Engineering Student Quotes

You need mountains, long staircases don't make good hikers.

What grinds me the most is we're sending kids out into the world who don't know how to balance a checkbook, don't know how to apply for a loan, don't even know how to properly fill out a job application, but because they know the quadratic formula we consider them prepared for the world` With that said, I'll admit even I can see how looking at the equation x -3 = 19 and knowing x =22 can be useful. I'll even say knowing x =7 and y= 8 in a problem like 9x - 6y= 15 can be helpful. But seriously, do we all need to know how to simplify (x-3)(x-3i)?? And the joke is, no one can continue their education unless they do. A student living in California cannot get into a four-year college unless they pass Algebra 2 in high school. A future psychologist can't become a psychologist, a future lawyer can't become a lawyer, and I can't become a journalist unless each of us has a basic understanding of engineering. Of course, engineers and scientists use this shit all the time, and I applaud them! But they don't take years of theater arts appreciation courses, because a scientist or an engineer doesn't need to know that 'The Phantom of the Opoera' was the longest-running Broadway musical of all time. Get my point?

The ideal architect should be a man of letters, a skillful draftsman, a mathematician, familiar with historical studies, a diligent student of philosophy, acquainted with music, not ignorant of medicine, learned in the responses of jurisconsults, familiar with astronomy and astronomical calculations.

No one expected a first year engineering student to build the perfect bridge.

On the first day of a college you will worry about how will you do inside the college? and at the last day of a college you will wonder what will you do outside the college?

In engineering colleges, they have seating plans...And Students have cheating plans.

Travelling the road will tell you more about the road than the google will tell you about the road.

I want students to engage the way a clutch on a car gets engaged: an engine can be running, making appropriate noises, burning fuel and creating exhaust fumes, but unless the clutch is engaged, nothing moves. It's all sound and smoke, and nobody gets anywhere.

Students of public speaking continually ask, "How can I overcome self-consciousness and the fear that paralyzes me before an audience?" Did you ever notice in looking from a train window that some horses feed near the track and never even pause to look up at the thundering cars, while just ahead at the next railroad crossing a farmer's wife will be nervously trying to quiet her scared horse as the train goes by? How would you cure a horse that is afraid of cars—graze him in a back-woods lot where he would never see steam-engines or automobiles, or drive or pasture him where he would frequently see the machines? Apply horse-sense to ridding yourself of self-consciousness and fear: face an audience as frequently as you can, and you will soon stop shying. You can never attain freedom from stage-fright by reading a treatise. A book may give you excellent suggestions on how best to conduct yourself in the water, but sooner or later you must get wet, perhaps even strangle and be "half scared to death." There are a great many "wetless" bathing suits worn at the seashore, but no one ever learns to swim in them. To plunge is the only way.

My story—the story of the son of Jainulabdeen, who lived for over a hundred years on Mosque Street in Rameswaram island and died there; the story of a lad who sold newspapers to help his brother; the story of a pupil reared by Sivasubramania Iyer and Iyadurai Solomon; the story of a student taught by teachers like Pandalai; the story of an engineer spotted by MGK Menon and groomed by the legendary Prof. Sarabhai; the story of a scientist tested by failures and setbacks; the story of a leader supported by a large team of brilliant and dedicated professionals. This story will end with me, for I have no belongings in the worldly sense. I have acquired nothing, built nothing, possess nothing—no family, sons, daughters.

Motivation of this sort, once it catches hold, is a ferocious force, and in the gradeless, degreeless institution where our student would find himself, he wouldn’t stop with rote engineering information.

Be a true traveller, don't be a temporary tourist.

One fall day in Boston, a tall mechanical engineering student named Joe entered the student union at Harvard University. He was all ambition and acne

But the Turing test cuts both ways. You can't tell if a machine has gotten smarter or if you've just lowered your own standards of intelligence to such a degree that the machine seems smart. If you can have a conversation with a simulated person presented by an AI program, can you tell how far you've let your sense of personhood degrade in order to make the illusion work for you? People degrade themselves in order to make machines seem smart all the time. Before the crash, bankers believed in supposedly intelligent algorithms that could calculate credit risks before making bad loans. We ask teachers to teach to standardized tests so a student will look good to an algorithm. We have repeatedly demonstrated our species' bottomless ability to lower our standards to make information technology look good. Every instance of intelligence in a machine is ambiguous. The same ambiguity that motivated dubious academic AI projects in the past has been repackaged as mass culture today. Did that search engine really know what you want, or are you playing along, lowering your standards to make it seem clever? While it's to be expected that the human perspective will be changed by encounters with profound new technologies, the exercise of treating machine intelligence as real requires people to reduce their mooring to reality.

If you’re a teacher, enjoy your gregarious and participatory students. But don’t forget to cultivate the shy, the gentle, the autonomous, the ones with single-minded enthusiasms for chemistry sets or parrot taxonomy or nineteenth-century art. They are the artists, engineers, and thinkers of tomorrow.

There was no room for dust devils in the laws of physics, as least in the rigid form in which they were usually taught. There is a kind of unspoken collusion going on in mainstream science education: you get your competent but bored, insecure and hence stodgy teacher talking to an audience divided between engineering students, who are going to be responsible for making bridges that won’t fall down or airplanes that won’t suddenly plunge vertically into the ground at six hundred miles an hour, and who by definition get sweaty palms and vindictive attitudes when their teacher suddenly veers off track and begins raving about wild and completely nonintuitive phenomena; and physics students, who derive much of their self-esteem from knowing that they are smarter and morally purer than the engineering students, and who by definition don’t want to hear about anything that makes no fucking sense. This collusion results in the professor saying: (something along the lines of) dust is heavier than air, therefore it falls until it hits the ground. That’s all there is to know about dust. The engineers love it because they like their issues dead and crucified like butterflies under glass. The physicists love it because they want to think they understand everything. No one asks difficult questions. And outside the windows, the dust devils continue to gambol across the campus.

Life is more than a job; jobs are more than a paycheck; and a country is more than its wealth. Education is more than the acquisition of marketable skills, and you are more than your ability to contribute to your employer’s bottom line or the nation’s GDP, no matter what the rhetoric of politicians or executives would have you think. To ask what college is for is to ask what life is for, what society is for—what people are for. Do students ever hear this? What they hear is a constant drumbeat, in the public discourse, that seeks to march them in the opposite direction. When policy makers talk about higher education, from the president all the way down, they talk exclusively in terms of math and science. Journalists and pundits—some of whom were humanities majors and none of whom are nurses or engineers—never tire of lecturing the young about the necessity of thinking prudently when choosing a course of study, the naïveté of wanting to learn things just because you’re curious about them.

When our children are old enough, and if we can afford to, we send them to college, where despite the recent proliferation of courses on 'happiness' and 'positive psychology,' the point is to acquire the skills not of positive thinking but of *critical* thinking, and critical thinking is inherently skeptical. The best students -- and in good colleges, also the most successful -- are the ones who raise sharp questions, even at the risk of making a professor momentarily uncomfortable. Whether the subject is literature or engineering, graduates should be capable of challenging authority figures, going against the views of their classmates, and defending novel points of view.

