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Date: 03 Jan 2008 10:52:25
From: Chess One
Subject: Chess and Learning - was Hastings
Apart from joking around on the "Fanny" chess assessment engine, [the joke
being that it would be difficult to make, and not that it would not be
useful] there are 3 issues which are current in recent learning pedagogics
relating to chess, and chess ratings. I would appreciate any comments from
mathematicos or educators, either anecdotal from first-hand or /in vivo/
studies, or from their knowledge of assessment rubrics in learning systems,
statistical or qualitative.

---

a) A current Chess & Match curriculum originated and tested in Canadian
schools suggests a beneficial link in the study of chess, as /measured/ in
mathematical progress. While this would seem laudatory, especially when
reviewed against other options in K-12 math learning, especially in the USA,
it lacks sufficient scope and extent to be convincing at state education
levels [a necessity] but also cannot compare itself with other methods of
incrementing math and all academic scoring, such as oriental ideas of having
the children take a 20 minute nap! Or, indeed, engage in tactile
[kinesthetic] activities which engage pattern recognition.

b) Simultaneously, I am working with the first PhD attempt in chess with a
researcher in India where 2 factors have emerged which are highly
problematical.

(1) There are no established benchks for early /rate/ of learning as
appreciated by ratings, and therefore the worth of curricula, a teacher or
mentor in schools cannot be well made compared to those in non-academic
settings, and also because non-academic settings are elective, whereas a
school curriculum would be to measure all student's progress, not the 25% or
so who are board-game oriented.

(2) In India [elsewhere] there is some interest in gender related study,
and comparison. To cite this acute problem by mentioning a simple anecdote,
it appears that in streaming mathematics, that already by age 10 that A
stream students are twice as likely to be male as female. In comparison with
European schools, there are obviously factors at work [in North East India]
which are not to do with mathematical ability. To some degree this has to do
with poverty, but socio-religious enthusiasms [and consequent gender
constraints] appear to be the main culprit.

While in the West it is no longer acceptable to relegate the fate of
females this way, with the typical attitude, 'because they historically
cannot compete, and its a waste of time and resources to now provide means
for them to do so,' a demonstrated ability at chess [which is directly
related to academic math skills] would refute the gender differentiation.

---
These are 3 issues which now concern mainstream educators everywhere, even
Western ones in a global economy, where the presence of females in business
cum government complexes elsewhere is a desirable, leavening factor.

---
I should like to make some presentations to SPICE on these subjects, since
after all, the intended purpose of that research center is to be
international in scope, and it exists within a university structure
sufficiently large to provide audit, invigilation and the general
wherewithal, to properly establish bench-king studies which are widely
academically respectable, and which are progressive elements in establishing
a real rubric of factors relating to chess and learning.

Cordially, Phil Innes






 
Date: 06 Jan 2008 22:22:03
From: The Historian
Subject: Re: Chess and Learning - was Hastings
On Jan 4, 12:01 pm, Harry Hemoid <[email protected] > wrote:
> The Historian wrote
>
> > Whoever you are, you are very good. So how long do you think till
> > Philsy claims you are me under a false name?
>
> Phil is st enough to know the difference Neil - no kidding..

Even if you think he is, he's still likely to claim we are one and the
same.


 
Date: 05 Jan 2008 04:01:22
From: Harry Hemmaroid
Subject: Re: Chess and Learning - was Hastings
The Historian wrote

> Whoever you are, you are very good. So how long do you think till
> Philsy claims you are me under a false name?

Phil is st enough to know the difference Neil - no kidding..


