and/or geometry since I took it in high school" (matter of fact, I bet
Leona would get a ping or two in there at geometry). Yet these are
courses that teach logic, problem solving, etc...
I guess what it boils down to is that there are many excellent things we
could teach to our students...not only chess, computer programming, but
also challenging math, art, languages, literature, music, dance, P.E.,
etc...
There are always persons who are advocating eliminating one or more of
the above subjects, but I believe that all of these have been shown to
be beneficial for students. The problem in the end, is do we have the
instructional time in the classroom to teach all of it? In my
experience, "no". We have to make some decisions and choices.
Is it not appropriate to let our students make some of these choices?
Should students not have a voice about _some_ of the things they would
like to study? Maybe optional programming, or a choice of fine arts
courses, etc... is a good way to handle something like this, at least
after 6th or 7th grade?
Sheila
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