Architectural Education Quotes

I received the fundamentals of my education in school, but that was not enough. My real education, the superstructure, the details, the true architecture, I got out of the public library. For an impoverished child whose family could not afford to buy books, the library was the open door to wonder and achievement, and I can never be sufficiently grateful that I had the wit to charge through that door and make the most of it. Now, when I read constantly about the way in which library funds are being cut and cut, I can only think that the door is closing and that American society has found one more way to destroy itself.

The most incredible architecture Is the architecture of Self, which is ever changing, evolving, revolving and has unlimited beauty and light inside which radiates outwards for everyone to see and feel. With every in breathe you are adding to your life and every out breathe you are releasing what is not contributing to your life. Every breathe is a re-birth.

All the gifts which fortune bestows she can easily take away; but education, when combined with intelligence, never fails, but abides steadily on to the very end of life.

When writing a novel a writer should create living people; people not characters. A character is a caricature. If a writer can make people live there may be no great characters in his book, but it is possible that his book will remain as a whole; as an entity; as a novel. If the people the writer is making talk of old masters; of music; of modern painting; of letters; or of science then they should talk of those subjects in the novel. If they do not talk of these subjects and the writer makes them talk of them he is a faker, and if he talks about them himself to show how much he knows then he is showing off. No matter how good a phrase or a simile he may have if he puts it in where it is not absolutely necessary and irreplaceable he is spoiling his work for egotism. Prose is architecture, not interior decoration, and the Baroque is over. For a writer to put his own intellectual musings, which he might sell for a low price as essays, into the mouths of artificially constructed characters which are more remunerative when issued as people in a novel is good economics, perhaps, but does not make literature. People in a novel, not skillfully constructed characters, must be projected from the writer’s assimilated experience, from his knowledge, from his head, from his heart and from all there is of him. If he ever has luck as well as seriousness and gets them out entire they will have more than one dimension and they will last a long time. A good writer should know as near everything as possible. Naturally he will not. A great enough writer seems to be born with knowledge. But he really is not; he has only been born with the ability to learn in a quicker ratio to the passage of time than other men and without conscious application, and with an intelligence to accept or reject what is already presented as knowledge. There are some things which cannot be learned quickly and time, which is all we have, must be paid heavily for their acquiring. They are the very simplest things and because it takes a man’s life to know them the little new that each man gets from life is very costly and the only heritage he has to leave. Every novel which is truly written contributes to the total of knowledge which is there at the disposal of the next writer who comes, but the next writer must pay, always, a certain nominal percentage in experience to be able to understand and assimilate what is available as his birthright and what he must, in turn, take his departure from. If a writer of prose knows enough about what he is writing about he may omit things that he knows and the reader, if the writer is writing truly enough, will have a feeling of those things as strongly as though the writer had stated them. The dignity of movement of an ice-berg is due to only one-eighth of it being above water. A writer who omits things because he does not know them only makes hollow places in his writing. A writer who appreciates the seriousness of writing so little that he is anxious to make people see he is formally educated, cultured or well-bred is merely a popinjay. And this too remember; a serious writer is not to be confounded with a solemn writer. A serious writer may be a hawk or a buzzard or even a popinjay, but a solemn writer is always a bloody owl.

With us, our Priests are Administrators of all Business, Art, and Science; Directors of Trade, Commerce, Generalship, Architecture, Engineering, Education, Statesmanship, Legislature, Morality, Theology; doing nothing themselves, they are the Causes of everything worth doing, that is done by others.

Many questions come to mind. How influenced by contemporary religions were many of the scholars who wrote the texts available today? How many scholars have simply assumed that males have always played the dominant role in leadership and creative invention and projected this assumption into their analysis of ancient cultures? Why do so many people educated in this century think of classical Greece as the first major culture when written language was in use and great cities built at least twenty-five centuries before that time? And perhaps most important, why is it continually inferred that the age of the "pagan" religions, the time of the worship of female deities (if mentioned at all), was dark and chaotic, mysterious and evil, without the light of order and reason that supposedly accompanied the later male religions, when it has been archaeologically confirmed that the earliest law, government, medicine, agriculture, architecture, metallurgy, wheeled vehicles, ceramics, textiles and written language were initially developed in societies that worshiped the Goddess? We may find ourselves wondering about the reasons for the lack of easily available information on societies who, for thousands of years, worshiped the ancient Creatress of the Universe.

One can use standard principles and textbooks in educating people for law, medicine, architecture, chemistry or almost any other profession—but not for the theater. For, in most professions, every practitioner uses the same tools and techniques, while the actor’s chief instrument is himself. And since no two persons are alike, no universal rule is applicable to any two actors in exactly the same way.

As John Adams famously wrote during the American Revolution, “I must study politics and war, that our sons may have liberty to study mathematics and philosophy. Our sons ought to study mathematics and philosophy, geography, natural history and naval architecture, navigation, commerce and agriculture in order to give their children a right to study painting, poetry, music, architecture, statuary, tapestry and porcelain.” So maybe today they’re writing apps rather than studying poetry, but that’s an adjustment for the age.

In our unconsciousness we take credit where no credit is due, oblivious to the real source of everything we pretend is ours—the sacred origin not just of religion but also of everything else, of science and technology, education and law, of medicine, logic, architecture, ordinary daily life, the cry of longing, the excruciating ache of the awakening love for wisdom.

In order to create a sustainable world, we need to: 1) Educate people. 2) Educate people. 3) Educate people. For every person left uneducated about the system of this sphere, the nature will make us all pay for it. Sustainability can only start in the mind.

The computer is usually seen as a solely beneficial invention, which liberates human fantasy and facilitates efficient design work. I wish to express my serious concern in this respect, at least considering the current role of the computer in education and the design process. Computer imaging tends to flatten our magnificent, multi-sensory, simultaneous and synchronic capacities of imagination by turning the design process into a passive visual manipulation, a retinal journey. The computer creates a distance between the maker and the object, whereas drawing by hand as well as working with models put the designer in a haptic contact with the object, or space. In our imagination, the object is simultaneously held in the hand and inside the head, and the imagined and projected physical image is modelled by our embodied imagination. We are inside and outside of the conceived object at the same time.

In education, we need to begin paying attention to matters routinely ignored. We spend long hours trying to teach a variety of courses on, say, the structure of government or the structure of the amoeba. But how much effort goes into studying the structure of everyday life — the way time is allocated, the personal uses of money, the places to go for help in a society exploding with complexity? We take for granted that young people already know their way around our social structure. In fact, most have only the dimmest image of the way the world of work or business is organized. Most students have no conception of the architecture of their own city's economy, or the way the local bureaucracy operates, or the place to go to lodge a complaint against a merchant. Most do not even understand how their own schools — even universities — are structured, let alone how much structures are changing under the impact of the Third Wave.

...the multitudinous substitutes for indigenous culture cannot grow. Having no roots, they can only age and decay. Studious, sincere youth retires, defeated. American youth, capable of becoming serious competent artists, under such pressure as this on every side, confused, try not to give up--or "fall in line." This is the nature of about all that can be called American education in the arts and architecture at this time. As for religion true to the teaching of the great redeemer who said "The Kingdom of God is within you"--that religion is yet to come: the concept true not only for the new reality of building but for the faith we call democracy.

For me, it does not 'miss' if (the Potteries Thinkbelt study) goes into the archive, not as an example of how railway carriages can be used for teaching, but as one of the most powerful question marks ever placed against the architecture of university education.

I received the fundamentals of my education in school, but that was not enough. My real education, the superstructure, the details, the true architecture, I got out of the public library. For an impoverished child whose family could not afford to buy books, the library was the open door to wonder and achievement, and I can never be sufficiently grateful that I had the wit to charge through that door and make the most of it.

There are countries in which the communal provision of housing, transport, education and health care is so inferior that inhabitants will naturally seek to escape involvement with the masses by barricading themselves behind solid walls. The desire for high status is never stronger than in situations where 'ordinary' life fails to answer a median need for dignity or comfort. Then there are communities—far fewer in number and typically imbued with a strong (often Protestant) Christian heritage—whose public realms exude respect in their principles and architecture, and whose citizens are therefore under less compulsion to retreat into a private domain. Indeed, we may find that some of our ambitions for personal glory fade when the public spaces and facilities to which we enjoy access are themselves glorious to behold; in such a context, ordinary citizenship may come to seem an adequate goal. In Switzerland's largest city, for instance, the need to own a car in order to avoid sharing a bus or train with strangers loses some of the urgency it has in Los Angeles or London, thanks to Zurich's superlative train network, which is clean, safe, warm and edifying in its punctuality and technical prowess. There is little reason to travel in an automotive cocoon when, for a fare of only a few francs, an efficient, stately tramway will provide transport from point A to point B at a level of comfort an emperor might have envied. One insight to be drawn from Christianity and applied to communal ethics is that, insofar as we can recover a sense of the preciousness of every human being and, even more important, legislate for spaces and manner that embody such a reverence in their makeup, then the notion of the ordinary will shed its darker associations, and, correspondingly, the desires to triumph and to be insulated will weaken, to the psychological benefit of all.

