Category Archives: 傳道授業解惑也

Good teacher 2

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Bad teacher 2

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The answer to the paradox, I think, is that you have to design for the user, but you have to design what the user needs, not simply what he says he wants. It’s much like being a doctor. You can’t just treat a patient’s symptoms. When a patient tells you his symptoms, you have to figure out what’s actually wrong with him, and treat that.

— Paul Graham

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2010.05.29 Saturday ACHK

Genius 2

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All children are born geniuses;

9999 out of every 10000 are swiftly,

inadvertently degeniusized by grownups.

— Buckminster Fuller

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The way to be a genius is to REALIZE that you are already one

as long as you can keep your child-self

against all the evils in the world.

— Me@2010.01.01

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2010.05.28 Friday copyright ACHK

Bad teacher

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Bad teacher: Say what he wants to say, not what the students want to hear.

Bad teacher: Say what the students want to hear.

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Good teacher: Say what the students need to know, not what the students want to hear.

— Me@2010.03.30

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2010.05.12 Wednesday copyright ACHK

四兩撥千斤

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你能不能發掘學生的優點,  透過那一個最大的優點來培養他的信心, 令他能在其他各方面都成功?

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After leaving your school, the student should be able to say

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“I feel good about myself.”

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— A presentation by the Ying Wah primary school principal: Ms. Lam Woon Sum

— Me@29 Jun 2007, 10:09AM

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2010.03.16  Tuesday ACHK

Teachers

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The most important teachers in my life

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Ken Chan (engineer and physicist)

Lee Tien-Ming (philosopher)

Richard Stallman (programmer, inventor of Copyleft)

Paul Graham (programmer and essayist)

John C. Baez (mathematical physicist)

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— Me@2010.01.07

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2010.01.08 Friday copyright ACHK

Tractatus Logico-Philosophicus

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You won’t — I really believe — get too much out of reading it. Because you won’t understand it; the content will seem strange to you. In reality, it isn’t strange to you, for the point is ethical. I once wanted to give a few words in the foreword which now actually are not in it, which, however, I’ll write to you now because they might be a key for you: I wanted to write that my work consists of two parts: of the one which is here, and of everything which I have not written. And precisely this second part is the important one.

* On his Tractatus Logico-Philosophicus, in a letter to Ludwig von Ficker (1919), published in Wittgenstein : Sources and Perspectives (1979) by C. Grant Luckhard

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2009.11.18 Wednesday ACHK

Major and Minor 2

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Diligent + Lazy = Effective

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Major in major things + Minor in minor things = Effecive

Major in major things + Major in minor things = Ineffective

Minor in major things + Minor in minor things = Useless

Minor in major things + Major in minor things = Destructive

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— Me@2009.10.14

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2009.10.22 Thursday copyright ACHK

Stand-up comedy

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* Teaching is Like Acting – you’re standing up there on stage making us watch you: you’d better be worth it. The closest professions to teaching are stage acting and stand-up comedy. Learn how they do it.

— John Baez, January 23, 2006

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2009.10.16 Friday ACHK

Major and Minor

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Diligent + Lazy = Effective

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Diligent on the relevant things + Lazy on the irrelevent things = Effecive

Diligent on the relevant things + Diligent on the irrelevent things = Ineffective

Lazy on the relevant things + Lazy on the irrelevent things = Useless

Diligent on the irrelevant things + Lazy on the relevent things = Destructive

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— Me@2009.10.14

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2009.10.15 Thursday copyright ACHK