Most of my teaching is useless.
The only useful part of my teaching is
to help others to realize their own maximum possible potentials much sooner…
… nothing more, since one’s maximum possible potential is mostly limited.
— Me@2011.10.18
— Me@2012.06.01
2012.06.01 Friday (c) All rights reserved by ACHK
數學教育 2.2 | 種子意念 2.1.7
You cannot teach a man anything, you can only help him to find it for himself.
– Galileo
知識不能傳授，只能靠學生自己發現創造。
老師的角色是引發思考，加速發現創造。
— Me@2011.10.18
What I cannot create, I do not understand.
— On his blackboard at time of death in 1988
— Richard Feynman
Whatever created has context.
So it is difficult to misunderstand or forget.
— Me@2011.10.18
2012.05.30 Wednesday (c) All rights reserved by ACHK
種子意念 2.1.6
You cannot teach a man anything, you can only help him to find it for himself.
– Galileo
知識不能傳授，只能靠學生自己發現創造。
老師的角色是引發思考，加速發現創造。
— Me@2011.10.18
To be catalyst is the ambition most appropriate for those who see the world as being in constant change, and who, without thinking that they can control it, wish to influence its direction.
– Theodore Zeldin
2012.05.28 Monday (c) All rights reserved by ACHK
Art is not what you see, but what you make others see.
— Edgar Degas
2012.05.15 Tuesday ACHK
Like many software developers, my introduction to programming was my Dad telling me if I wanted to play video games at home, I had to write them first. Tough love hurts. Home game consoles were the gateway drug of choice for parents who imagined their children as young programmers, a sneaky way for parents to trick their lazy game-playing kids into learning BASIC.
— Rediscovering Arcade Nostalgia
— Jeff Atwood
2012.05.08 Tuesday ACHK
這段改編自 2010 年 3 月 20 日的對話。
現時的「大眾教育」模式是，在同一時間，一位教師對著一大班學生講課。那樣的教育成效，通常也不大。試想想，即使只對著一個人說話，要保證聽方明白，沒有誤解，就已經相當困難。
「對話」其實是一個互相 Model（建構思想模型）的過程。你我對話時，我是根據你的說話，推斷你的 思考結構 和 心理狀態 大概怎樣，從而將你的「思想模型」，安裝在我腦海中的一個「虛擬機器」之中。簡單一點講，我的腦海之中，會有一個「虛擬的你」，反之亦然。那樣，我就可以估計，下一句說話，應該對你講什麼。
隨著你我對話句子數目的增加，我腦中「虛擬的你」，就會越來越接近真實的你。而我所選擇的說話，亦會越來越令你共鳴。換句話說，你最終也會明白，我究竟在講什麼。
當我心中「虛擬的你」，非常接近真實的你，而你心中「虛擬的我」，又十分接近我的真身時，你我就為之「有默契」。
— Me@2012.05.03
2012.05.03 Friday (c) All rights reserved by ACHK
Feynman’s Blackboard, 3
You don’t truly understand it until you think it’s obvious.
— Chris Oliver
This is akin to how a society comes to understand something and why genius ideas sometimes take so long to become accepted. I believe “context” is the underlying principle here.
Arthur Schopenhauer said, “All truth passes through three stages: First, it is ridiculed; Second, it is violently opposed; Third, it is accepted as self-evident.”
If you present a truth to someone whom doesn’t have sufficient context for what you are saying, it may seem outrageous and ridiculous to them because the gap between their understanding and the insight you presenting is too great.
They would have to build up their understanding of the context around it until it expands to a point where they find a connection to what they already know. Then they can start to relate to it and eventually they may see it as self evident.
— espeed 254 days ago
— Hacker News
2012.04.26 Thursday ACHK
Passive acceptance of the teacher’s wisdom is easy to most boys and girls. It involves no effort of independent thought, and seems rational because the teacher knows more than his pupils; it is moreover the way to win the favor of the teacher unless he is a very exceptional man. Yet the habit of passive acceptance is a disastrous one in later life. It causes man to seek and to accept a leader, and to accept as a leader whoever is established in that position.
— Bertrand Russell
2012.04.24 Tuesday ACHK
… Nobel laureate Sheldon Glashow told the Boston Globe. “… within the community of theoretical physicists, he’s kind of a major god. He is the physicist’s physicist.”
