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
The Mind of the Maker
Looking at man, [the author of Genesis] sees in him something essentially divine, but when we turn back to see what he says about the original upon which the “image” of God was modelled, we find only the single assertion, “God created”. The characteristic common to God and man is apparently that: the desire and the ability to make things.
Only in terms of other things
No legislation could prevent the making of verbal pictures: God walks in the garden, He stretches out His arm, His voice shakes the cedars, His eyelids try the children of men. To forbid the making of pictures about God would be to forbid thinking about God at all, for man is so made that he has no way to think except in pictures. But continually, throughout the history of the Jewish-Christian Church, the voice of warning has been raised against the power of the picture-makers: “God is a spirit”, “without body, parts or passions”; He is pure being, “I AM THAT I AM”.
The fact is, that all language about everything is analogical; we think in a series of metaphors. We can explain nothing in terms of itself, but only in terms of other things.
I mix it with two in my thought
It is the artist who, more than other men, is able to create something out of nothing. A whole artistic work is immeasurably more than the sum of its parts.
“I mix it with two in my thought”; this is the statement of the fact of universal experience that the work of art has real existence apart from its translation into material form.
Towards a synthesis of experience
The artist does not recognise that the phrases of the creeds purport to be observations of fact about the creative mind as such, including his own; while the theologian, limiting the application of the phrases to the divine Maker, neglects to inquire of the artist what light he can throw upon them from his own immediate apprehension of truth. The confusion is as though two men were to argue fiercely whether there was a river in a certain district or whether, on the contrary, there was a measurable volume of H2O moving in a particular direction with an ascertainable velocity; neither having any suspicion that they were describing the same phenomenon.
Our minds are not infinite; and as the volume of the world’s knowledge increases, we tend more and more to confine ourselves, each to his special sphere of interest and to the specialised metaphor belonging to it. The analytic bias of the last three centuries has immensely encouraged this tendency, and it is now very difficult for the artist to speak the language of the theologian, or the scientist the language of either. But the attempt must be made; and there are signs everywhere that the human mind is once more beginning to move towards a synthesis of experience.
And these three are one
For every work [or act] of creation is threefold, an earthly trinity to match the heavenly.
First, [not in time, but merely in order of enumeration] there is the Creative Idea, passionless, timeless, beholding the whole work complete at once, the end in the beginning: and this is the image of the Father.
Second, there is the Creative Energy [or Activity] begotten of that idea, working in time from the beginning to the end, with sweat and passion, being incarnate in the bonds of matter: and this is the image of the Word.
Third, there is the Creative Power, the meaning of the work and its response in the lively soul: and this is the image of the indwelling Spirit.
And these three are one, each equally in itself the whole work, whereof none can exist without other: and this is the image of the Trinity.
"The right phrase"
How can we know that the Idea itself has any real existence apart from the Energy? Very strangely; by the fact that the Energy itself is conscious of referring all its acts to an existing and complete whole.
Quite simply, every choice of an episode, or a phrase, or a word is made to conform to a pattern of the entire book, which is revealed by that choice as already existing. This truth, which is difficult to convey in explanation, is quite clear and obvious in experience. It manifests itself plainly enough when the writer says or thinks: “That is, or is not, the right phrase”—meaning that it is a phrase which does or does not correspond to the reality of the Idea.
The argument carried on in a sphere
We need not allow ourselves to be abashed by any suggestion that the old metaphors are out of date and ought to be superseded. We have only to remember that they are, and always were, metaphors, and that they are still “living” metaphors so long as we use them to interpret direct experience. Metaphors only become dead when the metaphor is substituted for the experience, and the argument carried on in a sphere of abstraction without being at every point related to life.
A diversity within its unity
The vital power of an imaginative work demands a diversity within its unity; and the stronger the diversity, the more massive the unity.
The work is what it means
It is desirable to bear in mind—when dealing with the human maker at any rate—that his chosen way of revelation is through his works. To persist in asking, as so many of us do, “What did you mean by this book?” is to invite bafflement: the book itself is what the writer means.
Writing for the stage
From experience I am inclined to think that one reason why writing for the stage is so much more interesting than writing for publication is the very fact that, when the play is acted, the free will of the actor is incorporated into the written character.
In conformity with its proper nature
If the characters and the situation are rightly conceived together, as integral parts of the same unity, then there will be no need to force them to the right solution of that situation. If each is allowed to develop in conformity with its proper nature, they will arrive of their own accord at a point of unity, which will be the same unity that pre-existed in the original idea.
This is my clamhood
It was said, sneeringly, by someone that if a clam could conceive of God, it would conceive of Him in the shape of a great, big clam. Naturally. And if God has revealed Himself to clams, it could only be under conditions of perfect clamhood, since any other manifestation would be wholly irrelevant to clam nature. By incarnation, the creator says in effect: “See! this is what my eternal Idea looks like in terms of my own creation; this is my manhood, this is my clamhood.