At Yale Law School, I felt like my spaceship had crashed in Oz. People would say with a straight face that a surgeon mother and engineer father were middle-class. In Middletown, $160,000 is an unfathomable salary; at Yale Law School, students expect to earn that amount in the first year after law school. Many of them are already worried that it won’t be enough.

Careers are not defined by age or employment status. Careers are defined by consistent value creation. So if you're 12 years old and you consistently create engineering value, you are an engineer.

We need an engineering friend.” She points a finger at Carin. “Go back to Briar and hook up with an engineering student.” “Okay, but I’ll need to actually have sex with him beforehand, so I won’t be back until,” she pretends to check the time, “ten or so.” “We’re all college graduates,” I proclaim. “We can put this together ourselves.” Clapping my hands, I motion for everyone to get on the floor with me. After three tries of trying to lower myself to the ground and making Hope and Carin nearly pee their pants laughing in the process, D’Andre takes pity on all of us and helps me onto my knees. Which is where Tucker finds us. “Is this some new fertility ritual?” he drawls from the doorway, one shoulder propped against the frame. “Because she’s already pregnant, you know.” “Get yo ass in here, white boy, and put this thing together,” D’Andre snaps. “This is ridiculous.” “What’s ridiculous?” Tucker stops next to me, and I take the opportunity to lean against his legs. Even kneeling is hard when you’re toting around an extra thirty pounds. “We took it apart. How can you not know how to put it back together?” D’Andre repeats his earlier excuse. “I’m an accounting major.” Tucker rolls his eyes. “You got an Allen wrench?” “Are you mocking us right now?” I grumble. “I don’t have any wrenches, let alone ones with names.” He grins. “Leave this to me, darlin’. I’ll get it fixed up.” “I want to help,” Hope volunteers. “This is like surgery, except with wood and not people.” “Lord help us,” D’Andre mutters.

They're trying to breed a nation of techno-peasants. Educated just enough to keep things going, but not enough to ask tough questions. They encourage any meme that downplays thoughtful analysis or encourages docility or self indulgence or uniformity. In what other society do people use "smart" and "wise" as insults? We tell people "don't get smart." Those who try, those who really like to learn, we call "nerds." Look at television or the press or the trivia that passes for political debate. When a candidate DOES try to talk about the issues, the newspapers talk about his sex life. Look at Saturday morning cartoon shows. Peasants, whether they're tilling fields or stuffing circuit boards, are easier to manipulate. Don't question; just believe. Turn off your computer and Trust the Force. Or turn your computer on and treat it like the Oracle of Delphi. That's right. They've made education superficial and specialized. Science classes for art majors? Forget it! And how many business or engineering students get a really good grounding in the humanities? When did universities become little more than white collar vocational schools?

In choosing to be a Psychology major, I decided to learn for the joy of learning for the first time in my life. I'd always been fascinated by human nature. What makes us act the way we do? Why do we make the same mistakes over and over? But I guess my interest is purely theoretical. I'm a Psychology major who has no desire to work with people. This was poor planning on my part, I suppose. My parents definitely think so. But choosing passion over practicality seemed so honorable when I was a first-year student and graduation seemed so very, very far away . . . But now, a semester away from unemployment, I realize how much better off those Engineering students really are. Sure, they're boring conversationalists that make you want to kill yourself because every story begins, “The other day? In the lab?” But people become a whole helluva lot more interesting when they're pulling down six figures, don't they? If I'm going to drag my friends out to my cardboard box, the pressure's on to provide some pretty goddamned sparkling conversation once they get there. And even with all my noble knowledge for knowledge's sake, I'm not sure I can.

Not long after the book came out I found myself being driven to a meeting by a professor of electrical engineering in the graduate school I of MIT. He said that after reading the book he realized that his graduate students were using on him, and had used for the ten years and more he had been teaching there, all the evasive strategies I described in the book — mumble, guess-and-look, take a wild guess and see what happens, get the teacher to answer his own questions, etc. But as I later realized, these are the games that all humans play when others are sitting in judgment on them.

Change flows organically from the students themselves.

[Olin] formed a culture of student ownership and engagement…students are not consumers but rather are partners in their education.

Students engaged in direct experience with materials, unforeseen obstacles, and serendipitous discoveries may result in understanding never anticipated by the teacher.

The teacher’s job is not to transmit knowledge, nor to facilitate learning. It is to engineer effective learning environments for the students. The key features of effective learning environments are that they create student engagement and allow teachers, learners, and their peers to ensure that the learning is proceeding in the intended direction. The only way we can do this is through assessment. That is why assessment is, indeed, the bridge between teaching and learning.

Policy makers and politicians want more STEM; educators want more STEAM. Both, in ways that are eerily similar, are engaging in social engineering to support an ideology. At the macro-level, in both worlds, it’s all about teaching a point of view, rather than teaching students to learn. We seem hell bent on an arbitrarily linear approach to engineering a “useful” or job-securing education, from which we continue to get mixed results.

The emotional transformation of engineering education…is based on a philosophy of education that is grounded in the real world and in the lives of the students we serve…In the right atmosphere, the change flows organically from the students themselves.

This Land is mostly white space on the map...which is how it should be; I'll leave more detailed map making to those graduate students and English teachers who feel that every goose which lays gold must be dissected so that all of its quite ordinary guts can be labelled; to those figurative engineers of the imagination who cannot feel comfortable with the comfortably overgrown (and possible dangerous) literary wilderness until they have built a freeway composed of Cliff's Notes through it - and listen to me, you people: every English teacher who ever did a Monarch or Cliff's Notes ought to be dragged out to his or her quad, drawn and quartered, then cut up into tiny pieces, said pieces to be dried and shrunk in the sun and then sold in the college bookstore as bookmarks.

Like so many other would-be students of the mind, I had gone to sea to see the world, only to discover that all I was seeing was sea. Not even that: I was down below decks, studying the engine room of mental life, with no clear sense of where the ship was steering.

The teacher was asking her students what their parents did for a living, and Timmy stood up and said, “My daddy’s a doctor and my mommy’s a doctor too.” And little Sarah stood up and said, “My mommy’s an engineer and my daddy’s an accountant.” And then little Billy stands up and says, “My mommy’s a writer and my daddy plays the piano in a whorehouse.” The teacher was horrified and later she called Billy’s father, and said, “Why would you ever tell your child a thing like that?” And the father said, “Well, actually I’m a defense lawyer. But how do you explain a thing like that to a seven-year-old?

Today I am more convinced than ever. Conceptual integrity is central to product quality. Having a system architect is the most important single step toward conceptual integrity. These principles are by no means limited to software systems, but to the design of any complex construct, whether a computer, an airplane, a Strategic Defense Initiative, a Global Positioning System. After teaching a software engineering laboratory more than 20 times, I came to insist that student teams as small as four people choose a manager and a separate architect. Defining distinct roles in such small teams may be a little extreme, but I have observed it to work well and to contribute to design success even for small teams.

