Student's future, not teacher's past Teachers should prepare the student for the student’s future, not for the teacher’s past. Richard Hamming, The Art of Doing Science and Engineering: Learning to Learn Ambitions for someone else's mind teaching
Ambitions for someone else's mind "One of the first things I learned about teaching is that you have to respond to each student individually. You don't start with any idea of what they should be doing, who they're supposed to be, or what their performance level is, and you don't compare them to one another. You simply start with each one of them wherever they are and develop the process from there. "...I would think that the most immoral thing one can do is have ambitions for someone else's mind." Lawrence Wechler & Robert Irwin, Seeing Is Forgetting the Name of the Thing One Sees Student's future, not teacher's pastI can only conceive for you teaching
Learning via teaching The course material changes 15% each year, as the book currently in progress becomes part of the course years before it is finally published. I detect incoherencies and mistakes in the new material while teaching. This leads to refinements or even throwing stuff out from the forthcoming book. A good way to learn about something is to teach it. Edward Tufte, Seeing With Fresh Eyes teaching
Why we should read Unfortunately, the program met its end because the show’s approach opposed the contemporary standard format of children’s television: teaching kids how to read, rather than Reading Rainbow’s objective, which was to teach kids about why they should read. Reading Rainbow had a long run, lasting twenty-three years, but its cancellation feels like a symbolic blow. Education, just like climbing the ladder, must be balanced between How and Why. We so quickly forget that people, especially children, will not willingly do what we teach them unless they are shown the joys of doing so. The things we don’t do out of necessity or responsibility we do for pleasure or love; if we wish children to read, they must know why. Frank Chimero, The Shape of Design teachingreading
The curse of knowledge The better you know something, the less you remember about how hard it was to learn. The curse of knowledge is the single best explanation I know of why good people write bad prose. It simply doesn’t occur to the writer that her readers don’t know what she knows - that they haven’t mastered the patois of her guild, can’t divine the missing steps that seem too obvious to mention, have no way to visualize a scene that to her is as clear as day. And so she doesn’t bother to explain the jargon, or spell out the logic, or supply the necessary detail. Steven Pinker, The Sense of Style Such tortuous syntax knowledgeteachingux
The cultivation of inherent faculties Rousseau’s Emile argued that education is the cultivation of inherent faculties, rather than the imposition of knowledge. Taking this path, Pestalozzi recast the teacher as a protective figure who follows and stimulates the child’s inherent intelligence. Ellen Lupton & J. Abbott Miller, The ABC's of ▲■●: The Bauhaus and Design Theory teaching
It cannot be taught in words How to be a great painter cannot be taught in words; one learns by trying many different approaches that seem to surround the subject. Art teachers usually let the advanced student paint, and then make suggestions on how they would have done it, or what might also be tried, more or less as the points arise in the student’s head—which is where the learning is supposed to occur! Richard Hamming, The Art of Doing Science and Engineering: Learning to Learn teachingart
The wisdom of the apprentice Diderot's solution to the limits of language was to become himself a worker. Become an apprentice and produce bad results so as to be able to teach people how to produce good ones. Richard Sennett, The Craftsman learningteachingwisdom
Institutions of learning Institutions of learning should be devoted to the cultivation of curiosity and the less they are deflected by considerations of immediacy of application, the more likely they are to contribute not only to human welfare but to the equally important satisfaction of intellectual interest which may indeed be said to have become the ruling passion of intellectual life in modern times. Abraham Flexner, The Usefulness of Useless Knowledge teaching
Not of method but of heart In the end, teaching is a matter not of method but of heart. The teacher actually is right and always will gain confidence when he admits that he does not know, that he cannot decide, and, as it often is with color, that he is unable to make a choice or to give advice. Besides, good teaching is more a giving of right questions than a giving of right answers. Josef Albers, Interaction of Color teachingquestions
Results of a search This book presents results of a search, not of what is academically called research. In addition to the dedication of this book, I should like to state that my students in color have taught me more color than have books about color. Josef Albers, Interaction of Color A Search for Structure teaching
The great teacher The good teacher imparts a satisfying explanation; the great teacher unsettles, bequeaths disquiet, invites argument. Richard Sennett, The Craftsman teaching
