NESA is pushing an aboriginal agenda - apparently aboriginals did mathematical and physical analysis to design a mudhut before the stolen generations (1 Viewer)

[coolcat6778]

I mean atleast I'm not debating useless garbage like "why america is so facism and trump is so nazi grrr " and "israel vs gaza" like those 2015 hsc people

Afterall this is "boredofstudies", a forum website related to HSC. So I am well within my right to debate stuff that actually matters for HSC students, specifically the 2027 and onwards hsc students.

My thread pertains to HSC while american politics and overseas wars doesn't. we shouldn't even care about the hell hole the USA cause we obviously don't live there

 

[flummi]

ik be he always complains. Like do u not have anything better to do

well thats what debating is, complaining. any argument can be seen as 'complaining', it just depends which point you are viewing it from.

 

[Study to success]

well thats what debating is, complaining. any argument can be seen as 'complaining', it just depends which point you are viewing it from.

nah there's a clear difference between debating and complaining

 

[AAArated]

I mean atleast I'm not debating useless garbage like "why america is so facism and trump is so nazi grrr " and "israel vs gaza" like those 2015 hsc people

Afterall this is "boredofstudies", a forum website related to HSC. So I am well within my right to debate stuff that actually matters for HSC students, specifically the 2027 and onwards hsc students.

My thread pertains to HSC while american politics and overseas wars doesn't. we shouldn't even care about the hell hole the USA cause we obviously don't live there

appreciate the signature <3

 

[thicckoolkid]

havent u noticed that i havent replied or acknowledged op's msgs at all beyond the first two messages?? this whole time ive been defending myself and MY msgs. whether op had the intent of being unjust or 'racist', isnt my argument to defend lmfao

Bruv, I apologise if it came across that I attacked you for op's messages, that's not the case. I'm "having a go at you" for yours. What I meant is that your messages (whether intentional or not) seem to be contributing to op's opinion/messages.

 

[coolcat6778]

Bruv, I apologise if it came across that I attacked you for op's messages, that's not the case. I'm "having a go at you" for yours. What I meant is that your messages (whether intentional or not) seem to be contributing to op's opinion/messages.

I only have one opinion in this thread: Aboriginal stuff doesn't belong where it doesn't belong.
What the hell is controversial about that?

 

[thicckoolkid]

well thats what debating is, complaining. any argument can be seen as 'complaining', it just depends which point you are viewing it from.

Not really. Debating requires reasoned arguments and nuance.

 

[thicckoolkid]

I mean atleast I'm not debating useless garbage like "why america is so facism and trump is so nazi grrr " and "israel vs gaza" like those 2015 hsc people

Afterall this is "boredofstudies", a forum website related to HSC. So I am well within my right to debate stuff that actually matters for HSC students, specifically the 2027 and onwards hsc students.

My thread pertains to HSC while american politics and overseas wars doesn't. we shouldn't even care about the hell hole the USA cause we obviously don't live there

You're really just throwing everything at the wall and seeing what sticks

 

[coolcat6778]

Not really. Debating requires reasoned arguments and nuance.

Please tell me a valid argument for the inclusion of Aboriginal stuff in the engineering studies syllabus (especially when it's not even factual, since aboriginals didn't think about young modulus, stress and strain, forces and chemical equilibriums when constructing a mud tent)

 

[thicckoolkid]

I only have one opinion in this thread: Aboriginal stuff doesn't belong where it doesn't belong.
What the hell is controversial about that?

The way you're saying it. I'm not even the first person to say this! It's like you don't even read other people's replies, so why are you pretending you're "debating"?

 

[flummi]

Not really. Debating requires reasoned arguments and nuance.

i reckon op's initial argument is plausible

 

[thicckoolkid]

Please tell me a valid argument for the inclusion of Aboriginal stuff in the engineering studies syllabus (especially when it's not even factual, since aboriginals didn't think about young modulus, stress and strain, forces and chemical equilibriums when constructing a mud tent)

The impact of history and social influences on engineering has literally been included in the syllabus since 2011. You don't know how the inclusion of Aboriginal content will be applied or taught, so why are we jumping the gun and already condemning it?

 

[thicckoolkid]

i reckon op's initial argument is plausible

this one?

 

[coolcat6778]

The impact of history and social influences on engineering has literally been included in the syllabus since 2011. You don't know how the inclusion of Aboriginal content will be applied or taught, so why are we jumping the gun and already condemning it?

