1. ⁘  ⁘  ⁘
  2. ⁘  ⁘  ⁘
  3. Abo, Akinori 9
  4. aesthetics 19
  5. agile 30
  6. Albers, Josef 17
  7. Alexander, Christopher 135
  8. Alexander, Scott 5
  9. Allsopp, John 4
  10. Ammer, Ralph 6
  11. Anderson, Gretchen 7
  12. anxiety 9
  13. Appleton, Maggie 5
  14. Aptekar-Cassels, Wesley 5
  15. Arango, Jorge 4
  16. architecture 109
  17. art 84
  18. Asimov, Isaac 5
  19. attention 17
  20. Auping, Michael 6
  21. Aurelius, Marcus 14
  22. Bachelard, Gaston 12
  23. Baker, Nicholson 10
  24. beauty 57
  25. Behrensmeyer, Anna K. 7
  26. Bell, Larry 3
  27. Bjarnason, Baldur 5
  28. Blake, William 5
  29. blogging 20
  30. body 11
  31. Boeing, Geoff 7
  32. boredom 9
  33. Botton, Alain de 38
  34. Brand, Stewart 4
  35. Bringhurst, Robert 16
  36. Brooks, Frederick P. 22
  37. Broskoski, Charles 6
  38. brutalism 7
  39. building 16
  40. bureaucracy 12
  41. Burnham, Bo 9
  42. business 14
  43. Byron, Lord 14
  44. Cagan, Marty 6
  45. Calvino, Italo 21
  46. Camus, Albert 13
  47. Carruth, Shane 15
  48. Cegłowski, Maciej 6
  49. Cervantes, Miguel de 7
  50. chance 10
  51. change 16
  52. Chiang, Ted 4
  53. Chimero, Frank 17
  54. choice 7
  55. cities 51
  56. Clark, Robin 3
  57. Cleary, Thomas 8
  58. Cleary, J.C. 8
  59. code 20
  60. collaboration 16
  61. collections 30
  62. Collison, Simon 3
  63. color 23
  64. commonplace 10
  65. communication 31
  66. community 7
  67. complexity 11
  68. connection 24
  69. constraints 25
  70. construction 9
  71. content 9
  72. Corbusier, Le 13
  73. Coyier, Chris 4
  74. craft 65
  75. creativity 58
  76. crime 9
  77. Critchlow, Tom 5
  78. critique 10
  79. Cross, Nigel 12
  80. Cross, Anita Clayburn 10
  81. css 11
  82. culture 13
  83. curiosity 11
  84. cycles 7
  85. Danielewski, Mark Z. 4
  86. darkness 28
  87. Darwin, Will 10
  88. data 8
  89. death 37
  90. Debord, Guy 6
  91. decisions 9
  92. design 130
  93. details 29
  94. Dickinson, Emily 9
  95. Dieste, Eladio 4
  96. discovery 9
  97. doors 7
  98. Dorn, Brandon 11
  99. drawing 23
  100. Drucker, Peter F. 15
  101. Duany, Andres 18
  102. Eatock, Daniel 4
  103. economics 13
  104. efficiency 7
  105. Eisenman, Peter 8
  106. Eliot, T.S. 14
  107. emotion 8
  108. emptiness 6
  109. ending 14
  110. engineering 11
  111. Eno, Brian 4
  112. ethics 14
  113. euphony 38
  114. Evans, Benedict 4
  115. evolution 8
  116. experience 14
  117. farming 7
  118. fashion 11
  119. features 25
  120. feedback 6
  121. flaws 10
  122. Flexner, Abraham 8
  123. food 16
  124. form 18
  125. Fowler, Martin 4
  126. Franklin, Ursula M. 30
  127. friendship 6
  128. fun 7
  129. function 31
  130. games 12
  131. gardens 24
  132. Garfield, Emily 4
  133. Garfunkel, Art 6
  134. geography 8
  135. geometry 18
  136. goals 9
  137. Gombrich, E. H. 4
  138. goodness 12
  139. Graham, Paul 37
  140. graphics 13
  141. Greene, Erick 6
  142. Hamming, Richard 45
  143. happiness 17
  144. Harford, Tim 3
  145. Harper, Thomas J. 15
  146. Hayes, Brian 28
  147. heat 7
  148. Heinrich, Bernd 7
  149. Herbert, Frank 4
  150. Heschong, Lisa 27
  151. Hesse, Herman 6
  152. history 13
  153. Hoffman, Yoel 10
  154. Hofstadter, Douglas 6
  155. home 15
  156. Hoy, Amy 4
  157. Hoyt, Ben 5
  158. html 10
  159. Hudlow, Gandalf 4
  160. humanity 16
  161. humor 6
  162. Huxley, Aldous 7
  163. hypermedia 22
  164. i 18
  165. ideas 19
  166. identity 33
  167. images 10
  168. imperfections 6
  169. industry 9
  170. information 42
  171. infrastructure 17
  172. innovation 14
  173. interaction 10
  174. interest 10
  175. interfaces 35
