Bananas and barometers

I have two long quotations for you, on the nature of organized learning.

Come see ...

Jamie Donohoe, reflecting on American education, transcribes J.M. Coetzee's novel Elizabeth Costello, telling the tale of some very real science.

Let me recount to you some what the apes on Tenerife learned from their master Wolfgang Kohler, in particular Sultan, the best of his pupils ....

The man who used to feed him and has now stopped feeding him stretches a wire over the pen three metres above ground level, and hangs a bunch of bananas from it. Into the pen he drags three wooden crates. Then he disappears, closing the gate behind him, though he is still somewhere in the vicinity, since one can smell him.

Sutlan knows: Now one is supposed to think. That is what the bananas up there are about. The bananas are there to make one think, to spur one to the limits of one’s thinking. But what must one think? One thinks: Why is he starving me? One thinks: What have I done? Why has he stopped liking me? One thinks: Why does he not want these crates any more? But none of these is the right thought. Even a more complicated thought—for instance: What is wrong with him, what misconception does he have of me, that leads him to believe it is easier for me to reach a banana hanging from a wire than to pick up a banana from the floor?—is wrong. The right thought to think is: How does one use the crates to reach the bananas?

Sultan drags the crates under the bananas, piles them one on top of the other, climbs the tower he has built, and pulls down the bananas. He thinks: Now will he stop punishing me?

I recommend going to see what Jamie has to say, including more of that story.

Now compare and contrast, class, with this story, which I first heard as a high school student. I thought it was only a legend, but then in the hallway of my college's physics department, I saw the original article taped to a professor's door.

Angels on a Pin
A Modern Parable
by Alexander Calandra
Saturday Review
21 Dec 1968.

Some time ago I received a call from a colleague who asked if I would be the referee on the grading of an examination question. He was about to give a student a zero for his answer to a physics question, while the student claimed he should receive a perfect score and would if the system were not set up against the student: The instructor and the student agreed to submit this to an impartial arbiter, and I was selected.

I went to my colleague's office and read the examination question: “Show how it is possible to determine the height of a tall building with the aid of a barometer.”

The student had answered: “Take a barometer to the top of the building, attach a long rope to it, lower the barometer to the street and then bring it up, measuring the length of the rope. The length of the rope is the height of the building.”

I pointed out that the student really had a strong case for full credit since he had answered the question completely and correctly. On the other hand, if full credit was given, it could well contribute to a high grade for the student in his physics course. A high grade is supposed to certify competence in physics, but the answer did not confirm this. I suggested that the student have another try at answering the question. I was not surprised that my colleague agreed, but I was surprised that the student did.

I gave the student six minutes to answer the question with the warning that the answer should show some knowledge of physics. At the end of five minutes, he had not written anything. I asked if he wished to give up, but he said no. He had many answers to this problem; he was just thinking of the best one. I excused myself for interrupting him and asked him to please go on. In the next minute he dashed off his answer which read:

Take the barometer to the top of the building and lean over the edge of the roof. Drop that barometer, timing its fall with a stopwatch. Then using the formula S =½at², calculate the height of the building.

At this point I asked my colleague if he would give up. He conceded, and I gave the student almost full credit.

In leaving my colleague's office, I recalled that the student had said he had many other answers to the problem, so I asked him what they were. “Oh yes,” said the student. “There are a great many ways of getting the height of a tall building with a barometer. For example, you could take the barometer out on a sunny day and measure the height of the barometer and the length of its shadow, and the length of the shadow of the building and by the use of a simple proportion, determine the height of the building.”

“Fine,” I asked. “And the others?”

“Yes," said the student. “There is a very basic measurement method that you will like. In this method you take the barometer and begin to walk up the stairs. As you climb the stairs, you mark off the length of the barometer along the wall. You then count the number of marks, and this will give you the height of the building in barometer units. A very direct method.”

“Of course, if you want a more sophisticated method, you can tie the barometer to the end of a string, swing it as a pendulum, and determine the value of g at the street level and at the top of the building. From the difference of the two values of g the height of the building can be calculated.”

Finally, he concluded, there are many other ways of solving the problem. “Probably the best,” he said, “is to take the barometer to the basement and knock on the superintendent's door. When the superintendent answers, you speak to him as follows: ‘Mr. Superintendent, here I have a fine barometer. If you tell me the height of this building, I will give you this barometer.’ ”

At this point I asked the student if he really did know the conventional answer to this question. He admitted that he did, said that he was fed up with high school and college instructors trying to teach him how to think, using the “scientific method,” and to explore the deep inner logic of the subject in a pedantic way, as is often done in the new mathematics, rather than teaching him the structure of the subject. With this in mind, he decided to revive scholasticism as an academic lark to challenge the Sputnik-panicked classrooms of America.

This article reprinted in full without permission for the purposes of discussion and review, as permitted by Section 107 of the U.S. Copyright Act of 1976

Something to think about.