Learning, Practice, Mastery
Go and try
Leveling up aptitude
Thinking in situations
Naturally, practice is not preceded but followed by theory.
Such study promotes a more lasting teaching and learning
through experience. Its aim is development of creativeness
realized in discovery and invention – the criteria of creativity,
or flexibility, being imagination and fantasy. Altogether
it promotes “thinking in situations,” a new educational concept
unfortunately little known and less cultivated, so far.Practice before theory
Instead of mechanically applying or merely implying laws and rules
of color harmony, distinct color effects are produced
– through recognition of the interaction of color –
by making, for instance,
2 very different colors look alike, or nearly alike.The aim of such study is to develop – through experience
– by trial and error – an eye for color.
This means, specifically, seeing color action
as well as feeling color relatedness.As a general training it means development of observation and articulation.
This book, therefore, does not follow an academic conception
of “theory and practice.”
It reverses this order and places practice before theory,
which, after all, is the conclusion of practice.Amassing the archive
I once sent a camera to a client, with a request that she keep a visual diary of her newly completed house. For a number of months she duly sent me one photograph a day, of whatever caught her attention, and it was fascinating seeing the spaces from her point of view.
In part it's simply about amassing the archive, but it's also about understanding the implications of every design decision and bringing this knowledge to bear on new projects. You have to keep pushing the learning process.
The basic course
The Basic Course was a general introduction to composition, color, materials, and three-dimensional form that familiarized students with techniques, concepts, and formal relationships considered fundamental to all visual expression, whether it be sculpture, metal work, painting, or lettering. The Basic Course developed an abstract and abstracting visual language that would provide a theoretical and practical basis for any artistic endeavor.
The skill of perception
The newborn baby and the [blind man suddenly gifted with sight] do not have to learn to see. Sight is given to them. But they do have to learn to perceive. Perception is learnt and learnt slowly. Skill is required for perception as for speech. We are largely unaware of the skill we exercise. None of the things we have to learn to perceive are self-evident, or, apparently, instinctively evident. No doubt, however, we have an instinctive aptitude for this learning, and once we have learnt we cannot easily see as though we had not.
As Ruskin says, one has to strive, if one is to see with the 'Innocent Eye'.
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.
Curiosity spurred on
Methodically noting and filing resources is a sign of a mature and deliberate craftsman—it is an investment into future learning and projects. Before long, you will begin to reach the point where this collection generates projects and ideas with minimal effort; previously isolated ideas are consolidated and curiousity spurred on.
Reading
I suppose it’s because I believe you don’t really become a finer person just by reading lots of books.
Nobody was doing anything
"The thing that amazed me is that they had these drawing classes, and I'd be in there drawing like a son of a bitch, and then I'd go around and look at everybody else's drawing boards to see what was going on, and there wouldn't be anything on them! They were all talking and going through these weighty things, and nobody was doing anything."
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."
The Art of Doing Science and Engineering: Learning to Learn
A Book by Richard HammingThe Art of Doing Science and Engineering is the full expression of what "You and Your Research" outlined. It's a book about thinking; more specifically, a style of thinking by which great ideas are conceived.
The Usefulness of Useless Knowledge
An Essay by Abraham FlexnerInheriting Froebel's Gifts
A Podcast by Kurt KohlstedtFroebel’s Gifts were meant to be given in a particular order, growing more complex over time and teaching different lessons about shape, structure and perception along the way. A soft knitted ball could be given to a child just six weeks old, followed by a wooden ball and then a cube, illustrating similarities and differences in shapes and materials. Then kids would get a cylinder (which combines elements of both the ball and the cube) and it would blow their little minds. Some objects were pierced by strings or rods so kids could spin them and see how one shapes morphs into another when set into motion. Later came cubes made up of smaller cubes and other hybrids, showing children how parts relate to a whole through deconstruction and reassembly.
