Advances in Physiology Education, Vol 271, Issue 6 43-S44, Copyright © 1996 by American Physiological Society
How many pounds of oxygen do we "eat" each day?
J. Engelberg
Department of Physiology, University of Kentucky College of Medicine, Lexington 40536-0084, USA.
As teachers we feel the need to do more than merely teach basic facts and
concepts. We want to make the subject matter more relevant; we would like
to help integrate the various threads of the students' education and life
experiences; and, finally, we wish to increase the students' interest and
involvement in the learning process. There is the temptation, however, when
thinking along these lines, to consider the use of time-consuming, complex
methods of approach. These might involve slide presentations, videos,
special lectures, special assignments, student, reports, etc: The very
complexity of these approaches often reduces their effectiveness. Moreover,
the time and effort required often keeps us from attempting them more than
once or twice. Are simpler and more effective approaches to enrichment
possible? Reflecting on our own education, many of us may recall the
disproportionate impact of some revealing aside thrown by a teacher
unexpectedly into an otherwise mundane lecture or discussion: perhaps a
short, penetrating observation providing an unexpected perspective on what
was being discussed, a bolt of lightening that briefly illuminated the dim
landscape of the classroom. This we may remember when much from the course
has been totally forgotten. These jewels of thought--epiphanies--can be
shared by teachers to enrich, enlighten, and refresh their students and
each other. The jewels we speak of need not be precious or rare. Indeed,
the metaphors "a bolt of lightening" and "jewels" may mislead by their
intensity and drama. Is it not in the often unexamined, simple, and humble
all around us that wisdom can be found? The following is an example.
