My life is an often contradictory juxtaposition of highly analytical predictive analysis and planning coupled with impulsive, seat-of-my-pants vectors which I can only support via creative instinct and guesswork. I'm told that this is a good place to find myself, as the most wise realize that polarity cannot endure in a universe where our physical laws are both completely predictable, and wholly random, through and throughout. Uncertainty is my methodology. Accepting uncertainty is critical to finding happiness, and to finding answers to many scientific problems. But "uncertainty" does not at all imply that we should not rely on knowledge and patterns of behavior. On the contrary, the most effective trait of an up-and-coming scholar, such as I was once, and for which I was not aware of this trait, is that in which the student ascertains the "why" inasmuch as the scope of the "what" and "how" suggest there be effort placed. For example, "Why do we have trigonometry and why does it work?" First, I will teach you the history of Pythagorean philosophies and of the ancient Greek society that compelled its existence. Then, I will, with the students help, derive from those philosophies and natural observations, why it is that Pythagoras grew to believe that the universe and all of its methods, rules, and machinery was comprised of rational relationships and perfect shapes and motions. From that point of view, I will explain the problems Pythagoras was trying to resolve, both for his religion and for the industry of his society. Therein, the student will approach the methodology by DERIVING it and understanding WHY it came into being, and why it is important to see the mathematical methods at work, both resultant of and prerequisites for the philosophies with which they are intertwined. This applies to every math and science. History, anthropology, philosophy, and psychology are so intertwined with the sciences, I think it is a crime that they are taught separately.
I have been a certified instructor, evaluator, writer and planner of curricula, and a trainer for more than 25 years, primarily in the US Air Force. Additionally, I have home schooled four children, and with the coming school year, I intend to home school three more.
Typically, groups of students will result in the greatest savings. Otherwise, I must focus on the value of not only my teaching time, but also my research, preparatory, and follow-through time. Once, I was earning $81/hr. I will not ask anyone to ever come close to this rate... but something between $10 and $15 per hour seems very reasonable to me, particularly in that I plan to guarantee comprehension.
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