Learn Your Stroke Order! Kanji Recognition & Education

[Author's note: I don't think this is that well-written, given that I didn't have much time to put into it. But I think my final idea should be implemented, because so many foreigners (and probably natives) in Japan would take advantage of it.]

It is difficult to look up kanji in a paper-based dictionary. Plainly and simply, one spends a considerable time on the process of flipping through pages and searching through characters. If the method of kanji search is by stroke order, one must know the number of strokes in every character. Although stroke order is a prerequisite to writing kanji, difficult characters with many strokes remain confusing, especially to those persons who frequently consult a dictionary (ie., students). If the method of kanji search is by radical, one must look up the radical, turn to its page, then search for the illusive kanji by browsing through all of the characters with the same corresponding radical. The dictionary user must also understand the concept of primary and secondary radicals, if the character contains more than one radical. For example, the Japanese kanji for farm or field, 畑 (はた), is composed of two radicals; however, the primary radical with which to search for 畑 in a dictionary is not 火 but 田 (though at first glance, one would assume the primary radical to be the radical on the left). Although books are still in print and circulation, in such a technological age, the retention of paper-based kanji dictionaries remains open to debate. With modern computing hard- and software, the exercise of spending minutes flipping through pages is outdated.

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On the Notepad: The Evolving Palette of My External Memory

Ever since my laptop battery died in Kyoto (currently, it runs only via wire) back around October, I’ve been constantly musing about purchasing a new computer. A post is forthcoming on the issue. However, in my ponderings, I have thought about many of the motivations and consequences of said purchase. One of which happens to be its benefits in the classroom.

Aside:

I will now unabashedly plug a panel (not that I haven’t already) that I’ll be moderating in March at SXSW:

//sxsw.com)


Blackboards or Backchannels: (Social) Technology in the Classroom of Tomorrow
Five students will come together to discuss technology in the classroom and the implications of technology to help improve (or utterly destroy) the social elements of education.

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One of the debates I’ve had over the past year in writing for this blog concerns the essence of note taking. I’ve written in the past about my aversion toward liveblogging and my affinity for accurate notes, however meticulous. Over the past few years, I’ve come to terms with the fact that my notes, when typed or written, culminate in roughly verbatim reproductions. I grasp at words. I ingest language and digest meaning.

My realization: pencil on paper no longer does the trick. As minute as my script has become, this semester I churn out two to three full-length, handwritten pages per class period. Yet I still snatch at my teachers’ dictations, trying to capture the entirety of every phrase. The readability of my notes thence suffers, as my pen dances from left margin to right, without lifting from the page even to spare the spaces between syllables, while I battle between lecture transcription and lecture absorption.

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