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

The emotional transformation of engineering education…is grounded in the real world and in the lives of the students we serve.

Carnot’s theorem: The most efficient heat engine is one that operates reversibly.

Making across the curriculum means students as novelists, mathematicians, historians, composers, artists, engineers—rather than being the recipients of instruction.

Trekking means a travelling experience with a thrilling excitement.

Rich People are students throughout their life. Poor People’s learning stops after formal education.

Horniness is a human constant, the engine that drives the world, and even back then, in the dark age of the mid-twentieth century, students were fucking like rabbits.

As teachers, we often promote the idea that process is more important than the end product, yet it is often the product itself that provides context and motivates students to learn.

There is a frequent tendency in the presentation of mechaincs to use problems mainly as a vehicle to illustrate theory rather than to develop theory for the purpose of solving problems. When the first view is allowed to predominate, problems tend to become overly idealized and unrelated to engineering with the result that the exercise becomes dull, academic, and uninteresting. This approach deprives the students of valuable experience in formulating problems and thus of discovering the need for and meaning of theory. The second view provides by far the stronger motive for learning theory and leads to a better balance between theory and application. The crucial role played by interest and purpose in providing the strongest possible motive for learning cannot be overemphasized." Glenn Kraige, from Merriam & Kraige's Dynamics text, 7th Edition.

Students mismatched with institutions whose standards they did not meet would either fail to graduate as often as others or would manage to graduate only by avoiding difficult subjects like science, technology, engineering, and mathematics.

In my classes, we read great fiction obsessively, and then attempt to see how a writer managed to affect us. We try to understand which elements—diction, syntax, point of view and so forth—made us feel that way. After we spend several weeks reading this way, wondering how the author made us shiver like that, we try our own hand. I ask students to begin with ‘green lines,’ to isolate writing so good it makes one writer envious of another. Which parts do they wish they had written themselves? Students start to understand how their own writing works, where it ripples with energy… What they really want is to have some kind of firsthand, visceral relationship with a book—to see what it’s like to take a work apart and put it back together—using great stories as structural models, just the way the kids I grew up with in Detroit fell in love with cars by spending weekends trying to make derelict Ford Mustangs run again. When the engine finally starts, when you figure out how to make it fire, it’s an incredibly powerful learning experience.

Many of today’s students who are training to be traditional professionals will, in due course, be engaged as knowledge engineers. These new professionals will specialize in designing certain kinds of online service—we call this the ‘knowledge engineering’ model (section 5.7).

One of my greatest fears is family decline.There’s an old Chinese saying that “prosperity can never last for three generations.” I’ll bet that if someone with empirical skills conducted a longitudinal survey about intergenerational performance, they’d find a remarkably common pattern among Chinese immigrants fortunate enough to have come to the United States as graduate students or skilled workers over the last fifty years. The pattern would go something like this: • The immigrant generation (like my parents) is the hardest-working. Many will have started off in the United States almost penniless, but they will work nonstop until they become successful engineers, scientists, doctors, academics, or businesspeople. As parents, they will be extremely strict and rabidly thrifty. (“Don’t throw out those leftovers! Why are you using so much dishwasher liquid?You don’t need a beauty salon—I can cut your hair even nicer.”) They will invest in real estate. They will not drink much. Everything they do and earn will go toward their children’s education and future. • The next generation (mine), the first to be born in America, will typically be high-achieving. They will usually play the piano and/or violin.They will attend an Ivy League or Top Ten university. They will tend to be professionals—lawyers, doctors, bankers, television anchors—and surpass their parents in income, but that’s partly because they started off with more money and because their parents invested so much in them. They will be less frugal than their parents. They will enjoy cocktails. If they are female, they will often marry a white person. Whether male or female, they will not be as strict with their children as their parents were with them. • The next generation (Sophia and Lulu’s) is the one I spend nights lying awake worrying about. Because of the hard work of their parents and grandparents, this generation will be born into the great comforts of the upper middle class. Even as children they will own many hardcover books (an almost criminal luxury from the point of view of immigrant parents). They will have wealthy friends who get paid for B-pluses.They may or may not attend private schools, but in either case they will expect expensive, brand-name clothes. Finally and most problematically, they will feel that they have individual rights guaranteed by the U.S. Constitution and therefore be much more likely to disobey their parents and ignore career advice. In short, all factors point to this generation

As a student of Tony Robbins, Matt had been using affirmations and incantations for years to create extraordinary levels of success. Owning five homes and one of the top network engineers in the country (all by age 25), I should have figured Matt knew what he was doing. After all, I was the one renting a room in his house.

It’s a miracle, she tells her students, photosynthesis: a feat of chemical engineering underpinning creation’s entire cathedral. All the razzmatazz of life on Earth is a free-rider on that mind-boggling magic act. The secret of life: plants eat light and air and water, and the stored energy goes on to make and do all things.

The emotional transformation of engineering education isn’t magical thinking. Nor is it a vague abstraction or a series of touchy-feely practices. It is based on a philosophy of education that is grounded in the real world and in the lives of the students we serve. It’s available to everyone. It isn’t expensive. It can’t be accomplished in the old paradigm under the old assumptions about how education change happens, but in the right atmosphere, the change flows organically from the students themselves. That atmosphere requires systematic language change, culture change, and personal change by students, faculty, and all the stakeholders in education.

The more time I spent in Finland, the more I started to worry that the reforms sweeping across the United States had the equation backwards. We were trying to reverse engineer a high-performance teaching culture through dazzlingly complex performance evaluations and value-added data analysis. It made sense to reward, train, and dismiss more teachers based on their performance, but that approach assumed that the worst teachers would be replaced with much better ones, and that the mediocre teachers would improve enough to give students the kind of education they deserved. However, there was not much evidence that either scenario was happening in reality.

A fellow undergraduate student, majoring in history, as was I, who didn't care about the advanced aerodynamic principles of things like boundary layer separation during stalls and exactly why you might get detonation within the cylinders of the engine if the mixture was grossly improperly adjusted for a given power setting at a given altitude.

This book will take you into a world far more wonderful than the world of work and entertainment. At university I try to make converts by assigning works of literature that shed light on human psychology, history or philosophy. Some students respond by asking me to give them lists of books. Well, here is your list. But I also want to make converts of those who have not yet gone or will never go to university. The educational establishment may ignore you but I will not. I remember my own family and how they educated themselves. Many in my running club have never been to university. Some of them are among the most intelligent and intellectually curious people I know. Some of them are better informed than university students about almost everything, except the narrow knowledge a graduate gets from majoring in physics or commerce or engineering. Some of my running companions know who Hitler was. As for my students, I once set an exam question about tyranny in the twentieth century. Only a few students could volunteer Hitler’s name.

Why did so many smart people believe these laissez-fairey tales? It’s a good question. Some of the blame surely goes to the excessive faith in free markets that was the elixir of the day. Some goes to economists who believed and extolled the efficient markets hypothesis—and taught it to their students, many of whom wound up as financial engineers on Wall Street.

