RM>DT>with the exception that I am probably more easily swayed by those 
RM>DT>that I regard as more knowledgeable in my field.  
RM>That's fair enough... Actually, this discussion has 
RM>catalyzed my reasons for concern with things like the theory 
RM>of evolution; it is an inferential conclusion and has not,
RM>to my knowledge, been scientifically established. I don't
RM>mean to get into this particular debate, simply wished to
RM>use this as an example in the context of our discussion.. 
DT>I see you point and agree here.  By the way...the above should have read 
DT>...."with the exception that I am probably more easily swayed by those 
DT>that I regard as more knowledgeable _than_ _myself_ in my field."  I 
DT>clarify this because the first sentence could be interpreted as "me 
DT>being swayed by those I regard as more knowledgeable than you (or others 
DT>who frequent this forum) and I didn't want to imply that.
I think we all followed the intent....   ;-)
DT>I still believe in WL and think that the theories supporting it are 
DT>correct and still believe that Invented Spelling is very appropriate 
DT>for early writers.
I think that a lot of the ideas in education come into being
because they make some sense, but the implimentation is 
always the problem.  Just as with anything theoretical which
is attempted in practice....
DT>I also have a changing attitude toward the "traditional" teacher.  I 
DT>have examined my attitude very closely and although I don't think I 
DT>could comfortably teach purely traditional, I think that there are many 
DT>fine teachers who still employ traditional approaches and their style of 
DT>teaching is very effective.
There is the issue, too, of what is comfortable for the
individual teacher.  I can see where an individual might be
effective with one style, but not another, despite what the
current wisdom might dictate...
DT> but from the everyday grunt and grind, we're on the same team.
I'd say so...  ;-)
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 * MR/2 2.26 * Win95: You really CAN fool some of the people all of the time!
--- Maximus/2 3.01
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