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 Pattern Language A Book by Christopher Alexander, Murray Silverstein & Sara Ishikawa www.goodreads.com Its place in the web of nature9. Scattered Work21. Four-Story Limit51. Green Streets53. Main Gateways+27 More Deliberate actspatternsof.design125 Best Architecture BooksThe Timeless Way of BuildingThe design systems between usCollaborative Information Architecture at Scale architectureurbanismlifeconstruction
Its place in the web of nature This is a fundamental view of the world. It says that when you build a thing you cannot merely build that thing in isolation, but must also repair the world around it, and within it, so that the larger world at that one place becomes more coherent, and more whole; and the thing which you make takes its place in the web of nature, as you make it. Crafting repair imakingnature
9. Scattered Work Problem The artificial separation of houses and work creates intolerable rifts in people’s inner lives. Solution Use zoning laws, neighborhood planning, tax incentives, and any other means available to scatter workplaces throughout the city. Prohibit large concentrations of work without family life around them. Prohibit large concentrations of family life without workplaces around them. Men are not an abstraction work
21. Four-Story Limit Problem There is abundant evidence to show that high buildings make people crazy. Solution In any urban area, no matter how dense, keep the majority of buildings four stories high or less. It is possible that certain buildings should exceed this limit, but they should never be buildings for human habitation. In every skyscraperIt begins with a trip down the stairsLow wooden silhouettesSkyscrapers are frowned upon citiesurbanismhome
51. Green Streets Problem There is too much hot hard asphalt in the world. A local road, which only gives access to buildings, needs a few stones for the wheels of the cars; nothing more. Most of it can still be green. Solution On local roads, closed to through traffic, plant grass all over the road and set occasional paving stones into the grass to form a surface for the wheels of those cars that need access to the street. Make no distinction between street and sidewalk. Where houses open off the street, put in more paving stones or gravel to let cars turn onto their own land. transportation
53. Main Gateways Problem: Any part of town—large or small—which is to be identified by its inhabitants as a precinct of some kind, will be reinforced, helped in its distinctness, marked, and made more vivid, if the paths which enter it are marked by gateways where they cross the boundary. Solution: Mark every boundary in the city which has important human meaning—the boundary of a building cluster, a neighborhood, a precinct—by great gateways where the major entering paths cross the boundary. 112. Entrance Transition
66. Holy Ground Problem What is a church or temple? It is a place of worship, spirit, contemplation, of course. But above all, from a human point of view, it is a gateway. A person comes into the world through the church. They leave it through the church. And, at each of the important thresholds of their life, they once again step through the church. Solution In each community and neighborhood, identify some sacred site as consecrated ground, and form a series of nested precincts, each marked by a gateway, each one progressively more private, and more sacred than the last, the innermost a final sanctum that can only be reached by passing through all of the outer ones. Einmal Ist Keinmal
70. Grave Sites Problem No people who turn their backs on death can be alive. The presence of the dead among the living will be a daily fact in any society which encourages its people to live. Solution Never build massive cemeteries. Instead, allocate pieces of land throughout the community as grave sites—corners of parks, sections of paths, gardens, beside gateways—where memorials to people who have died can be ritually placed with inscriptions and mementos which celebrate their live. Give each grave site an edge, a path, and a quiet corner where people can sit. By custom, this is hallowed ground. deathlife
80. Self-Governing Workshops and Offices Problem No one enjoys their work if they are a cog in a machine. Solution Encourage the formation of self-governing workshops and offices of 5 to 20 workers. Make each group autonomous—with respect to organization, style, relation to other groups, hiring and firing, work schedule. Where the work is complicated and requires larger organizations, several of these work groups can federate and cooperate to produce complex artifacts and services. work
104. Site Repair Problem Buildings must always be built on those parts of the land which are in the worst condition, not the best. Solution On no account place buildings in the places which are more beautiful. In fact, do the opposite. Consider the site and its buildings as a single living ecosystem. Leave those areas that are the most precious, beautiful, comfortable, and healthy as they are, and build new structures in those parts of the site which are least pleasant now. Einmal Ist KeinmalRepairBut then the knoll was goneComposition and revisionRethinking Repair buildingmakingdesignrepair
106. Positive Outdoor Space Problem Outdoor spaces which are merely “left over” between buildings will, in general, not be used. Solution Make all outdoor spaces which surround and lie between your buildings positive. Give each one some degree of enclosure; surround each space with wings of buildings, trees, hedges, fences, arcades, and trellised walks, until it becomes an entity with a positive quality and does not spill out indefinitely around corners.