These perception-oriented “Gifts” would then give way to construction-oriented “Occupations.” Kids would be told to build things out of materials like paper, string, wire, or little sticks and peas that could be connected and stacked into structures.
Things you didn't know you can be bad at
An Article by David R. MacIverI wonder how many things we're all going around doing badly because the idea of not knowing how to do them well seems too ridiculous to admit to.
...You've probably never been taught to have a conversation. I've had exactly one class on it and it was in the last six months. I know damn well that many people have not self-taught this well... In general there's this entire class of implicit skills that we mostly don't think of as skills, that we're entirely self-taught on, and that we practice sufficiently non-demonstratively that we can't easily watch what other people do. The result is a very personal skill idiolect.
Some thoughts on writing
An Essay by Dan LuuBesides being unlikely to work for you even if someone is able to describe what makes their writing tick, most advice is written by people who don't understand how their writing works. This may be difficult to see for writing if you haven't spent a lot of time analyzing writing, but it's easy to see this is true if you've taken a bunch of dance classes or had sports instruction that isn't from a very good coach. If you watch, for example, the median dance instructor and listen to their instructions, you'll see that their instructions are quite different from what they actually do. People who listen and follow instructions instead of attempting to copy what the instructor is doing will end up doing the thing completely wrong. Most writing advice similarly fails to capture what's important.
Menus, Metaphors and Materials: Milestones of User Interface Design
An Article by Boris MüllerStudents traditionally learn art and design by studying the masters, analyzing, sketching and interpreting the grand visions of the past. In doing this, they get to understand the ideas, concepts and motivations behind the visual form.
In user interface design, this practice is curiously absent.
What do I need to read to be great at CSS?
An Article by Baldur BjarnasonA rule of thumb is that the importance of a blog in your feed reader is inversely proportional to their posting cadence. Prioritise the blogs that post only once a month or every couple of weeks over those that post every day or multiple times a day...Building up a large library of sporadically updated blogs is much more useful and much easier to keep up with than trying to keep up with a handful of aggregation sites every day.
What to learn
An Essay by Dan LuuWhile being an extremely broad generalist can work, it's gotten much harder to "know a bit of everything" and be effective because there's more of everything over time (in terms of both breadth and depth).
...If you watch an anime or a TV series "about" fighting, people often improve by increasing the number of techniques they know because that's an easy thing to depict but, in real life, getting better at techniques you already know is often more effective than having a portfolio of hundreds of "moves". I've personally found this to be true in a variety of disciplines.
Eulogy for Steve Jobs
An Article by Jonathan IveHe was without doubt the most inquisitive human I have ever met. His insatiable curiosity was not limited or distracted by his knowledge or expertise, nor was it casual or passive. It was ferocious, energetic and restless. His curiosity was practiced with intention and rigor.
Many of us have an innate predisposition to be curious. I believe that after a traditional education, or working in an environment with many people, curiosity is a decision requiring intent and discipline.
In larger groups our conversations gravitate towards the tangible, the measurable. It is more comfortable, far easier and more socially acceptable talking about what is known. Being curious and exploring tentative ideas were far more important to Steve than being socially acceptable.
Our curiosity begs that we learn. And for Steve, wanting to learn was far more important than wanting to be right.
I completely ignored the front end development scene for 6 months. It was fine
An Article by Rach SmithWhat I’ve learnt through experience is that the number of languages I’ve learned or the specific frameworks I’ve gained experience with matters very little. What actually matters is my ability to up-skill quickly and effectively.
If you focus on:
- learning how you best learn, and
- practicing effectively communicating the things you've learned
you can't go wrong.
