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I am a new member here and this was my first question. I asked something which I felt was relevant prima facie. Then numerous rules are cited to me and I have to argue with numerous persons for my right to ask and the relevance of the question. Please cut me some slack; I just joined.
In a comment above of Tom Leinster, he points out a thread on how to get creative juices flowing. That is acceptable for MO, but this is not? I suppose, you could identify with that in role as a professor juggling various things. If that question is acceptable and this is not, then I must point out the following double standard. Your own psychological problems are acceptable, but when it is of someone in a lower level, it is not acceptable. Not to offend anyone; but just pointing out that if thrown out, this and that must go out together.
Jose, do I understand you correctly, that you want to say that math ed is essentially the perspective the teachers? Students are also human beings, and their feelings and trauma also should be considered. Even Galois himself was a suffering soul. What is the point of teaching and guiding, if you do not have the recipient in mind? That way you might as well lecture to stones.
Maybe for advocates of pure mathematics alone in this forum, this is a stupid question. However I again insist that I asked it in math education, and if this is not a math ed question, then I do not know what is. If there are disagreements about this type of questions, the solution would be to remove the math ed category itself. If the category is there, then one must be given the right to ask questions in it!!
How do you deal with the stress of teaching or giving seminars, and the attention your research problem needs? Do you not find it irritating to get interrupted from your train of thought by this extra work?
