“When a Caltech student asked the eminent cosmologist Michael Turner what his "bias" was in favoring one or another particle as a likely candidate to compromise dark matter in the universe, Feynmann snapped, "Why do you want to know his bias? Form your own bias!"” KnowsWantMatterFormUniverseDarkLearningStudentsCompromiseCandidatesProgrammingBiasParticlesTurnerDark Matter Author:Richard P. Feynman
“Another effective [debugging] technique is to explain your code to someone else. This will often cause you to explain the bug to yourself. Sometimes it takes no more than a few sentences, followed by an embarrassed "Never mind, I see what's wrong. Sorry to bother you." This works remarkably well; you can even use non-programmers as listeners. One university computer center kept a teddy bear near the help desk. Students with mysterious bugs were required to explain them to the bear before they could speak to a human counselor.” MindHumansWellsSometimesHelpingUseSpeakCausesLearningStudentsBearsComputerSorryUniversitySentencesTechniqueMysteriousCodeBotherProgrammingDesksListenersEmbarrassedBugsProgrammersTeddyCounselorTeddy BearDebugging Author:Brian Kernighan
“...methods are more important than facts. The educational value of a problem given to a student depends mostly on how often the thought processes that are invoked to solve it will be helpful in later situations. It has little to do with how useful the answer to the problem may be. On the other hand, a good problem must also motivate the students; they should be interested in seeing the answer. Since students differ so greatly, I cannot expect everyone to like the problems that please me.” ShouldMayLittlesImportantFactsProblemHandsValuesGivenProcessAnswersSituationLearningSeeingStudentsDependsPleaseMethodEducationalSolveProgrammingHelpfulThought ProcessPlease Me Author:Donald Knuth
“It goes against the grain of modern education to teach children to program. What fun is there in making plans, acquiring discipline in organizing thoughts, devoting attention to detail and learning to be self-critical?” SelfFunAttentionTeachLearningPlansModernStudentsDisciplineProgramDetailsCriticalProgrammingGrainAttention To DetailModern Education Author:Alan Perlis
“Questions are the important thing, answers are less important. Learning to ask a good question is the heart of intelligence. Learning the answer-well, answers are for students. Questions are for thinkers.” WellsHeartImportantAsksAnswersLearningStudentsImportant ThingsProgrammingThinkerGood Questions Book:The Connoisseur's Guide to the Mind: How We Think, How We Learn, and What It Means to Be Intelligent Source: The Connoisseur's Guide to the Mind: How We Think, How We Learn, and What It Means to Be Intelligent
“Learning results from what the student does and thinks, and only from what the student does and thinks. The teacher can advance learning only by influencing the student to learn.” ThinkingDoeResultsLearningTeacherInfluenceStudentsProgramming Author:Herbert Simon
“One of the unfortunate things about our education system is that we do not teach students how to avail themselves of their subconscious capabilities.” MotivationalTeachLearningStudentsCapabilityUnfortunateSubconsciousEducation SystemUnfortunate Things Author:Bill Lear
“Lecture is the transfer of the notes of the lecturer to the notes of the student without passing through either.” KnowledgeLearningStudentsManagementNotesPassingPassingsLecturesTransfersLecturerPassing Through Author:Eric Mazur
“The first time a student realizes that a little learning is a dangerous thing is when he brings home a poor report card.” FirstsLittlesHomeTimeRealizingPoorLearningDangerousDangerStudentsFirst TimeCardsReportsDangerous ThingsReport Cards Author:Mark Twain