Chance News 95: Difference between revisions
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==Quotations== | ==Quotations== | ||
“It is worth dwelling for a moment on Egon [son of Karl] Pearson’s first-year lecture course …. [H]e was an inspirational teacher …. What was the reason for his success? [H]e was not a teacher who ladled out cookery-book recipes; rather he always seemed in his lectures to be working through and exploring problems with the class. He would wander down enticing dead-ends, but return to seek alternatives again and again until a satisfactory approach had been established. The result was that students acquired a questioning approach, not a compartmentalized approach whereby one problem was allocated to a 2 x 2 table, the next to multiple linear regression, etc.” | “It is worth dwelling for a moment on Egon [son of Karl] Pearson’s first-year lecture course …. [H]e was an inspirational teacher …. What was the reason for his success? [H]e was not a teacher who ladled out cookery-book recipes; rather he always seemed in his lectures to be working through and exploring problems with the class. He would wander down enticing dead-ends, but return to seek alternatives again and again until a satisfactory approach had been established. The result was that students acquired a questioning approach, not a compartmentalized approach whereby one problem was allocated to a 2 x 2 table, the next to multiple linear regression, etc.” | ||
<div align=right>“What is Statistics?” by | <div align=right>“What is Statistics?” by David J. Bartholomew<br> | ||
(1994 presidential address to the RSS)<br> | (1994 presidential address to the RSS)<br> | ||
Journal of the Royal Statistical Society, 1995</div> | Journal of the Royal Statistical Society, 1995</div> | ||
Revision as of 19:03, 23 August 2013
Quotations
“It is worth dwelling for a moment on Egon [son of Karl] Pearson’s first-year lecture course …. [H]e was an inspirational teacher …. What was the reason for his success? [H]e was not a teacher who ladled out cookery-book recipes; rather he always seemed in his lectures to be working through and exploring problems with the class. He would wander down enticing dead-ends, but return to seek alternatives again and again until a satisfactory approach had been established. The result was that students acquired a questioning approach, not a compartmentalized approach whereby one problem was allocated to a 2 x 2 table, the next to multiple linear regression, etc.”
“What is Statistics?” by David J. Bartholomew
(1994 presidential address to the RSS)
Submitted by Margaret Cibes