Against Canvas
An Article by Alan JacobsEven with all the features and plugins, Canvas presumes certain ways of organizing classes that might not be universal, just typical. And if (like me) you’re an atypical user, you have to choose between constantly fighting with the system or gradually doing more and more things the way Canvas wants you to do them. This, by the way, is why it’s never true to say that technologies are neutral and what matters is how you use them: every technology without exception has affordances, certain actions that it makes easy, and other actions that it makes difficult or impossible. A technology whose affordances run contrary to your convictions can rob you of your independence — and any technology deployed on the scale of Canvas will inevitably do that. It will turn every teacher into an obedient Canvas-user. I don’t want to be an obedient Canvas-user.
Apprenticeship: An Internship Replacement
An Essay by Ivana McConnellUniversities are often too large, dulling the student-educator relationship. Internships are often transitory and involve large volumes of work without context or learning: building web pages or presentations from pre-built components to meet a deadline, for example. It’s work that people need to do, but it doesn’t require learning or understanding the client or the project. Thankfully, there is a middle ground that we seem to have forgotten about in tech: the apprenticeship.
Walking lessons
A TweetLecturing Birds on How to Fly, from Nassim Nicholas Taleb's Antifragile
If children started school at six months old and their teachers gave them walking lessons, within a single generation people would come to believe that humans couldn't learn to walk without going to school.
What 80% Comprehension Feels Like
An ArticleOne of the major principles of extensive reading is that if a learner can comprehend material at 98% comprehension, she will acquire new words in context, in a painless, enjoyable way. But what is 98% comprehension?
Four stages of competence
An IdeaIn psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill.
- Unconscious incompetence
- Conscious incompetence
- Conscious competence
- Unconscious competence
Re-learning to learn
An Article by Erica Heinz- Pause at the end of each chapter and try to recall it (Recall)
- Highlight relevant passages for later comparative reading
- Analyze the book once I’m finished
- Explain it to unfamiliar audiences (The Feynman technique)
- Review topics I care about at regular intervals (Space repetition)
You and Your Research
A Speech by Richard HammingThis talk centered on Hamming's observations and research on the question "Why do so few scientists make significant contributions and so many are forgotten in the long run?"
Evergreen notes
A Definition by Andy MatuschakEvergreen notes are written and organized to evolve, contribute, and accumulate over time, across projects. This is an unusual way to think about writing notes: Most people take only transient notes.
- Evergreen notes should be atomic
- Evergreen notes should be concept-oriented
- Evergreen notes should be densely linked
- Prefer associative ontologies to hierarchical taxonomies
Contrasting Concepts of Harmony in Architecture
The realm of feeling
Alexander: If you say: "Well, look, you're a feeling type, and I'm a thinking type, so let's not discuss that because we are always going to be on different sides", then it removes from this discussion what I feel to be the absolute heart and soul of the matter when it comes to buildings. Now I don't want to deny at all what you are saying about personalities. But I really cannot conceive of a properly formed attitude towards buildings, as an artist or a builder, or in any way, if it doesn't ultimately confront the fact that buildings work in the realm of feeling.
Panic
Alexander: It never occurred to me that someone could so explicitly reject the core experience of something like Chartres. It's very interesting to have this conversation. If this weren't a public situation, I'd be tempted to get into this on a psychiatric level. I'm actually quite serious about this. What I'm saying is that I understand how one could be very panicked by these kinds of feelings. Actually, it's been my impression that a large part of the history of modern architecture has been a kind of panicked withdrawal from these kinds of feelings, which have governed the formation of buildings over the last 2000 years or so.
Why that panicked withdrawal occurred, I'm still trying to find out. It's not clear to me. But I've never heard somebody say, until a few moments ago, someone say explicitly: "Yes, I find that stuff freaky. I don't like to deal with feelings. I like to deal with ideas.”
The pitched roof
Eisenman: I would argue that the pitched roof is – as Gaston Bachelard points out – one of the essential characteristics of "houseness". It was the extension of the vertebrate structure which sheltered and enclosed man. Michel Foucault has said that when man began to study man in the 19th century, there was a displacement of man from the center. The representation of the fact that man was no longer the center of the world, no longer the arbiter, and, therefore, no longer controlling artifacts, was reflected in a change from the vertebrate-center type of structure to the center-as-void.