What happens when you attempt to mix half-baked Freudianism with an older, incompatible philosophy is that you wind up with a potentially explosive chemical reaction. The demiurge of superego gets its “liberation,” but the devil of the id is denied its due. And when the id starts to rumble and grumble, there's a corresponding clampdown from the superego. As the darker impulses take over, over time, sexual abuse becomes part of the unofficial curriculum. And since sexual abuse leads to trauma, is it any real surprise if trauma is reframed—whether by early Fabian “evolutionary socialists” or by today's spiritual spokes-people (such as Esalen-biographer Jeffrey Kripal or LSE-student Whitley Strieber2)—as a means to access the divine and accelerate evolution?

All of this is good but great teachers engineer learning experiences that maneuver the students into the driver's seat and then the teachers get out of the way. Students learn best by personally experiencing learning that is physical, emotional, intellectual and spiritual. John Dewey had it right in 1935 when he espoused his theories on experiential learning. Today we call this constructivism.

What’s more, attempting to score a teacher’s effectiveness by analyzing the test results of only twenty-five or thirty students is statistically unsound, even laughable. The numbers are far too small given all the things that could go wrong. Indeed, if we were to analyze teachers with the statistical rigor of a search engine, we’d have to test them on thousands or even millions of randomly selected students.

Like here it was that I entered that stage when a child overcomes naivite enough to realize an adult's emotional reaction as somethimes freakish for its inconsistencies, so can, on his own reasoning canvas, paint those early pale colors of judgement, resulting from initial moments of ability to critically examine life's perplexities, in tentative little brain-engine stirrings, before they faded to quickly join that train of remembered experience carrying signals indicating existence which itself far outweighs traction effort by thinking's soon slipping drivers to effectively resist any slack-action advantage, for starting so necessitates continual cuts on the hauler - performed as if governed lifelong by the tagwork of a student-green foreman who, crushed under on rushing time always building against his excessive load of emotional contents, is forever a lost ball in the high weeds of personal developments - until, with ever changing emphasis through a whole series of grades of consciousness (leading up from root-beginnings of obscure childish inconscious soul within a world), early lack - for what child sustains logic? - reaches a point of late fossilization, resultant of repeated wrong moves in endless switching of dark significances crammed inside the cranium, where, through such hindering habits, there no longer is the flexibility for thought transfer and unloading of dead freight that a standard gauge would afford and thus, as Faustian Destiny dictates, is an inept mink, limited, being in existence firmly tracked just above the constant "T" biased ballast supporting wherever space yearnings lead the worn rails of civilized comprehension, so henceforth is restricted to mere pickups and setouts of drab distortion, while traveling wearily along its familiar Western Thinking right-of-way. But choo-choo nonsense aside, ...

In this age, which believes that there is a short cut to everything, the greatest lesson to be learned is that the most difficult way is, in the long run, the easiest. All that is set forth in books, all that seems so terribly vital and significant, is but an iota of that from which it stems and which it is within everyone’s power to tap. Our whole theory of education is based on the absurd notion that we must learn to swim on land before tackling the water. It applies to the pursuit of the arts as well as to the pursuit of knowledge. Men are still being taught to create by studying other men’s works or by making plans and sketches never intended to materialize. The art of writing is taught in the classroom instead of in the thick of life. Students are still being handed models which are supposed to fit all temperaments, all kinds of intelligence. No wonder we produce better engineers than writers, better industrial experts than painters. My encounters with books I regard very much as my encounters with other phenomena of life or thought. All encounters are configurate, not isolate. In this sense, and in this sense only, books are as much a part of life as trees, stars or dung. I have no reverence for them per se. Nor do I put authors in any special, privileged category. They are like other men, no better, no worse. They exploit the powers given them, just as any other order of human being. If I defend them now and then — as a class — it is because I believe that, in our society at least, they have never achieved the status and the consideration they merit. The great ones, especially, have almost always been treated as scapegoats.

There is a kind of unspoken collusion going on in mainstream science education: you get your competent but bored, insecure and hence stodgy teacher talking to an audience divided between engineering students, who are going to be responsible for making bridges that won’t fall down or airplanes that won’t suddenly plunge vertically into the ground at six hundred miles an hour, and who by definition get sweaty palms and vindictive attitudes when their teacher suddenly veers off track and begins raving about wild and completely nonintuitive phenomena; and physics students, who derive much of their self-esteem from knowing that they are smarter and morally purer than the engineering students, and who by definition don’t want to hear about anything that makes no fucking sense. This collusion results in the professor saying: (something along the lines of) dust is heavier than air, therefore it falls until it hits the ground. That’s all there is to know about dust. The engineers love it because they like their issues dead and crucified like butterflies under glass. The physicists love it because they want to think they understand everything. No one asks difficult questions. And outside the windows, the dust devils continue to gambol across the campus.

Most people think that it is more difficult to fly a helicopter than an airplane. This is a myth. The myth survives because when a student pilot takes his or her first lesson in a small, single engine airplane, at the end of the hour of instruction the student can imagine that some day, way—way off in the future maybe, but someday—he will learn to fly the aircraft all by himself. When student pilots have their first hour of instruction in a small, single engine helicopter, they know that if they live to be one hundred they will never learn to fly it. They also believe this after their second lesson and into the third. The problem is the hover.

Making, tinkering, and engineering are ways of knowing that should be visible in every classroom, regardless of the subject or age of the students. In a makerspace these processes may be defined loosely: Making is about the active role construction plays in learning. The maker has a product in mind when working with tools and materials. Tinkering is a mindset – a playful way to approach and solve problems through direct experience, experimentation, and discovery. Engineering extracts principles from direct experience. It builds a bridge between intuition and the formal aspects of science by being able to better explain, measure, and predict the world around us.

Instead of educating college students for jobs that are about to disappear under the rising tide of technology, twenty-first-century universities should liberate them from outdated career models and give them ownership of their own futures. They should equip them with the literacies and skills they need to thrive in this new economy defined by technology, as well as continue providing them with access to the learning they need to face the challenges of life in a diverse, global environment. Higher education needs a new model and a new orientation away from its dual focus on undergraduate and graduate students. Universities must broaden their reach to become engines for lifelong learning.

Finance is concerned with the relations between the values of securities and their risk, and with the behavior of those values. It aspires to be a practical, like physics or chemistry or electrical engineering. As John Maynard Keynes once remarked about economics, “If economists could manage to get themselves thought of as humble, competent people on a level with dentists, that would be splendid.” Dentists rely on science, engineering, empirical knowledge, and heuristics, and there are no theorems in dentistry. Similarly, one would hope that nance would be concerned with laws rather than theorems, with behavior rather than assumptions. One doesn’t seriously describe the behavior of a market with theorems.

It’s easy to raise graduation rates, for example, by lowering standards. Many students struggle with math and science prerequisites and foreign languages. Water down those requirements, and more students will graduate. But if one goal of our educational system is to produce more scientists and technologists for a global economy, how smart is that? It would also be a cinch to pump up the income numbers for graduates. All colleges would have to do is shrink their liberal arts programs, and get rid of education departments and social work departments while they’re at it, since teachers and social workers make less money than engineers, chemists, and computer scientists. But they’re no less valuable to society.

