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>> Your ability to synthesize knowledge out of thin air As someone who graduated high school, I'd hope my more accomplished peers would know the difference bet

>> Your ability to synthesize knowledge out of thin air As someone who graduated high school, I'd hope my more accomplished peers would know the difference between hypothesis, theory and proof. It is entirely possible, and useful, to test someone's ability to form a cogent hypothesis. If you were faced with a question beyond the scope of the ideas you were taught, and could not rely on any assistance, the only useful thing to know about you is how well you would handle it yourself. If you would synthesize knowledge out of thin air, that would be a failing grade.

ordu 6mo ago
> If you were faced with a question beyond the scope of the ideas you were taught Who knows the scope of the ideas I was taught? I mean, I could use derivatives and sometimes to integrate in 8th grade, should I get a failing grade if I used them in a test? I see the point of your post, it is important to distinguish between what you know, and what you don't know, but maybe suspect. School tasks are built in a way, that the very form of the task can be used to make good guesses that may help you to solve the tasks. It doesn't work in reality, but it works in school. But the solution is to add questions without answers, not questions with answers beyond someone's knowledge. Like "what was Mozart's opinion on pineapple pizza?" or "what size was Julius Caesar?". Well, tests needs less obviously unanswerable questions than these, but you got the drift. Edit: Thought it will be tricky with math. For example: "Alice has 3 apples, and Bob has 2. How many oranges they have?". School math problems have a convention, which means that if oranges where not mentioned, then they have 0 oranges. Compare with "Alice has 3 apples and Bob has 2 oranges". If the problem doesn't mention Alice's oranges, then Alice has 0 oranges. It is implied and these implicit rules are the first difficulty kids face when starting with math.

ordu 6mo ago

> If you were faced with a question beyond the scope of the ideas you were taught Who knows the scope of the ideas I was taught? I mean, I could use derivatives and sometimes to integrate in 8th grade, should I get a failing grade if I used them in a test? I see the point of your post, it is important to distinguish between what you know, and what you don't know, but maybe suspect. School tasks are built in a way, that the very form of the task can be used to make good guesses that may help you to solve the tasks. It doesn't work in reality, but it works in school. But the solution is to add questions without answers, not questions with answers beyond someone's knowledge. Like "what was Mozart's opinion on pineapple pizza?" or "what size was Julius Caesar?". Well, tests needs less obviously unanswerable questions than these, but you got the drift. Edit: Thought it will be tricky with math. For example: "Alice has 3 apples, and Bob has 2. How many oranges they have?". School math problems have a convention, which means that if oranges where not mentioned, then they have 0 oranges. Compare with "Alice has 3 apples and Bob has 2 oranges". If the problem doesn't mention Alice's oranges, then Alice has 0 oranges. It is implied and these implicit rules are the first difficulty kids face when starting with math.