Guest guest Posted January 26, 2003 Report Share Posted January 26, 2003 Based upon the curriculum at PCOM, this is an example of what types of characters could be covered in each of the classes. This just lists new characters for each class (about 100 per each class over the whole term). We still talk about patterns in OM 4 , but they are just learning diseases. Just learning 10 new terms per week in each of these classes will result in a vocabulary of thousands upon graduation. This will allow for low level functional translation of certain types of modern material, according to most of my sources. Actually taking a year of medical chinese and doing translation assignments in various core classes throughout the program might lead to basic fluency in written chinese (being able to read some things efficiently without a dictionary). This will not happen at the master's, so lets focus on setting a reachable bar. Is this reasonable? OM1 - basic concepts, organs, five phases, six stages, 4 levels OM2 - pulses, tongues, ten questions OM3 - patterns, symptoms OM 4-10 - diseases, treatment principles herbs 1-3 - primary: herb names, categories secondary: functions (mostly repeats treatment principles from OM 4-10) and indications (mostly repeats symptoms from OM3) herbs 4 -6 - formula names, actions clinical herbology 1-3 - miscellaneous advanced concepts, pao zhi Acupuncture 1-5 - primary: point names secondary: functions (mostly repeats treatment principles from OM 4-10) and indications (mostly repeats symptoms from OM3) Chinese Herbs " Great spirits have always found violent opposition from mediocre minds " -- Albert Einstein Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 26, 2003 Report Share Posted January 26, 2003 , <@i...> wrote: > Based upon the curriculum at PCOM, this is an example of what types of > characters could be covered in each of the classes. This just lists new > characters for each class (about 100 per each class over the whole term). > We still talk about patterns in OM 4 , but they are just learning diseases. > Just learning 10 new terms per week in each of these classes will result > in a vocabulary of thousands upon graduation. Are you thinking of testing for character recognition or just introducing the characters in the context of the class? robert hayden Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 26, 2003 Report Share Posted January 26, 2003 , " kampo36 <kampo36> " <kampo36> wrote: > Are you thinking of testing for character recognition or just > introducing the characters in the context of the class? > > robert hayden Without testing the exercise is worthless. another aspect of adult learning theory with regard to motivation is the need to demand evidence of achievement. Without this demand, students will remember characters as well as I do. I have seen them all numerous times, but never had a sword held over my head. On the other hand, the act of teaching them will reinforce my own recognition because there is no chance I am going to test my students on something I cannot do myself. thus, my own sword will hang over my own head, as well. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 27, 2003 Report Share Posted January 27, 2003 --- " < " < wrote: > -It has been my experience that students who are threatened into memorizing facts have difficulty mustering the passion to continue learning the subject once the pressure is off. They will see the class for what it was, something to pass instead of a foundation to future study. Better, a teacher who imparts his or her love and wonder for the subject, than one who threatens students with a sword. The future of CM in the West will depend upon the students that we are producing today. Students who are threatened into learning will make poor to mediocre Practitioners, Professors, Researchers, Administrators and Deans. > Blake > Without testing the exercise is worthless. another > aspect of adult learning > theory with regard to motivation is the need to > demand evidence of > achievement. Without this demand, students will > remember characters as > well as I do. I have seen them all numerous times, > but never had a sword > held over my head. On the other hand, the act of > teaching them will reinforce > my own recognition because there is no chance I am > going to test my > students on something I cannot do myself. thus, my > own sword will hang over > my own head, as well. > > > > > Mail Plus - Powerful. Affordable. Sign up now. http://mailplus. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 27, 2003 Report Share Posted January 27, 2003 , " L.Blakeney Holverstott " < naturallyaesthetic> wrote: > --- " <@i...> " > <@i...