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
The Design of Design A Book by Frederick P. Brooks, Jr. www.goodreads.com Design process models: A summary argumentThe spiral modelA grossly obese set of requirementsRequirements proliferationThe architectural contracting model+9 More Design System as Style Manual With Web Characteristics designsoftwarearchitecturemakingstyle
What's Wrong With This Model? A Chapter What's wrong with the rational modelDeciding what to designEvaluating goodnessChanging constraintsThey just don't work that way+1 More
Design process models: A summary argument A formal design process model is needed, to help organize design work, to aid communication in and about projects, and for teaching. Having a visual, geometric representation of a design process model is crucial, for designers are spatial thinkers. They will most easily learn, think about, share, and talk in terms of a model with a clear geometric picture. The Rational Model of design occurs naturally to engineers. The linear, step-by-step Rational Model is highly misleading. It does not reflect what real designers do, or what the best design thinkers identify as the essence of the design process. The bad model matters. It has led to the too-early binding of requirements, leading in turn to bloated products and schedule/budget/performance disasters. The Rational Model has persisted in practice despite its inadequacies and plenty of cogent critiques. This is because of its seductive logical simplicity, and because builders and clients needs “contracts." Several alternative models have been proposed. I find Boehm’s Spiral Model the most promising. We need to keep developing it.
The spiral model The spiral shape certainly suggests progress. It associates successive repetitions of the same activity. The geometric shape is easily understood and memorable. The model emphasizes prototyping, starting with user-interface prototypes and user testing long before an operational prototype is possible. Since a development model is principally used by developers, I believe having it designer-centered is entirely appropriate. With Boehm and against Denning and Dragon, I advocate frequent but not continuous interaction with representative users, with successive prototypes as the vehicles. I strongly believe that way forward is to embrace and develop the Spiral Model. design
A grossly obese set of requirements Who advocates in the requirements process for the product itself—its conceptual integrity, its efficiency, its economy, it’s robustness? Often, no one. As often, an architect or engineer who can offer only opinion based on taste and instinct, unbuttressed as yet by facts. For in a classical Waterfall Model product process, requirements are set before design is begun. The result, of course, is a grossly obese set of requirements, the union of many wish lists, assembled without constraints. Usually, the list is neither prioritized nor weighted. The social forces in the committee forbid the painful conflicts occasioned by even weighting, much less prioritizing. Requirements proliferationA Plea for Lean Software features
Requirements proliferation Any attempt to formulate all possible requirements at the start of a project will fail and would cause considerable delays. — Pahl and Beitz, Engineering Design As Project Manager, I had to reject the requirements document as totally impractical, and have a quite small team of architects, marketers, and implementers extract the essence. Requirements proliferation must be fought, by both birth control and infanticide. YagniA grossly obese set of requirementsFeatures and complexity features
The architectural contracting model It is the necessity for contracts, whether within an organization or between organizations, that forces the too-early binding of goals, requirements, constraints. The pressure for a complete and agreed-upon set of requirements run into the hard fact, that it is essentially impossible to specify any complete and accurate set of requirements for any complex system except in iterative interaction with the design process. How have the centuries-old building design disciplines handled this perplexity? Fundamentally, by a quite different contracting model. The client develops a program, not a specification, for the building. He contracts with an architect, usually on an hourly or percentage basis, for services, not for a specified product. The architect elicits from the client, the users, and other stakeholders a more complete program, which does not pretend to be a rigid contractable product specification. The architect does a conceptual design that approximates the reconciliation of program and the constraints of budget, schedule, and code. This serves as a first prototype, to be conceptually tested by the stakeholders. After iteration, the architect performs design development, often producing more detailed drawings, a 3-D scale model, mockups, and so on. After stakeholder iteration, the architect produces construction drawings and specifications. The client uses these drawings and specifications to enter into a fixed-price contract for the product. Notice how this long-evolved model separates the contract for design from the contract for construction. Even when both are performed by the same organization, this separation clarifies many things.
