The only class I can think of that mandates doubles NOT be used, at least in some agencies, is cavern. While I see the benefit in that it provides another way of limiting penetration, if things are going to $#!+ in a cavern I'd probably appreciate the extra gas!
Student brings BP/W to OW class.
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The only class I can think of that mandates doubles NOT be used, at least in some agencies, is cavern. While I see the benefit in that it provides another way of limiting penetration, if things are going to $#!+ in a cavern I'd probably appreciate the extra gas!
Perhaps what's being referred to is the Scripps Model 100 hour Course for teaching scuba to marine biologists, amongst others in the research field. Thalassamania has a moderated group for this here:
Scripps Model 100 Hour Course - ScubaBoard
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I have no idea what the Scripts Howard syllabus might be.
I do not agree with, "My final contention in this post is that real teachers do not need scripts to teach, and as proof I would point to the Scripts Howard syllabus." Unless what he is saying is: "I don't need no stinkin' PADI cue cards, I got my own."
I do not agree with, "My final contention in this post is that real teachers do not need scripts to teach, and as proof I would point to the Scripts Howard syllabus." Unless what he is saying is: "I don't need no stinkin' PADI cue cards, I got my own."
As a specialist in educational theory and practice, I don't define the 'act of teaching' as directional but rather as only a part of the teaching/learning process. I follow a theoretical model of pedagogy that posits that teaching is the facilitation of learning, which by definition means the learner has to play an active role in the process as does the teacher. It's at least a two-way process, and in fact it's possibly more than two-dimensional. The notion that teaching is unidirectional is a very outdated one based on the idea that the learner is a 'tabula rasa' on which the teacher imprints skills and information. In contrast, in the approach I use, a teacher who is truly engaged in the process gathers information of one sort or another from the learner during the course of the process and makes adjustments to the presentation of information in order to enhance the learning potential of the student.
To try to bring this back on topic, the stance I take in teaching scuba is that whatever conceptual knowledge I may offer is my attempt to facilitate the student's learning process. So, for example, I can discuss what the student may experience when first using a particular BCD configuration, whether it be a bp/w-style or a jacket-style, suggest techniques for making adjustments so that the gear and the diver's technique together produce the desired result, and then let them experiment. The student then may have additional comments or questions that s/he wants to explore before trying again. This makes the teaching/learning process a collaborative event rather than a directional one.
Sorry for the OT tangent, but you make an excellent point. I definitely agree that the teaching/learning process is multidimensional. IMO, the multidimensionality arises from the dynamic nature of the roles of teacher and student in the relationship. Over the course of the process, each party is sometimes teaching (ie acting as the teacher) and sometimes learning (acting as the student). Sometimes one is teaching/learning from the other party, sometimes it is an internal process of self-realization.
I see how my statement that teaching is unidirectional does not acknowledge the dynamic teaching/learning process... I still believe that at a given point in the process there is directionality, though over the course of the relationship the direction will change - sometimes one way, sometimes the other, and sometimes inward.
Exactly. Whole-heartedly agree with this approach - a healthy and collaborative mix with both parties active in the process. The direction of information shifts from "teacher" to "student", within "student", back towards "teacher"... At any given point there is a direction, but across the entire process the direction changes.
It strikes me that this is also the nature of a good forum discussion...
On the flip side; the US Navy used to, and may still, train only in doubles. In fact, the only place I ever saw a single was for bail-outs and support divers for deep submersibles at Submarine Development Group One where we had a lot of slack to make decision without going through Washington.
I don’t know if they have adopted isolation manifolds or not, but the Military division of Aqualung is selling a one-piece non-isolation manifold with reserve lever in addition to a J-valve.
http://www.aqualung.com/militaryandprofessional/techlib/datasheets/Cylinder_Valves_02_r1_10.pdf
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