  176. intuition 8
  177. invention 9
  178. Irwin, Robert 65
  179. Isaacson, Walter 28
  180. Ishikawa, Sara 33
  181. iteration 13
  182. Ive, Jonathan 6
  183. Jackson, Steven J. 14
  184. Jacobs, Jane 54
  185. Jacobs, Alan 5
  186. Jobs, Steve 20
  187. Jones, Nick 5
  188. Kahn, Louis 4
  189. Kakuzō, Okakura 23
  190. Kaufman, Kenn 4
  191. Keith, Jeremy 6
  192. Keller, Jenny 10
  193. Kelly, Kevin 3
  194. Keqin, Yuanwu 8
  195. Ketheswaran, Pirijan 5
  196. Kingdon, Jonathan 5
  197. Kitching, Roger 7
  198. Klein, Laura 4
  199. Kleon, Austin 13
  200. Klinkenborg, Verlyn 24
  201. Klyn, Dan 20
  202. knowledge 27
  203. Kohlstedt, Kurt 11
  204. Kramer, Karen L. 10
  205. Krishna, Golden 10
  206. Kuma, Kengo 18
  207. language 20
  208. learning 29
  209. life 57
  210. light 31
  211. loneliness 12
  212. love 25
  213. Lovell, Sophie 16
  214. Lupton, Ellen 11
  215. Luu, Dan 8
  216. Lynch, Kevin 12
  217. MacIver, David R. 7
  218. MacWright, Tom 5
  219. Magnus, Margaret 12
  220. making 77
  221. management 14
  222. Manaugh, Geoff 27
  223. Markson, David 16
  224. Mars, Roman 13
  225. material 39
  226. math 16
  227. McCarter, Robert 21
  228. meaning 32
  229. media 16
  230. melancholy 50
  231. memory 28
  232. metaphor 10
  233. metrics 19
  234. microsites 47
  235. Miller, J. Abbott 10
  236. Mills, C. Wright 9
  237. minimalism 10
  238. Miyazaki, Hayao 30
  239. Mod, Craig 15
  240. Mollison, Bill 31
  241. morality 8
  242. Murakami, Haruki 21
  243. music 15
  244. Müller, Boris 7
  245. Naka, Toshiharu 8
  246. names 11
  247. Naskrecki, Piotr 5
  248. nature 51
  249. networks 15
  250. Noessel, Christopher 7
  251. notetaking 33
  252. novelty 9
  253. objects 15
  254. order 10
  255. organization 6
  256. ornament 9
  257. Orwell, George 7
  258. Ott, Matthias 4
  259. Pallasmaa, Juhani 41
  260. Palmer, John 8
  261. patterns 11
  262. Patton, James L. 9
  263. Pawson, John 21
  264. perception 22
  265. perfection 7
  266. performance 17
  267. Perrine, John D. 9
  268. Petroski, Henry 24
  269. photography 20
  270. physics 6
  271. Pinker, Steven 8
  272. place 14
  273. planning 15
  274. Plater-Zyberk, Elizabeth 18
  275. poetry 13
  276. politics 9
  277. Pollan, Michael 6
  278. practice 10
  279. problems 29
  280. process 22
  281. production 7
  282. productivity 12
  283. products 18
  284. programming 8
  285. progress 15
  286. Pye, David 42
  287. quality 25
  288. questions 8
  289. Radić, Smiljan 20
  290. Rams, Dieter 16
  291. Rao, Venkatesh 14
  292. reading 16
  293. reality 13
  294. Reichenstein, Oliver 5
  295. religion 11
  296. Rendle, Robin 12
  297. repair 27
  298. research 17
  299. Reveal, James L. 4
  300. Richards, Melanie 3
  301. Richie, Donald 10
  302. Rougeux, Nicholas 4
  303. Rowe, Peter G. 10
  304. Rupert, Dave 4
  305. Ruskin, John 5
  306. Satyal, Parimal 9
  307. Saval, Nikil 13
  308. Sayers, Dorothy 32
  309. Schaller, George B. 7
  310. Schwulst, Laurel 5
  311. science 17
  312. seeing 36
  313. Sennett, Richard 45
  314. senses 11
  315. Seuss, Dr. 14
  316. Shakespeare, William 4
  317. Shorin, Toby 8
  318. silence 9
  319. Silverstein, Murray 33
  320. Simms, Matthew 19
  321. Simon, Paul 6
  322. simplicity 14
  323. Singer, Ryan 11
  324. skill 17
  325. Sloan, Robin 4
  326. Smith, Cyril Stanley 29
  327. Smith, Justin E. H. 6
  328. Smith, Rach 4
  329. socializing 7
  330. society 23
  331. software 65
  332. solitude 12
  333. Somers, James 8
  334. Sorkin, Michael 56
  335. sound 13
  336. space 20
  337. Speck, Jeff 18
  338. speech 6
