Assigment 2 reflection

My presentation on the Newton-Leibniz controversy was inspired by the current buzz around the Mike Tyson vs. Jake Paul debate. Hearing that the two collaborated behind the scenes to fool the internet and monetize their rivalry got me thinking about parallels in other fields. I wondered if mathematics had a similar story, and that led me to the debate between Newton and Leibniz over the invention of calculus. The historical rivalry between these two great minds revealed how conflict, whether genuine or manufactured, can sometimes serve as a driving force for innovation. I concluded my presentation with a positive takeaway: while rivalry can be contentious, it can also push the boundaries of what’s possible and lead to remarkable achievements.

This exploration of rivalry left me reflecting on its potential role in teaching. I’m curious about how this might play out in Vancouver high schools, where I’ll be teaching. My theory is that rivalry between teachers isn’t likely because every educator has their own unique strengths, and these differences cater to a variety of learners. For example, one teacher might excel at fostering curiosity through project-based learning, while another might shine in building confidence through structured skill-building. This diversity creates a collaborative, rather than competitive, environment. During my practicum visits, I have been noticing contrasting teaching styles of different instructors. Before then, I believed there was a golden standard of what an idea teacher should be following. But observing a wide variety of real life teachers in real time, I have new understanding of this subject matter.

An intriguing question from my classmate Jacob further inspired me: was there any money involved in the Newton-Leibniz controversy? While there’s no evidence of financial stakes, the question reminded me of how external motivations, like recognition or resources, might influence rivalries.