While teaching a cross section of students which consists of slow learners, medium phase learners and fast learners,we as teachers need to address every one in the class. In this context , it is better to stick on to principle of parsimony.
Basically, I think that applying Occam's razor to teaching would entail simplicity - perhaps one approach to structuring learning - and hope it works, without worrying about lock-step mastery among students. I believe that this is one of the follies of education in the past. I would invite you to look at Nuthall's work (especially this, summarized in video format - https://www.youtube.com/watch?v=Bav4RkHsbys), and Gert Biesta's work (http://www.gertbiesta.com/, I highly recommend The Beautiful Risk of Education). I think teachers have an obligation to attempt to build relationships with all individuals within the class (not collectively "the class"), and to help them each on their journey of learning. Unfortunately, systemic features of schooling (such as large class sizes) make creating meaningful learning relationships difficult.
I appreciate this answer. Simplcity in teaching should not be at the cost of fundamental concepts.
Dear Jayaram
Ex payrsimoniae is always a good principle to follow when hypotheses are concerned. An open mind - even better, a skeptical mind, in the best sense - is a reliable starting point because it guards against the "discovery" of self-fulfilling assumptions.
The principle comes to the fore in grounded theory and in statistical hypothesis testing. Indeed, with regard to the latter, the only legitimate assumption is that my hypothesis is "wrong", so let me see if I can disprove it. If I cannot, then my hypothesis starts to become credible. Best wishes, Paul
It would seem that Occam's razor has more relevance to the search for truth than it has for teaching per se. Teaching may not concern itself with truth as much as knowledge. Especially technical knowledge. So to apply Occam's razor to a technical subject matter entails a disservice to students. For instance, in medical diagnostics. Also the simplest explanation may not be the best explanation because of the uniquess of the case.
It is not about making disservice, instead it is making complex subject contents lucidly driven home across the section of the class.
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