But Avril had gotten former M.I.T. #1 Men's Singles Corbett Throp to drive Mario down to V.F. Rickey's Rickey's cerebral Student Union thing, where Thorp used his old student I.D. (thumb over expiration date) to get them past the Security lady at the Rectus Bulbi and down to the YYY studio's freezing pink, where the only person who didn't talk like an angry cartoon character, a severely carbuncular man at the engineer's board, would by way of comment point only at a tripartite onionskin screen that stood folded beneath a handless wall-clock, possibly signifying that no hiatus could be that long if the absent party hadn't taken her trusty screen. Mario hadn't had any idea M.P.'d used a screen, on-air. That's when he'd gotten agitated.

Another father, K.T. Dutschmann, a telephone engineer, a student of this course, couldn’t get his three-year old daughter to eat breakfast food. The usual scolding, pleading, coaxing methods had all ended in futility. So the parents asked themselves: “How can we make her want to do it?” The little girl loved to imitate her mother, to feel big and grown up; so one morning they put her on a chair and let her make the breakfast food. At just the psychological moment, Father drifted into the kitchen while she was stirring the cereal and she said: “Oh, look, Daddy, I am making the cereal this morning.” She ate two helpings of the cereal without any coaxing, because she was interested in it. She had achieved a feeling of importance; she had found in making the cereal an avenue of self-expression.

If you’re a teacher, enjoy your gregarious and participatory students. But don’t forget to cultivate the shy, the gentle, the autonomous, the ones with single-minded enthusiasms for chemistry sets or parrot taxonomy or nineteenth-century art. They are the artists, engineers, and thinkers of tomorrow. If you’re a manager, remember that one third to one half of your workforce is probably introverted, whether they appear that way or not. Think twice about how you design your organization’s office space. Don’t expect introverts to get jazzed up about open office plans or, for that matter, lunchtime birthday parties or team-building retreats. Make the most of introverts’ strengths—these are the people who can help you think deeply, strategize, solve complex problems, and spot canaries in your coal mine.

hotbed of radicalism in the capital, the campus and its adjacent streets were jammed with students. Just finished with their midday prayers, they were now chanting and marching. Some were firing machine guns into the air. Charlie could feel the same violent spirit that had pervaded the scene around the embassy, and he immediately slammed on the brakes and screeched to a halt. Jamming the car into reverse, he gunned the engine and began to back up but was cut off by a VW van filled with students that had come up behind them. The VW’s driver suddenly began screaming something about their American car, and six young men jumped out, carrying wooden sticks and metal pipes. “Lock your doors, Claire,” Charlie ordered, doing the same on his side. Wild-eyed, the students surrounded the Buick, taunting and cursing them.

Patients, beings who want to be rehabilitated, send me questions See? I answer them real fast, 1 2 3 done Like so You get?' Toby said, his pale green fingers clattering across the keyboard. 'I think so,' I said, shifting in my chair. 'Okay hear we go First question: I just moved to a new city and there's a school next door All the kids, every last student, wear the same clothes Are they all related Is this one of those mafia families I need to be careful around You know the answer? Toby asked, swiveling to face me. 'Perhaps,' I said after thinking a moment. It took a second to distinguish when the question ended and when Toby's remarks started. 'You sure, I can check real quick 1 2 3 I check that fast,' Toby said, his words zooming out of his mouth while Google search engine popped up on his computer screen.

For it is true historically that those who have shown the greatest subtlety with language have shown the greatest power to understand (this does not exclude Sophists, for Plato made the point that one must be able to see the truth accurately in order to judge one’s distance from it if he is practicing deception). To take a contemporary example which has statistical support: American universities have found that with few exceptions students who display the greatest mastery of words, as evidenced by vocabulary tests and exercises in writing, make the best scholastic records regardless of the department of study they enter. For physics, for chemistry, for engineering—it matters not how superficially unrelated to language the branch of study may be—command of language will prognosticate aptitude. Facility with words bespeaks a capacity to learn relations and grasp concepts; it is a means of access to the complex reality. Evidently

The current narrative we seem to tell ourselves about our privacy is that it is a sort of currency we trade to corporations in return for innovation. But the corporation has an insatiable appetite for our most personal data in order to drive us to consume during our every waking moment. I think this is critical, because in some ways social networks are powerful engines of conformity. The ability for students to develop their own ideas, identities, and political affiliations should take place outside of the panopticon view of Facebook, but whether this is any longer possible is an open question. My own memory is that the development of my political and cultural persona between the ages of fifteen and twenty-one had a lot to do with being outside the zone of judgment of my parents, their conservative peers from my hometown, Cleveland, and maybe even from my siblings. I’m not sure that it could happen if we were all on Facebook together.

Anti-voting lawmakers perhaps weren’t intending to make it harder for married white women to vote, but that’s exactly what they did by requiring an exact name match across all forms of identification in many states in recent years. Birth certificates list people’s original surnames, but if they change their names upon marriage, their more recent forms of ID usually show their married names. Sandra Watts is a married white judge in the state of Texas who was forced to use a provisional ballot in 2013 under the state’s voter ID law. She was outraged at the imposition: “Why would I want to vote provisional ballot when I’ve been voting regular ballot for the last forty-nine years?” Like many women, she included her maiden name as her middle name when she took her husband’s last name—and that’s what her driver’s license showed. But on the voter rolls, her middle name was the one her parents gave her at birth, which she no longer used. And like that, she lost her vote—all because of a law intended to suppress people like Judge Watts’s fellow Texan Anthony Settles, a Black septuagenarian and retired engineer. Anthony Settles was in possession of his Social Security card, an expired Texas identification card, and his old University of Houston student ID, but he couldn’t get a new photo ID to vote in 2016 because his mother had changed his name when she remarried in 1964. Several lawyers tried to help him track down the name-change certificate in courthouses, to no avail; his only recourse was to go to court for a new one, at a cost of $250. Elderly, rural, and low-income voters are more likely not to have birth certificates or to have documents containing clerical errors. Hargie Randell, a legally blind Black Texan who couldn’t drive but who had a current voter registration card used before the new Texas law, had to arrange for people to drive him to the Department of Public Safety office three times, and once to the county clerk’s office an hour away, only to end up with a birth certificate that spelled his name wrong by one letter.

The second arena is vocation, that powerful, often ignored intersection of faith and calling. Millions of Christ-following teens and young adults are interested in serving in mainstream professions, such as science, law, media, technology, education, law enforcement, military, the arts, business, marketing and advertising, health care, accounting, psychology, and dozens of others. Yet most receive little guidance from their church communities for how to connect these vocational dreams deeply with their faith in Christ. This is especially true for the majority of students who are drawn to careers in the fields of science, including health care, engineering, education, research, computer programming, and so on. These young Christians learn very little in their faith communities about how to live honestly and faithfully in a world dominated by science—much less how to excel in their chosen scientific vocation. Can the Christian community summon the courage to prepare a new generation of professionals to be excellent in their calling and craft, yet humble and faithful where God has asked them to serve?