For two days we explored Rome, a city that is both a living organism and a fossil. Bleached structures from antiquity lay like dried bones, embedded in pulsating cables and thrumming traffic, the arteries of modern life. We visited the Pantheon, the Roman Forum, the Sistine Chapel. My instinct was to worship, to venerate. That was how I felt toward the whole city: that it should be behind glass, adored from a distance, never touched, never altered. My companions moved through the city differently, aware of its significance but not subdued by it. They were not hushed by the Trevi Fountain; they were not silenced by the Colosseum. Instead, as we moved from one relic to the next, they debated philosophy—Hobbes and Descartes, Aquinas and Machiavelli. There was a kind of symbiosis in their relationship to these grand places: they gave life to the ancient architecture by making it the backdrop of their discourse, by refusing to worship at its altar as if it were a dead thing.

Architectural education is notably under-theorised as an underlying discipline, though is clearly intensely theorised as a set of surface actions. It has remained largely unbothered by reformist educational movements such as critical pedagogy, with the result that its central structures and methods have altered little since they were founded in the École des Beaux Arts in the early C19.

(Cedric Price produced the Potteries Thinkbelt) ...project which questioned most of the cherished establishment premises of university education and substituted in their place their complete inversion.

Every genetic “illness” is a mismatch between an organism’s genome and its environment. In some cases, the appropriate medical intervention to mitigate a disease might be to alter the environment to make it “fit” an organismal form (building alternative architectural realms for those with dwarfism; imagining alternative educational landscapes for children with autism). In other cases, conversely, it might mean changing genes to fit environments. In yet other cases, the match may be impossible to achieve: the severest forms of genetic illnesses, such as those caused by nonfunction of essential genes, are incompatible with all environments. It is a peculiar modern fallacy to imagine that the definitive solution to illness is to change nature—i.e., genes—when the environment is often more malleable. 10.

When classical architecture was revived during the Renaissance, every educated person knew that it symbolised admiration for the achievements of the ancient world. Architecture had become a metaphor for civilisation.

Can it be that the ultimate chapter of this new era of democratic freedom is going to be deformed by this growing drift toward conformity encouraged by politics and sentimental education? If so then by what name shall our national American character be justly called? Doomed to beget only curiosities or monstrosities in art, architecture and religion by artists predominant chiefly by compliance with commercial expediency? Machine standardization is apparently growing to mean little that is inspiring to the human spirit. We see the American workman himself becoming the prey of gangsterism made official. Everything as now professionalized, in time dies spiritually. Must the innate beauty of American life succumb or be destroyed? Can we save truth as beauty and beauty as truth in our country only if truth becomes the chief concern of our serious citizens and their artists, architects and men of religion, independent of established authority?

The news filled me with such euphoria that for an instant I was numb. My ingrained self-censorship immediately started working: I registered the fact that there was an orgy of weeping going on around me, and that I had to come up with some suitable performance. There seemed nowhere to hide my lack of correct emotion except the shoulder of the woman in front of me, one of the student officials, who was apparently heartbroken. I swiftly buried my head in her shoulder and heaved appropriately. As so often in China, a bit of ritual did the trick. Sniveling heartily she made a movement as though she was going to turn around and embrace me I pressed my whole weight on her from behind to keep her in her place, hoping to give the impression that I was in a state of abandoned grief. In the days after Mao's death, I did a lot of thinking. I knew he was considered a philosopher, and I tried to think what his 'philosophy' really was. It seemed to me that its central principle was the need or the desire? for perpetual conflict. The core of his thinking seemed to be that human struggles were the motivating force of history and that in order to make history 'class enemies' had to be continuously created en masse. I wondered whether there were any other philosophers whose theories had led to the suffering and death of so many. I thought of the terror and misery to which the Chinese population had been subjected. For what? But Mao's theory might just be the extension of his personality. He was, it seemed to me, really a restless fight promoter by nature, and good at it. He understood ugly human instincts such as envy and resentment, and knew how to mobilize them for his ends. He ruled by getting people to hate each other. In doing so, he got ordinary Chinese to carry out many of the tasks undertaken in other dictatorships by professional elites. Mao had managed to turn the people into the ultimate weapon of dictatorship. That was why under him there was no real equivalent of the KGB in China. There was no need. In bringing out and nourishing the worst in people, Mao had created a moral wasteland and a land of hatred. But how much individual responsibility ordinary people should share, I could not decide. The other hallmark of Maoism, it seemed to me, was the reign of ignorance. Because of his calculation that the cultured class were an easy target for a population that was largely illiterate, because of his own deep resentment of formal education and the educated, because of his megalomania, which led to his scorn for the great figures of Chinese culture, and because of his contempt for the areas of Chinese civilization that he did not understand, such as architecture, art, and music, Mao destroyed much of the country's cultural heritage. He left behind not only a brutalized nation, but also an ugly land with little of its past glory remaining or appreciated. The Chinese seemed to be mourning Mao in a heartfelt fashion. But I wondered how many of their tears were genuine. People had practiced acting to such a degree that they confused it with their true feelings. Weeping for Mao was perhaps just another programmed act in their programmed lives. Yet the mood of the nation was unmistakably against continuing Mao's policies. Less than a month after his death, on 6 October, Mme Mao was arrested, along with the other members of the Gang of Four. They had no support from anyone not the army, not the police, not even their own guards. They had had only Mao. The Gang of Four had held power only because it was really a Gang of Five. When I heard about the ease with which the Four had been removed, I felt a wave of sadness. How could such a small group of second-rate tyrants ravage 900 million people for so long? But my main feeling was joy. The last tyrants of the Cultural Revolution were finally gone.

The only grown-up other than Jacob who ever came into his schoolroom was Eli Willard. School was in session one day when the Connecticut itinerant reappeared after long absence, bringing Jacob's glass and other merchandise. Jacob seized him and presented him to the class. 'Boys and girls, this specimen here is a Peddler. You don't see them very often. They migrate, like the geese flying over. This one comes maybe once a year, like Christmas. But he ain't dependable, like Christmas. He's dependable like rainfall. A Peddler is a feller who has got things you ain't got, and he'll give 'em to ye, and then after you're glad you got 'em he'll tell ye how much cash money you owe him fer 'em. If you ain't got cash money, he'll give credit, and collect the next time he comes 'round, and meantime you work hard to git the money someway so's ye kin pay him off. Look at his eyes. Notice how they are kinder shiftly-like. Now, class, the first question is: why is this feller's eyes shiftly-like?

My companions moved through [Rome] differently, aware of its significance but not subdued by it. They were not hushed by the Trevi Fountain; they were not silenced by the Colosseum. Instead, as we moved from one relic to the next, they debated philosophy—Hobbes and Descartes, Aquinas and Machiavelli. There was a kind of symbiosis in their relationship to these grand places: they gave life to the ancient architecture by making it the backdrop of their discourse, by refusing to worship at its altar as if it were a dead thing.

The secret to the movie business, or any business, is to get a good education in a subject besides film – whether it’s history, psychology, economics, or architecture – so you have something to make a movie about. All the skill in the world isn’t going to help you unless you have something to say. – George Lucas

But architects are not makers of public policy, and while they can design whatever they please, they can build only what a client wants to pay for. It is not the architect’s role to solve the problem of housing the poor. It is the architect’s role to give the poor the very best housing possible when society decides it is ready to address this urgent problem. The same applies for education and health care and every other social need that can be satisfied, in part, by more and better buildings: it is the job of architects to design the best buildings, the most beautiful and civilized and useful ones, but society must be willing to address these problems before the architect can do his or her best work.

Classics is, to me, the unicycle of education. It isn’t especially practical or useful to learn Ancient History. It isn’t necessary to learn Latin, or to read Virgil, however much it helps your spelling. It won’t get you a well-paid job in a fancy office, and it won’t necessarily make you attractive to the opposite sex (maybe just to the really good people). But none of that is important compared with the simple fact that studying Classics is brilliant. It’s terrific to know an alphabet you didn’t learn as a five-year-old. It’s amazing to learn about a world far away from your own. It’s wonderful to find a whole new world of literature, history, art, architecture, religion, philosophy, politics and society.