  339. spirit 10
  340. streets 10
  341. structure 13
  342. Strunk, William 15
  343. Ström, Matthew 13
  344. style 30
  345. Sun, Chuánqí 15
  346. symbols 12
  347. systems 18
  348. Sōetsu, Yanagi 34
  349. Sōseki, Natsume 8
  350. Tanaka, Tomoyuki 9
  351. Tanizaki, Jun'ichirō 15
  352. taste 10
  353. Taylor, Dorian 16
  354. teaching 21
  355. teamwork 16
  356. technology 39
  357. texture 7
  358. thinking 30
  359. Thoreau, Henry David 8
  360. time 54
  361. Tolkien, J.R.R. 6
  362. tools 32
  363. touch 8
  364. transportation 16
  365. Trombley, Nick 44
  366. truth 15
  367. Tufte, Edward 31
  368. Turrell, James 6
  369. typography 25
  370. understanding 32
  371. urbanism 68
  372. ux 100
  373. Victor, Bret 9
  374. Viollet-le-Duc, Eugène 4
  375. vision 7
  376. visualization 34
  377. Voltaire 4
  378. wabi-sabi 8
  379. walking 23
  380. Wallace, David Foster 33
  381. walls 6
  382. Wang, Shawn 6
  383. war 7
  384. waste 12
  385. Watterson, Bill 4
  386. Webb, Matt 14
  387. Wechler, Lawrence 37
  388. whimsy 10
  389. White, E.B. 15
  390. Wirth, Niklaus 6
  391. wisdom 20
  392. Wittgenstein, Ludwig 7
  393. Woolf, Virginia 11
  394. words 35
  395. work 78
  396. writing 55
  397. Wurman, Richard Saul 18
  398. www 87
  399. Yamada, Kōun 5
  400. Yamashita, Yuhki 4
  401. Yudkowsky, Eliezer 17
  402. zen 38
  403. ⁘  ⁘  ⁘
  404. About
  405. RSS Feed
  406. Source

Teaching, Instruction, Education

Close
  • 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
    1. ​​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
    1. ​​Student's future, not teacher's past​​
    2. ​​I 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
    • teaching
    • reading
  • 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
    1. ​​Such tortuous syntax​​
    • knowledge
    • teaching
    • ux
  • 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
    • teaching
    • art
  • 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
    • learning
    • teaching
    • wisdom
  • 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
    • teaching
    • questions
  • 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
    1. ​​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
    • life
    • teaching
  • 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
    • understanding
    • teaching
  • 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
    • teaching
    • skill
  • 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
    • learning
    • teaching
  • 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
    • religion
    • teaching
  • 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
    • style
    • teaching
  • Interaction of Color

    A Book by Josef Albers
    yalebooks.yale.edu
    1. ​​The deception of color​​
    2. ​​Practice before theory​​
    3. ​​50 reds​​
    4. ​​Not the what but the how​​
    5. ​​Scotopic seeing​​
    1. ​​Irwin Fluorescents​​
    • color
    • graphics
    • communication
    • teaching
  • 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

See also:
  1. learning
  2. understanding
  3. wisdom
  4. life
  5. reading
  6. questions
  7. skill
  8. religion
  9. style
  10. color
  11. graphics
  12. communication
  13. art
  14. knowledge
  15. ux
  1. Richard Sennett
  2. Josef Albers
  3. Lawrence Wechler
  4. Robert Irwin
  5. Richard Hamming
  6. David Markson
  7. Frank Chimero
  8. Abraham Flexner
  9. Dan Klyn
  10. David Foster Wallace
  11. Ellen Lupton
  12. J. Abbott Miller
  13. Steven Pinker
  14. Bill Tozier
  15. Edward Tufte