Can Magic Be Useful For Both Entertainment And Education

Education has and always been all about learning through textbooks and in-person lectures from school rather than using technologies to teach. For example, most schools located in the rural areas are still using the traditional way of teaching to deliver the materials to the students. In fact, most of the public high schools in the urban are not even aware of the existence of high-end technologies out there like the virtual reality, 3-Dimensional simulators, or even touchscreen devices. Students are taught and trained to use their basic skills to figure out a solution to a problem. However, if technologies included video games were parts of the teaching process and “teacher will have students create games to teach other students,” then “students are immersed in an environment they are accustomed to,” and “this establishes a potentially new form of performance assessment” (Annetta). Indeed, with this combination between education and video games, teachers are more likely to have their students highly participate in their works rather than have their students trying to finish their assignments because they were forced to do them. For example, students in middle school are more likely to have their attention on video games about the outer space from NASA’s website: spaceplace.nasa.gov, or to have themselves directly experience the 4-dimensional simulation of the pilot system of an aircraft rather than read the materials straight out from books. Another example of how video

We can test the fallacy of folk magic by executing the following experiment. We hypothesized that, because there are five total cards, each representing one different symbol, the participant will correctly guess five of the twenty-five cards, about twenty percent by chance. Below this number says the student has no psychic ability, above says otherwise . To test this hypothesis, we collected data from twenty-five different students and correlated the data to folk magic’s consistency. We had students draw twenty-five cards, one card at a time, and gave them the chance to correctly name each drawn card.

This study will measure the child’s increasing competency and speed in completing a task (the arrangement of a puzzle) just outside their age range with, or without the assistance of a more competent helper. In addition to the observed task, the study will first provide a “teaching” class in which the children will be informed of what their task will be and how it is typically completed. (“The pieces of the puzzle can be arranged to form a picture!”) After this, the study will record information by looking at the time it takes the child to complete the task after the “teaching class” in addition to their accuracy in doing so with or without a more competent helper.

The great Harry Houdini was a good entertainer because many people came to watch his magic acts. Several people think that there was ghost helping him. He was excellent at convincing the audience that his magic was real. He even said “No prison can hold me, no hand or leg iron or steel locks can shackle me. Nothing can keep me from freedom”.

She focused on the theory that a failure to comprehend a situation is what leads children to have issues with problem solving. She found that children were able to solve problems once they were given the end-state representations (Bem, 1970). The children needed to see where they were going to figure out how to get there. She suggests that problem solving is a three step process that includes: comprehension, production, and meditation. Bem (1970) studied eight children while they attempted to arrange colored blocks in a certain way. If children were holding a red block and asked to put it under a blue block they were usually able to achieve this. If they were holding a blue block and asked to put a red block under the blue block they did not understand the request. They needed to be shown, because the verbalization was not enough (Bem, 1970).

Magic was seen as an answer to a lot of the unknown questions, to some it was the explanation to miracles. The thing about magic though it that it has always been an art. Magic is seen as an equation, to the magician there are elements that when put together produce a result, and because of this magic had to be monitored and predictable. In Jewish history in the beginning magic was prohibited, but as time progressed, magic became okay only if it was to disprove those against the Jews. This was only allowed to rabbis and in privacy, the goal was to outwit magic. Using magic in these times was often compared to bibliomancy , in which it is key to seek wisdom in the scriptures, but in return this also meant that passages from the Torah where used in there performance of magic. In the pagan world there was often times references to well-known Jewish

Though, it may sound like an oxymoron, there is much science behind magic, and how the human brain interprets and interacts with magic and magical thought. Research has been conducted extensively on why humans may resort to magical thinking. A study that was conducted by Giora Keinan, a professor at Tel Aviv University, demonstrates when and why people use magical thinking. To test for magical think Keinan “sent questionnaires to 174 Israelis after the Iraqi Scud missile attacks of the 1991 gulf war” (Carey, Benedict 1) and what he found was “ those who reported the highest level of stress were also the most likely to endorse magical beliefs.” (Carey, Benedict 1) In the context of Russia this makes sense as well as often the less developed

What magic is and how one should approach the topic as a scholar is explained in Karen Jolly’s writings with in “Beliefs about magic: conceptual shifts and the nature of the evidence”. When the topic of what magic is surfaced she explained magic as “often a label used to identify ideas or persons who fall outside the norms of society and are thereby

In this article Becker explains and discusses what the term tricks mean in research. He states that a trick is a certain procedure that allows the researcher to quickly and easily solve a problem. Tricks are ways of thinking about the knowledge we possess, or the knowledge we want to possess that will help us understand the data we collect, it will also help us form new questions based on what our results tell us. He lists four areas in research in which tricks become useful- imagery, sampling, concepts and Logic.