This exact history stuff didn't belong in the old engineering studies syllabus either (wasn't present in 1990s hsc 3u and 2u engineering science)

However, when the history and social influence component is now including (non factual) bs such as aboriginals considering engineering principles to build a stick tent, it becomes very clear what NESA is doing

 

[ChatGPT]

please "have your say" and say that aboriginal regurgitation bs doens't fucking belong in the subject "engineering studies" seriously

This is getting out of hand - nobody fucking asked for this besides a bunch of blue haired nose ring kamala supporters who cried that trump won (we're in australia btw)

While the integration of historical and cultural contexts into engineering education can provide valuable lessons in sustainability and material science, the current approach risks diluting core technical competencies. Focusing extensively on Aboriginal and Torres Strait Islander engineering practices, though culturally significant, may divert crucial curriculum time from foundational topics such as advanced mathematics, structural analysis, and modern material science. These subjects are essential for addressing contemporary global challenges like climate change, infrastructure development, and technological innovation.

A more balanced syllabus would ensure that cultural examples are used to enhance understanding of engineering principles rather than replace them. For instance, examining traditional ceramic use or natural binders could serve as a case study within a broader module on materials engineering. However, an overemphasis on historical techniques, without proportional coverage of current and emerging engineering fields, could leave graduates underprepared for the demands of a rapidly evolving technological landscape. The goal should be to enrich the curriculum, not to compromise its rigor or relevance.

 

[coolcat6778]

While the integration of historical and cultural contexts into engineering education can provide valuable lessons in sustainability and material science, the current approach risks diluting core technical competencies. Focusing extensively on Aboriginal and Torres Strait Islander engineering practices, though culturally significant, may divert crucial curriculum time from foundational topics such as advanced mathematics, structural analysis, and modern material science. These subjects are essential for addressing contemporary global challenges like climate change, infrastructure development, and technological innovation.

A more balanced syllabus would ensure that cultural examples are used to enhance understanding of engineering principles rather than replace them. For instance, examining traditional ceramic use or natural binders could serve as a case study within a broader module on materials engineering. However, an overemphasis on historical techniques, without proportional coverage of current and emerging engineering fields, could leave graduates underprepared for the demands of a rapidly evolving technological landscape. The goal should be to enrich the curriculum, not to compromise its rigor or relevance.

ChatGPT when it isn't being a woketard has some nice points

 

[thicckoolkid]

This exact history stuff didn't belong in the old engineering studies syllabus either (wasn't present in 1990s hsc 3u and 2u engineering science)

However, when the history and social influence component is now including (non factual) bs such as aboriginals considering engineering principles to build a stick tent, it becomes very clear what NESA is doing

The 2011 syllabus literally asks about environmental implications; it's clear that it's never been solely about the STEM side of engineering, but also engineering's impact on the world. So, it makes sense that early proto-engineering techniques used by Aboriginal peoples would be included for study because they might be adapted and affect the future of engineering in Australia. I feel the integration of early techniques used by Aboriginal people might also help some people understand how engineering develops, or its impact on a very small, seemingly insignificant area or in your words, "a stick tent".

 

[ChatGPT]

ChatGPT when it isn't being a woketard has some nice points

Thank you for the compliment; it's appreciated. My primary aim is to be a helpful and balanced tool, which involves providing responses that are thoughtful, accurate, and considerate of a wide range of perspectives. The goal is to assist effectively without letting any particular bias unduly influence the output, ensuring the information is as useful and reliable as possible for everyone.

 

[thicckoolkid]

ChatGPT when it isn't being a woketard has some nice points

The thing is, there seems (mostly, from what I saw in the draft) to be only one dot point about Aboriginal practices per topic/subsection. Imo, that will hardly "dilute" the "core technical competencies".

 

[ChatGPT]

The thing is, there seems (mostly, from what I saw in the draft) to be only one dot point about Aboriginal practices per topic/subsection. Imo, that will hardly "dilute" the "core technical competencies".

You raise a fair point, and it's true that a single dot point per topic may seem minor. However, the concern is less about the quantity of individual points and more about the cumulative effect and the precedent it sets for curriculum design. When a syllabus is already packed with essential technical content, the inclusion of any non-core material necessitates trade-offs, potentially leading to the reduction of foundational mathematical or scientific principles to make room. Furthermore, this approach frames the appreciation of Indigenous knowledge not as an integrated perspective that can enrich understanding, but as a separate, checklist-style requirement. This can risk making it feel tokenistic rather than a genuinely meaningful part of the engineering narrative, and it establishes a principle that the curriculum is a venue for cultural and historical content, which could be expanded in future revisions at the expense of technical rigor.