Confuse, Convince, and Con

We call it the 3C theorem.

Developed by my coursemates in the class, we found the theorem is very frequently used by lecturer during the conduction of their lecture.

In the class:
- Firstly, they confuse you with lots of equation you had never seen before, make your head filled with question marks.
- Then they convince you while you are still in confusion, to believe that what they taught is flawless and unquestionable.
- Finally they'll con you at the end of the class, making you feel like you understand everything but instead, you are in confusion and convinced that they are correct.

Don't believe? Try on your lecturer and see...

The founder of 3C theorem, me and my friends had also found that this theorem is also applicable on lecturer themselves. Try look at the examples below:

During presentation:
- Firstly, you confuse the lecturer by throwing a few formula out, mix and remix few of them, and giving some "detailed" explanation of your formula mixture.
- Secondly, you convince the lecturer by using some famous and solid text you learned, such as "according to Faraday's theorem..." or "this research journal state that...". Do remember to complete step one before entering this step so that the process of convincing are able to run smoothly.
- Finally, you con the lecturer's mark by showing that you did a lot of work and research for this particular presentation, telling them you went to library everyday, reading journal, etc, where in fact, you just typed google.com in your computer with internet connection.

During class:
- This is actually one of the countermeasure when 3C theorem is being used by lecturer, especially when the lecturer are in the phase of confusing the students.
- When the lecturer is trying to confuse the students by showing some very difficult context or formula, the students must act immediately to question (as deep as possible) about the context or formula, to the extend that you have no idea what yourself is asking. Continue this process for few moments, teamwork is required in order to confuse the lecturer before the students get confused instead.
- If you succeeded in step above, you can start to convince the lecturer about your understanding about the things they are currently teaching, they'll be really happy about it, no doubt.
- Finally to move into the con phase, you can either start asking for things like: "will this thing appear in the exam?" or things like "where should we focus in this topic for the exam?" Here, the lecturer will be glad to tell what they plan for the coming exam plan!

Just wow! Ain't this is a fantastic theorem? Try it yourself, it is tested with repeated experiment, the rate of successful in confusing, convincing, and conning increases with increasing of experience practicing the 3C theorem.

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Ok larh, the whole thing is just some funny ideas with my friends when we are crapping around, no such thing happened.

Really!

I said really!

I'm not bluffing!