She claims that magic is just our mind playing tricks on us; people’s focuses are just redirected while the “magic” is happening. Linda believes that through close examination, everything magical can be traced back to how the brain works. Gustav Kuhn is the magician that set Linda’s mind to work. His partner is Ron Rensink, a computer science and psychology professor. Together they work to figure out the science behind magic. Trying to confirm connections, Linda Rodriguez McRobbie states, “Rensink believes that identifying a big question that magic could potentially answer is integral to building a science of magic. He and Kuhn think this question could be about wonder — why we experience it, what it’s good for, what it means... By using magic that elicits a sense of wonder, perhaps we can find out why we wonder” (Rodriguez McRobbie). I interpret this to mean that if we are able to figure out how our brains process magic, then that could lead to figuring out the science behind wonder. Wonder is shown everyday, but never explained. Magic tricks causes a strong sense of wonder because people feel the need to try to figure out the baffling trick. Everytime that I go to magic shows I am amazed by how some of the tricks are even possible. Objects will disappear in thin air and then reappear

Education has evolved in so many ways. As a teacher, I have often wondered about my current problem solving skills in relation to my students and how these skills develop through growth. Does problem solving develop as a result of maturation or development based on ages? Problem solving is an aspect of cognitive development, therefore one can assume it develops as children develop. It is evident that teachers and other adults may think of problem solving in mathematics when they hear the words problem solving. I was one of these individuals. I thought of problem solving as understanding and analyzing math word problems, however, it entails so much more. Having well developed problem solving skills or the lack of these skills can impact all areas of life, from in the workplace, within yourself, or in a math class. In order to fully understand the development of problem solving skills in adults, researchers have completed several studies on young children and how cognitive development affects their problems solving ability. The research in this paper seeks to understand what problem solving is, why it is important, how problem solving skills are developed, and the diseases or disorders that may affect problem solving.

A conjuring trick is normally played between enemies or competitors. However, in Hamlet, the conjuring trick is plotted by a father in order to possess the soul of his son. The success of this conjuring trick is basically based on four elements which are the contemporary belief,the evilof the plotter, the victim’s circumstance, and the convincing evidences.

Performances of understanding require students to show their knowledge in an observable way. They make students’ thinking visible. “It is not enough for student ' to reshape, expand, extrapolate from, and apply their knowledge in the privacy of their own thoughts... Such an understanding would be untried, possibly fragile, and virtually impossible to assess.” (Blythe et al., 1998, p.63).

Research by Scholar and Melcher, university of California has found that people who solve puzzles invokes the use of right brain which is basically helpful for creative thinking.

We see that magic is used first by the fairies in THE LEGEND OF KNOCKGRAFTON by T. Crofton Croker. In this legend there is an old man who is poor and lonely that makes hats and baskets to make money. This man is a sweet harmless smart old man that has this huge hump on his back. One night while walking in the woods the fairies come out and cast this magical spell on the nice old man that puts him to sleep, once he wakes up he realizes that the hump on his shoulders is gone and that the fairies had made him a nice suit of clothes to go with his clean and nice looking self. The man stays this way for a while he even tells a woman that has a sick child that has a hump how she might be able to get rid of it, but this is when the man begins to get greedy because he wants more clothes from the fairies. This is when the fairies bring back the hump and he raged torn clothes and changes the man back to what he was once before. This is where we learn that even magic sees through greediness. We see here that magic is used to help people but if you take advantage of it you will face the consequences that are never pleasant. We also learn that the ancient Celtic people were an enchanting and mysterious