The rational model of design Engineers seem to have a clear, if usually implicit, model of the process of design. It is usually an orderly model of an orderly process as the engineer conceives it. The notion that the design process should be modeled as a systematic step-by-step process seems to have first developed in the German mechanical engineering community. Herbert Simon independently argues for design as a search process in The Sciences of the Artificial. He was motivated to lay out a strictly rational model of design precisely because such a model was a necessary precursor to automating design. His model remains influential even if today we recognize the "wicked problem" of original design as one of the least promising candidates for AI. In software engineering, Winston Royce independently introduced a seven-step Waterfall Model to bring order to the process. In fact, Royce introduced his waterfall as a straw man that he then argued against, but many people have cited and followed the straw man rather than his more sophisticated models. Even if ironically, Royce's seven-step model must be considered one of the foundational statements of the Rational Model of Design. Large combinatorial spacesThe ordering of steps
Design process models Any systematization of the design process is a great step forward compared to "Let's just start coding, or building." It: Provides clear steps for planning a design project Furnishes clearly definable milestones Suggests project organization and staffing Helps communication within the design team Is readily teachable to novices, and tells novices facing their first design assignments where to begin. The Rational Model in particular brings yet more advantages. The early explicit statement of goals, secondary desiderata, and constraints helps a team avoid wandering, and it breeds team unification on purposes. Planning the whole design process before starting coding or formal drawings avoids many troubles and much wasted effort. Casting the process as a systematic search of a design space broadens the horizon of the individual designers and lifts their eyes far beyond their previous personal experiences. But the rational model is much too simplistic, even in Simon's richly developed version.
The dual ladder The first task for growing designers, as opposed to managers, is to craft a proper career path for them, one whose compensation and sociological status reflect their true value to the creative enterprise. This is commonly called the dual ladder. It it easy to give corresponding salaries to corresponding rungs, but it requires strong proactive measures to give them equal prestige: equal offices, equal staff support, reverse-biased raises when duties change. Why does the dual ladder need special attention? Perhaps because managers, being human, are inherently inclined to consider their own tasks more difficult and important than design and need to deliberately assess what makes creativity and innovation happen. Senior craftsperson work
A platonic ideal As the architecture design progressed, I observed what at first seemed quite strange. For the architecture team, the real System/360 was the Design Concept itself, a Platonic ideal computer. Those physical and electrical Model 50, Model 60, Model 70, and Model 90 things under construction out on the engineering floors were but Plato’s shadows of the real System/360. The real System/360’s most complete and faithful embodiment was not in silicon, copper, and steel, but in the prose and diagrams of IBM System/360 Principles of Operation, the programmer’s machine language manual. I had a similar experience with the View/360 beach house. Its Design Concept came to be real long before any construction began. It persisted through many versions of drawings and cardboard models.
The design concept Is there positive value to recognizing an invisible Design Concept as a real entity in design conversations? I think so. First, great designs have conceptual integrity—unity, economy, clarity. They not only work, they delight, as Vitruvius first articulated. We use terms such as elegant, clean, beautiful to talk about bridges, sonatas, circuits, bicycles, computers, and iPhones. Recognizing the Design Concept as an entity helps us to seek its integrity in our own solo designs, to work together for it in team designs, and to teach it to our youth. Second, talking frequently about the Design Concept as such vastly aids communication within a design team. Unity of concept is the goal; it is achieved only by much conversation. Thus, moviemakers use storyboards to keep their design conversations focused on the Design Concept, rather than on implementation details. Dependence is more profitable than educationI mix it with two in my thought
The Idea The design is thus the mental formulation, which Sayers calls “the Idea,” and it can be complete before any realization is begun. Mozart’s response to his father’s inquiry about an opera due to the duke in three weeks both stuns us and clarifies the concept. For most human makers of things, the incompletenesses and inconsistencies of our ideas become clear only during implementation. Thus it is that writing, experimentation, “working out,” are essential disciplines for the theoretician. Everything has been composed making
The boldest decisions In retrospect, many of the case studies have a striking common attribute: the boldest design decisions, whoever made them, have accounted for a high fraction of the goodness of the outcome. These bold decisions were made due sometimes to vision, sometimes to desperation. They were always gambles, requiring extra investment in hopes of getting a much better result. Design with courage design
Intuition and systems Systematic design excluding intuition yields pedestrian follow-ons and knock-offs; intuitive design without system yields flawed fancies. How to weld intuition and systematic approach? How to grow as a designer? How to function in a design team? designteamwork