> wrote: > > -It has been my experience that students who are > threatened into memorizing facts have difficulty > mustering the passion to continue learning the subject > once the pressure is off. It concerns me that you consider the requirement of being evaluated on what you are taught as a threat. Sorry if you do not appreciate the metaphor of the sword, but letting students know they will be tested is hardly a threat. To me, the sword is a metaphor of challenge and discipline, not a threat of harm,but that is hardly the point. In fact, extensive research has shown that without regular evaluation of achievement and feedback, students (especially adult learners) rapidly lose motivation. I started my teaching career with the idealistic view you espouse and it resulted only in unmotivated students who did not retain the information they learned. It was only when I started placing more demands on students that my own evaluations from students reflected major shifts in their feelings of motivation and was confirmed by their retention of information as evaluated by subsequent instructors in the course sequence. I wonder upon what basis you draw your conclusions about loss of motivation and upon what theory of learning evaluations are construed as threats. Evaluation in the form of testing is not the the only form of motivation I use, but it is essential. In fact, without evaluation, students tend to pursue only those subjects that come easy to them or which they find particularly interesting. This is not acceptable for medical education. It is not up to students to decide what is important to meet the standards of graduation. Experienced teachers and clinicians need to do this. Student input is valuable, but ultimately it is not up to students to decide things like herbs are important and acupunture is not or chinese is important and research is not, etc. Evaluation is also essential because a portion of the burden for protecting public safety falls by law upon the schools in california. this applies especially, but not only, to areas of study no longer examined by the Acupuncture board, such as herb ID and point location. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 27, 2003 Report Share Posted January 27, 2003 --- " < " < wrote: > , > " L.Blakeney Holverstott " < > naturallyaesthetic> wrote: > > --- " <@i...> " > > <@i...> wrote: > > > -It has been my experience that students who are > > threatened into memorizing facts have difficulty > > mustering the passion to continue learning the > subject > > once the pressure is off. > > It concerns me that you consider the requirement of > being evaluated on what > you are taught as a threat. Sorry if you do not > appreciate the metaphor of the > sword, but letting students know they will be tested > is hardly a threat. To me, > the sword is a metaphor of challenge and discipline, > not a threat of harm,but > that is hardly the point. In fact, extensive > research has shown that without > regular evaluation of achievement and feedback, > students (especially adult > learners) rapidly lose motivation. I started my > teaching career with the > idealistic view you espouse and it resulted only in > unmotivated students who > did not retain the information they learned. It was > only when I started placing > more demands on students that my own evaluations > from students reflected > major shifts in their feelings of motivation and was > confirmed by their retention > of information as evaluated by subsequent > instructors in the course > sequence. > > I wonder upon what basis you draw your conclusions > about loss of motivation > and upon what theory of learning evaluations are > construed as threats. > Evaluation in the form of testing is not the the > only form of motivation I use, but > it is essential. In fact, without evaluation, > students tend to pursue only those > subjects that come easy to them or which they find > particularly interesting. > This is not acceptable for medical education. It is > not up to students to decide > what is important to meet the standards of > graduation. Experienced teachers > and clinicians need to do this. Student input is > valuable, but ultimately it is not > up to students to decide things like herbs are > important and acupunture is not > or chinese is important and research is not, etc. > Evaluation is also essential > because a portion of the burden for protecting > public safety falls by law upon > the schools in california. this applies especially, > but not only, to areas of study > no longer examined by the Acupuncture board, such as > herb ID and point > location. > > I recognize a sword for what it is. A weapon, offensive or defensive, but a weapon nontheless. Evaluations? Yes. Absolutely!! Conducted in a supportive atomsphere of deep respect for the Subject of , the Student and the Instructor. Blake Mail Plus - Powerful. Affordable. Sign up now. http://mailplus. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 27, 2003 Report Share Posted January 27, 2003 , " L.Blakeney Holverstott " < naturallyaesthetic> wrote: > > I recognize a sword for what it is. A weapon, > offensive or defensive, but a weapon nontheless. I explained the metaphor which derives from martial arts sword training, another aspect of chinese culture. When two martial artists meet with the sword, there is no intention of harm on the part of the teacher. If you think that a sword is only a symbol of violence and death and threat and intimidation, that is your bias, not some sort of fact. It also does not square with chinese culture, where metaphors of the martial and medical frequently overlap. To train with a sword means one does so with care, attention and discipline. My sole interest in teaching is to see students become competent clinicians. I am content to let history be my judge. Quote Link to comment Share on other sites More sharing options...
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