Only so much of the mind
Though the autobiography “is” the author in a sense in which his other works are not, it can never be the whole of the author. It is still a formal expression and bound by the limitations of all material form, so that though it is a true revelation it is only a partial revelation: it incorporates only so much of the mind as matter is capable of containing.
To know evil
For to know evil, for them, was to know it not by pure intelligence by by experience.
A time when time was not
Darkness cannot say: “I precede the coming light”, but there is a sense in which light can say, “Darkness preceded me”.
Doubtless there is an event, X, in the future, by reference to which we may say that we are at present in a category of Not-X, but until X occurs, the category of Not-X is without reality. Only X can give reality to Not-X; that is to say, Not-Being depends for its reality upon Being. In this way we may faintly see how the creation of Time may be said automatically to create a time when Time was not, and how the Being of God can be said to create a Not-Being that is not God.
These alien wills
Unfortunately his creation is only safe from the interference of other wills so long as it remains in his head. By materialising his poem—that is, by writing it down and publishing it, he subjects it to the impact of alien wills. These alien wills can, if they like, become actively aware of all the possible wrong words and call them into positive being. They can, for example, misquote, misinterpret, or deliberately alter the poem. This evil is contingent upon the poet’s original good: you cannot misquote a poem that is not there, and the poet is (in that sense) responsible for all subsequent misquotations of his work. But one can scarcely hold him guilty of them.
When we say we know Hamlet
When we say we “know Hamlet”, we do not mean merely that we can memorise the whole succession of words and events in Hamlet. We mean that we have in our minds an awareness of Hamlet as a complete whole—“the end in the beginning”. We can prove this by observing how differently we feel when seeing a performance of Hamlet on the one hand and an entirely new play on the other.
A fresh focus of power
The demand for “originality”—with the implication that the reminiscence of other writers is a sin against originality and a defect in the work—is a recent one and would have seemed quite ludicrous to poets of the Augustan Age, or of Shakespeare’s time. The traditional view is that each new work should be a fresh focus of power through which former streams of beauty, emotion, and reflection are directed. This view is adopted, and perhaps carried to excess, by writers like T. S. Eliot, some of whose poems are a close web of quotations and adaptations, chosen for their associative value, or like James Joyce, who makes great use of the associative value of sounds and syllables.
Some secret stirring in the world
There is some secret stirring in the world,
A thought that seeks impatiently its word.To stand independent of himself
The creator’s love for his work is not a greedy possessiveness; he never desires to subdue his work to himself but always to subdue himself to his work. The more genuinely creative he is, the more he will want his work to develop in accordance with its own nature, and to stand independent of himself.
What can be called a response
With living, though unconscious, matter, the creator must still adapt the work to the material, though here he experiences something that can without undue anthropomorphism be called a “response”; plants “respond” to cultivation and cross-fertilization in a sense rather different from that in which iron may be said to “respond” to hammering.
A passive beauty of right structure
The human maker, working in unself-conscious matter, receives no worship from his creatures, since their will is no part of his material; he can only receive the response of their nature, and he is alone in fault if that response is not forthcoming. If he tortures his material, if the stone looks unhappy when he has wrought it into a pattern alien to its own nature, if his writing is an abuse of language, his music a succession of unmeaning intervals, the helpless discomfort of his material universe is a reproach to him alone; similarly, if he respects and interprets the integrity of his material, the seemliness of the ordered work proclaims his praise, and his only, without will, but in a passive beauty of right structure.
Father-, son-, and ghost-ridden
We may properly and profitably amuse ourselves by distinguishing those writers who are respectively “father-ridden”, “son-ridden”, and “ghost-ridden”.
It is the mark of the father-ridden that they endeavour to impose the Idea directly upon the mind and senses, believing that this is the whole of the work.
Among the son-ridden, we may place such writers as Swinburne, in whom the immense ingenuity and sensuous loveliness of the manner is developed out of all proportion to the tenuity of the ruling idea.
The ghost-ridden writer, on the other hand, conceives that the emotion which he feels is in itself sufficient to awaken response, without undergoing discipline of a thorough incarnation, and without the coherence that derives from reference to a controlling idea. Such a man may write with the tears streaming down his cheeks, and yet produce nothing but turgid rhetoric, flat insipidity, or the absurdities of an Amanda Ros.
Running into the sand
His whole creative history is that of great rivers running into the sand
Not as the scribblers
What writer whose trinity was strongly co-ordinated would even dream of revising his work to conform with the majority report of a committee? Those whose Idea is in full control are especially obstinate and impervious to criticism; for in speaking for the father they speak with authority and not as the scribblers.
