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
On Love A Novel by Alain de Botton www.alaindebotton.com Not knowing quite what they meanWe're not children, you knowTo thinkA cruel paradoxShoes+11 More
Not knowing quite what they mean "Do you understand all the symbolism?" "Not really, besides its being Venus and Cupid." "I didn't even know that, so you're one up on me. I wish I'd read more about ancient mythology," she continued. "But actually, I like looking at things and not knowing quite what they mean." meaning
We're not children, you know We're not children, you know. And with these words, she placed her lips on mine and we embarked on one of the longer and more beautiful kisses mankind has ever known.
To think Few things are as antithetical to sex as thought. Sex is instinctive, unreflective, and spontaneous, while thought is careful, uninvolved, and judgmental. To think during sex is to violate a fundamental law of intercourse.
A cruel paradox When we look at someone (an angel) from a position of unrequited love and imagine the pleasures that being in heaven with them might bring us, we are prone to overlook a significant danger: how soon their attractions might pale if they began to love us back. We fall in love because we long to escape from ourselves with someone as ideal as we are corrupt. But what if such a being were one day to turn around and love us back? We can only be shocked. How could they be as divine as we had hoped when they have the bad taste to approve of someone like us? If in order to love we must believe that the beloved surpasses us in some way, does not a cruel paradox emerge when we witness this love returned? "If s/he really is so wonderful, how could s/he love someone like me?"
Shoes It was perhaps a pedantic matter over which to come to such a decision, but shoes are supreme symbols of aesthetic, and hence by extension psychological, compatibility. Certain areas and coverings of the body say more about a person than others: shoes suggest more than pullovers, thumbs more than elbows, underwear more than overcoats, ankles more than shoulders. aestheticsstyle
I marshmallow you Then I noticed a small plate of complimentary marshmallows near Chloe's elbow and it suddenly seemed clear that I didn't love Chloe so much as marshmallow her. What it was about a marshmallow that should suddenly have accorded so perfectly with my feelings toward her, I will never know, but the word seemed to capture the essence of my amorous state with an accuracy that the word 'love', weary with overuse, simply could not aspire to. From then on, love was, for Chloe and me at least, no longer simply love, it was a sugary, puffy object a few millimeters in diameter that melts deliciously in the mouth. love
A social animal What does it mean that man is a "social animal"? Only that humans need one another in order to define themselves and achieve self-consciousness, in a way that mollusks and earthworms do not. We cannot come to a proper sense of ourselves if there aren't others around to show us what we're like. "A man can acquire anything in solitude except a character," wrote Stendhal. connection
Possible lives Watching Alice talk, light a candle that had blown out, rush into the kitchen with the plates, or brush a strand of blonde hair from her face, I found myself falling victim to romantic nostalgia, which descends whenever we are faced with those who might have been our lovers, but whom chance has decreed we will never properly know. The possibility of an alternative love story is a reminder that the life we are leading is only one of a myriad of possible lives, and it is the impossibility of leading them all that plunges us into sadness. melancholychance
The threat of happiness Dr. Saavedra had diagnosed a case of anhedonia, a disease defined by the British Medical Association as a reaction remarkably close to mountain sickness resulting from the sudden terror brought on by the threat of happiness. It was a common disease among tourists in this region of Spain, faced in these idyllic surroundings with the sudden realization that earthly happiness might be within their grasp, and prey therefore to a violent physiological reaction designed to counteract such a daunting possibility. happiness
I don't see a wall "I don't know, really. It's just a sense I have that ever since about the middle of September, we haven't really been communicating. It's like there's a wall between us and you're refusing to acknowledge it's there." "I don't see a wall." "That's what I mean. You're refusing to admit there was ever anything other than this." "Than what?" It doesn't look like anything to me
Romantic terrorism Once a partner has begun to lose interest, there is apparently little the other can do to arrest the process. Like seduction, withdrawal suffers under a blanket of reticence. The very breakdown of communication is hard to discuss, unless both parties have a desire to see it restored. This leaves the lover in a desperate situation. Honest dialogue seems to produce only irritation and smothers love in the attempt to revive it. Desperate to woo the partner back at any cost, the lover might at this point be tempted to turn to romantic terrorism, the product of irredeemable situations, a gamut of tricks (sulking, jealousy, guilt) that attempt to force the partner to return love, by blowing up (in fits of tears, rage, or otherwise) in front of the loved one. The terroristic partner knows he cannot realistically hope to see his love reciprocated, but the futility of something is not always (in love or in politics) a sufficient argument against it. Certain things are said not because they will be heard, but because it is important to speak.
Walls As the plane pierced through the clouds, I tried to imagine a future: a period of life was coming brutally to an end, and I had nothing to replace it with, only a terrifying absence. What would life mean from now on? Though we continued holding hands, I knew how Chloe and I would watch our bodies grow foreign to each other. Walls would be build up, the separation would be institutionalized, I would meet her in a few months or years, we would be light, jovial, masked, dressed for business, ordering a salad in a restaurant—unable to touch what we were now revealing: the sheer human drama, the nakedness, the dependency, the unalterable loss. We would be like an audience emerging from a heart-wrenching play but unable to communicate any of the emotions they had felt inside, able only to head for a drink at the bar, knowing there was more, but unable to touch it.
In order that No philosophy is further from the thought that what happens to us is random than psychoanalysis. I did not simply love Chloe and then she left me. I loved Chloe in order that she would leave me. It was not for the shape of her smile or the liveliness of her mind that I had chosen Chloe. It was because the unconscious, perverse casting director of my life had recognized in her a suitable character to leave the stage after inflicting the requisite amount of suffering.
The significance of love's burden There is an Arabic saying that the soul travels at the pace of a camel. While most of our self is led by the strict demands of timetables and diaries, our soul, the seat of the heart, trails nostalgically behind, burdened by the weight of memory. If every love affair adds a certain weight to the camel's load, then we can expect the soul to slow according to the significance of love's burden. memorylovenostalgia
What does wisdom counsel? We start trying to be wise when we realize that we are not born knowing how to live, that living one's life is a skill that has to be acquired, like learning to ride a bicycle or play the piano. But what does wisdom counsel us to do? It tells us to aim for tranquility and inner peace, a life free from anxiety, fear, idolatry, and harmful passions. Wisdom teaches us that our first impulses may not always be trustworthy, and that our appetites will lead us astray if we do not train reason to separate vain from genuine needs. lifewisdom
Once again begun to fall Such lessons appeared all the more relevant when Rachel accepted my invitation for dinner the following week, and the very thought of her began sending tremors through the region the poets have called the heart, tremors that I knew could have meant one thing only—that I had once again begun to fall.