<p>W00T?! It's goin' down!</p>
<p>The mere fact that a student says that he's a high school student on his blog will immediately make most people who read his blog somewhat skeptical of what he writes. It will not prevent a professor from reading his blog - the professor may in fact provide much constructive criticism of his blog. If the professor finds his blog useful enough - he can even start recommending it to other professors,who will evaluate the merit of the student's blog as such.</p>
<p>Students do provide different ways to look at a problem - this is often stated as one of the reasons why professors value student contributions.</p>
<p>==
My idea is basically one that some high school students can find useful (it's a useful medium, not the only medium - but a medium that has little "inhibitory mechanisms" that would make people talk less - people often tend to write more on blogs than on diaries since blogs have fewer of such "inhibitory mechanisms" - such as time and lack of feedback - "inhibitory mechanisms" that would inhibit people from writing more in diaries). The only cost is time investment. And frankly, even if the experiment doesn't go out too well (it will go well for some, it will not for others), the exposure that a high school student gets to the primary research literature has tremendous value (very few students get such exposure in high school). I am tracing this parallel to a trend in the Internet community - which has a tendency to make esoteric literature more accessible to high school students.</p>
<p>==
And honestly, I wish I were less arrogant. I just have to counter adults on certain matters that I see the adults as wrong as - and public schooling is where I see so many adults as wrong on.</p>
<p>The blog I would make wouldn't be nearly as academic, haha.
It'd be about fashion and it's role throughout history; effects on society and media; etc.
I was thinking of starting one in the summer. </p>
<p>of course, it wouldn't exactly play a role in admissions, lol.</p>
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<p>Of course though, many adults do express their doubts on the utility of public schooling and wouldn't argue against another person's desire to homeschool himself. But the fact still remains that most of them voluntarily still send their children through public schools - since they couldn't imagine any alternatives to their children's education. </p>
<p>In addition to that, many teenagers who criticize authority can be seen as arrogant. After all, they are criticizing someone with arguably more experience and intelligence than them. Yet, the teenagers may very well be correct on such matters. It's just that many adults have been narrow-minded and have had little impetus to change their views and behaviors - views and behaviors that may no longer be the most reliable in the digital world.</p>
<p>by me:
"You can't just read articles on neuroscience and talk about it without ever having taken a neuroscience class.. or a physiology class, or a highly advanced chemistry class, or a highly advanced biology class.."</p>
<p>Because of my education, I regard "classes" as self-studying, given that you study appropriate texts and cover what would be covered in the in-class equivalent. Thus, I did not make a false assumption.</p>
<p>You say that a professor doesn't read science journals often. I think that's BS. My bio prof was always reading and bringing new material to class to interpret to us. He wasn't, however, reading high schooler's blogs, calling up his other professor buddies, collaborating on this stranger's potential internship. I think that's way too hopeful.</p>
<p>If the student doesn't interpret it and offer new insights, but merely comments w/o authority, then I don't see the scientific merit/point. Yes, it's great he's commenting; it's good for his intellectual developement. But does this mean he has a scientific mind, just because he's interested in science? Does this reveal new talent and insights for scientific progress?</p>
<p>Yes, I'm very opinionated myself. If someone says something completely bigoted, I feel compeled to inform them of the new research that concludes otherwise. I try to do so as politely as I can, and I remember my place when doing so. I remember that when I was younger, I was sure of things that I now know to be false; I had research then and I had research now. I trust that my elders, and my contemporaries alike, have insights that I don't share, and vice versa. I try to approach such a conversation with a very, very open mind, considering all possibilities, distantly and closely tied to rationale alike. Thus, I do not go around asserting my opinion like an authority, but as a contributor to yet-defined knowledge.</p>
<p>
[quote]
Because of my education, I regard "classes" as self-studying, given that you study appropriate texts and cover what would be covered in the in-class equivalent. Thus, I did not make a false assumption.
[/quote]
I assumed it as such, because "classes" are usually not regarded as paths for self-study. The connotation of a class is something you take instruction from. You can still learn from not taking a class and still self-studying, by looking up the curricula</p>
<p>
[quote]
You say that a professor doesn't read science journals often. I think that's BS. My bio prof was always reading and bringing new material to class to interpret to us. He wasn't, however, reading high schooler's blogs, calling up his other professor buddies, collaborating on this stranger's potential internship. I think that's way too hopeful.
[/quote]
</p>
<p>Sorry, I misworded my post. I should correct it. I meant that professors often don't have enough time to read a substantial number of journals - they can only read a certain number of journals - and their choice of journal articles is highly idiosyncratic. A high school student can choose other journals and other articles, and have another highly idiosyncratic of articles to choose from. </p>
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</p>
<p>
[quote]
If the student doesn't interpret it and offer new insights, but merely comments w/o authority, then I don't see the scientific merit/point. Yes, it's great he's commenting; it's good for his intellectual developement. But does this mean he has a scientific mind, just because he's interested in science? Does this reveal new talent and insights for scientific progress?
