Student's future, not teacher's past Teachers should prepare the student for the studentâs future, not for the teacherâs past. Richard Hamming, The Art of Doing Science and Engineering: Learning to Learn ââAmbitions for someone else's mindââ 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 ââStudent's future, not teacher's pastââââI can only conceive for youââ 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 showâs approach opposed the contemporary standard format of childrenâs television: teaching kids how to read, rather than Reading Rainbowâs 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 donât 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 doesnât occur to the writer that her readers donât know what she knows - that they havenât mastered the patois of her guild, canât 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 doesnât bother to explain the jargon, or spell out the logic, or supply the necessary detail. Steven Pinker, The Sense of Style ââSuch tortuous syntaxââ knowledgeteachingux
The cultivation of inherent faculties Rousseauâs 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 childâs inherent intelligence. Ellen Lupton & J. Abbott Miller, The ABC's of â˛â â: 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 studentâs headâwhich 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 ââA Search for Structureââ 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, âI think very well of him indeed.â 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. â 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 Alexanderâs 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 Iâve 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 AÂ Book by Josef Albers yalebooks.yale.edu ââThe deception of colorââââPractice before theoryââââ50 redsââââNot the what but the howââââScotopic seeingââ+11 More ââIrwin Fluorescentsââ 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 theyâve 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 youâno, make youâcheat. teaching
Steve Jobs: The Lost Interview AÂ Dialogue by Steve Jobs www.magpictures.com ââOn ValueââââOn BusinessââââOn ProgrammingââââOn SuccessââââOn Processââ+10 More ââAncient magicians as innovation consultantsââ
On Value It was clear that [Hewlett-Packard] recognized that its true value was in its employees. ââBuild projects around motivated individualsââ
On Business How do you learn to run a company at 21 with no business experience? Throughout the years in business I found something, which is, Iâd always ask why you do things, and the answers you invariably get are âoh thatâs just the way itâs done.â Nobody knows why they do what they do, nobody thinks about things very deeply in business. Thatâs what I found. Iâll give you an example. When we were building our Apple Is in the garage we knew exactly what they cost. When we got into a factory in the Apple II days, accounting had this notion of a âstandard cost.â Where youâd kind of set a standard cost and then at the end of the quarter youâd adjust it with a variance. And I kept asking, âwhy do we do this?â And the answer was just âwell thatâs the way itâs done.â And after about 6 months of digging into this what I realized was the reason you do it is because you donât really have good enough controls to know how much it costs, so you guess, and then you fix your guess at the end of the quarter. And the reason you donât know how much it costs is because your information systems arenât good enough. But nobody said it that way. And so later on when we designed this automated factory for Macintosh we were able to get rid of a lot of these antiquated concepts, and know exactly what something costs, to the cent. And so in business a lot of things are what I would call âfolklore.â Theyâre done that way because they were done that way yesterday. And so if youâre willing to ask a lot of questions about things and work hard you can learn business pretty fast. Itâs not the hardest thing in the world. Itâs not rocket science. business
On Programming I think everyone in this country should learn a computer language because it teaches you how to think. Itâs like going to law school â I donât think anyone should be a lawyer, but going to law school could be useful because it teaches you how to think in a certain way. So I view computer science as a liberal art. thinkingprogramming
On Success The technology crashed and burned at Xerox. What happens is, like with John Sculley, John came from PepsiCo, and they at most would change their product maybe once every ten years. To them a new product was like a new size bottle. So if you were a product person you couldnât change the course of that company very much. So who influenced the success of PepsiCo? The sales and marketing people. Therefore they were the ones that got promoted and they were the ones that ran the company. Well, for PepsiCo that might have been ok, but it turns out the same thing can happen in technology companies that get monopolies, like IBM and Xerox. If you were a product person at IBM, or Xerox, so you make a better copier or a better computer? So what? When you have a monopoly market share, the company isnât any more successful. So the people that can make the company more successful are sales and marketing people, and they end up running the companies. And the product people end up getting driven out of the decision marking forums. And the companies forget what it means to make great products. The product sensibilities and the product genius that brought them to that monopolistic position gets rotted out by people running these companies who have no conception of a good product vs. a bad product. They have no conception of the craftsmanship thatâs required to take a good idea and turn it into a good product. And they really have no feeling in their hearts, usually, about wanting to really help the customers. So thatâs what happened at Xerox.
