Understanding
From a roving viewpoint
A state of quietness
In a state of reverberation
Practice before theory
When we say we know Hamlet
You only understand something relative to something you already understand
Mondegreen
Understanding its essence
How our understanding is working
Perhaps one did not want to be loved so much as to be understood.
Everything that can be said
Agents of thought and experiment
For one who can see
I don't think you understand
I think very well of him indeed
Admitting ignorance
Dead cities
Up and Down the Ladder of Abstraction
99% Invisible
Understanding Understanding
To Make a Book, Walk on a Book
When their salary depends on not understanding it
A Quote by Upton SinclairIt is difficult to get people to understand something, when their salary depends on not understanding it.
Keep digging
An Article by Ryan SingerThe hardest thing about customer interviews is knowing where to dig. An effective interview is more like a friendly interrogation. We don’t want to learn what customers think about the product, or what they like or dislike — we want to know what happened and how they chose... To get those answers we can’t just ask surface questions, we have to keep digging back behind the answers to find out what really happened.
Clues for software design in how we sketch maps of cities
An Article by Matt WebbGiven there’s an explosion in software to accrete and organise knowledge, is the page model really the best approach?
Perhaps the building blocks shouldn’t be pages or blocks, but
neighbourhoods
roads
rooms and doors
landmarks.Or rather, as a knowledge base or wiki develops, it should - just like a real city - encourage its users to gravitate towards these different fundamental elements. A page that starts to function a little bit like a road should transform into a slick navigation element, available on all its linked pages. A page which is functioning like a landmark should start being visible from two hops away.
How am I doing, wonder?
A Quote by Louis KahnForm comes from wonder. Wonder stems from our 'in touchness' with how we were made. One senses that nature records the process of what it makes, so that in what it makes there is also the records of how it was made. In touch with this record we are in wonder. This wonder gives rise to knowledge. But knowledge is related to other knowledge and this relation gives a sense of order, a sense of how they inter-relate in a harmony that makes all things exist. From knowledge to sense of order we then wink at wonder and say How am I doing, wonder?
Pellucidity
A DefinitionFree from obscurity and easy to understand; the comprehensibility of clear expression
What 80% Comprehension Feels Like
An ArticleOne of the major principles of extensive reading is that if a learner can comprehend material at 98% comprehension, she will acquire new words in context, in a painless, enjoyable way. But what is 98% comprehension?
The case for rereading
An Article by Mandy BrownReread a book enough times, or often enough—keep it at hand so you can flip to dog-eared pages and marked up passages here and there—and it will eventually root itself in your mind. It becomes both a reference point and a connector, a means of gathering your knowledge and experience, drawing it all together. It becomes the material through which you engage with the world.
How to Make a Complete Map of Every Thought You Think
An EssayWhat we have known since long
A Quote by Ludwig WittgensteinThe problems are solved, not by giving new information, but by arranging what we have known since long.
Making sense
A Quote by Pablo PicassoThe world doesn’t make sense, so why should I paint pictures that do?
I am an explorer
A Quote by C.S. LewisI do not sit down at my desk to put into in verse something that is already clear in my mind. If it were clear in my mind I would have no incentive or need to write about it. I am an explorer…We do not write in order to be understood, we write in order to understand.
Interaction of Color
The deception of color
In order to use color effectively it is necessary to recognize
that color deceives continually.What counts here – first and last – is not so-called knowledge
of so-called facts, but vision – seeing.Practice before theory
Instead of mechanically applying or merely implying laws and rules
of color harmony, distinct color effects are produced
– through recognition of the interaction of color –
by making, for instance,
2 very different colors look alike, or nearly alike.The aim of such study is to develop – through experience
– by trial and error – an eye for color.
This means, specifically, seeing color action
as well as feeling color relatedness.As a general training it means development of observation and articulation.
This book, therefore, does not follow an academic conception
of “theory and practice.”
It reverses this order and places practice before theory,
which, after all, is the conclusion of practice.50 reds
If one says “Red” (the name of a color)
and there are 50 people listening,
it can be expected that there will be 50 reds in their minds.
And one can be sure that all these reds will be very different.Not the what but the how
Our concern is the interaction of color; that is, seeing
what happens between colors.We are able to hear a single tone.
But we almost never (that is, without special devices) see a single color
unconnected and unrelated to other colors.
