This chapter really struck a nerve to parents. I mean, are you saying that we are no relevant? That is does not matter what we do? What about all those baby Einstein tapes I bought? Those mean nothing?
I especially feel that the author was really not forthcoming in his resolution of the books in the house debate. I mean, scientifically, why are the books in the house better off ? I was not convinced on his methods so I looked at a theory of my own. With books in the house, we pick them when we are bored. When I was growing up, my parents have three different volumes of encyclopedia. There were always there, even before I could read. I used to look at the pictures and be able to recognize al the types of dogs, dinosaurs, types of beards and the shape of a heart. After many years, I developed a different technique to study biology especially. I would read the functions of the heart form my school text and then from each of the three volumes. The all basically said the same thing, but approached it so differently that that it seemed a new experience every time. Needless to say, unbeknownst to me, I was practicing the encoding technique perfected by Robert Gagne (1970) in his nine events of instruction where presenting the learner with multiple perspectives of the same content is essential. I submit that this is one way that books around the house improve individual performance in school.
Yet, I am troubled by this theory since my brother never seemed interested in the encyclopedias, except to cut out pictures of animals that is required for class projects. So I am not sure how the extra book works statistically, but I do know it worked for me. I am also challenged by the notion that trips to the museum are nice but has no impact on the child’s overall intelligence. This is both disappointing and downright anti aristocrat. I mean, everyone knows that after a trip to the museum, we are all at least 5% smarter and more highly exposed as to out world and its beauty and complexity. I am pretty sure that many parents cringed as they read that chapter, as I was very clear that they have spent several agonizing hours dragging junior across endless walls of Leonard da Vinci masterpieces. This is clearly a follow-up attack on the museum industry than was initiated by Dan brown and his mysterious “code” to reducing the institute of museum attendance to merely an exercise in futility. These authors need be careful that they be banned from the Louvre and the NY Museum of natural History; see how smart they will be after that cultural depravation.
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2 comments:
I agree, parents definitely have an impact on a childs upbringing, I think that it was absolutely ridiculous that he could come to such a conclusion. I also believe that if books are left around the house it depends on the peoples curiosity whether or not they will be positively affected by it or not, because it is up to them to open it up. When my parents, or school, took me to museums I would not be interested at first, but then once I arrived and saw everything I became very interested. I think that it helped expose culture to me in a way that only a museum could, with displays that gain my interest at a glance. But going to museum will not gain the interest of every child, and thats what would make the difference of whether or not it will help a childs overall intelligence.
I agree with the book. I think that after a certain point, parents really don't matter because it's not what they do, it's who they are that makes the difference. I thought the example of Ted Kaczinski and the professor were perfect examples. Just because their parents did certain things, the individuals still turned out a certain way. I once saw a study on twins seperated at birth that showed one twin who was abused and neglected and wound up being suffering from depression. Of course, right? Well, guess how the other twin who lived in the suburbs and had a normal loving family turned out? She also was diagnosed with depression. So really, the apples don't fall far from the tree.
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