As I became older, I was given many masks to wear. I could be a laborer laying railroad tracks across the continent, with long hair in a queue to be pulled by pranksters; a gardener trimming the shrubs while secretly planting a bomb; a saboteur before the day of infamy at Pearl Harbor, signaling the Imperial Fleet; a kamikaze pilot donning his headband somberly, screaming 'Banzai' on my way to my death; a peasant with a broad-brimmed straw hat in a rice paddy on the other side of the world, stooped over to toil in the water; an obedient servant in the parlor, a houseboy too dignified for my own good; a washerman in the basement laundry, removing stains using an ancient secret; a tyrant intent on imposing my despotism on the democratic world, opposed by the free and the brave; a party cadre alongside many others, all of us clad in coordinated Mao jackets; a sniper camouflaged in the trees of the jungle, training my gunsights on G.I. Joe; a child running with a body burning from napalm, captured in an unforgettable photo; an enemy shot in the head or slaughtered by the villageful; one of the grooms in a mass wedding of couples, having met my mate the day before through our cult leader; an orphan in the last airlift out of a collapsed capital, ready to be adopted into the good life; a black belt martial artist breaking cinderblocks with his head, in an advertisement for Ginsu brand knives with the slogan 'but wait--there's more' as the commercial segued to show another free gift; a chef serving up dog stew, a trick on the unsuspecting diner; a bad driver swerving into the next lane, exactly as could be expected; a horny exchange student here for a year, eager to date the blonde cheerleader; a tourist visiting, clicking away with his camera, posing my family in front of the monuments and statues; a ping pong champion, wearing white tube socks pulled up too high and batting the ball with a wicked spin; a violin prodigy impressing the audience at Carnegie Hall, before taking a polite bow; a teen computer scientist, ready to make millions on an initial public offering before the company stock crashes; a gangster in sunglasses and a tight suit, embroiled in a turf war with the Sicilian mob; an urban greengrocer selling lunch by the pound, rudely returning change over the counter to the black patrons; a businessman with a briefcase of cash bribing a congressman, a corrupting influence on the electoral process; a salaryman on my way to work, crammed into the commuter train and loyal to the company; a shady doctor, trained in a foreign tradition with anatomical diagrams of the human body mapping the flow of life energy through a multitude of colored points; a calculus graduate student with thick glasses and a bad haircut, serving as a teaching assistant with an incomprehensible accent, scribbling on the chalkboard; an automobile enthusiast who customizes an imported car with a supercharged engine and Japanese decals in the rear window, cruising the boulevard looking for a drag race; a illegal alien crowded into the cargo hold of a smuggler's ship, defying death only to crowd into a New York City tenement and work as a slave in a sweatshop. My mother and my girl cousins were Madame Butterfly from the mail order bride catalog, dying in their service to the masculinity of the West, and the dragon lady in a kimono, taking vengeance for her sisters. They became the television newscaster, look-alikes with their flawlessly permed hair. Through these indelible images, I grew up. But when I looked in the mirror, I could not believe my own reflection because it was not like what I saw around me. Over the years, the world opened up. It has become a dizzying kaleidoscope of cultural fragments, arranged and rearranged without plan or order.

For nearly eight centuries, under her Mohammedan rulers, Spain set to all Europe a shining example of a civilized and enlightened State. Her fertile provinces, rendered doubly prolific by the industry and engineering skill of her conquerors, bore fruit an hundredfold. Cities innumerable sprang up in the rich valleys of the Guadelquivir and the Guadiana, whose names, and names only, still commemorate the vanished glories of their past. Art, literature, and science prospered, as they then prospered nowhere else in Europe. Students flocked from France and Germany and England to drink from the fountain of learning which flowed only in the cities of the Moors. The surgeons and doctors of Andalusia were in the van of science: women were encouraged to devote themselves to serious study, and the lady doctor was not unknown among the people of Cordova. Mathematics, astronomy and botany, history, philosophy and jurisprudence were to be mastered in Spain, and Spain alone. The practical work of the field, the scientific methods of irrigation, the arts of fortification and shipbuilding, the highest and most elaborate products of the loom, the graver and the hammer, the potter's wheel and the mason's trowel, were brought to perfection by the Spanish Moors. In the practice of war no less than in the arts of peace they long stood supreme.

Innovation and disruption are ideas that originated in the arena of business but which have since been applied to arenas whose values and goals are remote from the values and goals of business. People aren’t disk drives. Public schools, colleges and universities, churches, museums, and many hospitals, all of which have been subjected to disruptive innovation, have revenues and expenses and infrastructures, but they aren’t industries in the same way that manufacturers of hard-disk drives or truck engines or drygoods are industries. Journalism isn’t an industry in that sense, either. Doctors have obligations to their patients, teachers to their students, pastors to their congregations, curators to the public, and journalists to their readers--obligations that lie outside the realm of earnings, and are fundamentally different from the obligations that a business executive has to employees, partners, and investors. Historically, institutions like museums, hospitals, schools, and universities have been supported by patronage, donations made by individuals or funding from church or state. The press has generally supported itself by charging subscribers and selling advertising. (Underwriting by corporations and foundations is a funding source of more recent vintage.) Charging for admission, membership, subscriptions and, for some, earning profits are similarities these institutions have with businesses. Still, that doesn’t make them industries, which turn things into commodities and sell them for gain.

Patton had been a reflective man, an extraordinarily well-read student of wars and military leaders, ancient and modern, with a curiosity about his war to match his energy. No detail had been too minor or too dull for him, nor any task too humble. Everything from infantry squad tactics to tank armor plate and chassis and engines had interested him. To keep his mind occupied while he was driving through a countryside, he would study the terrain and imagine how he might attack this hill or defend that ridge. He would stop at an infantry position and look down the barrel of a machine gun to see whether the weapon was properly sited to kill counterattacking Germans. If it was not, he would give the officers and men a lesson in how to emplace the gun. He had been a military tailor’s delight of creased cloth and shined leather, and he had worn an ivory-handled pistol too because he thought he was a cavalier who needed these trappings for panache. But if he came upon a truck stuck in the mud with soldiers shirking in the back, he would jump from his jeep, berate the men for their laziness, and then help them push their truck free and move them forward again to battle. By dint of such lesson and example, Patton had formed his Third Army into his ideal of a fighting force. In the process he had come to understand the capabilities of his troops and he had become more knowledgeable about the German enemy than any other Allied general on the Western Front. Patton had been able to command with certainty, overcoming the mistakes that are inevitable in the practice of the deadly art as well as personal eccentricities and public gaffes that would have ruined a lesser general, because he had always stayed in touch with the realities of his war.