Colors present themselves in continuous flux, constantly related to
changing neighbors and changing conditions.As a consequence, this proves for the reading of color
what Kandinsky often demanded for the reading of art:
what counts is not the what but the how.Scotopic seeing
The sensitivity
and consequently the registration of the retina of an eye is different
from the sensitivity and registration of a photographic film.Normally, black-and-white photography registers all lights lighter
and all darks darker than the more adjustable eye perceives them.
The eye also distinguishes better the so-called middle grays,
which in photography are often flattened if not lost.This shows what a higher key in light can lose in photography.
The greatest advantage the eye has over photography
is its scotopic seeing in addition to its photopic seeing.
The former means, briefly, the retinal adjustment to lower light conditions.Disliked colors
We try to recognize our preferences and our aversions –
what colors dominate in our work; what colors, on the other hand,
are rejected, disliked, or of no appeal. Usually a special effort
in using disliked colors ends with our falling in love with them.Color intervals
The tune of “Good morning to you” consists of 4 tones. It can be sung
in a high soprano, a low basso, and in all in-between voices, as well as
on many levels and in many keys. It can be played on innumerable instruments.In all possible ways of performance, this melody will keep its character
and it will be recognized instantly.Why? The intervals of the 4 tones, that is, their acoustical
constellation (again comparable with a topographical relationship),
remains the same.Although it is not common practice, one can also speak of intervals
between colors.
Colors and hues are defined, as are tones in music, by wavelength.Any color (shade or tint) always has 2 decisive characteristics:
color intensity (brightness) and light intensity (lightness).
Therefore, color intervals also have this double-sidedness, this duality.Time and space
Tones appear placed and directed predominantly in time from before to now to later.
Their juxtaposition in a musical composition is perceived
within a prescribed sequence only.
Horizontally, the tones follow each other,
perhaps not in a straight line, but of necessity in a prescribed order
and only in 1 direction – forward.
Tones heard earlier fade, and those farther back disappear, vanish.
We do not hear them backward.Colors appear connected predominantly in space. Therefore,
as constellations they can be seen in any direction and
at any speed. And as they remain, we can return to them repeatedly
and in many ways.
This remaining and not remaining, or vanishing and not vanishing,
shows only 1 essential difference between the fields of tone
and color.The accuracy of perception in one field is matched
by the durability of retention in the other, demonstrating
a curious reversal in visual and auditory memory.A cook with taste
Observe the interior and exterior, the furniture and textile decoration
following such color schemes, as well as commercialized color “suggestions”
for innumerable do-it-yourselves.Our conclusion: we may forget for a while those rules of thumb
of complementaries, whether complete or “split”, and of triads and
tetrads as well.
They are worn out.Second, no mechanical color system is flexible enough
to precalculate the manifold changing factors, as named before,
in a single prescribed recipe.Good painting, good coloring, is comparable to good cooking.
Even a good cooking recipe demands tasting and repeated tasting
while it is being followed.
And the best tasting still depends on a cook with taste.Flexible imagination
By giving up preference for harmony,
we accept dissonance to be as desirable as consonance.Besides a balance through color harmony, which is comparable
to symmetry, there is equilibrium possible between
color tensions, related to a more dynamic asymmetry.Again: knowledge and its application is not our aim;
instead, it is flexible imagination, discovery, invention – taste.Does it have color?
Whether something “has color” or not is as hard to define verbally as are
such questions as “what is music” or “what is musical."The Weber-Fechner law
Exponential increases in physical stimuli produce linear perceptual increases.
Thinking in situations
Naturally, practice is not preceded but followed by theory.
Such study promotes a more lasting teaching and learning
through experience. Its aim is development of creativeness
realized in discovery and invention – the criteria of creativity,
or flexibility, being imagination and fantasy. Altogether
it promotes “thinking in situations,” a new educational concept
unfortunately little known and less cultivated, so far.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.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.
Simple forms
The concept that “the simpler the form of a letter the simpler its reading” was an obsession of beginning constructivism. It became something like a dogma, and is still followed by “modernistic” typographers.
This notion has proved to be wrong, because in reading we do not read letters but words, words as a whole, as a “word picture.” Ophthalmology has disclosed that the more the letters are differentiated from each other, the easier is the reading.
Without going into comparisons and the details, it should be realized that words consisting of only capital letters present the most difficult reading—because of their equal height, equal volume, and, with most, their equal width. When comparing serif letters with sans-serif, the latter provide an uneasy reading. The fashionable preference for sans-serif in text shows neither historical nor practical competence.