Failure in the ghost
Whereas failure in the father may be roughly summed up as a failure in Thought and failure in the son as a failure in Action, failure in the ghost is a failure in Wisdom—not the wisdom of the brain, but the more intimate and instinctive wisdom of the heart and bowels.
The unghosted are not unintelligent, nor yet idle or unskilled; it is simply that there are certain things which they do not know and seem incapable of knowing. Under the terms of our analogy, failure in the ghost is the characteristic failure of the unliterary writer and the inartistic artist.
A distressing trait of the unghosted is their complacency; they walk and talk, and do not know that they are dead. Neither, of course, are they alive to the deadness of their own creation. How should they be? Only the living can draw any distinction between death and life.
Violence to the very structure of our being
If we conclude that creative mind is in fact the very grain of the spiritual universe, we cannot arbitrarily stop our investigations with the man who happens to work in stone, or paint, or music, or letters. We shall have to ask ourselves whether the same pattern is not also exhibited in the spiritual structure of every man and woman. And, if it is, whether, by confining the average man and woman to uncreative activities and an uncreative outlook, we are not doing violence to the very structure of our being. If so, it is a serious matter, since we have seen already the unhappy results of handling any material in a way that runs counter to the natural law of its structure.
It will revenge itself in judgment
To the average man, life presents itself, not as material malleable to his hand, but as a series of problems of extreme difficulty, which he has to solve with the means at his disposal. And he is distressed to find that the more means he can dispose of—such as machine-power, rapid transport, and general civilised amenities, the more his problems grow in hardness and complexity. This is particularly disconcerting to him, because he has been frequently told that the increase of scientific knowledge would give him “the mastery over nature”—which ought, surely, to imply mastery over life.
Perhaps the first thing that he can learn from the artist is that the only way of “mastering” one’s material is to abandon the whole conception of mastery and to co-operate with it in love: whosoever will be a lord of life, let him be its servant. If he tries to wrest life out of its true nature, it will revenge itself in judgment, as the work revenges itself upon the domineering artist.
The solution of the age
The concept of “problem and solution” is as meaningless, applied to the act of creation, as it is when applied to the act of procreation. To add John to Mary in a procreative process does not produce a “solution” of John’s and Mary’s combined problem; it produces George or Susan, who (in addition to being a complicating factor in the life of his or her parents) possesses an independent personality with an entirely new set of problems.
...there is no strictly mathematical or detective-story sense in which it can be said that the works of a poet are the “solution” of the age in which he lived...The artist does not see life as a problem to be solved, but as a medium for creation.
That anything in this world should be inevitable
We do not so much fear the pains of dying, as feel affronted by the notion that anything in this world should be inevitable.
In a day and hour which we know not
“We are at work now upon various devices”, says some harassed spokesman; and the imagination sees “us” industriously assembling the device, as though it had been delivered in parts from a celestial workshop, and had only to be fitted together according to the book of instructions and put into use the same evening. That is not creation’s way. There is the wayward, the unpredictable, the not-to-be-commanded Idea, which may make its presence felt in the mind after long hours of fruitless thought and work, or suddenly after no thought at all, or after a long fallow period of unconsciousness, during which the conscious has been otherwise employed, but always in a day and an hour which we know not.
In terms which must be altered
[Life] frequently sets its problems in terms which must be altered if the problem is to be solved at all.
The unending labour of creation
Now the artist does not behave like this. He may finish a book, as we may finish a war or set up the machinery of a League, and he may think it is very good and allow his Energy a brief sabbath of repose. But he knows very well that this is only a pause in the unending labour of creation.
Each chapter concluded is only a day’s end in the course of the book; each book concluded is only a year’s end in the course of a life’s pilgrimage. Or, if you like the metaphor better, it is a “still” cut out and thrown off from the endless living picture which his creative mind reels out. It is a picture in itself, but it only leads from the picture behind it to the picture in front of it, as part of a connected process.
To see the fulfillment of the work
It is true that [the artist], like everybody else, derives remuneration from his work (though not, strictly speaking, profit in the financial sense, of the word, since what he invests in his work is not money but time and skill, whose returns cannot be calculated in percentages). The remuneration is frequently beyond the amount necessary to enable him to go on working. What is remarkable about him is the way in which he commonly employs the escape-from-work which the extra remuneration allows him. If he is genuinely an artist, you will find him using his escape-from-work in order to do what he calls “my own work”, and nine times out of ten, this means the same work (i.e. the exercise of his art) that he does for money. The peculiar charm of his escape is that he is relieved, not from the work but from the money.
What distinguishes him here from the man who works to live is, I think, his desire to see the fulfilment of the work.