 
Date: 04 Jan 2008 06:27:43
From: The Historian
Subject: Re: Chess and Learning - was Hastings
On Jan 3, 9:50 pm, Harry Hemoid <[email protected] > wrote:
> Chess One wrote:
>
> .
>
> > I should like to make some presentations to SPICE on these subjects, since
> > after all, the intended purpose of that research center is to be
> > international in scope, and it exists within a university structure
> > sufficiently large to provide audit, invigilation and the general
> > wherewithal, to properly establish bench-king studies which are widely
> > academically respectable, and which are progressive elements in establishing
> > a real rubric of factors relating to chess and learning.
>
> > Cordially, Phil Innes
>
> Jeezus! talk about 'crapping on'? after your eye-swivelling,
> mind-boggling & usual verbosity about gawd knows what I have a few
> pertinent observations I'd like to underarm (softbowl) you in your icy
> redoubt of 10ft snow-drifts & salt-paw dawgs. (1) Are you the self-same
> almost an IM PI who as a Cornish waif would set off @ 5am, mid-winter to
> milk cows? (2) Did you & your ruffian cohorts out of jealousy,
> overweening youthful hubris & downright bastardy ambush future Englund
> No.1 Micky Adams @ the St. Ives sea-wall, bail him up in effect &
> threaten him with an over the top maneuver, if he didn't comply - etc.?
> (3)& now Phil, seems to me you like to flaunt yourself as a part of the
> 'vaunted' brain-drain & terrify the local population into submission -
> no? Well, of course in a nice, tidy little enclave like Vermont (a
> French accented word describing a hillock inhabited by tatooed & hairy
> natives & considered nugatory in the extreme & less than interesting by
> the occuping power - because of the hopelessly perceived lack of
> salt-pork, bread & moutard 'd anglais) - ah! such days..
>
> MULBERRY DAYS..
>
> Oh well, this business of a new Empire, a new 'order' curdles my soul.
> Can _we_ (phil & his dawg, late of the Matterhohn!) seriously consider
> the notion of mathematics in chess - uh? Does a Tal for examps.
> constitute a full on mathematical genius? or is he perhaps not just a
> traveller who knows something? Well, lads I leave it to you to decide
> whither the Cornish cow-milker & serial hill-jumper is full beard the
> story!. But, not to worry lads - this is a full on 'crapping' exercise &
> I'm determined to prove it! - For example, almost an IM Innes - what, if
> any are your qualifications? (5) C'mon laddie, get to work there -
> distill the mulberries & export the elixir to helpbot & Larrikins in
> Malaysia - prove you're a mountain master - a goat in effect! Ah! a goat
> - quantum = cheese. Strong smelling, powerful kurd interesting chive &
> garlic & chilie & black (evil) pepper variation! - omg! yes!
> So - (6) The mathematics Phil? - I need to know what maths you allude to
> in your polytechnic harangue..

Whoever you are, you are very good. So how long do you think till
Philsy claims you are me under a false name?


 
Date: 04 Jan 2008 13:50:48
From: Harry Hemmaroid
Subject: Re: Chess and Learning - was Hastings
Chess One wrote:

.

> I should like to make some presentations to SPICE on these subjects, since
> after all, the intended purpose of that research center is to be
> international in scope, and it exists within a university structure
> sufficiently large to provide audit, invigilation and the general
> wherewithal, to properly establish bench-king studies which are widely
> academically respectable, and which are progressive elements in establishing
> a real rubric of factors relating to chess and learning.
>
> Cordially, Phil Innes

Jeezus! talk about 'crapping on'? after your eye-swivelling,
mind-boggling & usual verbosity about gawd knows what I have a few
pertinent observations I'd like to underarm (softbowl) you in your icy
redoubt of 10ft snow-drifts & salt-paw dawgs. (1) Are you the self-same
almost an IM PI who as a Cornish waif would set off @ 5am, mid-winter to
milk cows? (2) Did you & your ruffian cohorts out of jealousy,
overweening youthful hubris & downright bastardy ambush future Englund
No.1 Micky Adams @ the St. Ives sea-wall, bail him up in effect &
threaten him with an over the top maneuver, if he didn't comply - etc.?
(3)& now Phil, seems to me you like to flaunt yourself as a part of the
'vaunted' brain-drain & terrify the local population into submission -
no? Well, of course in a nice, tidy little enclave like Vermont (a
French accented word describing a hillock inhabited by tatooed & hairy
natives & considered nugatory in the extreme & less than interesting by
the occuping power - because of the hopelessly perceived lack of
salt-pork, bread & moutard 'd anglais) - ah! such days..

MULBERRY DAYS..

Oh well, this business of a new Empire, a new 'order' curdles my soul.
Can _we_ (phil & his dawg, late of the Matterhohn!) seriously consider
the notion of mathematics in chess - uh? Does a Tal for examps.
constitute a full on mathematical genius? or is he perhaps not just a
traveller who knows something? Well, lads I leave it to you to decide
whither the Cornish cow-milker & serial hill-jumper is full beard the
story!. But, not to worry lads - this is a full on 'crapping' exercise &
I'm determined to prove it! - For example, almost an IM Innes - what, if
any are your qualifications? (5) C'mon laddie, get to work there -
distill the mulberries & export the elixir to helpbot & Larrikins in
Malaysia - prove you're a mountain master - a goat in effect! Ah! a goat
- quantum = cheese. Strong smelling, powerful kurd interesting chive &
garlic & chilie & black (evil) pepper variation! - omg! yes!
So - (6) The mathematics Phil? - I need to know what maths you allude to
in your polytechnic harangue..