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
A Burglar's Guide to the City A Book by Geoff Manaugh burglarsguide.com To commune with the spaceEvery building is infinitePutting the streets to useTopology by other meansBurglary's White Whale+13 More Picking locks with audio technologyThe axis of movementLearning to walk through walls architecturecitiesurbanismcrimetheft
To commune with the space ...having realized long ago that the best way to commune with an architectural space was by breaking into it. crime
Every building is infinite For the burglar, every building is infinite. House of Leaves architecture
Putting the streets to use Tad Friend writes, if you build “nine hundred miles of sinuous highway and twenty-one thousand miles of tangled surface streets” in one city alone, then you’re going to find at least a few people who want to put those streets to use. This suggests that every city blooms with the kinds of crime most appropriate to its form. Burglary's White Whale transportationurbanismcrime
Topology by other means The burglar is a three-dimensional actor amid the two-dimensional surfaces and objects of the city. This means operating with a fundamentally different spatial sense of how architecture should work, and how one room could be connected to another. It means seeing how a building can be stented: engineering short-circuits where mere civilians, altogether less aggressive users of the city, would never expect to find them. Burglary is topology pursued by other means: a new science of the city, proceeding by way of shortcuts, splices, and wormholes. spacetopology
Burglary's White Whale If all cities already contain the crimes that will occur there, then, taken to its logical conclusion, this suggests there might be a kind of Moby-Dick of crime, a White Whale of urban burglary: a town or city so badly designed that the entire place can be robbed in one go. Putting the streets to useInvisible Cities
Tarzan of the concrete jungle Weissmuller was most famous for playing Tarzan, and swinging into his apartment from a ledge outside had a wild irony, like some new Tarzan of the concrete jungle updating the character for an urban age.
The source code for SimCity Local Code was Sorkin’s attempt to design a whole city from scratch—with one big twist. The whole thing had been written as if it were the byzantine, nearly impossible to follow codes and regulations for an entire, hypothetical metropolis. The effect is like stumbling upon the source code for SimCity. Sorkin’s exhaustively made point was that, if you know everything about a given metropolis, from its plumbing standards to its parking requirements, its sewer capacity to the borders of its school districts, then you could more or less accurately imagine the future form of that city from the ground up. Local Code: The Constitution of a City at 42º N Latitude rulesregulations
Architectural dark matter Every building had its rhythms. These service corridors were the internal hinterlands—the architectural dark matter—so beloved by Bill Mason. Sonorisms I euphonyinfrastructure
Vamburglars Burglary was originally only possible in a household or dwelling; the very word contains an etymological variant on the Latin burgus, for “castle” or “fortified home” (from which other words, such as burgher and even borough, also derive). Common law definitions of burglary also originally required the person to break into a house or dwelling at night. Giving historical burglary an oddly vampiric dimension, you could not, legally speaking, be a burglar while the sun was still out. darkness
The close Think of it as an invisible geometric shape perceptible only to lawyers—a conceptual pane of glass that might not have kept the rain out but could, for legal purposes, be used to define the original limits of the car’s interior. This is the close, and defining it is ultimately just a form of connecting the dots: drawing an imaginary line from the corner of an open window to the edge of a nearby wall to the front gate of a home garden, and so on. Breaking the close thus constitutes entry into a “protected interior” or “specified enclosure". law
To deter crime “To deter crime,” Cisneros explains, “spaces should convey to would-be intruders a strong sense that if they enter they are very likely to be observed, to be identified as intruders, and to have difficulty escaping.” Eyes on the street
Architectural sequences Noted designer and architectural theorist Bernard Tschumi would call the predictable repetition of events inside an architectural space a sequence: a linear series of actions and behaviors that are at least partially determined by the design of the space itself. Architectural screenplays architecturebehaviorux
Architectural screenplays Tschumi began to explore this notion through what he called screenplays: each “screenplay” was a black-and-white diagram breaking down a range of events that might occur inside an architectural space. Tschumi drew them in a way that resembled dance notation or the spatial analysis of a film scene. Architectural sequences
The City of Light Streetlights were one of many new patrol tools implemented by Louis XIV’s lieutenant general of police, Gabriel Nicolas de la Reynie. De la Reynie’s plan ordered that lanterns be hung over the streets every sixty feet—with the unintended side effect that Paris soon gained its popular moniker, the City of Light. The world’s most romantic city takes its nickname from a police operation. urbanism
Spatial expectations Loya, who served seven years in prison for multiple bank heists before becoming a writer, explained to me that it was during the getaway that he often had the best chance of thwarting people’s spatial expectations. In his case, this meant that what he did immediately after leaving the bank was often the most important decision of all. Bandits
The getaway to end all getaways Any attempt to track down the perfect getaway is made all the more complex because almost everything we know about burglary—including how they did (or did not) get away—comes from the burglars we’ve caught. As sociologist R. I. Mawby pithily phrases this dilemma, “Known burglars are unrepresentative of burglars in general.” Great methodological despair is hidden in such a comment. Studying burglary is thus a strangely Heisenbergian undertaking, riddled with uncertainty and distorted by moving data points. The getaway to end all getaways—the one that leaves us all scratching our heads—to no small extent remains impossible to study. failure
Every heist is a counterdesign Heists obsess people because of what they reveal about architecture’s peculiar power: the design of new ways of moving through the world. Every heist is thus just a counterdesign—a response to the original architect. crimearchitecture
All the things we want to do This is precisely where “burglary” becomes a myth, a symbol, a metaphor: it stands in for all the things people really want to do with the built environment, what they really want to do to sidestep the obstacles of their lives. Rage rooms urbanismlife