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  • Of course, I learned about the Mozart effect in public school, from at least two teachers, whom I knew I could trust. One was my calculus and pre-calculus teacher, and another was my English teacher. Neither one ever spoke a word about the Mozart effect being questioned or disputed. It was something everybody knew.

    This just makes me angry and strengthens my resolve to educate my children myself.

    Um, I'd guess that you were in public school more than a couple of years ago - which means that it was at the time that the original research was published and publicised, but before the contradictory research was published (or at least before it was widely enough publicised to have caught up with the original story).

    So, are you certain that nothing you will teach to your children will become invalidated by new research in subsequent years? Do you think that Calculus and English teachers should never make a statement about cognitative development theories less their interested bystander comments be taken as authoritative teachings and scar a pupil for life?

    I'm using a touch of hyperbole here, but when you use this as proof of the need for home schooling, so are you.

    • My point is that what was presented to me was not presented as new research which had not yet been confirmed, but as fact that could now be taken for granted. The real point behind that is to get at the fact that I was encouraged to simply accept what I was told rather than to learn to evaluate new ideas in a rational spirit of inquiry. Nobody said, "There's some new evidence that listening to Mozart might have a positive effect." What was said was, "They've discovered that listening to Mozart stimulates

      J. David works really hard, has a passion for writing good software, and knows many of the world's best Perl programmers