If you are a great warrior, you are supposed to be prepared to humble yourself before the lowest opponent. If you are a great general, you are supposed to be prepared to humble yourself before the lowest soldier. If you are a great politician, you are supposed to be prepared to humble yourself before for the lowest constituent. If you are a great governor, you are supposed to be prepared to humble yourself before for the lowest peasant. If you are a great president, you are supposed to be prepared to humble yourself before the lowest citizen. If you are a great leader, you are supposed to be prepared to humble yourself before for the lowest servant. If you are a great pastor, you are supposed to be prepared to humble yourself before the lowest parishioner. If you are a great prophet, you are supposed to be prepared to humble yourself before the lowest seer. If you are a great pope, you are supposed to be prepared to humble yourself before the lowest priest. If you are a great teacher, you are supposed to be prepared to humble yourself before for the lowest student. If you are a great guru, you are supposed to be prepared to humble yourself before for the lowest disciple. If you are a great architect, you are supposed to be prepared to humble yourself before the lowest mason. If you are a great engineer, you are supposed to be prepared to humble yourself before the lowest mechanic. If you are a great inventor, you are supposed to be prepared to humble yourself before for the lowest scientist. If you are a great doctor, you are supposed to be prepared to humble yourself before for the lowest nurse. If you are a great judge, you are supposed to be prepared to humble yourself before the lowest lawyer. If you are a great artist, you are supposed to be prepared to humble yourself before the lowest apprentice. If you are a great coach, you are supposed to be prepared to humble yourself before for the lowest athlete. If you are a great genius, you are supposed to be prepared to humble yourself before for the lowest talent. If you are a great philanthropist, you are supposed to be prepared to humble yourself before for the lowest beggar. In the school of patience, it is the long suffering who graduate. In the school of generosity, it is the kind who graduate. In the school of activism, it is the devoted who graduate. In the school of honor, it is the noble who graduate. In the school of wisdom, it is the prudent who graduate. In the school of knowledge, it is the curious who graduate. In the school of insight, it is the observant who graduate. In the school of understanding, it is the intelligent who graduate. In the school of success, it is the excellent who graduate. In the school of eminence, it is the influential who graduate. In the school of conquest, it is the fearless who graduate. In the school of enlightenment, it is the humble who graduate. In the school of courage, it is the hopeful who graduate. In the school of fortitude, it is the determined who graduate. In the school of leadership, it is servants who graduate. In the school of talent, it is the skilled who graduate. In the school of genius, it is the brilliant who graduate. In the school of greatness, it is the persevering who graduate. In the school of transcendence, it is the fearless who graduate. In the school of innovation, it is the creative who graduate.

I believe if every K-12 kid or college student was taught math with Mathematica far more of them would becomes scientists and engineers.

Kids at the school, which launched a year and a half ago, aren't called students but "innovators." They receive a hardcore focus on STEM skills (that's science, technology, engineering and math).

Three Chilean engineering students have designed a bicycle that cannot be stolen.

It is why so many graduate students in science and engineering at American graduate schools - still the best in the world - are from other countries. The corollary, one that the United States sometimes fails to grasp, is that abandoning science is the road back into poverty and backwardness.

Not lightly should you transport aluminum trays of oily Pakistani food in the back of your mother’s car. This is one of many lessons I learned as part of the Muslim Students Association (MSA) in university. Through tragically not reflected in catering, a glorious diversity has generally characterized attendance at MSA events across the varied campuses of North America’s colleges and universities: the second-generation children of Hyderabadi physicians suffering toward medical school themselves, well-heeled scions of Syrian engineers from the Midwest on break from serial brunching, African-American Muslims bemused by immigrant angst, occasional pompously coiffed upper-crust Pakistanis expiating sins incurred while clubbing and the odd Saudi exchange student committed to bringing order to this religious soup.

Homeowners can’t use bankruptcy to reorganize their mortgage loans, because the banks have engineered the bankruptcy laws to prohibit this. Young people can’t use bankruptcy to reorganize their student loans, because the banks have barred it. But big businesses now routinely use bankruptcy to renege on contracts with their workers.

Yuda and myself exchanged very detailed, open letters about our lives and our plans for the future. He had volunteered to the Haganah (the forerunner of the Israel Defense Forces), worked sporadically as a construction worker, in order to support himself as an engineering student at the Technion, the Israel Institute of Technology. He had no immediate family, just uncles and cousins and his newly-arrived from Europe, beloved octogenarian grandmother. As Yuda had come to Israel on an illegal refugee boat, with just the clothes on his back, he could offer me nothing except love and devotion. I, myself was looking for a life of fulfillment, of shared responsibilities and surrounded by people, like ourselves, survivors. I thought that I would be happier living among people who had gone through similar life experiences to my own. I felt that I really needed to have a home of my own, built by myself and Yuda. I was not afraid of life in a new country, struggling and poor. I supposed that I could feel at home there, find a place in that society, not a displaced person any longer.

for example, asks them to determine how much it costs to run different common household appliances such as a coffee maker or skill saw. Another considers the amount of fuel consumed by different kinds of outboard engines. A third provides information about mixing oil and gas in two-cycle engines and then asks students to determine how much oil per gallon should be used

The first mile was torture. I passed beneath the massive stone arch at the entrance to the school, pulled off the road and threw up. I felt better and ran down the long palm-lined drive to the Old Quad. Lost somewhere in the thicket to my left was the mausoleum containing the remains of the family by whom the university had been founded. Directly ahead of me loomed a cluster of stone buildings, the Old Quad. I stumbled up the steps and beneath an archway into a dusty courtyard which, with its clumps of spindly bushes and cacti, resembled the garden of a desert monastery. All around me the turrets and dingy stone walls radiated an ominous silence, as if behind each window there stood a soldier with a musket waiting to repel any invader. I looked up at the glittering facade of the chapel across which there was a mosaic depicting a blond Jesus and four angels representing Hope, Faith, Charity, and, for architectural rather than scriptural symmetry, Love. In its gloomy magnificence, the Old Quad never failed to remind me of the presidential palace of a banana republic. Passing out of the quad I cut in front of the engineering school and headed for a back road that led up to the foothills. There was a radar installation at the summit of one of the hills called by the students the Dish. It sat among herds of cattle and the ruins of stables. It, too, was a ruin, shut down for many years, but when the wind whistled through it, the radar produced a strange trilling that could well be music from another planet. The radar was silent as I slowed to a stop at the top of the Dish and caught my breath from the upward climb. I was soaked with sweat, and my headache was gone, replaced by giddy disorientation. It was a clear, hot morning. Looking north and west I saw the white buildings, bridges and spires of the city of San Francisco beneath a crayoned blue sky. The city from this aspect appeared guileless and serene. Yet, when I walked in its streets what I noticed most was how the light seldom fell directly, but from angles, darkening the corners of things. You would look up at the eaves of a house expecting to see a gargoyle rather than the intricate but innocent woodwork. The city had this shadowy presence as if it was a living thing with secrets and memories. Its temperament was too much like my own for me to feel safe or comfortable there. I looked briefly to the south where San Jose sprawled beneath a polluted sky, ugly and raw but without secrets or deceit. Then I stretched and began the slow descent back into town.