109. Long Thin House Problem The shape of a building has a great effect on the relative degrees of privacy and overcrowding in it, and this in turn has a critical effect on people’s comfort and well-being. Solution In small buildings, don’t cluster all the rooms together around each other; instead string out the rooms one after another, so that distance between each room is as great as it can be. You can do this horizontally—so that the plan becomes a thin, long rectangle; or you can do it vertically—so that the building becomes a tall narrow tower. In either case, the building can be surprisingly narrow and still work—8, 10, and 12 feet are all quite possible. Einmal Ist KeinmalThe linear city
112. Entrance Transition Problem: Buildings, and especially houses, with a graceful transition between the street and the inside, are more tranquil than those which open directly off the street. Solution: Make a transition space between the street and the front door. Bring the path which connects street and entrance through this transition space, and mark it with a change of light, a change of sound, a change of direction, a change of surface, a change of level, perhaps by gateways which make a change of enclosure, and above all with a change of view. Walking through doorways causes forgetting53. Main GatewaysAt the Green MosqueThe wind's pulling us inOne who has trodden this garden pathA more spiritual place transitionsdoors
126. Something Roughly in the Middle Problem A public space without a middle is quite likely to stay empty. Solution Between the natural paths which cross a public square or courtyard or a piece of common land, choose something to stand roughly in the middle: a fountain, a tree, a statue, a clock-tower with seats, a windmill, a bandstand. Make it something which gives a strong and steady pulse to the square, drawing people in toward the center. Leave it exactly where it falls between the paths; resist the impulse to put it exactly in the middle.
127. Intimacy Gradient Problem Unless the spaces in a building are arranged in a sequence which corresponds to their degrees of privateness, the visits made by strangers, friends, guests, clients, family, will always be a little awkward. Solution Lay out the spaces of a building so that they create a sequence which begins with the entrance and the most public parts of the building, then leads into the slightly more private areas, and finally to the most private domains. intimacy
134. Zen View If there is a beautiful view, don’t spoil it by building huge windows that gape incessantly at it. Instead, put the windows which look onto the view at places of transition—along paths, in hallways, in entry ways, on stairs, between rooms. If the view window is correctly placed, people will see a glimpse of the distant view as they come up to the window or pass it: but the view is never visible from the places where people stay. zen
135. Tapestry of Light and Dark Problem In a building with uniform light level, there are few “places” which function as effective settings for human events. This happens because, to a large extent, the places which make effective settings are defined by light. Solution Create alternating areas of light and dark throughout the building, in such a way that people naturally walk toward the light, whenever they are going to important places: seats, entrances, stairs, passages, places of special beauty, and make other areas darker, to increase the contrast. Einmal Ist Keinmal darknesslight
159. Light on Two Sides of Every Room Problem When they have a choice, people will always gravitate to those rooms which have light on two sides, and leave the rooms which are lit only from one side unused and empty. Solution Locate each room so that it has outdoor space outside it on at least two sides, and then place windows in these outdoor walls so that natural light falls into every room from more than one direction. Daylight should not tyrannize architecture lightspace
168. Connection to the Earth Problem A house feels isolated from the nature around it, unless its floors are interleaved directly with the earth that is around the house. Solution Connect the building to the earth around it by building a series of paths and terraces and steps around the edge. Place them deliberately to make the boundary ambiguous—so that it is impossible to say exactly where the building stops and earth begins. Deep Interlock
172. Garden Growing Wild Problem A garden which grows true to its own laws is not a wilderness, yet not entirely artificial either. Solution Grow grasses, mosses, bushes, flowers, and trees in a way which comes close to the way that they occur in nature: intermingled, without barriers between them, without bare earth, without formal flower beds, and with all the boundaries and edges made in rough stone and brick and wood which become a part of the natural growth. Introduction to PermacultureThe garden is a riotChef's Table: Jeong Kwan naturefarminggardens
179. Alcoves Problem No homogeneous room, of homogeneous height, can serve a group of people well. To give a group a chance to be together, as a group, a room must also give them the chance to be alone, in one’s and two’s in the same space. Solution Make small places at the edge of any common room, usually no more than 6 feet wide and 3 to 6 feet deep and possibly much smaller. These alcoves should be large enough for two people to sit, chat, or play and sometimes large enough to contain a desk or a table.
