What I'm trying to say is mathematics — the foundation of logic and science — is highly intuitive. As such, it just seems to naturally, innately correspond to the way human minds actually work, analyze data, and process information.
Why complicate things for these young-'uns? What they need to succeed in life is a greater sense of realism — which mathematics seems to comprehend in its representation of reality. (I'm speaking here of the core mathematical disciplines, Number Theory and Geometry. I am not speaking of the "instrumental maths," notably Statistics.)
The last thing young people need is to be trained to prefer the false promises of abstract thinking. What they need is training and skill in systematic, analytical thinking.
Otherwise, what happens is they just float off into some God-forsaken Second Reality.
FWIW
p.s.: IMHO, that maniacal teacher should instantly be fired, and replaced by a teacher who can explain to pupils what Occam’s Razor is. Kids equipped with such information could probably defend themselves against such intellectual chicanery, going forward.
Intuitive thinking and abstraction, as you know, does not appear in children’s thinking capabilities until puberty. As a pattern of thought, objective absolutes must be taught piecemeal and repeated, until children are comfortable enough to move to a higher level/deeper understanding of any information—from math to English to history and to science.
This teaching is extremely bad juju.
But Michelle did say, “We’re going to have to change our history.” History profs were called to the WH for a conference, which then resulted in a nationwide, collegiate freeze on what history teaches. You can take that last bit to the bank.
The condescension dripping from the teacher’s voice was really annoying.
Isn’t she so special that she can take a full minute to explain how to add 9+6.
Thank you for your insights, dearest sister in Christ!