Beyond the Facts: The DOET Series of Posts
The Posts:
Blog Series Commenting on Chapter 1 of Martin Heidegger’s “Introduction to Metaphysics”
Blogging Through Martin Heidegger’s “Introduction to Metaphysics” Chapter 2 of 4
Blogging Through Martin Heidegger’s “Introduction to Metaphysics” Chapter 3 of 4
The Death of the God of Leibniz: Deconstruction in a Nuthouse
DOET (Do-It) Thinking Dedication Page for the Intellectually Impatient
DOET PHILOSOPHY REVERSAL: I’m Not Trying to Prove my Philosophy with Math
Appendix: Example of DOET Circular Questioning at the Grade 5 Level
Appendix 2/2: DOET Thinking and Remembering Being
Celebrating New Teachers: Education and Metaphysics with Squaring and Circling
NOW,
DOET thinking doesn’t just see facts as arriving ready made from heaven. The fact of someone having PTSD doesn’t just automatically point back to a traumatic childhood, since triplets can grow up in an abusive home where one develops crippling PTSD, the second is unaffected, and the third is stronger for it: “That which does not kill me makes me stronger (Nietzsche).”
Similarly, math facts aren’t simple occurrences, but point to an iceberg of background knowledge beneath the surface that make them possible in infinite combination depending on the individual child.
The multiplication equation (3 times 4 = 12) means 3 groups of 4 equals a total of 12. This fundamental math concept can be visualized dynamically using distinct educational models. For Example:
Conceptual Breakdown of Some Multiplication Models
| Model Type | Conceptual Breakdown | Mathematical Interpretation |
|---|---|---|
| Equal Groups | Draw 3 large circles (groups). Place 4 dots inside each circle. Counting all dots yields 12. | 3 groups of 4 |
| Array Model | Arrange items into a grid containing 3 horizontal rows and 4 vertical columns. | 3 rows times 4 columns = 12 items |
| Area Model | Draw a rectangle with a height of 3 units and a width of 4 units. The total grid boxes inside equal 12. | Height times Width = Area |
| Repeated Addition | Write out the number 4 three distinct times and add them together. | (4 + 4 + 4 = 12) |
| Number Line | Start at 0 and make 3 equal jumps forward, with each jump spanning 4 units. | 0 –> 4 –> 8 –> 12 |
3X4=12 can be learned by rote, but precisely in this way in doesn’t appear to a child “as” a true statement, in its truth. 34X54=1638 can be learned by rote but the truth or falsity of it can’t. This must be ascertained other ways. It is in the background knowledge in the chart above that 3X4=12 finally comes to stand as what it is.
Similarly, “triangle” isn’t just a rule of “enclosed shape with three straight sides” that our understanding applies to experience to encounter the shape in front of me “as” a triangle, as Kant thought. Countless preparatory hours have been spent playing with triangle blocks, coloring shapes, sorting shapes, etc. These foundations make the rule possible, and are different for every child. Every hockey player learned to puck-handle and skate, but this preparatory experience unfolded differently for each one.
DOET doesn’t first ask what the facts are, but what prior knowledge needs to be activated to learn. It’s a teacher’s philosophy! Thanks for reading these posts and Just DO-ET!