RE>ANST - What I learn in

[Mark.S Harris]

>It has been my experience that
>history teachers don't want students to dispute their claims or ask them
>for evidence of what they say is the truth.  It can have a negative impact
>on your grade.
>
>Scipio Gump

Bear replied:

Try average history instructors.  I was fortunate to have one of the
youngest full professors of history at the University of Oklahoma many
years ago.  He enjoyed debate and dispute, especially when the students
argued points among themselves.

Unfortunately, I am certain my experience was the exception rather than
the rule.

>>>>>>>>>>
One of my favorite stories of the SCA and applied history is this one found
in my SCA-hist2-msg file:

Stefan li Rous
RSVE60 at email.sps.mot.com

-------------------
From: una at bregeuf.stonemarche.org (Honour Horne-Jaruk)
Newsgroups: rec.org.sca
Subject: Re: fun with history
Date: Mon, 09 May 94 12:37:36 EDT

jeffs at math.bu.EDU (Jeff Suzuki) writes:
>  To a greater or lesser degree, experiental archeology is what
> some of our most driven SCAdians are doing.
> William the Alchymist
	Conversation in my college medieval history class, 1977:
"OF course, as the caption in the book makes clear, knights couldn't actually
get out of a mailshirt alone; this illustration is fanciful, and is intended 
to show how poor the knight is."
	"Sir, may I use your office phone for a moment?"
"Go ahead, but remember, we've just begun class- don't take long."
(I return to class, two minutes later, and sit down & shut up.)
Twenty minutes later-
	"Excuse me, sir, I'd like to return to our first topic- allegorical
versus realistic illustrations?"
"What more could possibly be said about it?"
	"friend, could you come down front?"
(Friend proceeds to skin out of mailshirt in manner identical to illustration)
	"Now, professor- about the `allegorical' illustration by the same 
artist, of women assisting in the defense of a castle..."
	...And I still got an A- . I love experimental archeology, I do, I do,
I do!
				Honour/Alizaunde
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