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The Emotion of Science Class?

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The past week, I’ve overheard my students reciting passages from various Shakespeare plays, which they have to recite during their English classes next week. And I’ve also heard them grumbling about how easy it is to memorize something, so why bother learning a particular passage.

Although the English class poems are long-gone from my memory, I can still recite a Goethe poem from my high school German class (“Wer reitet so spät durch Nacht und Wind? / Es ist der Vater mit seinem Kind….”). I also remember that although every person in class memorized the whole eight verses, part of our grades was on how the person emoted through the passages. It’s a depth-of-meaning kind of thing, which some people are good at expressing and some are not. And there’s a whole other depth when it comes to poetry contests and spoken word presentations (like this breathtaking example from Harvard’s School of Ed 2016 graduation by Donovan Livingston). Recitations are, for some, a whole art and passion.

So, in science classes, what is worthy of this kind of passage-memorization? And what would be the equivalent of emotion? Mere application of equations seems to be less significant than emotional response, and more of a logic puzzle than art. Application of concepts, however, somehow seems closer. To see something more like Beautiful Reactions or categorization of birds or even videos of marbles and magnets takes the rote skills and makes it into something more sublime.

So what is the emotion of science class?

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