Architecture without pain, art looked at in undiluted pleasure, enjoyment without anxiety, compunction, heartache: there is no beggar woman in the church door, no ragged child or sore animal in the square. The water is safe and the wallet is inside the pocket. There will be no missed plane connection. We are in a country where the curable ills are taken care of. We are in a country where the mechanics of living from transport to domestic heating (alack, poor Britain!) function imaginatively and well; where it goes without saying that the sick are looked after and secure and the young well educated and well trained; where ingenuity is used to heal delinquents and to mitigate at least the physical dependence of old age; where there is work for all and some individual seizure, and men and women have not been entirely alienated yet from their natural environment; where there is care for freedom and where the country as a whole has rounded the drive to power and prestige beyond its borders and where the will to peace is not eroded by doctrine, national self-love, and unmanageable fears; where people are kindly, honest, helpful, sane, reliable, resourceful, and cool-headed; where stranger–shyly–smiles to stranger. "Portrait Sketch of a Country: Denmark 1962

An imagined order must be made to make thousands of people believe in the same ideas for them to understand one another and work towards the same goals. To make people believe in an imagined order, it should not be admitted that it’s imaginary but an objective reality dictated by the laws of nature or by the gods. It should also be incorporated in education and to everything that people encounter – to fairy tales, songs, architecture, fashion, political propaganda, etc.

So completely did they dwarf the surrounding architecture that from the roof of Victory Mansions you could see all four of them simultaneously. They were the homes of the four Ministries between which the entire apparatus of government was divided: the Ministry of Truth, which concerned itself with news, entertainment, education, and the fine arts; the Ministry of Peace, which concerned itself with war; the Ministry of Love, which maintained law and order; and the Ministry of Plenty, which was responsible for economic affairs. Their names, in Newspeak: Minitrue, Minipax, Miniluv, and Miniplenty.

Teaching involves a search for meaning in the world. Teaching is a life project, a calling, a vocation that is an organizing center of all other activities. Teaching is past and future as well as present, it is background as well as foreground, it is depth as well as surface. Teaching is pain and humor, joy and anger, dreariness and epiphany. Teaching is world building, it is architecture and design, it is purpose and moral enterprise. Teaching is a way of being in the world that breaks through the boundaries of the traditional job and in the process redefines all life and teaching itself. (p. 130)

The fundamental problem with learning mathematics is that while the number sense may be genetic, exact calculation requires cultural tools—symbols and algorithms—that have been around for only a few thousand years and must therefore be absorbed by areas of the brain that evolved for other purposes. The process is made easier when what we are learning harmonizes with built-in circuitry. If we can’t change the architecture of our brains, we can at least adapt our teaching methods to the constraints it imposes. For nearly three decades, American educators have pushed “reform math,” in which children are encouraged to explore their own ways of solving problems. Before reform math, there was the “new math,” now widely thought to have been an educational disaster. (In France, it was called les maths modernes and is similarly despised.) The new math was grounded in the theories of the influential Swiss psychologist Jean Piaget, who believed that children are born without any sense of number and only gradually build up the concept in a series of developmental stages. Piaget thought that children, until the age of four or five, cannot grasp the simple principle that moving objects around does not affect how many of them there are, and that there was therefore no point in trying to teach them arithmetic before the age of six or seven.

religions merit our attention for their sheer conceptual ambition; for changing the world in a way that few secular institutions ever have. They have managed to combine theories about ethics and metaphysics with a practical involvement in education, fashion, politics, travel, hostelry, initiation ceremonies, publishing, art and architecture – a range of interests which puts to shame the scope of the achievements of even the greatest and most influential secular movements and individuals in history. For those interested in the spread and impact of ideas, it is hard not to be mesmerized by examples of the most successful educational and intellectual movements the planet has ever witnessed.

A Puritan twist in our nature makes us think that anything good for us must be twice as good if it's hard to swallow. Learning Greek and Latin used to play the role of character builder, since they were considered to be as exhausting and unrewarding as digging a trench in the morning and filling it up in the afternoon. It was what made a man, or a woman -- or more likely a robot -- of you. Now math serves that purpose in many schools: your task is to try to follow rules that make sense, perhaps, to some higher beings; and in the end to accept your failure with humbled pride. As you limp off with your aching mind and bruised soul, you know that nothing in later life will ever be as difficult. What a perverse fate for one of our kind's greatest triumphs! Think how absurd it would be were music treated this way (for math and music are both excursions into sensuous structure): suffer through playing your scales, and when you're an adult you'll never have to listen to music again. And this is mathematics we're talking about, the language in which, Galileo said, the Book of the World is written. This is mathematics, which reaches down into our deepest intuitions and outward toward the nature of the universe -- mathematics, which explains the atoms as well as the stars in their courses, and lets us see into the ways that rivers and arteries branch. For mathematics itself is the study of connections: how things ideally must and, in fact, do sort together -- beyond, around, and within us. It doesn't just help us to balance our checkbooks; it leads us to see the balances hidden in the tumble of events, and the shapes of those quiet symmetries behind the random clatter of things. At the same time, we come to savor it, like music, wholly for itself. Applied or pure, mathematics gives whoever enjoys it a matchless self-confidence, along with a sense of partaking in truths that follow neither from persuasion nor faith but stand foursquare on their own. This is why it appeals to what we will come back to again and again: our **architectural instinct** -- as deep in us as any of our urges.

Every genetic “illness” is a mismatch between an organism’s genome and its environment. In some cases, the appropriate medical intervention to mitigate a disease might be to alter the environment to make it “fit” an organismal form (building alternative architectural realms for those with dwarfism; imagining alternative educational landscapes for children with autism). In other cases, conversely, it might mean changing genes to fit environments. In yet other cases, the match may be impossible to achieve: the severest forms of genetic illnesses, such as those caused by nonfunction of essential genes, are incompatible with all environments. It is a peculiar modern fallacy to imagine that the definitive solution to illness is to change nature—i.e., genes—when the environment is often more malleable.

Why were the Jews so restless? It was not because they were a difficult, warlike, tribal and essentially backward society, like the Parthians, who gave the Romans constant trouble on the eastern fringe, rather as the Pathans and Afghans worried the British on the North-West Frontier of India. On the contrary: the real trouble with the Jews was that they were too advanced, too intellectually conscious to find alien rule acceptable. The Greeks had faced the same problem with Rome. They had solved it by submitting physically and taking the Romans over intellectually. Culturally, the Roman empire was Greek, especially in the East. Educated people spoke and thought in Greek, and Greek modes set the standards in art and architecture, drama, music and literature. So the Greeks never had any sense of cultural submission to Rome.

Having taken proper notice of the complexity of the machine [...] the infinity of ropes and cords, the sails, the varying forces that act upon them, and the skill required to manage the whole, directing the vessel in the desired direction [...] what pity it is that an art so important, so difficult, and so intimately concerned with the invariable laws of mechanical nature, should be so held by its possessors that it cannot improve but must die with each individual. Having no advantages of previous education, they cannot arrange their thoughts; they can scarcely be said to think. They can far less express or communicate to others the intuitive knowledge which they possess; and their art, acquired by habit alone, is little different from an instinct. We are as little entitled to expect improvement here as in the architecture of the bee or the beaver. The species cannot improve.

How do you cause people to believe in an imagined order such as Christianity, democracy or capitalism? First, you never admit that the order is imagined. You always insist that the order sustaining society is an objective reality created by the great gods or by the laws of nature. People are unequal, not because Hammurabi said so, but because Enlil and Marduk decreed it. People are equal, not because Thomas Jefferson said so, but because God created them that way. Free markets are the best economic system, not because Adam Smith said so, but because these are the immutable laws of nature. You also educate people thoroughly. From the moment they are born, you constantly remind them of the principles of the imagined order, which are incorporated into anything and everything. They are incorporated into fairy tales, dramas, paintings, songs, etiquette, political propaganda, architecture, recipes and fashions.

Christianity has been the means of reducing more languages to writing than have all other factors combined. It has created more schools, more theories of education, and more systems than has any other one force. More than any other power in history it has impelled men to fight suffering, whether that suffering has come from disease, war or natural disasters. It has built thousands of hospitals, inspired the emergence of the nursing and medical professions, and furthered movement for public health and the relief and prevention of famine. Although explorations and conquests which were in part its outgrowth led to the enslavement of Africans for the plantations of the Americas, men and women whose consciences were awakened by Christianity and whose wills it nerved brought about the abolition of slavery (in England and America). Men and women similarly moved and sustained wrote into the laws of Spain and Portugal provisions to alleviate the ruthless exploitation of the Indians of the New World. Wars have often been waged in the name of Christianity. They have attained their most colossal dimensions through weapons and large–scale organization initiated in (nominal) Christendom. Yet from no other source have there come as many and as strong movements to eliminate or regulate war and to ease the suffering brought by war. From its first centuries, the Christian faith has caused many of its adherents to be uneasy about war. It has led minorities to refuse to have any part in it. It has impelled others to seek to limit war by defining what, in their judgment, from the Christian standpoint is a "just war." In the turbulent Middle Ages of Europe it gave rise to the Truce of God and the Peace of God. In a later era it was the main impulse in the formulation of international law. But for it, the League of Nations and the United Nations would not have been. By its name and symbol, the most extensive organization ever created for the relief of the suffering caused by war, the Red Cross, bears witness to its Christian origin. The list might go on indefinitely. It includes many another humanitarian projects and movements, ideals in government, the reform of prisons and the emergence of criminology, great art and architecture, and outstanding literature.