Coleman’s lectures at Harvard were also legendary. Students in one quantum field theory course created T-shirts bearing his image and a collection of his most noted quotations, among them: “Not only God knows, I know, and by the end of the semester, you will know.” Despite this acclaim, he did not generally enjoy teaching or mentoring graduate students:
I hate [teaching]. You do it as part of the job. Well, that’s of course false … or maybe more true than false when I say I hate it. … But I certainly would be just as happy if I had no graduate students. … Occasionally there is a graduate student who is a joy to collaborate with. Both David Politzer and Erick Weinberg were of this kind, but they were essentially almost mature physicists. They were very bright by the time they came to me. In general, working with a graduate student is like teaching a course. It’s tedious, unpleasant work. A pain in the neck. You do it because you’re paid to do it. If I weren’t paid to do it I certainly would never do it.
— Wikipedia on Sidney Coleman
2012.04.17 Tuesday ACHK
種子意念 2.1.5
The Tractatus Logico-Philosophicus is an unusual example of a self-refuting argument, in that Ludwig Wittgenstein explicitly admits to the issue at the end of the work:
However, this idea can be solved in the sense that, even if the argument itself is self-refuting, the effects of the argument elicit understandings that go beyond the argument itself.
— Wikipedia on Self-refuting idea
2012.04.10 Tuesday ACHK
軟硬智力 4 | Hardware designers 2
這段改編自 2010 年 3 月 20 日的對話。
In electronic systems and computing, firmware is a term often used to denote the fixed, usually rather small, programs and/or data structures that internally control various electronic devices.
There are no strict boundaries between firmware and software, as both are quite loose descriptive terms. However, the term firmware was originally coined to contrast with higher-level software which could be changed without replacing a computer hardware component.
— Wikipedia on Firmware
Also, when you are hardware designers, you have tremendously more discipline in writing and describing software because in hardware you cannot get it wrong.
— Bhatia
— Founders at Work
Software in small becomes hardware in big:
Part of your intelligence hardware
is your intelligence software installed when you were small.
— Me@2011.09.21
— Me@2012.04.10
2012.04.10 Tuesday (c) All rights reserved by ACHK
Err on the side of speaking slowly. At Rehearsal Day, one of the founders mentioned a rule actors use: if you feel you’re speaking too slowly, you’re speaking at about the right speed.
…
What you need to do is talk in this artificial way, and yet make it seem conversational. (Writing is the same. Good writing is an elaborate effort to seem spontaneous.)
…
The problem is, as you approach (in the calculus sense) a description of something that could be anything, the content of your description approaches zero.
…
So we concentrate on the basics. On Demo Day each startup will only get ten minutes, so we encourage them to focus on just two goals: (a) explain what you’re doing, and (b) explain why users will want it.
— Paul Graham
2012.04.08 Sunday ACHK
通情方能達理
— Me@2012-03-29 11:34:14 AM
2012.04.02 Monday (c) All rights reserved by ACHK
連繫智力 2.3
這段改編自 2010 年 3 月 20 日的對話。
智力的高低，無論從「軟件」還是「硬件」方面看，都是取決於網絡的疏密。
軟件網絡：
如果你吸收了充足的知識，而又能夠將它們融會貫通，形成一個精密的意念網絡的話，你的思考速度就會足夠高。你的愚蠢程度，就會相當有限。
硬件前言：
人的大腦是沒有 CPU（中央處理器）的。
人的思考，是靠大腦中的神經細胞。那些神經細胞，叫做「神經元」。
個別的神經元是沒有意識的。神經元之間互相連繫，互相溝通，形成一個複雜的神經元網絡。正如很多電話透過電話線，形成電話網絡一樣。人的思考意識，來自這個神經元網絡。
智力越高，代表神經元之間的連繫越多，網絡越複雜；專長越專，代表個別連繫路線的頻寬高，導致某一組神經元之間，可以有高速的訊息傳遞。
硬件網絡：
如果你大腦眾多神經元之間，有著充足的連繫，而個別的路線，又強大寬闊的話，你的大腦，就擁有一個精密而高速的神經元網絡。換而言之，你的思考速度就會足夠高。你的愚蠢程度，就會相當有限。
那樣，有什麼方法，可以增多和增強，神經元之間的連繫呢？
— Me@2008.02.06
— Me@2012.03.30
2012.03.30 Friday (c) All rights reserved by ACHK
網絡記憶 2 | Feynman’s Blackboard, 2
連繫意念，是「釐清意念」和「記憶意念」的最佳方法。
而創造，就是意念的連繫。
所以，任何你透過「教學」或者「寫作」表達過的東西，你都不會忘記。
— Me@2012.03.28
2012.03.28 Wednesday (c) All rights reserved by ACHK
無足夠資料 7.2 | 西瓜 4
無知 （matters of facts） 綜合句
要去除無知，就要博覽群書，看破紅塵，以獲取充足的思考材料。
愚蠢 （relations of ideas） 重言句
要刪減愚蠢，就要連繫意念，融會貫通，以建構高速的思考網絡。
— Me@2012.03.26
2012.03.26 Monday (c) All rights reserved by ACHK
Sometimes, a great idea is just a few good ideas meeting for the first time.
