Sublime

Rohe’s Theorem: This marvelous Theorem, grasped in a once-in-a-lifetime flash of intuition by Tom Rohe of Bremerton, Washington[xli], will serve as our introduction to the grim topic of Systems-exploitation: DESIGNERS OF SYSTEMS TEND TO DESIGN WAYS FOR THEMSELVES TO BYPASS THE SYSTEM

First, by turning the whole writing process on its head, and secondly, by changing the incentives from finding confirming facts to an indiscriminate gathering of any relevant information regardless of what argument it will support.

Projects. Seymour provocatively argued for “projects over problems.” Of course, Seymour understood the importance of problem solving. But he believed that people learn to solve problems (and learn new concepts and strategies) most effectively while they are actively engaged in meaningful projects. Too often, schools start by teaching concepts to st

And some theories or theoretical models are surprisingly versatile, which is why it makes sense to assemble a toolbox of useful mental models (Manktelow and Craik 2004) that could help with our daily challenges and make sense of the things we learn and encounter.

I often wondered what would happen if a teacher could really get inside the student’s head. To accomplish this, I played games with my students, had them talk out loud before they made a move and after I made mine, and wrote down their thoughts. To my amazement, I was soon seeing problems that I never imagined they possessed.

Firth had just begun to study programming, but the error was “just obvious” to him. Remembering this incident years later, Firth said that the engineer had probably been “programming by rote. He wanted to make his program look like programs he’d seen before, and that clearly wasn’t gonna work.” Firth always tried to avoid such an approach. “I like