Math, Bio and Chem VS Philosophy, Art and English?

Question

I really seem to HATE the sciences. I find them very boring. Math, Biology and Chemistry put me to sleep. But Philosophy , Art and English I enjoy.......Is there something wrong with me? Or am I just really strange? Anyone have any ideas why a person like me would have tastes like this??

Answer 1

personal interest and aptitude - there's nothing wrong with you.

Answer 2

Nope, I am the same way, however, I do like 2 sciences, meteorology and astronomy, so I would be little weird for liking some science, but otherwise, I do like the Arts and Humanities more. That is where I have made my best grades in the past. Right now, I am a History major and I am loving every moment of it, except for having to take a gen-ed Math class, but that is a cross I have to bear.

Answer 3

If you like the Discovery Channel then the teachers really put you to sleep.

Answer 4

Nope, you're not weird. The right half of your brain is just more active than your left. It tends to favor the random where the left tends to favor the logical.

Answer 5

These subjects '''in''' themselves do not put you to sleep or bore or intimidate you; these same subjects '''of''' themselves do. These subjects, each, have grown awfully aberrant for scores of years. Any given subject in itself is neutral. The gifted teacher is one who enlivens and imports dimension to the subjects, else it falls of its own mass.

Then come someone like you of fine and detecting instinct to tell of your betters of this, but none dare listen... See? The likes of you is the voice crying in the wilderness and no one is out there to hear it.

The added proof of this is the number of people -- K through 12 -- who find education itself appalling. There is no problem in the minds of these students of any age or level but rather is there the lack of innovative, full dimensional teaching. The minds of people today host states of consciousness that are much higher than those of four centuries ago -- which approximates the time when learning as we know it began getting shoved down everyone's throat -- "Learn it or else!" is the implied forewarning... "Those of you who don't -- go to the back of the line and stay there..."

More often than not -- strike that -- most often, upwards of, say, 90% of the time, the ones who teach these subjects are the real plague of learning these subjects, not necessarily is this phenomenon their faults, however. For what did they know? What did they acquire but a forced ability to parrot out the things as they were taught them when ‘they’ were in school. Rest assured -- if these subjects are boring or useless to you, it may well be because the methods used are felt as time-worn to the teachers and professors themselves as they are felt hateful to ingest to you.

But these teachers dare not say so...they too often are as equally busy with administering council bureaucracies as they are teaching. All have talents in some areas, but most students are not availed of seeing the other side of each of these. Fear and intimidation seem the great aberrant that shuts down the mind from flipping the apt switches regardless of one's acuity or lack of acuity for one of the above subjects. A greater and newer trial of sorts has yet to be created. Computers will not avail of learning; these are but tools to learning.

Learning is the art of logical self-expression and the ability to draw conclusions from experience. The operative word here, especially in today's world, is "experience," which must be made evident in the teachers as well as thrilling to the students.

For example, you like the subjects you named. What say if you were given experience with these as well as those you did not like, what then? Experience brings to the fore a whole other dimension. Young children are natural-born scientists, extremely inquisitive and questioning, ever experimental with the things around them, fitted with trial and error, scrapes and sprains; and they love to take note of things and lock those fanciful dimensions soundly and solidly into their minds.

So what happened after a few short precious years? 'Actually nothing. They simply have no further horizons to develop this great creative mental energy, that’s all. They are clapped-up and shut down by the time they reach middle school...

There are as many who disdain Philosophy, Art, and English as there are those who find Math, Bio, and Chem despicable.

Whether one is left- or right-brained or whether one is any one of a pair of opposites of learning amid any said model of learning, we have yet to behold a method that is in time and in speed with modern minds and states of consciousness and needs. ‘Wouldn’t matter if one is 8 years of age or has reached the age of 89 years.

Peer into the subjects you like and then draw out their mathematical, biological, and chemical aspects. They do exist, but preciously subtle are they resting within. And we need but a good handful of teachers to come and show this kinship between words, numbers, and mechanics of things.

We must be availed to become like children again -- that goes for both teachers and students... There is nothing wrong with your tastes, sire.