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T: Trying clamping those wheels together and see what happens
S: opening can. Neat!
T: Can you see why it works, too?
S: Sure, the clamping turns these two wheels into a rolling scissors
T: Neat!
S: opening can. Neat!
T: Can you see why it works, too?
S: Sure, the clamping turns these two wheels into a rolling scissors
T: Neat!
It may seem like there's not much of a difference there, or that the second version is "giving the answer away" but the diff is huge & the student is LEARNING in the 2nd and learning only to hate Dad in the first.
Dad never fucking learned to use a can opener by intuiting clamping. Dad didn't INVENT the fucking can opener. Dad learned how to use it by seeing it used, then understanding the mechanism.
I have no idea who invented the can opener, but that person probably already knew by experience the idea of clamping pressure added to two sharp thingies (scissors!) and added rotation (wheels!). He didn't INTUIT the whole mechanism.
Ex post facto knowledge often gets confused with the how and why of getting there. It's toxic to teaching.