The Cistercian monks built simple and harmonious buildings out of the local limestone, with plain colours and few ornaments. The plans involved regular repetitions: the doors, windows and roof vaults wouldn’t vary much, so that the eye would easily find points of reference. Everything felt solid and enduring. Our natural human frailty was to contrast with the immemorial tone of the masonry. The monks were particularly keen on cloisters: covered walkways opening onto a quiet central square around which one could take de-stressing walks even on a rainy afternoon. The abbey at Cîteaux was just one of thousands built with similar intentions over a period of hundreds of years. It’s not an accident that architecture that sets out to create a contemplative and serene atmosphere can easily get labelled ‘monastic’, though in truth there’s nothing inherently religious or Christian about the pursuit of calm. The longing for serenity is a continuing, widespread human need, although the overtly religious background to abbeys and monasteries has an unfortunate association: making calm places erroneously seem as if they were inherently connected to a belief in Jesus. We need to rediscover the search for calm as a fundamental ambition of all architecture, not least for the buildings of our own harried times.

Charles is difficult to pigeonhole politically. Tony Blair wrote that he considered him a “curious mixture of the traditional and the radical (at one level he was quite New Labour, at another definitely not) and of the princely and insecure.” He is certainly conservative in his old-fashioned dress and manners, his advocacy of traditional education in the arts and humanities, his reverence for classical architecture and the seventeenth-century Book of Common Prayer. But his forays into mysticism and his jeremiads against scientific progress, industrial development, and globalization give him an eccentric air. “One of the main purposes of the monarchy is to unite the country and not divide it,” said Kenneth Rose. When the Queen took the throne at age twenty-five, she was a blank slate, which gave her a great advantage in maintaining the neutrality necessary to preserve that unity. It was a gentler time, and she could develop her leadership style quietly. But it has also taken vigilance and discipline for her to keep her views private over so many decades. Charles has the disadvantage of a substantial public record of strong and sometimes contentious opinions, not to mention the private correspondence with government ministers protected by exemptions in the Freedom of Information Act that could come back to haunt him if any of it is made public. One letter that did leak was written in 1997 to a group of friends after a visit to Hong Kong and described the country’s leaders as “appalling old waxworks.

A choice architect has the responsibility for organizing the context in which people make decisions. Although Carolyn is a figment of our imagination, many real people turn out to be choice architects, most without realising it. If you design the ballot voters use to choose candidates, you are a choice architect. If you are a doctor and must describe the alternate treatments available to a patient, you are a choice architect. If you design the form that new employees fill out to enrol in the company healthcare plan, you are a choice architect. If you are a parent describing possible educational options to your son or daughter, you are a choice architect. If you are a salesperson, you are a choice architect, but you already knew that. There are many parallels between choice architecture and more traditional forms of architecture. A crucial parallel is that there is no such thing as a neutral design.

Pop music does not throw the same cultural weight it once did; its ideas and challenges are no longer central to social movements. In the UK and US, ruinously expensive tuition fees and cuts to art education have narrowed the range of class backgrounds that art students are coming from. But the magpie cultural education that pop music provided has left a strong legacy ... Postmodernism, and all its liquid games of reference, was not just an idea incubated by the art gallery, the academy, or the architecture studio; it came from pop’s intellectual permissiveness. The pretensions of individuals from all walks of life—their ambition, their curiosity, their desires to make the world around them a more interesting place—is cultural literacy in action.

Except for practices that incorporate design as the way they practice—for example, architecture and engineering—the art of design is not incorporated into students’ experiences in schools, despite its superiority in many situations, even to such analytical problem solving as scientists employ. The power of design as an instrument of learning is almost completely overlooked by the educational system. For example, the best way to learn how an automobile (or any other mechanism) works and to gain understanding of why it works the way it does is to design one. Moreover, it is in design that people learn what they want.

Modern culture has disenchanted the world by disenchanting numbers. For us, numbers are about quantity and control, not quality and contemplation. After Bacon, knowledge of numbers is a key to manipulation, not meditation. Numbers are only meaningful (like all raw materials that comprise the natural world) when we can do something with them. When we read of twelve tribes and twelve apostles and twelve gates and twelve angels, we typically perceive something spreadsheet-able. By contrast, in one of Caldecott’s most radical claims, he insists, “It is not simply that numbers can be used as symbols. Numbers have meaning—they are symbols. The symbolism is not always merely projected onto them by us; much of it is inherent in their nature” (p. 75). Numbers convey to well-ordered imaginations something of (in Joseph Cardinal Ratzinger’s metaphor) the inner design of the fabric of creation. The fact that the words “God said” appear ten times in the account of creation and that there are ten “words” in the Decalogue is not a random coincidence. The beautiful meaningfulness of a numberly world is most evident in the perception of harmony, whether in music, architecture, or physics. Called into being by a three-personed God, creation’s essential relationality is often evident in complex patterns that can be described mathematically. Sadly, as Caldecott laments, “our present education tends to eliminate the contemplative or qualitative dimension of mathematics altogether” (p. 55). The sense of transcendence that many (including mathematicians and musicians) experience when encountering beauty is often explained away by materialists as an illusion. Caldecott offers an explanation rooted in Christology. Since the Logos is love, and since all things are created through him and for him and are held together in him, we should expect the logic, the rationality, the intelligibility of the world to usher in the delight that beauty bestows. One

This was true of any and every aspect of knowledge; you figured out how to learn it, and you exposed yourself to people who were willing to make their understanding public if you thought it could be a worthwhile part of your endeavor. That is the basis for the formation of universities in the Middle Ages—places where thinkers were willing to spend their time making their thoughts public. The only ones who got to stay were the ones whom other people (“students”) found relevant enough to their own personal quests to make listening to them worthwhile. By the way, this attitude toward teaching has not disappeared. When quantum theory was being developed in the second quarter of the twentieth century, aspiring atomic physicists traveled to the various places where different theorists were developing their thoughts, often in radically different directions. Students traveled to Bohr’s institute to find out how he viewed quantum theory, then to Heisenberg, to Einstein, to Schrodinger, to Dirac, and so on. What was true of physics was equally true of art, architecture...you name it. It is still true today. One does not go to Pei to learn “architecture”; one goes to learn how he does it—that is, to see him “teach” by telling and showing you his approach. Schools should enable people to go where they want to go, not where others want them to. The

religions merit our attention for their sheer conceptual ambition; for changing the world in a way that few secular institutions ever have. They have managed to combine theories about ethics and metaphysics with a practical involvement in education, fashion, politics, travel, hostelry, initiation ceremonies, publishing, art and architecture

And the beauty of nature must always seem unreal and mocking, until the landscape has human figures, that are as good as itself. If there were good men, there would never be this rapture in nature. If the king is in the palace, nobody looks at the walls. It is when he is gone, and the house is filled with grooms and gazers, that we turn from the people, to find relief in the majestic men that are suggested by the pictures and the architecture. The critics who complain of the sickly separation of the beauty of nature from the thing to be done, must consider that our hunting of the picturesque is inseparable from our protest against false society. Man is fallen; nature is erect, and serves as a differential thermometer, detecting the presence or absence of the divine sentiment in man.

In an attempt to head off such stinging and potentially damaging criticism both Rockefeller and Carnegie poured hundreds of millions of dollars into public works. In Rockefeller’s case the money went to Chicago University, the Rockefeller Institute for Medical Research (today Rockefeller University), and the General Education Board that announced it would teach children ‘to do in a perfect way the things their fathers and mothers are doing in an imperfect way’. In 1913 he and his son established the Rockefeller Foundation that remains one of the richest charitable organisations in the world. Carnegie too used his money to encourage education. His grand scheme was to fund the opening of libraries, and between 1883 and 1929 more than 2,000 were founded all over the world. In many small towns in America and in Britain, the Carnegie Library is still one of their most imposing buildings, always specially designed and built in a wide variety of architectural styles. In 1889, Carnegie wrote his Gospel of Wealth first published in America and then, at the suggestion of Gladstone, in Britain. He said that it was the duty of a man of wealth to set an example of ‘modest, unostentatious living, shunning display or extravagance’, and, once he had provided ‘moderately’ for his dependents, to set up trusts through which his money could be distributed to achieve in his judgement, ‘the most beneficial result for the community’. Carnegie believed that the huge differences between rich and poor could be alleviated if the administration of wealth was judiciously and philanthropi-cally managed by those who possessed it. Rich men should start giving away money while they lived, he said. ‘By taxing estates heavily at death, the state marks its condemnation of the selfish millionaire’s unworthy life.

