Pay attention to your students. Hear what they say, try to find out what their capacities are, what make sense to them. Adapt what you are doing and saying to those capacities, but make your students stretch upward. I think the trick is to adapt to the level of a student, but never rest on that level — always make them reach out. ... If a student does not quite get it the first time, he or she will come back and get it later. If you don’t set your writing — and teaching — at a level that makes them stretch, they are never going to develop their intellectual muscle.
M. H. Abrams
I think the hardest thing to teach a student is that what he or she puts down on paper is changeable. It’s not the final thing, it’s the first thing, which may just be the suggestive, vague identification of something that you have to come back to and rewrite. At first, students tend to freeze at the first effort. The breakthrough comes when they realize that they can make it better — can identify what their purposes were and realize better ways to achieve those purposes. That is the important thing in teaching students to write: not to be frozen in their first effort.
M. H. Abrams
As a result of transformation of power, functions of enforcement will slowly turn into new, networked systems of governance in the following directions: upward to the global level; downward to the communal level; and frontward to the professional level.
Tigran Sargsyan
Reason in a creature is a faculty of widening the rules and purposes of the use of all its powers far beyond natural instinct; it acknowledges no limits to its projects. Reason itself does not work instinctively, but requires trial, practice, and instruction in order gradually to progress from one level of insight to another. Therefore a single man would have to live excessively long in order to learn to make full use of all his natural capacities. Since Nature has set only a short period for his life, she needs a perhaps unreckonable series of generations, each of which passes its own enlightenment to its successor in order finally to bring the seeds of enlightenment to that degree of development in our race which is completely suitable to Nature’s purpose. This point of time must be, at least as an ideal, the goal of man’s efforts, for otherwise his natural capacities would have to be counted as for the most part vain and aimless. This would destroy all practical principles, and Nature, whose wisdom must serve as the fundamental principle in judging all her other offspring, would thereby make man alone a contemptible plaything.
Immanuel Kant
When we’re doing an action game, we make the second level first. We begin making level 1 once everything else is completed.
Shigeru Miyamoto
What students know is no longer the most important measure of an education. The true test is the ability of students and graduates to engage with what they do not know, and to work out a solution. They must also be able to reach conclusions that constitute the basis for informed judgements. The ability to make judgements that are grounded in solid information, and employ careful analysis, should be one of the most important goals for any educational endeavour. As students develop this capability, they can begin to grapple with the most important and difficult step: to learn to place such judgements in an ethical framework.
Aga Khan IV
Abrams, M. H.
Abrikosov, Alexei Alexeyevich
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