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 Search for Structure A Book by Cyril Stanley Smith mitpress.mit.edu ApologiaGrain Shapes and Other Metallurgical Applications of TopologyStructure, Substructure, and SuperstructureThe Interpretation of Microstructures of Metallic ArtifactsMatter versus Materials: A Historical View+18 More Results of a search makingmaterialcraftstyle
Apologia A Chapter If the features of many are comparedPebbles on the beachHalf-formed perceptionInterdisciplinary
Grain Shapes and Other Metallurgical Applications of Topology An Essay The boundary can tell much about what is inside topologymetal
Structure, Substructure, and Superstructure An Essay The monotonous perfectionOn beauty bareIn a mass of large bubblesThe role of history in structuresA kind of moiré pattern+1 More
The Interpretation of Microstructures of Metallic Artifacts An Essay The meaning of objectsSomething akin to styleFrom the head of JoveThe objects themselves speak loudlyThe way it has been made+1 More
Matter versus Materials: A Historical View An Essay Atoms and aggregatesAesthetically motivated curiosityWhose eyes had seen and whose fingers had feltThe alchemists in their mixingsA holograph of itself+3 More
Iconography It is understandable that those students who must work from reproductions of works of art are usually more interested in iconography than in the more subtle questions of technique and quality, but it is regrettable that technical ignorance should so frequently prevent art historians from considering the whole experience of the artist. artexperiencetechnique
Understanding technique Technique is an essential aspect of any work of art from a trivial trinket to the greatest painting, and some specialized study of it is essential to full appreciation. Though museum labels and catalogs refer to materials and processes — “bronze,” “fresco,” “parcel gilt,” “tempera,” “lacquer on wood,” and so on — they usually display only superficial attention to the essential details of the artist’s technique. technique
Bells Most Japanese bells when hung still have on them one or more rough lines obviously arising in horizontal mold joints. These lines are not removed in fettling the bell, and they seem to be regarded not as defects but rather as a reminder of the reality of the founder’s interaction with his materials. One is reminded of the ceramics that are most treasured in Japan which usually have some unexpected tool marks or irregularity resulting from a kiln mishap. Chapel of St. Ignatius, Seattle, 1995–7 flawswabi-sabi
Nearer to the surface If in the following I overemphasize the Orient, this is simply because in the Far East the properties of materials are a little nearer to the surface, a little more consciously a part of what the artist is trying to show. The naturalistic aspects of Oriental philosophy encourage a sensitivity to the quality of materials — or is it the inverse, that an early enjoyment of stone, wood, clay, and fiber gave rise to the philosopher’s perception of the soul in all natural things comparable to man himself? Westerners tend to override materials, usually in ignorance, but sometimes proudly as a tour de force. materialsoul
The drop press The virtue of thin sheet metal in giving the greatest glitter for a grain of gold was exploited in the earliest days of metallurgy. However, before the days of rolled sheet and drawn wire, most metal objects were made by hammering and were basically three-dimensional in form. [In contrast] look at the simple drop press — it’s unmodulated blow striking in a single direction symbolizes much of nineteenth-century mechanized production. To make multiple stampings, stacks of very thin metal sheets were superimposed under the hammer, and the final profile with moderately high relief was gradually achieved as finished sheets were removed from the bottom and new ones added at the top. When the drop press was used to shape large areas of thin sheet metal, the aesthetic qualities of the surface became divorced from the underlying substance, and decoration became independent of the body needed to support it. In any object there is a natural relationship between the surface and the bulk, that is, between its one-, two-, and three-dimensional aspects. The fakery involved in applying gold or silver playing on a solid copper object is quite different from the deception of an ornately stamped piece of thin sheet brass. Compare a magnificent ormolu furniture fitting or even a gilded plaster picture frame with a cheap lamp base embossed in thin sheet brass. In the former, the surface is simply and honestly applied for its optical effect alone; in the latter the fakery is fundamental for it is dimensionally misleading. Separation of surface and structure
Big things and little things It is hardly possible that human beings could have decided logically that they needed to develop language in order to communicate with each other before they had experienced pleasurable interactive communal activities like singing and dancing. Aesthetic curiosity has been central to both genetic and cultural evolution. All big things grow from little things, but new little things will be destroyed by their environment unless they are cherished for reasons more like love than purpose. aestheticsevolutionwords