創造，就是意念的連繫。
— Me@2012.03.24
2012.03.24 Saturday (c) All rights reserved by ACHK
無足夠資料 7
這段改編自 2010 年 3 月 20 日的對話。
「Intelligence is the ability to recognize connections. – Carolus Slovinec」
智力的一個核心元素是，連繫意念的能力。
如果沒有足夠資料，一個人多聰明也沒有用。
「沒有足夠資料」就為之「無知」。「無知」不等於「愚蠢」。「無知」的意思是，你沒有足夠資料，來作正確的決定；「愚蠢」的意思是，即使有足夠資料，你也沒有能力做正確的決定。
有足夠資料，仍然做不到決定，或者做錯決定的話，往往是因為你，不能把那堆資料意念，恰當地連繫起來，形成一個大故事，或者上文下理。當你看不出手上的一大堆資料，和當前要做的決定，有何關連時，自然會任務失敗。
智力的核心，在於融會貫通。
（安：你這個講法，有嚴重的問題。如果一個人不能完成任務，你又怎會知道，那是因為他沒有足夠資料，還是他本身愚蠢，導致即使有足夠的資料，也得物無所用呢？）
要分辨兩者，其實十分簡單。只要給予兩個人 相同的任務 和 相同的資料 就可以。如果至少其中一個，能夠做出正確的決定，那就可以肯定，資料充足。例如，你在一個烹飪比賽中，給予兩位參賽者（甲和乙），一模一樣的食物材料。如果甲可以煮到美味的菜色，而乙不可以的話，那就代表乙的失敗成因，並不是食材不足，而是自己的廚藝差。
— Me@2012.03.22
2012.03.22 Thursday (c) All rights reserved by ACHK
軟硬智力 3 | 西瓜 3 | 程式員頭腦 13 | Amazing Gags 1.2
這段改編自 2010 年 3 月 20 日的對話。
（安：如果「比喻」是那麼重要，可不可以這樣說：只要觀察一個人，是否能夠善於利用比喻，就可以估計到他的思考水平？）
不一定，因為那有一個技術上的困難。如果一個人不是從事教學工作，他就近乎沒有需要，透過運用比喻，去解釋複雜的意念。那樣，你就沒有理據，由他利用比喻的頻率，去判斷他智力的高低。
「Intelligence is the ability to recognize connections. – Carolus Slovinec」
智力的一個核心元素是，連繫意念的能力。提出比喻，是這種能力的一個典型示範，因為所謂「比喻」，就是察覺到，原本貌似互不相干的兩個意念，背後原來有關係。利用那個關係，或者相似之處，把那兩個意念相連起來，就有助人增強理解之效。
如果一個「比喻」，格外奇特有趣，加上能夠給予聽眾，一點魔幻感覺的話，就為之一個「笑話」。讀書的致勝之道，在於將千般知識 和 萬種意念，融會貫通。所以，無論是「比喻」還是「笑話」，都對教學有很大的幫助。這種「認清不同意念之間關係」的本領，構成了智力的主要部分。
但是，意念的關係，並不一定是比喻。例如「1 + 1 = 2」，道出了「一」、「二」、「加」和「等如」這四個概念的關係。但是，它並不是一個「比喻」。換句話說，即使你少用比喻，也不代表思考水平低，因為智力的化身，除了「善用比喻」外，還有其他。
— Me@2012.03.20
2012.03.20 Tuesday (c) All rights reserved by ACHK
這段改編自 2010 年 3 月 20 日的對話。
（安：如果「比喻」是那麼重要，可不可以這樣說：只要觀察一個人，是否能夠善於利用比喻，就可以估計到他的思考水平？）
其實可以直接一點。要知道一個人的思考水平，你觀察一下，他懂不懂「搞 gag」（弄笑話）就可以。
有一位知名的物理學家，叫做 John Baez。他網站的其中一頁，是教人如何教學。該頁只有八點，而第一點就是：
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.
想知道如何教得好，你只要細心觀察，那些「棟篤笑」演員是如何表演的，就自然會體會到。
所謂「教學」，其實就即是「講故事」。如果你想知道自己，有沒有教學天份的話，你就看看自己有沒有能力，把貌似平凡的課文內容，化成扣人心弦的驚奇故事。
— Me@2012.03.17
2012.03.17 Saturday (c) All rights reserved by ACHK
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