Don't forget Shiz University was originally a unionist monastery," said Elphaba, "so despite the anything-goes attitude among the educated elite, there are still bedrocks of unionist bias." "But I'm a unionist," said Boq, "and I don't see the conflict. The Unnamed God is accommodating to many ranges of being, not just human. Are you talking about a subtle bias against Animals, interwoven into early unionist tracts, and still in operation today?" "That's certainly what Doctor Dillamond thinks. And he's a unionist himself. Explain that paradox and I'd be glad to convert. I admire the Got intensely. But the real interest of it to me is the political slant. If he can isolate some bit of the biological architecture to prove that there isn't any difference, deep down, in the invisible pockets of human and Animal flesh - that there's no difference between us - or even among us, if you take in animal flesh too - well, you see the implications." "No," said Boq, "I don't think I do." "How can the Banns on Animal Mobility be upheld if Doctor Dillamond can prove, scientifically, that there isn't any inherent difference between humans and Animals?" "Oh, now that's a blueprint for an impossibly rosy future," said Boq. "Think about it," said Elphaba. "Think, Boq. On what grounds could the Wizard possibly continue to publish those Banns?" "How could he be persuaded not to? The Wizard has dissolved the Hall of Approval indefinitely. I don't believe, Elphie, that the Wizard is open to entertaining arguments, even by as august an Animal as Doctor Dillamond." "But of course he must be. He's a man in power, it's his job to consider changes in knowledge. When Doctor Dillamond has his proof, he'll write to the Wizard and begin to lobby for change. No doubt he'll do his best to let Animals the over know what he's intending, too. He isn't a fool.

There was a kind of symbiosis in their relationship to these grand places: they gave life to the ancient architecture by making it the backdrop of their discourse, by refusing to worship at its altar as if it were a dead thing.

An architectural curiosity. And a flawed comparison, as the geometry of this chamber is quite different. The great curse of the artistic education, or what you call the liberal arts, is the understanding of the world through metaphor. Understanding things for what they resemble, rather than what they are in themselves. I think that is what draws you to the battle against conspiracy. Am I correct?” “I guess. I call it false narrativization.” Rostam laughed, and the sound echoed back around them “Also it brings in listeners.

LEDERHOSEN BACK IN THE SUITCASE – THEY WEREN’T MUCH HELP – I’M READY to leave. I started my journey in the most gorgeous of architectures in Jerusalem, and I end it in the most ravished of places, in Jenin. I started with Kings, David and Herod, and I end with Haifa Refugees. When I started the journey I was awed, when I end it I’m dismayed; when I started my journey laughter was my companion, when I end it a tear joins me; when I started this journey hope was my neighbor, when I end it despair stares me in the face. Witnessing the tremendous investments and endless attempts of the Europeans, not to mention the Germans, all geared to undermine the Jews in this land, in Israel, was an extremely unsettling experience. Being showered with love by the Arabs, just because they thought I was an Aryan, a German, was very discomforting. Watching the Jews and seeing how powerless they are, even now that they have their own state, was distressing. If logic is any guide, Israel will not survive. Besieged by hate from without and from within, no land can survive for very long. Miraculously, the Jews have built one of the most sophisticated, intense, beautiful countries of our time, but what are they doing to keep it? They hate themselves, they belie themselves, they are full of fears and many of them rush to get another passport; they want to go back to Poland, to Austria, to Germany – lands where their forefathers were hunted down and killed. And what am I doing? Just the same: I am going back to Germany. Am I a Jew just like them? Am I not Tobi the German? Am I not Abu Ali? My name is, sorry, Tuvia. Goodness of God. What a joke. A joke, I fear, only the Chosen People will truly comprehend. Adios, my sweet cats. You, of all creatures of this land, have a clear and sensible direction: milk and tuna. I am thankful that we met, for you have provided me with companionship in a land I felt so alone in. I am leaving this land, and I am leaving you. You will fare better here. You are Jewish cats, stay with your kind. Enjoy this land, my stray cats, as long as it lasts. I’ll miss you terribly. Shalom.

Why We Develop Faulty Mental Models of Ourselves as Learners It is very puzzling, in fact, that as lifelong users of our memories and learning capabilities, we do not end up with a more accurate mental model of how we learn, or fail to learn. Why is it, in short, that we are not educated by the “trials and errors of everyday living and learning” (R. A. Bjork, 1999, p. 455)? One consideration is that the functional architecture of how humans forget, remember, and learn is unlike the corresponding processes in man-made devices. Most of us do not, of course, understand the engineering details of how information is stored, added, lost, or overwritten in man-made devices, such as a computer or video recorder, but the functional architecture of such systems is simpler and more understandable than is the complex architecture of human learning and memory. To the extent, for example, that we do think of ourselves as working like such devices, we become prone to assuming that exposing ourselves to information and procedures will lead to storage (i.e., recording) of such information or procedures in our memories—that the information will write itself in one’s memory, so to speak.

When Mathematics unfold through Origamis, when video games target Medicine and Education, when architecture embraces nature, when we defy gravity, when physics dance, and dance clubs play Einstein, when we stop playing war, when TV starts saying something, when we produce without wasting, when engineering meets humanity’s primary needs, when all of these are not just casualties, but a standard we all live UP to: Then we’ll know. I’ll know: we really live in the 21st century

Japan, a country that had done its best to have no contact with strangers and to seal out the rest of the world. Its economy and politics were dominated by feudal agriculture and a Confucian hierarchical social structure, and they were steadily declining. Merchants were the lowest social class, and trading with foreigners was actually forbidden except for limited contact with China and the Dutch. But then Japan had an unexpected encounter with a stranger—Commodore Matthew Perry—who burst in on July 8, 1853, demanding that Japan’s ports be open to America for trade and insisting on better treatment for shipwrecked sailors. His demands were rebuffed, but Perry came back a year later with a bigger fleet and more firepower. He explained to the Japanese the virtues of trading with other countries, and eventually they signed the Treaty of Kanagawa on March 31, 1854, opening the Japanese market to foreign trade and ending two hundred years of near isolation. The encounter shocked the Japanese political elites, forcing them to realize just how far behind the United States and other Western nations Japan had fallen in military technology. This realization set in motion an internal revolution that toppled the Tokugawa Shogunate, which had ruled Tokyo in the name of the emperor since 1603, and brought Emperor Meiji, and a coalition of reformers, in his place. They chose adaptation by learning from those who had defeated them. They launched a political, economic, and social transformation of Japan, based on the notion that if they wanted to be as strong as the West they had to break from their current cultural norms and make a wholesale adoption of Western science, technology, engineering, education, art, literature, and even clothing and architecture. It turned out to be more difficult than they thought, but the net result was that by the late nineteenth century Japan had built itself into a major industrial power with the heft to not only reverse the unequal economic treaties imposed on it by Western powers but actually defeat one of those powers—Russia—in a war in 1905. The Meiji Restoration made Japan not only more resilient but also more powerful.

The alienation of Americans from the democratic process has also eroded knowledge of the most basic facts about our constitutional architecture of checks and balances. When the Annenberg Public Policy Center at the University of Pennsylvania conducted a broad survey on our Constitution, released in September 2006, they found that more than a third of the respondents believed the executive branch has the final say on all issues and can overrule the legislative and judicial branches. Barely half—53 percent—believed that the president was required to follow a Supreme Court decision with which he disagreed. Similarly, only 55 percent of those questioned believed that the Supreme Court had the power to declare an act of Congress unconstitutional. Another study found that the majority of respondents did not know that Congress—rather than the president—has the power to declare war. The Intercollegiate Studies Institute conducted a study in 2005 of what our nation’s college students knew about the Constitution, American government, and American history that provoked the American Political Science Association Task Force on Civic Education to pronounce that it is “axiomatic that current levels of political knowledge, political engagement, and political enthusiasm are so low as to threaten the vitality and stability of democratic politics in the United States.” The study found that less than half of college students “recognized that the line ‘We hold these truths to be self-evident, that all men are created equal’ is from the Declaration of Independence.” They also found that “an overwhelming majority, 72.8 percent, could not correctly identify the source of the idea of ‘a wall of separation’ between church and state.” When the John S. and James L. Knight Foundation conducted a survey of high school students to determine their feelings toward the First Amendment, they found that “after the text of the First Amendment was read to students, more than a third of them (35 percent) thought that the First Amendment goes too far in the rights it guarantees. Nearly a quarter (21 percent) did not know enough about the First Amendment to even give an opinion. Of those who did express an opinion, an even higher percentage (44 percent) agreed that the First Amendment goes too far in the rights it guarantees.” The survey revealed that “nearly three-fourths” of high school students “either don’t know how they feel about [the First Amendment] or they take it for granted.