180. Window Place Problem Everybody loves window seats, bay windows, and big windows with low sills and comfortable chairs drawn up to them. Solution In every room where you spend any length of time during the day, make at least one window into a "window place". windows
190. Ceiling Height Variety Problem A building in which ceiling heights are all the same is virtually incapable of making people feel comfortable. Solution Vary the ceiling heights continuously throughout the building, especially between rooms which open into each other, so that the relative intimacy of different spaces can be felt. In particular, make ceilings high in rooms which are public or meant for large gatherings (10 to 12 feet), lower in rooms for smaller gatherings (7 to 9 feet), and very low in rooms for one or two people (6 to 7 feet).
197. Thick Walls Problem Houses with smooth hard walls made of prefabricated panels, concrete, gypsum, steel, aluminum, or glass always stay impersonal and dead. Solution Open your mind to the possibility that the walls of your building can be thick, can occupy a substantial volume—even actual usable space—and need not be merely thin membranes which have no depth. Decide where these thick walls ought to be. Zeniba's house
205. Structure Follows Social Spaces Problem No building ever feels right to the people in it unless the physical spaces (defined by columns, walls, and ceilings) are congruent with the social spaces (defined by activities and human groups). Solution A first principle of construction: on no account allow the engineering to dictate the building’s form. Place the load bearing elements—the columns and the walls and floors—according to the social space of the building; never modify the social spaces to conform to the engineering structure of the building. Form follows function uxfunction
207. Good Materials Problem There is a fundamental conflict in the nature of materials for building in industrial society. Solution Use only biodegradable, low-energy-consuming materials, which are easy to cut and modify on site. For bulk materials we suggest ultra-lightweight 40–60 lbs. concrete and earth-based materials like tamped earth, brick, and tile. For secondary materials, use wood planks, gypsum, plywood, cloth, chickenwire, paper, cardboard, particle board, corrugated iron, lime plasters, bamboo, rope, and tile. Zeniba's house material
239. Small Panes Problem When plate glass windows became possible, people thought that they would put us more directly in touch with nature. In fact, they do the opposite. Solution Divide each window into small panes. These panes can be very small indeed, and should hardly ever be more than a foot square. To get the exact size of the panes, divide the width and height of the window by the number of panes. Then each window will have different sized panes according to its height and width. Einmal Ist KeinmalProtected, yet tuned inWe have lost our sense of intimate life windows
247. Paving With Cracks Between the Stones Problem Asphalt and concrete surfaces outdoors are easy to wash down, but they do nothing for us, nothing for the paths, and nothing for the rainwater and plants. Solution On paths and terraces, lay paving stones with a 1 inch crack between the stones, so that grass and mosses and small flowers can grow between the stones. Lay the stones directly into the earth, not into mortar, and, of course, use no cement or mortar in between the stones.
249. Ornament Problem All people have the instinct to decorate their surroundings. Solution Search around the building, and find those edges and transitions which need emphasis or extra binding energy. Corners, places where materials meet, door frames, windows, main entrances, the place where one wall meets another, the garden gate, a fence—all these are natural places which call out for ornament. Now find simple themes and apply the elements of the theme over and over again to the edges and boundaries which you decide to mark. Make the ornaments work as seams along the boundaries and edges so that they knit the two sides together and make them one. ornament
250. Warm Colors Problem The greens and grays of hospitals and office corridors are depressing and cold. Natural wood, sunlight, bright colors are warm. In some way, the warmth of the colors in a room makes a great deal of difference between comfort and discomfort. Solution Choose surface colors which, together with the color of the natural light, reflected light, and artificial lights, create a warm light in the rooms. color
251. Different Chairs Problem People are different sizes; they sit in different ways. And yet there is a tendency in modern times to make all chairs alike. Solution Never furnish any place with chairs that are identically the same. Choose a variety of different chairs, some big, some small, some softer than others, some rockers, some very old, some new, with arms, without arms, some wicker, some wood, some cloth. Drawing pictures of citiesAn index of the shifting patterns furniture
252. Pools of Light Problem Uniform illumination—the sweetheart of the lighting engineers—serves no useful purpose whatsoever. In fact, it destroys the social nature of space, and makes people feel disoriented and unbounded. Solution Place the lights low, and apart, to form individual pools of light which encompass chairs and tables like bubbles to reinforce the social character of the spaces which they form. Remember that you can’t have pools of light without the darker places in between. Lights and lampsFalse train station darknesslight
253. Things From Your Life Problem “Decor” and the conception of “interior design” have spread so widely, that very often people forget their instinct for the things they really want to keep around them. Solution Do not be tricked into believing that modern decor must be slick or psychedelic, or “natural” or "modern art", or “plants” or anything else that current taste-makers claim. It is most beautiful when it comes straight from your life—the things you care for, the things that tell your story. collections