The Wave of Books Problem
Apr. 21st, 2016 07:52 am![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
trickykittyI was looking for another book to delve into until again my Game of Thrones becomes available, and I came across The Three-Bodied Problem. After checking it out and finishing up the tail end of Think Like a Freak, I managed to completely forget the synopsis of The Three-Bodied Problem. All I could recall was that it sounded interesting enough for me to pick it as my next book, but beyond that, absolutely nothing about the synopsis was remembered.
So, if you pick up this book and start reading without reading the synopsis, or forgetting the synopsis like I did, it's going to come off as a very trippy book. Now that I'm a couple parts into the book and thinking about it while at a computer, I looked up the synopsis again and still find it to be a bit of a trippy book, although now things are starting to make sense, and I remember why I picked out this book in the first place.
I now realize that I know absolutely nothing about China's history over the past few decades. I also realize I how much I hate stupid, nonsensical revolutions. The first couple chapters reminded me of The Wave, which classroom experiment my own Honors World History teacher* utilized in a smaller, more controlled fashion to introduce our classes to WWII. I had read The Good Earth as part of that same class, but, as that book cover says, it's set in pre-revolutionary China, so I have little knowledge of the revolutionary China period. This book, The Three-Bodied Problem, is my first introduction to it, and I'm now interested in learning more about the details. I love it when a book can manage to pique my interest in a new subject like that.
* I have to talk a little about that particular History teacher. He was well known as the toughest teacher in the school, and Honors World History was well known as the toughest class in the school (It was 9th grade, and for reference for other countries, 9th graders in America are typically 14-15yr old students.) We had to memorize every country and its capital one continent at a time, followed by the whole-world test at the end of the year, and here I thought memorizing all the 50 states (in alphabetical order) and their respective capitals was difficult in 6th grade. We at least weren't required to memorize all the countries in alphabetical order but instead had to write them in on a map of the continent, yet I found I still preferred learning them in alphabetical order anyway. This instructor kept the overhead lights off in his room, which included the main walk space for that wing to get to other rooms, so anyone walking into that wing of classes tended to be greeted by quite subdued lighting. Instead, everything was lit via lamps. He had a full-sized couch in the room with a gigantic 4ft Vermont teddy bear sitting on it. Desks were NOT arranged, but instead haphazardly situated in the room facing various directions, but generally oriented towards the projector screen and his desk. Students were encouraged to rearrange desks as they wished. Once a week we had study time, where everyone could work on whatever they wanted, but were encouraged to work on the homework packet for the chapter for which we were allowed to collaborate. During that time, we were allowed to sit wherever we wanted, including cuddled up next to the bear on the couch. Another book that I read for that class, and still own, is Alas, Babylon (that's the book cover I have). It is set in a post-nuclear war Florida town. The point of the book for class was to teach us about conventions that arise as a result of war (or other plights). We had a test over each chapter, and were asked questions like, "What type of arsenal was found at the site?" or, "Why was he asked that question as he approached?" (read: friendly signal phrase) or, "How many miles was the safe zone in all four directions?" or, "How were they able to utilize the toilets?" Because it was treated as a textbook instead of merely a reading book, we were forced to learn a lot about survival that I don't think could so easily be taught without putting someone through some sort of boot camp. This translated into discussions about concentration camps and military actions discussed as part of our actual textbook chapters. We also had weekly riddle poems that we had to copy down and try to answer as we gained more and more cryptic clues each week. This teacher was amazing in all the things he had us learn and do while opening up our minds to alternative manners of thinking about things in the process. World History wasn't just about History - it was about thinking about the world around you and paying attention to what's going on. It was about looking at the details and questioning what you've been spoon fed. It was also the hardest, yet most rewarding, class I have ever attended, including going through college, and he was one of the coolest teachers I have had. (There were a couple others, but they are stories for other days.)
So, if you pick up this book and start reading without reading the synopsis, or forgetting the synopsis like I did, it's going to come off as a very trippy book. Now that I'm a couple parts into the book and thinking about it while at a computer, I looked up the synopsis again and still find it to be a bit of a trippy book, although now things are starting to make sense, and I remember why I picked out this book in the first place.
I now realize that I know absolutely nothing about China's history over the past few decades. I also realize I how much I hate stupid, nonsensical revolutions. The first couple chapters reminded me of The Wave, which classroom experiment my own Honors World History teacher* utilized in a smaller, more controlled fashion to introduce our classes to WWII. I had read The Good Earth as part of that same class, but, as that book cover says, it's set in pre-revolutionary China, so I have little knowledge of the revolutionary China period. This book, The Three-Bodied Problem, is my first introduction to it, and I'm now interested in learning more about the details. I love it when a book can manage to pique my interest in a new subject like that.
* I have to talk a little about that particular History teacher. He was well known as the toughest teacher in the school, and Honors World History was well known as the toughest class in the school (It was 9th grade, and for reference for other countries, 9th graders in America are typically 14-15yr old students.) We had to memorize every country and its capital one continent at a time, followed by the whole-world test at the end of the year, and here I thought memorizing all the 50 states (in alphabetical order) and their respective capitals was difficult in 6th grade. We at least weren't required to memorize all the countries in alphabetical order but instead had to write them in on a map of the continent, yet I found I still preferred learning them in alphabetical order anyway. This instructor kept the overhead lights off in his room, which included the main walk space for that wing to get to other rooms, so anyone walking into that wing of classes tended to be greeted by quite subdued lighting. Instead, everything was lit via lamps. He had a full-sized couch in the room with a gigantic 4ft Vermont teddy bear sitting on it. Desks were NOT arranged, but instead haphazardly situated in the room facing various directions, but generally oriented towards the projector screen and his desk. Students were encouraged to rearrange desks as they wished. Once a week we had study time, where everyone could work on whatever they wanted, but were encouraged to work on the homework packet for the chapter for which we were allowed to collaborate. During that time, we were allowed to sit wherever we wanted, including cuddled up next to the bear on the couch. Another book that I read for that class, and still own, is Alas, Babylon (that's the book cover I have). It is set in a post-nuclear war Florida town. The point of the book for class was to teach us about conventions that arise as a result of war (or other plights). We had a test over each chapter, and were asked questions like, "What type of arsenal was found at the site?" or, "Why was he asked that question as he approached?" (read: friendly signal phrase) or, "How many miles was the safe zone in all four directions?" or, "How were they able to utilize the toilets?" Because it was treated as a textbook instead of merely a reading book, we were forced to learn a lot about survival that I don't think could so easily be taught without putting someone through some sort of boot camp. This translated into discussions about concentration camps and military actions discussed as part of our actual textbook chapters. We also had weekly riddle poems that we had to copy down and try to answer as we gained more and more cryptic clues each week. This teacher was amazing in all the things he had us learn and do while opening up our minds to alternative manners of thinking about things in the process. World History wasn't just about History - it was about thinking about the world around you and paying attention to what's going on. It was about looking at the details and questioning what you've been spoon fed. It was also the hardest, yet most rewarding, class I have ever attended, including going through college, and he was one of the coolest teachers I have had. (There were a couple others, but they are stories for other days.)