This is how I lived Rather than convey "be like me," better parental advice should be more indirect: "This is how I lived" invites the child to reason about that example. Such advice omits "Therefore you should..." Find your own way; innovate rather than imitate. Richard Sennett, The Craftsman lifeteaching
Multiple choice Intuitive leaps that open up a problem are impossible to test using multiple-choice questions. These leaps are an exercise of associating unlikely elements. There is no correct answer to the question "Are city streets like arteries and veins?" Richard Sennett, The Craftsman teaching
I think very well of him indeed When I was still doubtful as to his ability, I asked G.E. Moore for his opinion. Moore replied, ‘I think very well of him indeed.’ When I enquired the reason for his opinion, he said that it was because Wittgenstein was the only man who looked puzzled at his lectures. — Bertrand Russell David Markson, Wittgenstein's Mistress understandingteaching
Technical viruosity "You have to develop students' confidence and prove to them in their own performance that there isn't anything they won't be able to accomplish technically, eventually, given a lot of application, before you can begin to convince them that that kind of technical virtuosity doesn't deserve the focus they have been led to believe it does by a performance-oriented culture." Lawrence Wechler & Robert Irwin, Seeing Is Forgetting the Name of the Thing One Sees teachingskill
Learning how to learn "Once you learn how to make your own assignments instead of relying on someone else, then you have learned the only thing you really need to get out of school, that is, you've learned how to learn. You've become your own teacher." Lawrence Wechler & Robert Irwin, Seeing Is Forgetting the Name of the Thing One Sees learningteaching
Immer wieder My attitude toward Alexander’s teachings prior to experiencing the places and spaces realized in his practice was akin to what Alan Watts said about certain teachings in The Bible: Sometimes, as St. Paul pointed out, commandments are not given in the expectation that they will be obeyed, but in the expectation that they will reveal something to those who hear them. Today, my answer is unequivocal. My interpretive lens: literal. Time and again, across cultures and continents and islands and oceans, in five different places now I’ve examined the evidence, and am persuaded. Nicht nur einmal: immer wieder. Dan Klyn, Einmal Ist Keinmal blog.usejournal.com religionteaching
No-nonsense Admittedly, though, however alert and aware I felt, I was probably more aware of the effects the lecture seemed to be having on me than of the lecture itself, much of which was over my head, and yet was almost impossible to look away from or not feel stirred by. This was partly due to the substitute's presentation, which was rapid, organized, undramatic, and dry in the way of people who know that what they are saying is too valuable in its own right to cheapen with concern about delivery or 'connecting' with the students. In other words, the presentation had a kind of zealous integrity that manifested not as style but as the lack of it. I felt that I suddenly, for the first time, understood the meaning of my father's term 'no-nonsense', and why it was a term of approval. David Foster Wallace, The Pale King styleteaching
Interaction of Color A Book by Josef Albers yalebooks.yale.edu The deception of colorPractice before theory50 redsNot the what but the howScotopic seeing+11 More Irwin Fluorescents colorgraphicscommunicationteaching
Welcome to class An Essay by Bill Tozier vaguery.com I differ from almost all your previous instructors in three ways: First, I acknowledge that this is true, whereas they have for the most part lied to you (and themselves) and declared you competent, even though they’ve had to re-train you from scratch in every damned class. Second, unlike them I intend to do something about it. And, third, in order to do something about it, I will let you—no, make you—cheat. teaching
Several Short Sentences About Writing A Book by Verlyn Klinkenborg www.goodreads.com Here, in short, is what I want to tell you. Know what each sentence says, What it doesn't say, And what it implies. Of these, the hardest is knowing what each sentence actually says. Sonorisms VBoth models are completely uselessThe shape of the sentenceThe Anxiety of SequenceYou can get anywhere from anywhere+18 More Wittgenstein's MistressWrite SimplyThe most important thing you do writing
Sonorisms V Leave space between them for the things that words can't really say. To suggest more than the words seem to allow. Perhaps it renames the world. The Anxiety of Sequence. It was all change until the very last second. The debris of someone else's thinking. You'll never run out of noticings. Names that announce the whatness of the world. What were you trying to protect? You were protecting the memory. The tyranny of what exists. Do any of them sound first? It sets an echo in motion. Try writing for the reader in yourself. So call it "perfection enough". Toward the name of the world—yours to discover. euphony
Both models are completely useless In your head, you'll probably find two models for writing. One is the familiar model taught in high school and college—a matter of outlines and drafts and transitions and topic sentences and argument. The other model is its antithesis—the way poets and novelists are often thought to write. Words used to describe this second model include "genius", "inspiration", "flow", and "natural", sometimes even "organic". Both models are useless. I should qualify that sentence. Both models are completely useless. genius
