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 Nature of Order A Book by Christopher Alexander www.natureoforder.com Levels of ScaleStrong CentersBoundariesAlternating RepetitionPositive Space+10 More Strength from both mass and form architectureurbanismgoodnessbeauty
Levels of Scale Scale refers to how we perceive the size of an element or space relative to other forms around it. All things – a tea cup, a building, language, entire eco-systems – consist of smaller components. It is the relationship of the smaller elements which determines the character and degree of life of the whole. Objects which contain a high degree of life tend to contain a beautiful range of scales within, which exist at a series of well-marked intervals and have clearly recognizable jumps between them. To have good levels of scale, it is extremely important that the jumps between different scales of centers not be too great or too small. The scale of resolution determines what is seen
Strong Centers The idea of a center is at the heart of all that creates life within an object. But rather than the traditional view of an isolated geometry in space, a true center is defined not only by its internal cohesion, but by its relation to context. A strong center can only occur when other centers are intensifying it. Like levels of scale, the concept of strong centers is recursive. In something which is alive, a strong center is made of many other strong centers, at different levels, which in turn make us aware of the whole they compose.
Boundaries The articulation of a form depends to a great degree on how its surfaces are defined and meet at edges. The effect of a strong boundary is twofold: First, it focuses attention on the center, further intensifying it; and second, the boundary unites the center which it surrounds with what is beyond. For the boundary to accomplish both of these tasks – to separate and to unite – it must have a degree of presence as strong as the center which it bounds.
Alternating Repetition The principle of repetition orders recurring elements in a composition according to their proximity to one another, and by the visual characteristics they share. Elements need not be perfectly identical to be grouped in a repetitive fashion; they must merely share a common trait of size, shape, or detail characteristics allowing each element to be individually unique, yet belong to the same family. When the repetition within a group of elements occurs parallel on a number of different levels, an alternating rhythm of centers forms, one series of centers intensifying the other.
Positive Space Positive space refers to shaped space. Where an element occurs in space, the element not only exists with its own shape, but it also acts to define the shape of the space around it. For something to be whole, both the element itself and the space around it must engage one another, each intensifying the other. When this occurs, every single part of space has positive shape as a center – there are no amorphous, meaningless leftovers. Every shape should be a strong center in itself, which is in turn made up of other, smaller centers.
Good Shape Shape is the principal identifying characteristic of form, resulting from the specific configuration of a form’s surfaces and edges. Good shape happens when the surfaces and edges of a form have strong centers in every part of themselves. A good shape, even if complex, can usually be broken down easily into more simple shapes. A good shape tends to contain a high degree of internal symmetries, an overall bilateral symmetry, and a well-marked center. The good shape also creates positive space around it, is very strongly distinct from what surrounds it, and has a feeling of being closed and complete.
Local Symmetries Symmetry, or the balanced distribution of equivalent forms or spaces about a common line or point, can organize elements in architecture in two ways: an entire organization can be made symmetrical, or a symmetrical condition can occur in only a portion of the building or object, at any scale. The latter case is what we refer to as local symmetry. Overall symmetry in an object tends to look mechanical and lifeless, usually due to the fact that local symmetries are absent within the overall form. However, when there are local symmetries, centers tend to form and strengthen the whole.
Deep Interlock Forms which have a high degree of life tend to contain some type of interlock – a “hooking into” their surroundings – or an ambiguity between element and context, either case creating a zone belonging to both the form and to its surroundings, making it difficult to disentangle the two. The interlock, or ambiguity, strengthens the centers on either side, which are intensified by the new center formed between the two. The versatility of flat surfacesStrength from both mass and form168. Connection to the EarthInterlockingProtected, yet tuned in naturearchitecture
Contrast Works of art which have great life often have intense contrast within: rough/smooth, solid/void, loud/silent, empty/full. It is the difference between opposites which gives birth to something. Contrast is what often gives other principles their degree of life – the intensity of the boundary, the markedness of the alternating repetition. Contrast strengthens centers by making each a deeper entity of itself, and thereby giving deeper meaning to both. It is, at its simplest, what allows us to differentiate. But meaningless contrast remains meaningless. It is only when centers are actively, mutually, and meaningfully composed that it acts to deepen the whole. contrast
Graded Variation Gradients must arise simply because in the natural world, things vary in size, spacing, intensity, and character. All living things tend to have a certain softness. One quality changes slowly, not suddenly, across space to become another. In something which has life, throughout the whole there are graded fields of variation, often moving from the center to the boundary or vice-versa. We are able to read the character of a larger center often because of the gradation of smaller centers across the larger form.
Roughness Roughness is the odd shape, the quick brush stroke, the irregular column size or spacing, the change in pattern at the corner – it is adjusting to conditions as they present themselves with meaning, but without ego or contrived deliberation. Though it may look superficially flawed, especially with human perception accustomed to mass-produced regularity and perfection as a goal, an object with roughness is often more precise because it comes about from paying attention to what matters most, and letting go of what matters less. flawswabi-sabi
Echoes When echoes are present within a design, all the various smaller elements and centers, from which the larger centers are made, have a certain sameness of character. There are deep internal similarities, or echoes of one another, which tie all the elements and centers together at various scales to form a cohesive unity of being.
The Void Objects or elements which have the greatest depth, which actively draw the senses in, have at their heart an area of deep calm and stillness – a void bounded by and contrasted with an area of intense centers around it. When an element becomes all detail, its own constant buzz tends to dilute its overall strength. Like a musical wall of sound, it pushes against our perception to produce a flat field-like state. Conversely, it is the pause which allows us to interlock with a piece of music and feel its depth. The presence of void, at many scales, provides a contrasting calm to alleviate the buzz and strengthen the center. zen
Inner Calm Living things tend to have a special simplicity, an economy developed over time in which all things unnecessary, or not supporting the whole, are removed. This does not preclude ornament, as even in nature ornament has its very necessary place. What simplicity does is cut away the meaningless attachments to an element, the things which often distract and confuse its true nature. When this is done, an object is in a state of inner calm.
Not-Separateness Not-separateness is the degree of connectedness an element has with all that is around it. A thing which has this quality feels completely at peace, because it is so deeply interconnected with its world. There is no abruptness, no sharpness, but often an incomplete edge which softens the hard boundary. The element is drawn into its setting, and the element draws its setting into itself. Not-separateness is a profound connection occurring at many scales between a center and the other centers which surround it, so that they melt into one another and become inseparable.