Despite the empire’s problems, however, its former emperor had succeeded in making Byzantium a shining beacon of civilization. The architectural triumph of the Hagia Sophia had only been possible by sophisticated advances in mathematics, and it soon spawned a flourishing school dedicated to improving the field. In Byzantium, primary education was available for both genders, and thanks to the stability of Justinian’s rule, virtually every level of society was literate. Universities throughout the empire continued the Aristotelian and Platonic traditions that were by now over a millennium old, and the works of the great scientists of antiquity were compiled in both public and private libraries. The old western provinces under barbarian rule, by contrast, were quickly sinking into the brutish chaos of the Dark Ages, with recollections of advanced urban life a fading memory. Literacy declined precipitously as the struggle to scratch out an existence made education an unaffordable luxury, and it would have disappeared completely without the church. There, writing was still valued, and remote monasteries managed to keep learning dimly alive. But throughout the West, trade slowed to a crawl, cities shrank, and the grand public buildings fell into disrepair.

Technology is transforming nearly every sector of our lives. Music, books, retailing, communication, news, photography, medicine, architecture, etc. etc. etc. have changed drastically, have become more efficient, and we all expect that those changes, improvements, and progress will continue. Education cannot sit in this customized world as an island, embracing the Industrial Age, and expect to survive.

Education was still considered a privilege in England. At Oxford you took responsibility for your efforts and for your performance. No one coddled, and no one uproariously encouraged. British respect for the individual, both learner and teacher, reigned. If you wanted to learn, you applied yourself and did it. Grades were posted publicly by your name after exams. People failed regularly. These realities never ceased to bewilder those used to “democracy” without any of the responsibility. For me, however, my expectations were rattled in another way. I arrived anticipating to be snubbed by a culture of privilege, but when looked at from a British angle, I actually found North American students owned a far greater sense of entitlement when it came to a college education. I did not realize just how much expectations fetter—these “mind-forged manacles,”2 as Blake wrote. Oxford upholds something larger than self as a reference point, embedded in the deep respect for all that a community of learning entails. At my very first tutorial, for instance, an American student entered wearing a baseball cap on backward. The professor quietly asked him to remove it. The student froze, stunned. In the United States such a request would be fodder for a laundry list of wrongs done against the student, followed by threatening the teacher’s job and suing the university. But Oxford sits unruffled: if you don’t like it, you can simply leave. A handy formula since, of course, no one wants to leave. “No caps in my classroom,” the professor repeated, adding, “Men and women have died for your education.” Instead of being disgruntled, the student nodded thoughtfully as he removed his hat and joined us. With its expanses of beautiful architecture, quads (or walled lawns) spilling into lush gardens, mist rising from rivers, cows lowing in meadows, spires reaching high into skies, Oxford remained unapologetically absolute. And did I mention? Practically every college within the university has its own pub. Pubs, as I came to learn, represented far more for the Brits than merely a place where alcohol was served. They were important gathering places, overflowing with good conversation over comforting food: vital humming hubs of community in communication. So faced with a thousand-year-old institution, I learned to pick my battles. Rather than resist, for instance, the archaic book-ordering system in the Bodleian Library with technological mortification, I discovered the treasure in embracing its seeming quirkiness. Often, when the wrong book came up from the annals after my order, I found it to be right in some way after all. Oxford often works such. After one particularly serendipitous day of research, I asked Robert, the usual morning porter on duty at the Bodleian Library, about the lack of any kind of sophisticated security system, especially in one of the world’s most famous libraries. The Bodleian was not a loaning library, though you were allowed to work freely amid priceless artifacts. Individual college libraries entrusted you to simply sign a book out and then return it when you were done. “It’s funny; Americans ask me about that all the time,” Robert said as he stirred his tea. “But then again, they’re not used to having u in honour,” he said with a shrug.

Thus the continuation of the master tutor and willing servant students, the privileging of the visual, the inculcation of absurd modes of behaviour (sleep deprivation, aggressive defensiveness, internal competition), the raising of individuals on to pedestals, all these and more self-perpetuate in schools of architecture around the world, a strange form of interbreeding with tutors passing the architectural gene to students who in turn become tutors who perform the same rituals.

One German-American friend of mine, an architectural historian my own age, can be counted on to excoriate Woodrow Wilson after he has had several strong drinks. He goes on to say that it was Wilson who persuaded this country that it was patriotic to be stupid, to be proud of knowing only one language, of believing that all other cultures were inferior and ridiculous, offensive to God and common sense alike, that artists and teachers and studious persons in general were ninnies when it came to dealing with problems in life that really mattered, and on and on. This friend says that it was a particular misfortune for this country that the German-Americans had achieved such eminence in the arts and education when it was their turn to be scorned from on high. To hate all they did and stood for at that time, which included gymnastics, by the way, was to lobotomize not only the German-Americans but our culture. "That left American football," says my German-American friend, and someone is elected to drive him home.

Ehsan Sehgal Quotes about Wikipedia --- * If you are jobless, you do not have the proper ability, even if you can’t get a cleaning job, join Wikipedia, or become an editor. You may knock all the educated figures, lawyers, professional journalists, academics, and specialists of the various subjects down by the Wikipedia rules and policies that contradict each other. You have a useful weapon, which is called consensus. Your friends can support you in winning all disputes. You can change from wrong to right and right to wrong. You can decide the reliability and assessment of subjects; however, no matter whether you qualify for that or not, you have multiple tools for harassing others. That means Wikipedia. * The duffer’s heaven is Wikipedia, where academic ones are the house arrested and used for their shelter of qualification. * Wikipedia is the best place for poor grammar. * If one desires to explore the unique idiots and fools, Wikipedia has that and such a place. * The scholarly world rejects Wikipedia as a reliable website because most of the world’s silly clowns contribute their ignorance within the garbage of Wiki-Rules, which also, indeed, contradict each other. * You cannot delete this, whether with due or undue weight. It is social media, not Wikipedia. * One cannot trust Wikipedia since its articles have minute or continual variant content in all subjects, which demonstrates a lack of qualification and vision. One may find the most authentic and reliable articles on websites that even have no editorial board. * Notability cannot prevail in any subject’s reality. * Virtually, Wikipedia rules are not the law of the judiciary, approved by the majority of the parliament that applied accurately and precisely within its context. Conversely, Wikipedian rules, in other words, tools are only garbage of the frustrated and ignorant heads, which support the blackmailers for blackmailing and comfort for its founding architecture, and also fools who have to execute nothing other than fighting, wasting time. Consequently, every second Wikipedia, having no established and qualified paid editorial board, stays as an encyclopedia of Idiots-Pedia. Thus, it endorses itself as unreliable and untrustworthy an ordinary website, where educationally-unmatured children contribute and decide one’s notability, alongside ignorant ones as well.

Andrew Gibbons charts our investigation with a comparison of the design activity in other professional fields such as architecture and digital design to instructional design. He maps the theories and practices of instructional design to the broader fields of design and examines the range of scales present in design practice. Building from the seminal work of Donald Schön in his examination of the architectural design studio, Monica Tracy and John Baaki examine the principle of Refection-in-Action in terms of theory, design practice, and our understanding of the design process, illuminating these examples through the lens of a case study of active designers. How instructional designers learn and evolve as practitioners is examined by Elizabeth Boling and

the gloom of a Berlin winter and of Berlin architecture seemed to him a particular sort of gloom never attained elsewhere.

ROME AND OURSELVES Rome is a bazaar in full swing, and a picturesque one. There you find every sort of horror (see the four reproductions here given) and the bad taste of the Roman Renaissance. We have to judge this Renaissance by our modern taste, which separates us from it by four great centuries of effort, the 17th, 18th, 19th, and 20th. We reap the benefit of this endeavour; we judge hardly, but with a warrantable severity. These four centuries are lacking at Rome, which fell asleep after Michael Angelo. Setting foot once again in Paris, we recover our ability to judge. The lesson of Rome is for wise men, for those who know and can appreciate, who can resist and can verify. Rome is the damnation of the half-educated. To send architectural students to Rome is to cripple them for life. The Grand Prix de Rome and the Villa Medici are the cancer of French architecture.