The trick of little machines
Alexander: Up until about 1600, most of the world views that existed in different cultures did see man and the universe as more or less intertwined and inseparable ... either through the medium of what they called God or in some other way. But all that was understood. The particular intellectual game that led us to discover all the wonders of science forced us to abandon temporarily that idea. In other words, in order to do physics, to do biology, we were actually taught to pretend that things were like little machines because only then could you tinker with them and find out what makes them tick. That's all fine. It was a tremendous endeavor, and it paid off.
But it may have been factually wrong. That is, the constitution of the universe may be such that the human self and the substance that things made out of, the spatial matter or whatever you call it, are much more inextricably related than we realized. Now, I am not talking about some kind of aboriginal primitivism. I am saying that it may actually be a matter of fact that those things are more related than we realize. And that we have been trained to play a trick on ourselves for the last 300 years in order to discover certain things. Now, if that's true – there are plenty of people in the world who are beginning to say it is, by the way, certainly in physics and other related subjects – then my own contribution to that line of thought has to do with these structures of sameness that I have been talking about.
In other words, the order I was sketching out last night is ultimately, fundamentally an order produced by centers or wholes which are reinforcing each other and creating each other. Now, if all of that is so, then the pitched roof would simply come about as a consequence of all that – not as an antecedent. It would turn out that, in circumstances where one is putting a roof on a building, in the absence of other very strong forces that are forcing you to do something different, that is the most natural and simple roof to do. And, therefore, that kind of order would tend to reappear – of course, in a completely different, modern technological style – simply because that is the nature of order, not because of a romantic harkening back to past years.
Merely a building
Eisenman: Le Corbusier once defined architecture as having to do with a window which is either too large or too small, but never the right size. Once it was the right size it was no longer functioning. When it is the right size, that building is merely a building. The only way in the presence of architecture that is that feeling, that need for something other, when the window was either too large or too small.
Fucking up the world
City Hall by Rafael Moneo, Logroño, La Rioja, Spain.
Alexander : At least my experience tells me, that when a group of different people set out to try and find out what is harmonious, what feels most comfortable in such and such a situation, their opinions about it will tend to converge, if they are mocking up full-scale, real stuff. Of course, if they're making sketches or throwing out ideas, they won't agree. But if you start making the real thing, one tends to reach agreement. My only concern is to produce that kind of harmony.
The thing that strikes me about your friend's building – if I understood you correctly – is that somehow in some intentional way it is not harmonious. That is, Moneo intentionally wants to produce an effect of disharmony. Maybe even of incongruity.
Eisenman: That is correct.
Eisenman: I find that incomprehensible. I find it very irresponsible. I find it nutty. I feel sorry for the man. I also feel incredibly angry because he is fucking up the world.
A good table
Eisenman: Tolstoy wrote about the man who had so many modern conveniences in Russia that when he was adjusting the chair and the furniture, etc., that he was so comfortable and so nice and so pleasant that he didn't know – he lost all control of his physical and mental reality. There was nothing. What I'm suggesting is that if we make people so comfortable in these nice little structures of yours, that we might lull them into thinking that everything's all right, Jack, which it isn't. And so the role of art or architecture might be just to remind people that everything wasn't all right.
Alexander: I can't, as a maker of things, I just can't understand it. I do not have a concept of things in which I can even talk about making something in the frame of mind you are describing. I mean, to take a simple example, when I make a table I say to myself: "All right, I'm going to make a table, and I'm going to try to make a good table." And of course, then from there on I go to the ultimate resources I have and what I know, how well I can make it. But for me to then introduce some kind of little edge, which starts trying to be a literary comment, and then somehow the table is supposed to be at the same time a good table, but it also is supposed to be I don't know what; a comment on nuclear warfare, making a little joke, doing various other things... I'm practically naive; it doesn't make sense to me.