The shape of the sentence You've been taught to overlook the character of the prose in front of you in order to get at its meaning. You overlook the shape of the sentence itself for the meaning it contains, Which means that while you were reading, All those millions of words passed by Without teaching you how to make sentences. meaningstructure
The Anxiety of Sequence Much of what's taught under the name of expository writing could be called "The Anxiety of Sequence." Its premise is this: To get where you're going, you have to begin in just the right place And take the proper path, Which depends on knowing where you plan to conclude. The Age of the Essay essays
You can get anywhere from anywhere And if you can get anywhere from anywhere, You can start anywhere And end anywhere. There is no single necessary order. progressending
Significant everywhere Writing isn't a conveyor belt bearing the reader to "the point" at the end of the piece, where the meaning will be revealed. Good writing is significant everywhere, Delightful everywhere. goodness
It was all change until the very last second Every work of literature is the result of thousands and thousands of decisions. Intricate, minute decisions—this word or that, here or where, now or later, again and again. It's the living tissue of a writer's choices, Not the fossil record of an ancient, inspired race. A concept of style decisionscraft
A renaming of the already named A true metaphor is a swift and violent twisting of language, A renaming of the already named. It's meant to expire in a sudden flash of light And to reveal—in that burst of illumination— A correspondence that must be literally accurate. metaphornames
The debris of someone else's thinking A cliché isn't just a familiar, overused saying. It's the debris of someone else's thinking. cliché
How each sentence got that way When the work is really complete, the writer knows how each sentence got that way. intent
This small internal quaver Pay attention now: No matter how much you know or learn about syntax, grammar, or rhetoric, This small internal quaver, this inner disturbance, Is the most useful evidence you'll ever get. Someday, you'll be able to articulate what causes it. But for now, what's important is to notice it. Noticing is always the goal. ...the faint vertigo caused by an ambiguity you can't quite detect. What matter is what it points to. Find out what's causing it and fix it Even if you're not sure how. Notes on the Synthesis of Form attention
The urge to be done "Flow" is often a synonym for ignorance and laziness. It's also a sign of haste, the urge to be done. productivity
Talking and writing Talking is natural. Writing is not. It may seem strange that the manual dexterity needed to hold a pencil—or use a keyboard—comes later than the lingual and mental dexterity needed to speak. But it does. speech
What were you trying to protect? As the piece evolves, you try to protect those original, effusive sentences. Only to realize, at last, that what you're writing won't come together until they've been removed or revised. What were you trying to protect? The memory of the excitement you felt when those words "came to you." (Where did they "come" from?) You were protecting the memory of the excitement of really concentrating, of paying close attention to your thoughts and, perhaps, your sentences, the excitement of feeling the galvanic link between language and thought. memory
The discoveries you make in the making Style is an expression of the interest you take in the making of every sentence. It emerges, almost without intent, from your engagement with each sentence. It's the discoveries you make in the making of the prose itself. Where ambiguity rules, there is no "style"—or anything else worth having. Pursue clarity instead. In the pursuit of clarity, style reveals itself. The idea grows as they workFour principlesExpressing ideas helps to form them styleclaritymaking
The virtue of already existing It can be overwhelming—the inertia of the paragraphs and pages you've already composed, the sentences you've already written, No matter how rough they are. Whether you love what you've written or not, Those sentences have the virtue of already existing, Which makes them better than sentences that don't exist. Or so it seems.
Composition and revision Revise at the point of composition. Compose at the point of revision. Think of composition and revision as the same thing. 104. Site Repair design
Squander your material Squander your material. Don't ration it, saving the best for last. You don't know what the best is. Or the last.
Do any of them sound first? Just try out some sentences. Lots of them. See how they sound. Do any of them sound first? You're holding an audition. Many sentences will try out. One gets the part.
When you're interested in what you're working on It's never hard to work when you're interested in what you're working on. But what if you hate what you're working on? It helps to examine the content of your loathing. What is it you hate? hatework
The work selects its audience Imagine a cellist playing one of Bach's solo suites. Does he consider his audience? (Did Bach, for that matter?) Does he play the suit differently to audiences Of different incomes and educations and social backgrounds? No. The work selects its audience.