As an Iranian woman in the West, I see and share a lot of concern about the fate of my country’s women. But I’m also disturbed at how commonly the Western people I know view female Iranians as either helpless victims or brainwashed enemies—even if they personally know vibrant, successful, multicultural Persian women. In both Iran and the West it’s still widely assumed that males have always been the authors of Iranian culture, business, law, religion, art, education, literature, agriculture, science, architecture, philosophy, social mores, and the writing of history. But of course Iranian women have always been creative, influential players in all of these fields. They’ve always had their own goals, values, passions, and accomplishments, whatever challenges they've faced, and their contributions have enriched the world. As I recall the commonly obscured female half of my heritage, I want to paint a big picture of women’s initiatives in every period of Iranian history. Of course many excellent authors and scholars have been working on that for decades, and their work has helped to dispel traditional bias. But I and my Western male co-author hope to make our own contribution. We want to link the insights and accounts of many Iranian women together, show their significance for the world, and do it through a stream of stories that people of all cultures might enjoy.

Although they both survived this campaign more or less unscathed, they suffered the humiliating experience of having to make self-criticism of their family background, their education abroad, and their outlook on life as reflected in Henry’s architectural designs and in their teaching methods.

The Grand Tour was at its last gasp by 1900 but their trips to France and Italy, both then and later in my grandmother's life, exactly reflected the Tour's purpose and aspirations. You went abroad to look at art and architecture; such travel was essential education and improvement. I caught a last whiff of it myself in the late 1940s, towed round the Romanesque churches of central and southern France, my aunt determinedly seeking out every remote crumbling edifice, and my grandmother equipped with a supply of Ryvita, sandwich spread, Marmite and Ovaltine for the point when she could no longer endure unremitting French cuisine.

That means that however funds are raised for community projects, the highest amount goes to educational facilities and teachers. The curriculum would be based on learning what it means to be a human being, or rather, a spiritual being living in a human body/world. Courses taught would include how to develop creativity, what it means to clear the psychological and emotional self, how to be in relationship with others, what steps must be taken to ensure basic needs are met for all souls in physical embodiment, the study of different soul paths for the purpose of understanding the viewpoints and perceptions of each group, etc. Second, resources would be devoted to scientific research and application. Specifically, funding would be allocated for alternative energy projects, agricultural advances, transportation systems, cleanup of the environment, and exploration of the cosmos. Third, emphasis would be placed on cultural advancement, including creative architecture, community gardens, cooperative building and re-building projects, implementation of new economic paradigms including enlightened currencies, and providing of the latest technological systems in every household that desires them (but not necessarily with emphasis on the latest gadgets for hours of mind-numbing entertainment). The priority here is to enable more efficient communication and awareness of world events for all souls. Also, it is important to be sure and include entertainment and down time. Fourth, opportunities would be provided to help individuals express their spiritual freedom. Encouragement and support will be given for souls to build churches, mosques, temples, synagogues, monasteries, healing retreat centers, therapy and holistic bodywork facilities, and more. The truth may be within, but it is helpful to have an outer environment that reflects the inner truth.

Virtually, Wikipedia rules are not the law of the judiciary, approved by the majority of the parliament that applied accurately and precisely within its context. Conversely, Wikipedian rules, in other words, tools are only garbage of the frustrated and ignorant heads, which support the blackmailers for blackmailing and comfort for its founding architecture, and also fools who have to execute nothing than fighting, wasting time. Consequently, every second the Wikipedia, having no established and qualified paid editorial board, stays as an encyclopedia of Idiots-Pedia. Thus, it endorses itself unreliable and untrustworthy an ordinary website, where educationally-unmatured children contribute and decide one's notability, alongside ignorant ones as well.

Benares emerged as a major centre of finance and commerce as well as a unique centre of religion, education and pilgrimage. In Bengal, Nadia was the centre of Sanskrit learning and a sophisticated centre for regional architectural and Hindustani musical excellence.

…perhaps laymen will find it unbelievable that a man’s intellect enables him to understand and retain such a large number of disciplines. But when they realize that all disciplines are connected with, and feed into, each other, they will readily believe that this can happen. For a general education is like a single body composed of these different limbs. That is why those who are instructed in various subjects from a tender age recognise the ground common to all areas of study and the complimentary relationships between all the disciplines, and for that reason can readily understand all of them.

Varro produced an influential encyclopaedia, Nine Books of Disciplines, in which he outlined nine arts: grammar, rhetoric, logic, arithmetic, geometry, astronomy, musical theory, medicine and architecture. Later writers omitted the last two arts.79 In Rome, by the end of the first century AD, education had been more or less standardised and the seven liberal arts identified. In turn, these would become the basis of medieval education,

Fish Stewarding Group focuses on the other side of solutions by educating, developing and transitioning businesses through strategic guidance and process architecture.

While the mosque is considered one of the most visible symbols of Muslim presence and the salat its predominant ritual, it is clear that mosque practices are as varied as its architecture. If we begin to look beyond the mosque itself, we find a wide range of religious spaces that accommodate the spiritual and educational lives of Muslims across the world. In the next chapters, we begin to explore these additional constellations of piety and practice.

To maximize pleasure and to minimize pain - in that order - were characteristic Enlightenment concerns. This generally more receptive attitude toward good feeling and pleasure would have significant long-term consequences. It is a critical difference separating Enlightenment views on happiness from those of the ancients. There is another, however, of equal importance: that of ambition and scale. Although the philosophers of the principal classical schools sought valiantly to minimize the role of chance as a determinant of human happiness, they were never in a position to abolish it entirely. Neither, for that matter, were the philosophers of the eighteenth century, who, like men and women at all times, were forced to grapple with apparently random upheavals and terrible reversals of forture. The Lisbon earthquake of 1755 is an awful case in point. Striking on All Saints' Day while the majority of Lisbon's inhabitants were attending mass, the earthquake was followed by a tidal wave and terrible fires that destroyed much of the city and took the lives of tens of thousands of men and women. 'Quel triste jeu de hasard que le jeu de la vie humaine,' Voltaire was moved to reflect shortly thereafter: 'What a sad game of chance is this game of human life.' He was not alone in reexamining his more sanguine assumptions of earlier in the century, doubting the natural harmony of the universe and the possibilities of 'paradise on earth'; the catastrophe provoked widespread reflection on the apparent 'fatality of evil' and the random occurrence of senseless suffering. It was shortly thereafter that Voltaire produced his dark masterpiece, Candide, which mocks the pretension that this is the best of all possible worlds. And yet, in many ways, the incredulity expressed by educated Europeans in the earthquake's aftermath is a more interesting index of received assumptions, for it demonstrates the degree to which such random disasters were becoming, if not less common, at least less expected. Their power to shock was magnified accordingly, but only because the predictability and security of daily existence were increasing, along with the ability to control the consequences of unforeseen disaster. When the Enlightened Marquis of Pombal, the First Minister of Portugal, set about rebuilding Lisbon after the earthquake, he paid great attention to modern principles of architecture and central planning to help ensure that if such a calamity were to strike again, the effects would be less severe. To this day, the rebuilt Lisbon of Pombal stands as an embodiment of Enlightened ideas. Thus, although eighteenth-century minds did not - and could not - succeed in mastering the random occurrences of the universe, they could - and did - conceive of exerting much greater control over nature and human affairs. Encouraged by the examples of Newtonian physics, they dreamed of understanding not only the laws of the physical universe but the moral and human laws as well, hoping one day to lay out with precision what the Italian scholar Giambattista Vico described as a 'new science' of society and man. It was in the eighteenth century, accordingly, that the human and social sciences were born, and so it is hardly surprising that observers turned their attention to studying happiness in similar terms. Whereas classical sages had aimed to cultivate a rarified ethical elite - attempting to bring happiness to a select circle of disciples, or at most to the active citizens of the polis - Enlightenment visionaries dreamed of bringing happiness to entire societies and even to humanity as a whole.