[/quote]
</p>
<p>But yet, how few students actually comment on the latest research findings of a particular field? Very few. Most professors actually don't care much of a student's credentials, as long as he expresses interest in the research (it depends on how competitive the research is - from personal experience, I tend to go into more uncompetitive fields - though neuroscience was an interest I picked up a bit too late).</p>
<p>Okay, so then this brings up an interesting issue I failed to formulate in my original posst. It may work better for some fields than others. Uncompetitive fields are ones where this may be helpful (though neuroscience, admittedly, is a very competitive field). </p>
<p>The original question dealt with college admissions/summer program admissions. The fact is, very few high school students actually do research (According to the MIT AND Caltech admissions officials, the majority of students have not done research). Extra-curricular science activities that do not involve research, moreover, are overly based on science competitions. I'm bringing up a third option for those who cannot pursue research or science competitions. </p>
<p>Creative writing is often counted as an extra-curricular. Writing about science in a blog is an endeavor that very few do (as you said previously, it does require a substantial time commitment - one that few students can make). But a student who manages to be persistent enough to make such a commitment should be recognized as such. </p>
<p>Now, you've pointed out that there may not be any scientific merit or point to the blog. Perhaps that's true. But the reasoning that "little scientific merit" goes along with most science competitions that college admissions officials trust. Of course, science competitions can sort out the talented from the untalented, so that goes in favor of the competitions.</p>
<p>Colleges want to make sure that students do something useful in their high school careers (in fact, this is what MIT admissions was moving towards). It's not aptitude that this demonstrates. But the student can demonstrate aptitude in other ways, and then include the blog on top of that. It's the combination of aptitude + interest that goes a long way. </p>
<p>Reading scientific journals is a precursor of research. It cannot identify aptitude. But most students who have the time to commit themselves to blogging about science should possess a substantial amount of aptitude - one that allows one to read through and understand a lot of scientific literature. Not a lot of high school students can do this.</p>
<p>Now, the question is, what of summer programs? I have a specific bias in favor of HSHSP - which asks for a list of the books that you have read. That certainly is an indication of scientific interest. RSI asks for a list of the research fields that you are specifically interested in - that requires an in-depth look at the literature.</p>
<p>EDIT: I NEED TO EXPAND ON THIS MORE, I MADE A MISTAKE</p>
<p>
[quote]
Yes, I'm very opinionated myself. If someone says something completely bigoted, I feel compeled to inform them of the new research that concludes otherwise. I try to do so as politely as I can, and I remember my place when doing so. I remember that when I was younger, I was sure of things that I now know to be false; I had research then and I had research now. I trust that my elders, and my contemporaries alike, have insights that I don't share, and vice versa. I try to approach such a conversation with a very, very open mind, considering all possibilities, distantly and closely tied to rationale alike. Thus, I do not go around asserting my opinion like an authority, but as a contributor to yet-defined knowledge.
[/quote]
</p>
<p>Interesting indirect criticism of me. ;) Nonetheless, you cannot go anywhere unless you assert some opinion, and carry some authority into such opinion. There are just different ways of asserting the same opinion. I have to keep an open mind too. I used to subscribe to the "bell curve" theory of intelligence as described by Herrnstein and Murray, but now I have to change my view on intelligence because of this:
<a href="http://learninfreedom.org/iqbooks.html%5B/url%5D">http://learninfreedom.org/iqbooks.html</a></p>
<p>I also tend to take the words of Steven Pinker as gospel. I may want to modify that. I acknowledge that I haven't read too much into the behavioral sciences and need to inform myself more on them.</p>
<p>The opinions that I do assert with some authority (probably too vehemently) are opinions of a normative nature. I have rarely seen such opinions expressed before - which is why I comment on them. I actually do look for criticism of such opinions - though granted, there are better places than College Confidential (which I cannot find). It's just an online forum, and all I can really gain out of an online forum is the discussion that it can bring out. An opinion that is expressed vehemently is an opinion that is easier to criticize than an opinion that is not expressed vehemently. And the Internet is the ideal means of such criticism (where people aren't just going to say "good idea").</p>
<p>Sometimes it's not the rebuttals inasmuch as the thought that I have to put into the responses that makes a post, however arrogant, ultimately worthwhile . It's better to learn lessons online than in real life. :)</p>
<p>W.R.T. MIT:</p>
<p>
[quote]
* Applicants who have clearly demonstrated that they want to make a difference and help others
* Hands-on, technical types, people who like to invent and create
* Those who demonstrate unusual curiosity or expertise in a certain area
[/quote]
</p>
<p>The blogging about a particular field of science demonstrates unusual curiosity or expertise in a certain area. The student can then corroborate this with aptitude as measured on AMCs/AIMEs/USABO/USACO/etc. This provides a perfect recipe.</p>
<p>Even if the plan doesn't work for the student in particular (for whatever reason), it would still be of immense benefit to the student, wherever the student goes.</p>
<p>====</p>
<p>But wow, your school's format looks awesome. I'd actually take that over homeschooling. I often accuse people of "having a lack of imagination", but it's also conceivable that there are arrangements other than the traditional curriculum and other than self-study that work even better than both.</p>
<p>hahaha...
I started my blog!
<em>procrastination</em>
<a href="http://historyalamode.blogspot.com/%5B/url%5D">http://historyalamode.blogspot.com/</a></p>
<p>Ah, seems particularly relevant</p>
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</p>
<p><a href=“http://talk.collegeconfidential.com/showpost.php?p=909027&postcount=33[/url]”>http://talk.collegeconfidential.com/showpost.php?p=909027&postcount=33</a></p>
<p>Phew, someone open a window. The pretentiousness in here is stifling.</p>