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 Elements of Typographic Style A Book by Robert Bringhurst www.goodreads.com Leave the road when you wishTypography exists to honor contentTypographic styleA state of energetic reposeEvenness of color+10 More The utter nothingness of beingThe Elements of Style typography
Leave the road when you wish The subject of this book is not typographic solitude, but the old, well-traveled roads at the core of the tradition: paths that each of us is free to follow or not, and to enter and leave when we choose – if only we know the paths are there and have a sense of where they lead. That freedom is denied us if the tradition is concealed or left for dead. Originality is everywhere, but much originality is blocked if the way back to earlier discoveries is cut or overgrown. If you use this book as a guide, by all means leave the road when you wish. That is precisely the use of a road: to reach individually chosen points of departure. By all means break the rules, and break them beautifully, deliberately and well. That is one of the ends for which they exist. creativity
Typography exists to honor content In a world rife with unsolicited messages, typography must often draw attention to itself before it will be read. Yet in order to be read, it must relinquish the attention it has drawn. Typography with anything to say therefore aspired to a kind of statuesque transparency. Its other traditional goal is durability: not immunity to change, but a clear superiority to fashion. Typography at its best is a visual form of language linking timelessness and time. timestyletypography
Typographic style Literary style, says Walter Benjamin, “is the power to move freely in the length and breadth of linguistic thinking without slipping into banality.” Typographic style, in this large and intelligence sense of the word, does not mean any particular style – my style or your style, or Neoclassical or Baroque style – but the power to move freely through the whole domain of typography, and to function at every step in a way that is graceful and vital instead of banal. style
A state of energetic repose Read the text before designing it. Discover the outer logic of the typography in the inner logic of the text. Make the visible relationship between the text and other elements (photographs, captions, tables, diagrams, notes) a reflection of their real relationship. Give full typographic attention even to incidental details. Invite the reader into the text. Reveal the tenor and meaning of the text. Clarify the structure and the order of the text. Link the text with other existing elements. Induce a state of energetic repose, which is the ideal condition for reading. The inner nature of material typography
Evenness of color The density of texture in a written or typeset page is called its color. Once the demands of legibility and logical order are satisfied, evenness of color is the typographer’s normal aim. And color in the typographic sense depends upon four things: the design of the type, the spacing between the letters, the spacing between the words, and the spacing between the lines. None is independent of the others.
A single note The simplest scale is a single note, and sticking with a single note draws more attention to the other parameters, such as rhythm and inflection. The early Renaissance typographers set each book in a single font – that is, one face in one size. Their pages show what sensuous evenness of texture and variety of rhythm can be attained with a single font of type.
The higher courts Refer typographic disputes to the higher courts of speech and thinking. Type is idealized writing, and its normal function is to record idealized speech. Acronyms such as CD and TV or USA and UFO are set in caps because that is the way we pronounce them. Acronyms such as UNESCO, ASCII, and FORTRAN, which are pronounced not as letters but as words, are in the process of becoming precisely that. When a writer accepts them fully into her speech and urges readers to do likewise, it is time for the typographer to accept them into the common speech of typography by setting them in lower case. Other acronymic words, such as laser and radar, have long since traveled the same road. typography
An antiphonal geometry A book is a flexible mirror of the mind and body. Its overall size and proportions, the color and texture of the paper, the sound it makes as the pages turn, and the smell of the paper, adhesive and ink, all blend with the size and form and placement of the type to reveal a little about the world in which it was made. If the book appears to be only a paper machine, produced at their own convenience by other machines, only machines will want to read it. Sizing and spacing type, like composing and performing music or applying paint to canvas, is largely concerned with intervals and differences. The page is a piece of paper. It is also a visible and tangible proportion, silently sounding the thoroughbass of the book. On it lies the textblock, which much answer to the page. The two together – page and textblock – produce an antiphonal geometry. That geometry alone can bond the reader to the book. Or conversely, it can put the reader to sleep, or put the reader’s nerves on edge, or drive the reader away.
Pure but silent Architects build perfectly proportioned kitchens, living rooms and bedrooms in which their clients will make, among other things, a mess. Typographers likewise build perfectly proportioned pages, then distort them on demand. The text takes precedence over the purity of the design, and the typographic texture of the text takes precedence over the absolute proportions of the pure but silent page. architecturetypography
A sterile sameness Another kind of random variation involves the interaction of the craftsman’s skill and the texture of materials. The letterforms of Griffo and Colines were cut with immense care. But the letters they cut were struck by hand in copper or brass, then cast and dressed and set by hand, inked by hand with handmade ink and printed by hand in a handmade wooden press on handmade paper. Every step along with way introduced small variations planned by no one. In the world of the finely honed machine, those human-scale textures are erased. A sterile sameness supervenes. The computer is, on the face of it, an ideal device for reviving the old luxury of random variations at the threshold of perception (quite a different thing from chaos). But conventional typesetting software and hardware focuses instead on the unsustainable ideal of absolute control – and has been hamstrung in the past by the idea of a single glyph per character. There have been several recent attempts to introduce a layer of random variation, but all have had to work against the grain of technological development. aestheticsflaws
Waiting to repay the gift of vision Like a forest or a garden or a field, an honest page of letters can absorb – and will repay – all the attention it is given. Much type now, however, is delivered to computer screens. It is a good deal harder to make text truly legible on screen than to render streaming video. Both fine technology and great restraint are required to make the screen as restful to the eyes as ordinary paper. The underlying problem is that the screen mimics the sky instead of the earth. It bombards the eye with light instead of waiting to repay the gift of vision – like the petals of a flower, or the face of a thinking animal, or a well-made typographic page. And we read the screen the way we read the sky: in quick sweeps, guessing at the weather from the changing shapes of clouds, or in magnified small bits, like astronomers studying details. We look to it for clues and revelations more than wisdom. This makes it an attractive place for the open storage of pulverized information – names, dates, or library call numbers, for instance – but not so good a place for thoughtful text. lightgardens
Respect Respect the text first of all, the letterforms second, the type designer third, the foundry fourth. The needs of the text should take precedence over the layout of the font, the integrity of the letterforms over the ego of the designer, the artistic sensibility of the designer over the foundry’s desire for profit, and the founder’s craft over a good deal else. typography
Little by little Check every text you set to see where improvements can be made. Then return to the font and make them. Little by little, you and the instrument – the font, that is – will fuse, and the type you set will start to sing. Remember, though, this process never ends. There is no such thing as the perfect font. repair
An end in itself Typography, like language, is more important to me for what it allows to happen than for anything it accomplishes on its own. I hope that in writing a book on the subject I have not given the impression that either typography or design is an end in itself. typography
Not as a star But I’m warning you, this is my last existence. Not as a swallow, not as a maple, not as a cat-tail and not as a star. Anna Akhmatova deathzen