What's the difference? I well remember an occasion in 1962 when in a remote Iranian village I asked a blacksmith famous for his superior penknives to tell me the difference between iron and steel. “What’s the difference?” he replied. “What’s the difference between an oak tree and a willow — they have different natures and one must adapt to them.” He did not accept the suggestion that some material absorbed from the fire’s charcoal might have something to do with it, and he would not have understood a word of any lecture I could have given him on diffusion, crystal structure, and phase transformations; yet he could make a good knife and I could not. making
The scale of human experience It is the scale of human experience, from which thought and imagination take off, and to which they must return. creativityexperience
The edifice from which they came A list of types of bricks used in the Hagia Sophia may help one to build an interesting brick wall, but it poorly suggests the great edifice from which they came. Atoms and aggregates knowledgecollections
The interplay of pattern and texture Some of the more enjoyable surfaces (for example, the grain of a fine mahogany table top or a Japanese sword) have an interplay between pattern and texture which, though two-dimensional, suggests the unseen internal three-dimensional array. texture
Resonances The resonances arising in workmanship are often very subtle. The fact that the material itself guides the tool differently in different processes of working introduces changes in the overall relationship of curvatures. The smooth curves of surfaces approaching the edge of a jade axe that come about from innumerable abrasive particles moving against a slightly yielding and mechanically unconstrained backing would seem incongruous if other surfaces or outlines were present that had come from cleavage or from the geometric motions of a machine. These could be produced easily enough, but the eye would not establish larger resonances among them. toolstechniquecraft
Fine arts and decorative arts The fine arts are conscious and essentially individual in tradition. The quantitative and economic aspects of the decorative arts, on the other hand, make them intrinsically repetitive. Because of this, their aesthetic qualities have a very intimate relationship to the technology of materials, and their design is thereby basically affected. In addition to the qualitative need for repetitive detail in design, the decorative arts have a quantitative requirement, namely the imperative of covering large areas or making large numbers of individual objects. artornament
Replication Consider also the development of mass-production methods involving the casting of molten metals. Though the finest castings were made individually by the lost-wax process, the majority of casting from the earliest days have been designed expressly to facilitate molding. As with punches and dies, most foundry processes have the characteristic that the careful work of the master designer is involved only once, whereafter replication takes over.
Reproduction The success of a mechanic’s, or a machine’s, reproduction of a thing depends on his, or its, sensitivity to whatever qualities are important, just as the skill of the designer lies in the proper appreciation of surface qualities in terms of structure and shape variation that come from the intended means of production. making
The inner nature of material The work of an artist in getting the details that he wants is greatly facilitated if he selects a material whose inner nature makes it want to take the desired shape. A state of energetic repose materialdetails
The idea grows as they work As they work, the experience of the material under the artist's fingers subtly interacts with the idea in their mind to give the finished work some quality that was rarely fully anticipated. A few artists seem to have such a feeling for their materials that the prevision needs little modification; most say that the idea grows as they work experimentally. On GreatnessThe situation talks backThe discoveries you make in the makingWhen I was 22 craftmaterialart
True artistry The best of all examples of a satisfactory art form based upon the inner nature of a metal is provided by Japanese swords. Our perception of beauty seems to involve the interaction of several patterns having origin and significance at many different levels of space, time, matter, and spirit. In the Japanese sword blade there is heterogeneity in both the macrostructure and the microstructure. The manner of forging, the heat treatment, and the final polishing operation are all uniquely Japanese techniques, and all make necessary contributions to the final quality of the blades. The shape along would be simplistic form; the forged texture of the steel without heat treatment would at best faintly echo the beauty of grained wood; the outlines of the quench-hardened zone at the edge would be sharp and uninteresting if it depended only on the control of cooling rate during quenching; and the polish would be uniform glitter if the metal were homogeneous. With true artistry all these are made to interact. beautycraft
Simple variations of the parts Symmetry, indeed, has been grossly overemphasized in both art and science: its main value is in giving meaning to its absence, dissymmetry, without which there could be no hierarchy. The eye is repulsed by complexity if no order is detected, but it can be delighted by repetition, translation, rotation, reflection, magnification, and other simple variations of the parts. geometrypatterns