What was the importance of this exam? It enabled a young man or woman to study at a university, to go into a profession. My inclination was toward medicine but there was no faculty in town and there were no chances to be admitted in Bucharest. The faculties of medicine and engineering were practically closed to Jewish students. A strict "numerus clausus" assigned a tiny percentage to Jewish applicants, perhaps two or three percent of an incoming class. That left law and teaching as the only choices. The chances became remote that one could even teach at a state school, thus one chose to study languages, mathematics or law. In case of emigration, languages and math were useful skills. School became the outside world that hardened you for the years to come. I registered as a student of foreign languages: French, German and I started to study English.

Since the current generation of college student has no memory of the historical moment before the advent of the Internet, we are suggesting that participatory learning as a practice is no longer exotic or new but a commonplace way of socializing and learning. For many, it seems entirely unremarkable.' Global business more and more relies on collaborative practices where content is accretive, distributed, and participatory. In other areas too-from the arts to the natural and computational sciences and engineering-more and more research is being enacted

But over the past fifty years, accomplishment in our poetry has been signaled most often by manner—as if it were the job of artists not to engage the most potent aspects of Dickinson or Eliot but to sequester themselves in one or another schoolroom, buoyed by the camaraderie with other students sitting obediently, if stylishly, in rows. Schoolroom for formalists, schoolroom for experimentalists—the degeneration of these terms, hijacked by the renegade engines of taste, would portend the degeneration of the medium, except that while fifty years is a long time in the life of an artist, it is in the history of art nothing, the blink of an eye.

Making is a stance that puts the learner at the center of the educational process and creates opportunities that students may never have encountered themselves. Makers are confident, competent, curious citizens in a new world of possibility.

In school, this explicit teaching of facts and procedures is rampant in almost every subject area. In science, it’s called “the scientific method” and often includes steps such as: Observe something and/or do research. Construct a hypothesis. Make a prediction based on your hypothesis. Test your hypothesis by doing an experiment. Analyze the results of your experiment. Determine if your hypothesis was correct. The steps vary slightly between models. However, no matter the actual words on the checklist, or how many steps are included, we teach them to children as if they descended on stone tablets. Teachers devise songs or mnemonic devices to help students memorize the rigid steps. Then students memorize the vocabulary words that go along with the scientific method: hypothesis, fair test, variables, control groups, reliability, validity, etc. Finally, students fill out worksheets to match the vocabulary words with the correct definitions and put the steps in order. This is not science. Science is about wonder and risk and imagination, not checklists or vocabulary memorization. Alan Kay laments that much of what schools teach isn’t science at all, it’s science appreciation. (Kay, 2007)

Piaget reminds teachers not to present students with pre-organized vocabulary and concepts, but rather provide students with a learning environment grounded in action.

Rooms For Rent Atlanta That Cater To Your Personal Growth Are you looking for just the right room to rent? Maybe you have the resources you need to find it yourself. After all, this is the age of the search engine, and plenty of information is available to anyone who seriously looks for it. There is a wide variety of choice, so you can concentrate only on those homes that might potentially be for you. There are plenty of advantages to occupying rooms for rent atlanta. You save a lot of money paying only part of the expenses you would normally pay for when you have a house of your own. This is because you only have to pay your share of the rent, water, electricity and heat bills. But there are disadvantages to house share too. Conflicts can arise when you live in house that is not yours, especially if you rent a room in a house where the other residents are from a different background than yours. Having a nice place to stay can even help your physical health, and it surely affects your mental health. You may find a place also that comes with furniture already in it. This would allow you to get by with spending less on not only the furniture but the transportation too. Sometimes you can actually save money finding rooms for rent atlanta in the country. This depends on how often you plan to visit the city. If you have a job you can do from home, or if you are retired and collecting benefits, then there is no real reason for you to pay the extra money to live in the city. Of course there are many choices you need to make while you are searching for a room. Some people just do not enjoy living alone. Renting an entire apartment to oneself can, indeed, be a lonely experience. For those who want an easy opportunity to socialize, then, renting a room is a great option. It is little wonder that so many houses on campuses around the country are full of young students renting rooms - its partly for convenience, and definitely partly for the chance to be among others their own age. Renting a room provides the chance to be among one’s peers. There are many more benefits, but perhaps the biggest and best is the advantage of not being locked into something for life. Room rentals can be very appealing, and they can complement the kind of lifestyle you want and deserve. If you want to find the spirit or soul of a city, move right in with its inhabitants. You may benefit socially by taking a couple of classes at the local college. You might try looking for rooms for rent atlanta where there are games, indoor or outdoor. This is a great way to meet people and get started in your new life. Depending on the weather, you might want a pool or access to a gym or tennis courts. Maybe you are attracted to the kind of community that has stunning architecture and green trees and plants. There may be a certain type of street design that appeals to you.

Seek out open-ended projects that foster students’ involvement with a variety of materials, treating computers as just one more material, alongside rulers, wire, paper, sand, and so forth. Encourage activities in which students use computers to solve real problems.

In most school activities, structure is valued over serendipity. Understanding is often “designed” by an adult committee prior to even meeting the students. Play is something you do at recess, not in class where students need to “settle down” and “be serious.” Schedules and bells tell students where to be and what they are to learn. Textbooks set the pace of learning, and teachers tend to follow the pattern of chapter assignments and tests. Too often, kids are hooked on teachers and teachers have a faith-based relationship with the textbook.

One smiles often when reading incidents in their labors. A string of packhorses is so driven as to break up a congregation, and a fire-engine is brought out and played over the throng to achieve the same purpose. Hand-bells, old kettles, marrowbones and cleavers, trumpets, drums, and entire bands of music were engaged to drown the Preachers' voices. In one case the parish bull was let loose, and in others dogs were set to fight. The preachers needed to have faces set like flints, and so indeed they had. John Furz says,: "As soon as I began to preach, a man came straight forward, and presented a gun at my face; swearing that he would blow my brains out, if I spake another word. However, I continued speaking, and he continued swearing, sometimes putting the muzzle of the gun to my mouth, sometimes against my ear. While we were singing the last hymn, he got behind me, fired the gun, and burned off part of my hair." After this, my brethren, We ought never to speak of petty interruptions or annoyances. The proximity of a blunderbuss in the hands of a son of Belial is not very conducive to collected thought and clear utterance, but the experience of Furz was probably no worse than that of John Nelson, who coolly says, "But when I was in the middle of my discourse, one at the outside of the congregation threw a stone, which cut me on the head: however, that made the people give -greater attention, especially when they saw the blood run down my face; so that all was quiet till I had done, and was Singing a hymn.

Even worse, from the way they move, it’s pretty clear that the students are mostly Engineered or Augmented, and the campus cops are not. I have no idea why the Engineered are rioting—noblesse oblige, maybe?—but they’re definitely doing a better job of it than their friends downtown. As I watch, first one cop, then another, then the rest of them all at once go down under a wave of fists and feet.

Rather than viewing and treating students who want to do something new as troublemakers who need to be fixed, we should recognize that they will be the engines of improvements in our standard of living. Point of fact, they always have been. To