What programs would a prison need to utilize in order to maximize the likelihood that the people sent to it would renounce violence as a behavioral strategy? To begin with, it would need to be an anti-prison. Beginning with its architecture, it would need to convey an entirely different message. Current prisons are modeled architecturally after zoos — or rather, after the kinds of zoos that used to exist, but that have been replaced with zoological parks because the animals' keepers began to realize that the old zoos, with concrete floors and walls and steel bars were too inhumane for animals to survive in. Yet we still keep our human animals in zoos that no humane society would permit for animals. And the architecture itself conveys that message to the prisoners: "You are an animal, for this is a zoo, and zoos are what animals are put in." And then we act surprised when the men and women we treat that way actually behave like animals, both when they are in this human zoo and after they return to the community. So we would need to build an anti-prison that would actually look as if it had been built for human beings rather than animals, i.e. that was as home-like and pleasant and civilized and human as possible. Once we had done that, we could offer those who had been sent there the opportunity to acquire as much education and/or vocational training as they had the ability and energy and interest to obtain. We would of course need to provide treatment for whatever medical, dental, psychiatric, or substance-abuse problems they had, and would want to incorporate many of the principles of a therapeutic community into the everyday routines of this residential school, with frequent group discussions with the other residents and staff members with training in psychotherapy. The goal would be to replace the "monster factories" that most prisons now are with therapeutic communities designed to enable people who are deeply damaged, and damaging, to recover their humanity or to gain a degree of humanity they had never been able to acquire; in short, to help them heal themselves and learn, in the process, how to heal others and even repair some of the damage they have done.

To this faith, the world owes the modern institutional versions of orphanages, hospitals, and higher education, along with the intellectual revolutions of the Enlightenment. Renaissance painting and architecture, classical music, and the abolition movement, as well as the modern movements for workers’ rights, women’s suffrage, and civil rights, were all by-products, directly or indirectly, of Christian beliefs and actions. Despite Christianity’s positive influences in many areas, Christians were also responsible for the Crusades, the Spanish Inquisition, the Thirty Years’ War, the genocide of native civilizations in the Americas, the Salem witch trials, American slavery and the slave trade, the Third Reich in Germany, “the Troubles” in Northern Ireland, the Rwandan genocide, and other atrocities. Clearly, Christianity has been both a positive and negative force in the world.

Almost half of those in a heavily academic preschool went on to have emotional problems, compared with only 6 percent of those in the play-based preschool. The latter group also had fewer felony arrests and spent fewer years in special education diagnosed with emotional impairment. Perhaps most disturbing is the potential for the early exposure to academics to physiologically damage developing brains. Although the brain continues to change throughout life in response to learning, young children undergo a number of sensitive periods critical to healthy development; learning to speak a language and responding to social cues are two such domains. Appropriate experiences can hone neural pathways that will help the child during life; by the same token, stressful experiences can change the brain’s architecture to make children significantly more susceptible to problems later in life, including depression, anxiety disorders—even

Nicholas had read so many books in the last weeks, had learned so much about so many things, that he felt as though he were looking out through entirely new eyes. He recognized, for instance, the different styles of architecture in the buildings, and understood the workings of the tractors and farm equipment in the fields, and knew what sort of crops were being readied for harvest. In fact, Nicholas knew a great deal about almost everything that he saw, and he stared out the window as if spellbound. He felt as if he’d been given X-ray vision, or something rather like X-ray vision yet even greater, for he could see all the hidden details of everything. The effect was quite thrilling.

In the pages that follow, I lay out the structure for a new curriculum—humanics—the goal of which is to nurture creativity, flexibility, and agency within the infinite situational contexts of life. Humanics builds on people’s innate strengths and prepares students to flourish in a world in which AI works alongside human professionals. And much as today’s law students learn both a specific body of knowledge and a legal mindset, tomorrow’s humanics students will need to master specific content as well as practice uniquely human cognitive capacities. In the chapters ahead, I describe both the architecture and the inner workings of humanics, but here I begin by explaining its twofold nature. The first side, its content, takes shape in what I call the new literacies. In the past, literacy in reading, writing, and mathematics formed the baseline for participation in society. Even educated professionals did not need any technical proficiencies beyond knowing how to click and drag through a suite of office programs. That is no longer sufficient. In the future, graduates will need to build on the old literacies by adding three more—technological literacy, data literacy, and human literacy. People can no longer thrive in a digitized world using analog tools. Assisted by AI, they will be living and working in a constant stream of information and instant generativity. Technological literacy gives them a grounding in how their machines tick. Data literacy enables them to analyze and judge the merit of these ever-rising tides of information. Human literacy teaches them creativity, culture, empathy, and connection, allowing them to flourish in the social milieu.

Angela Liberatore said, Web development is a career path that can speak to experts inspired by innovation and the web. Assuming you appreciate utilizing PCs and computerized apparatuses to assemble and keep up with sites, think about seeking after this vocation way. Finding out about the likely advantages of turning into a web engineer and how to become one can set you up for a compensating vocation experience. There is a tremendous interest for web developers in the present market. Web developers have the adaptability to work from anyplace they need. While there are positively various specialized topics in website architecture, the central matter is that most web-related positions are viewed as great vocations with added advantages and advantages and the chance of development. Functioning as a web developer includes a few obligations, including ceaseless learning, critical thinking, and decisive idea. This field is continually advancing because of headways in web development. This implies web and programming developers need to work resolutely to keep awake to-date with the latest coding dialects and market patterns to guarantee they are applicable over the long run in their professions in web development. There is no indication of a slowdown in demand. The developing prominence of online web-based business shopping is anticipated to extend more rapidly than the retail area – and the steadily developing dependence on portable hunts will just bring about a more noteworthy interest for profoundly gifted web and programming engineers. Reasons to Begin Your Web Development Career Journey today: Web Developers Are In-Demand Today, the web-based experience is crucial for the outcome of each and every business and association. Without a web engineer, organizations are left utilizing simplified website designers like Squarespace or a WordPress layout. While these could get the job done for certain organizations, a lot more depend in a web designer or group of engineers to convey the extraordinary, drawing in, and very much planned encounters shoppers anticipate today. This is one explanation the Agency of Work Measurements (BLS) gauges that the web advancement industry is supposed to become 23% by 2031 a lot quicker than the normal. Web Developers Earn a Great Living Do web developers get compensated well? the response is yes. However remuneration depends on experience like each and every other industry, the typical web designer $79,476 per year as per Glassdoor. This is around $30 60 minutes, altogether higher than the Indiana statewide normal time-based compensation of $17.54 each hour. Getting into Web development is one way for Hoosiers to make around twofold the normal compensation without fundamentally expecting to acquire a postgraduate education. Work adaptability/flexibility Working in any web advancement job offers you significant work adaptability. Inside an association, you have the adaptability to work cooperatively with a group or freely. You can fill in as a remote web engineer, in an office, or from home. Beside work environment adaptability, you can likewise settle on the ventures you mean to zero in on as you acquire field insight. In the event that you investigate outsourcing open doors as a web designer, you can have adaptable work hours as you settle on the undertakings and clients to acknowledge. You may likewise choose to subcontract explicit errands in an undertaking if essential. Problem-solving opportunities A web developers job includes tracking down various ways to deal with circumstances and settling on the most suitable activity. Filling in as a web engineer can assist you with creating decisive reasoning skills, as you frequently resolve true difficulties with tasks and fix code messes with routinely. Beside critical thinking, the programming abilities you gain as a web engineer are likewise transferrable abilities that can help you in numerous different jobs.

Adulthood, by the way, needs to be taught. More so modeled. Exemplified. It takes care and effort to develop our boys into men, our girls into women, our gender-ambiguous and gender-fluid children into adults. They, too, sing America. As a society, we do a damn poor job of this. Our national discourse repels children. And why? Our workforce drags its feet. Community playgrounds stand appreciably worse than those of a country like New Zealand. National food standards poor. Educational standards low. Dwindling interest in the arts, architecture, fashion, reading for its own sake. The near unanimous acceptance of dressing down, and the verbal dressings down we give to anyone who bothers dressing up. Widespread disregard for personal appearance. Bowling alone. Absence of dialog on history, philosophy, culture. Highbrow these are not. They are modes of civilization, taught to us by our forebears.

When I am writing, I think with words. When I am making furniture I think with things. Both methodologies are powerful tools. Likewise, both coffee table and manuscript represent questions I asked and conclusions I've reached. Being permanent and accessible the way that thought isn't, they serve as landmarks for current exploration. My hope from the start is to participate in a larger conversation by creating something worth sharing. Even the most reclusive creators would still be watching their creations take shape through a theoretical user. Just as I listen to my prose through the ear of a theoretical reader. Such is human nature, we are socially embraided by such an extent that the architecture of our thoughts is a communal construction. Anything I create becomes a doorway that others can access my ideas and concerns, if they care to. Admittedly there is plenty of room for ambiguity, error, and misinterpretation.

Landscape Mathematics = Landscape Architecture + Mathematics + Engineering™. Complex mathematical systems exist in nature. We must mimic these systems, and create original ones to solve environmental and educational issues worldwide.

Bridging two cultures (Nigerian and American) and three professions and careers (Architecture, Business and Education) to literacy’s true freedom.