Creating Eudaimonia in the Computational Classroom

Can a Common Story Lead to Common Sense?

The root word of "education" shares a common heritage with "eudaimonia," the Greek concept of pursuing wellness, happiness, or fulfillment in life. Why, then, does our educational system fall short in producing it? Craft (1984) observed that the English word "education" has two distinct Latin roots: "educare," meaning to train or to mold, and "educere," meaning to lead out. It's possible to enhance the attainment of eudaimonia through the opportunities we create within the computational classroom. This enhancement stems from the core functions of the brain, its interaction with the body, and the way phenomena around us become ingrained as mental concepts. I will share a bit about myself, thereby providing a broader overview and analogy of the concept of topology and how we might use higher-order mathematical models to better understand the dynamic changes occurring in a classroom. We can anticipate trajectories and create opportunities that mitigate overall effects while maintaining the most optimal possible path for each individual. We're not lowering the bar for teaching elephants to jump; rather, we're helping them to build ramps and work together to solve problems synergistically, in ways that wouldn't be possible individually.

Out of the Box Science

Alert and focused, what emerges from the box? A smaller box, elicits surprise and attention, as it is revealed from within a larger box. The introduction follows the line of Schrödinger's cat, leading to stories about science adventure and on to learning more about Earth's changing surface. 

The core disciplinary idea is Earth's transformation across various temporal and physical scales, brought down to a middle school level. We explore how Wegener solved the tectonic puzzle and how we perceive things. Returning to the black box, there are various ways to deduce its contents, but with certain constraints in place. 

Students are asked to draw what they think is inside the box and how they might determine this. After giving the box a little shake, I walk around the room, observing as they sketch their models, predictions, and ideas. As I circulate, many theories are dismissed as we explore the boundaries of these constraints. I guide them further into the narrative of the Challenger, reminding them of their orientation and introducing more materials. 

At this point, an initially random set of data allows 90% of the sixth graders to distinguish their real model from their initial creation. While topology and higher-order category theory aren't part of the sixth-grade curriculum, the shape of Earth's surface is, and its utility as a tool is profound. We integrate these natural patterns with scientific and engineering practices, enabling us to dissect and visualize in various ways. 

This tool can be applied to other core disciplinary ideas we'll encounter later in the year. Along the way, I'll ask students about their feelings regarding the task's rigor and relevance, allowing me to later assess the task's effectiveness and decide whether to keep it or replace it. Over a longer timeframe, I'll monitor their emotions throughout units or the academic year, identifying students who might not be excelling but could potentially optimize their work, emotions, or physical habits.