Kohn, 1986 and 1992, “No Contest: The Case Against Competition”<\/p>\n
Chapter 1: “The ‘Number One’ Obsession”. \u00a0American life is a succession of contests, so some people fail or lose so that others succeed or win. \u00a0There is “structural competition” (an external win\/lose framework) and “intentional competition” (a competitive intention on the part of the individual). \u00a0A structurally competitive activity has “mutually exclusive goal attainment” (MEGA: a zero-sum game). \u00a0Competitive, cooperative, and independent modes are all possible. \u00a0In the competitive and cooperative cases, the success of participants is interlinked. \u00a0Structural cooperation requires coordinated effort “because I can succeed only if you succeed, and vice versa”.<\/p>\n
“The case for competition… has been constructed on four central myths”. \u00a0(1) It’s human nature. \u00a0(2) It motivates our productivity. \u00a0(3) Contests are a good time. \u00a0(4) It builds character.<\/p>\n
Chapter 2: “Is competition inevitable?”.<\/p>\n
Chapter 3: “Is competition more productive?”.<\/p>\n
Chapter 4: “Is competition more enjoyable?”.<\/p>\n
Chapter 5: “Does competition build character?”.<\/p>\n
Chapter 6: “Against each other”.<\/p>\n
Chapter 7: “The logic of playing dirty”.<\/p>\n
Chapter 8: “Women and competition”.<\/p>\n
Chapter 9: “Beyond competition”.<\/p>\n
Chapter 10: “Learning together”.
\n1. Competition promotes anxiety. \u00a02. It contributes to extrinsic motivation. \u00a03. Whether winning or losing, “luck or fixed ability” is often credited. \u00a04. \u00a0The presumptive winner is often already known. \u00a05. \u00a0Cooperation has emotional benefits. \u00a06. \u00a0Academic work becomes a valued activity. \u00a07. \u00a0It enhances student enthusiasm.<\/p>\n","protected":false},"excerpt":{"rendered":"
Kohn, 1986 and 1992, “No Contest: The Case Against Competition” Chapter 1: “The ‘Number One’ Obsession”. \u00a0American life is a succession of contests, so some people fail or lose so that others succeed or win. \u00a0There is “structural competition” (an external win\/lose framework) and “intentional competition” (a competitive intention on the part of the individual). […]<\/p>\n","protected":false},"author":8032,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[1],"tags":[],"class_list":["post-198","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7E5LF-3c","jetpack-related-posts":[{"id":108,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/06\/10\/dynamical-systems-math-1b-differential-equations-background\/","url_meta":{"origin":198,"position":0},"title":"Dynamical systems: Math 1b differential equations background.","author":"siams","date":"10 June 2019","format":false,"excerpt":"I have been using the Strogatz textbook for teaching dynamical systems. \u00a0The course has multivariable calculus and linear algebra prerequisites. \u00a0Students might take the prerequisite courses different places. \u00a0For students who have taken Math 1b, AM\/Math 21a, Math 21b, there was 6-7 week of differential equations background (11 classes in\u2026","rel":"","context":"In "Dynamical Systems"","block_context":{"text":"Dynamical Systems","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/dynamical-systems\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":141,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/06\/19\/hughes-hallett-et-al-chapter-11-differential-equations\/","url_meta":{"origin":198,"position":1},"title":"Hughes-Hallett et al Chapter 11: Differential equations","author":"siams","date":"19 June 2019","format":false,"excerpt":"11.1: What is a differential equation? Starts with an example: what sets the rate at which a person learns a new task? \u00a0Defines a diff eq and a solution to a diff eq. Defines order of a diff eq. \u00a0Example 1 is showing a function is not a solution to\u2026","rel":"","context":"In "Math"","block_context":{"text":"Math","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/math\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":36,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2017\/08\/25\/reading-mental-maps-and-learning-objectives-the-fast-slo-algorithm-for-creating-student-learning-objectives\/","url_meta":{"origin":198,"position":2},"title":"Reading “Mental Maps and Learning Objectives: The FAST-SLO Algorithm For Creating Student Learning Objectives”","author":"siams","date":"25 August 2017","format":false,"excerpt":"This article is focused on a method for writing student learning objectives for a course (SLOs).\u00a0 I find writing learning objectives challenging when working alone.\u00a0 They can be written at so many different levels of detail.\u00a0 Almost every example or question in a textbook has an implicit objective associated with\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":130,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/06\/12\/dynamical-systems-strogatz-chapter-4\/","url_meta":{"origin":198,"position":3},"title":"Dynamical Systems: Strogatz Chapter 4","author":"siams","date":"12 June 2019","format":false,"excerpt":"This chapter is not included in Steve's youtube videos. Section 4.0: Introduction The connection between putting the vector field on a circle and oscillation is not obvious. \u00a0Showing time series x(t) or y(t) for a uniform oscillator might help (the time series figures in the text have to do with\u2026","rel":"","context":"In "Dynamical Systems"","block_context":{"text":"Dynamical Systems","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/dynamical-systems\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":173,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/07\/18\/reading-high-school-algebra-students-busting-the-myth-about-mathematical-smartness-counterstories-to-the-dominant-narrative-get-it-quick-and-get-it-right\/","url_meta":{"origin":198,"position":4},"title":"Reading “High School Algebra Students Busting the Myth about Mathematical Smartness: Counterstories to the Dominant Narrative \u201cGet It Quick and Get It Right\u201d”","author":"siams","date":"18 July 2019","format":false,"excerpt":"Dunleavy 2018, \"High School Algebra Students Busting the Myth about Mathematical Smartness: Counterstories to the Dominant Narrative \u201cGet It Quick and Get It Right\u201d\". \u00a0Education Sciences. I'm reading a paper about a high school Algebra I course that uses the principles of \"complex instruction\" (which I still need to look\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":170,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/07\/10\/meiss-differential-dynamical-systems-chaos\/","url_meta":{"origin":198,"position":5},"title":"Meiss: Differential Dynamical Systems (chaos)","author":"siams","date":"10 July 2019","format":false,"excerpt":"I am reading James Meiss' text Differential Dynamical Systems (SIAM). \u00a0I am specifically interested in how he tells the story of chaos. In the Preface, he mentions the following: That\u00a0\u00a0Chapter 5 focuses on invariant manifolds: stable and unstable sets heteroclinic orbits stable manifolds local stable manifold theorem global stable manifolds\u2026","rel":"","context":"In "Dynamical Systems"","block_context":{"text":"Dynamical Systems","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/dynamical-systems\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"_links":{"self":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/198","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/users\/8032"}],"replies":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/comments?post=198"}],"version-history":[{"count":1,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/198\/revisions"}],"predecessor-version":[{"id":199,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/198\/revisions\/199"}],"wp:attachment":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/media?parent=198"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/categories?post=198"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/tags?post=198"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}