On Process People get confused, companies get confused. When they start getting bigger, they want to replicate their initial success, and a lot of them think that somehow thereâs some magic in the process that theyâve created. And so they start to institutionalize process across the company. And before very long people get very confused that the process is the content. In my career Iâve found that the best people are the ones who really understand the content. And theyâre a pain in the butt to manage. But you put up with it because theyâre so great at the content. And thatâs what makes great products. Itâs not process, itâs content. processcontent
On Greatness Whatâs important to you in the development of a product? One of the things that really hurt Apple was that after I left John Sculley got a very serious disease. And that disease â Iâve seen other people get it too â itâs the disease of thinking that a really great idea is 90% of the work, and if you just tell all these other people âhereâs this great idea,â then of course they can just go off and make it happen. The problem with that is that thereâs just a tremendous amount of craftsmanship in between a great idea and a great product. And as you evolve that great idea it changes and grows. It never comes out like it starts, because you learn a lot more as you get into the subtleties of it, and you also find there are tremendous tradeoffs you have to make, there are just certain things you canât make electrons do, there are certain things you canât make plastic, or glass, or factories, or robots do. And as you get into all these things, you find that designing a product is keeping 5,000 things in your brain, these concepts, and just fitting them all together and continuing to push to fit them together in new and different ways to get what you want. And every day you discover a new problem or a new opportunity to do it a little differently. And itâs that process that is the magic. ââThe idea grows as they workââââThe Design SquiggleââââThe Nature of Productââ ideascraft
On Teamwork What Iâve always felt that a team of people doing something they really believe in is like, is like when I was a young kid, there was a widowed man that lived up the street. He was in his 80âs, and a little scary looking, and I got to know him a little bit â I think he paid me to cut his lawn or something â and one day he told me, âcome into my garage, I want to show you something.â And he pulled out this dusty old rock tumbler. It was a motor and a coffee can and a band between them. And he said âcome out here with me,â so we went out to the back and we got some rocks, just some regular old ugly rocks and we put them in the can with a little bit of liquid and a little bit of grit powder, and he turned the motor on and said âcome back tomorrow,â as the tumbler was turning and making a racket. So I came back the next day and what we took out were these amazingly beautiful and polished rocks. The same common stones that had gone in â through rubbing against each other, creating a little bit of friction, creating a little bit of noise â had come out as these beautiful polished rocks. And thatâs always been my metaphor for a team working really hard on something theyâre passionate about. Itâs that through the team, through that group of incredibly talented people bumping up against each other, having arguments, having fights sometimes, making some noise, and working together, they polish each other, and they polish their ideas. And what comes out are these really beautiful stones. teamworkpassionargument
On Criticism People are being counted on to do specific pieces of the puzzle. And the most important thing I think you can do for somebody whoâs really good and whoâs really being counted on is to point out to them when their work isnât good enough, and to do it very clearly, and to articulate why, and to get them back on track. And you need to do that in a way that does not call into question your confidence in their abilities, but leaves not much room for interpretation. designworkcritique
On Taste The only problem with Microsoft is they just have no taste. They have absolutely no taste, and what that means is â and I donât mean that in a small way, I mean that in a big way â in the sense that they donât think of original ideas, and they donât bring much culture into their product. And you say âwell why is that important?â Well, you know, proportionally spaced fonts come from typesetting and beautiful books, so thatâs where one gets the idea. And if it werenât for the Mac they would never have that in their products. And so I guess I am saddened, not by Microsoft's success â I have no problem with their success. They have earned their success â I have a problem with the fact that they just make really third-rate products. Their products have no spirit to them, no spirit of enlightenment about them. They are very pedestrian. And the sad part is that most customers donât have that spirit either. But the way that weâre going to ratchet up our species is to take the best and to spread it around to everybody so that everybody grows up with better things, and starts to understand the subtlety of these better things. And Microsoft is McDonaldâs. So thatâs what saddens me â not that Microsoft has won, but that Microsoftâs products donât display more insight and more creativity. ââThe aspiration for qualityââââWe'll slap a little color on this piece of junkââââSuch an unholy allianceââââDo they really need it?ââ tastequality
