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
Rationality: From AI to Zombies A Book by Eliezer Yudkowsky www.readthesequences.com The Tao of rationalityEveryone sees themselves as behaving normallyArgue against the bestLet the meaning choose the wordPeople can stand for what is true, for they are already enduring it+11 More Do not propose solutionsOne brickYour intention to cut rationalitythinkingconsciousness
The Tao of rationality If you would learn to think like reality, then here is the Tao: Since the beginning not one unusual thing has ever happened. Mystery exists in the mind realityrationality
Everyone sees themselves as behaving normally To understand why people act the way they do, we must first realize that everyone sees themselves as behaving normally. behavior
Argue against the best To argue against an idea honestly, you should argue against the best arguments of the strongest advocates. It’s all too easy to argue that someone is exhibiting Bias #182 in your repertoire of fully generic accusations, but you can’t settle a factual issue without closer evidence. If there are biased reasons to say the sun is shining, that doesn’t make it dark out. argumentideas
Let the meaning choose the word What is above all needed is to let the meaning choose the word, and not the other way around. Probably it is better to put off using words as long as possible and get one’s meaning as clear as one can through pictures and sensations. meaningwords
Knowing the design Knowing the design can tell you much about the designer; and knowing the designer can tell you much about the design. design
Cutting through to the truth The essential thing in the art of epistemic rationality is to understand how every rule is cutting through to the truth in the same movement. Your sword has no blade. It has only your intention. When that goes astray you have no weapon. Your intention to cut intent
Joy in the merely attainable But the really fundamental problem with desiring the unattainable is that as soon as you actually get it, it stops being unattainable. If we cannot take joy in the merely available, our lives will always be frustrated. happinessdesire
I have failed my art The novice goes astray and says, “The art has failed me.” The master goes astray and says, “I have failed my art." experiencewisdom
Taboo your words Albert says that people have “free will.” Barry says that people don’t have “free will.” Well, that will certainly generate an apparent conflict. Most philosophers would advise Albert and Barry to try to define exactly what they mean by “free will,” on which topic they will certainly be able to discourse at great length. I would advise Albert and Barry to describe what it is that they think people do, or do not have, without using the phrase “free will” at all. meaning
Your map of reality Reality is very large—just the part we can see is billions of lightyears across. But your map of reality is written on a few pounds of neurons, folded up to fit inside your skull. I don’t mean to be insulting, but your skull is tiny. Comparatively speaking. Inevitably, then, certain things that are distinct in reality, will be compressed into the same point on your map. But what this feels like from inside is not that you say, “Oh, look, I’m compressing two things into one point on my map.” What it feels like from inside is that there is just one thing, and you are seeing it. reality
What you're trying to swim There is an art to using words; even when definitions are not literally true or false, they are often wiser or more foolish. Dictionaries are mere histories of past usage; if you treat them as supreme arbiters of meaning, it binds you to the wisdom of the past, forbidding you to do better. Though do take care to ensure (if you must depart from the wisdom of the past) that people can figure out what you’re trying to swim. words
Applause lights Most applause lights are much more blatant, and can be detected by a simple reversal test. For example, suppose someone says: We need to balance the risks and opportunities of AI. If you reverse this statement, you get: We shouldn’t balance the risks and opportunities of AI. Since the reversal sounds abnormal, the unreversed statement is probably normal, implying it does not convey new information. There are plenty of legitimate reasons for uttering a sentence that would be uninformative in isolation. “We need to balance the risks and opportunities of AI” can introduce a discussion topic; it can emphasize the importance of a specific proposal for balancing; it can criticize an unbalanced proposal. Linking to a normal assertion can convey new information to a bounded rationalist—the link itself may not be obvious. But if no specifics follow, the sentence is probably an applause light. speech
Reality just seems to go on crunching I once met a fellow who thought that if you used General Relativity to compute a low-velocity problem, like an artillery shell, General Relativity would give you the wrong answer—not just a slow answer, but an experimentally wrong answer—because at low velocities, artillery shells are governed by Newtonian mechanics, not General Relativity. This is exactly how physics does not work. Reality just seems to go on crunching through General Relativity, even when it only makes a difference at the fourteenth decimal place, which a human would regard as a huge waste of computing power. Physics does it with brute force. No one has ever caught physics simplifying its calculations—or if someone did catch it, the Matrix Lords erased the memory afterward. physics
Mystery exists in the mind Mystery exists in the mind, not in reality. If I am ignorant about a phenomenon, that is a fact about my state of mind, not a fact about the phenomenon itself. All the more so if it seems like no possible answer can exist: Confusion exists in the map, not in the territory. Unanswerable questions do not mark places where magic enters the universe. They mark places where your mind runs skew to reality. The Tao of rationality mysteryconfusion
Lost purposes There’s chocolate at the supermarket, and you can get to the supermarket by driving, and driving requires that you be in the car, which means opening your car door, which needs keys. If you find there’s no chocolate at the supermarket, you won’t stand around opening and slamming your car door because the car door still needs opening. I rarely notice people losing track of plans they devised themselves. It’s another matter when incentives must flow through large organizations—or worse, many different organizations and interest groups, some of them governmental. Then you see behaviors that would mark literal insanity, if they were born from a single mind. Someone gets paid every time they open a car door, because that’s what’s measurable; and this person doesn’t care whether the driver ever gets paid for arriving at the supermarket, let alone whether the buyer purchases the chocolate, or whether the eater is happy or starving. So many tactics, so well entrenched metricsgoals