On Technology As we look back 10 years from now, the web is going to be the defining technology, the defining social moment for our generation. I think itâs going to be huge. www
On Tools I read an article when I was very young in Scientific America. It measured the efficiency of locomotion for various species on the planet â you know, for bears and chimpanzees and raccoons and birds and fish â how many kilocalories per kilometer did they spend to move? And humans were measured too. And the condor won, it was the most efficient. And mankind, the crown of creation, came in with rather an unimpressive showing about a third of the way down the list. But somebody there had the brilliance to test a human riding a bicycle, and it blew away the condor, all the way off the charts. And I remember this really had an impact on me, I remember thinking that humans are tool builders, and we build tools that can dramatically amplify our innate human abilities. And to me â we actually ran an ad like this, very early at Apple â the personal computer is the bicycle of the mind. And I believe that with every bone in my body, that of all the inventions of humans, the computer is going to rank near if not at the top as history unfolds and we look back. It is the most awesome tool that we have ever invented, and I feel incredibly lucky to be at exactly the right place in Silicon Valley, at exactly the right time where this invention has taken form. tools
On Theft How do we know whatâs the right direction [for computers to take]? Ultimately it comes down to taste. It comes down to trying to expose yourself to the best things that humans have done, and then trying to bring those things in to what youâre doing. Picasso had a saying: âGood artists copy, great artists steal.â And we (at Apple) have always been shameless about stealing great ideas. And I think part of what made Macintosh great was that the people working on it were musicians and poets and artists and zoologists and historians who also happened to have been the best computer scientists in the world. But if it hasnât been for computer science, these people would all be doing amazing things in life in other fields. And they brought with them â we all brought to this effort â a very liberal arts air, a very liberal arts attitude, that we wanted to pull in the best we saw in these other fields into ours. ââA fresh focus of powerââ
On Expression There was a germ of something there. And itâs the same thing that causes people to want to be poets instead of bankers. I think thatâs a wonderful thing, and I think that same spirit can be put into products, and those products can be manufactured and given to people and they can sense that spirit. If you talk to people that use the Macintosh, they love it. I mean you donât hear people loving products very often. But you could feel it, there was something really wonderful there. So I donât think that most of the really best people that Iâve worked with have worked with computers for the sake of working with computers. They work with computers because they are the medium that is best capable of transmitting some feeling that you have that you want to share with other people. And before they invented these things, all these people would have done other things. But computers were invented, and they did come along, and all these people did get interested in them, either in school or before school, and said âHey, this is the medium that I think I can say something in." connectionexpression
On Talent I observed something fairly early on at Apple, which I didnât know how to explain then, but Iâve thought a lot about it since. Most things in life have a dynamic range in which [the ratio of] âaverageâ to âbestâ is at most 2:1. For example, if you go to New York City and get an average taxi cab driver, versus the best taxi cab driver, youâll probably get to your destination with the best taxi driver 30% faster. And an automobile; whatâs the difference between the average car and the best? Maybe 20%? The best CD player versus the average CD player? Maybe 20%? So 2:1 is a big dynamic range for most things in life. Now, in software, and it used to be the case in hardware, the difference between the average software developer and the best is 50:1; maybe even 100:1. Very few things in life are like this, but what I was lucky enough to spend my life doing, which is software, is like this. So Iâve built a lot of my success on finding these truly gifted people, and not settling for âBâ and âCâ players, but really going for the âAâ players. And I found something⌠I found that when you get enough âAâ players together, when you go through the incredible work to find these âAâ players, they really like working with each other. Because most have never had the chance to do that before. And they donât work with âBâ and âCâ players, so itâs self-policing. They only want to hire âAâ players. So you build these pockets of âAâ players and it just propagates. ââWaste as little effort as possible on low competenceââââA small team of committed coworkersââââBuild projects around motivated individualsââââIndividuals matterââ talent