john cage: some rules for students and teachers
RULE ONE: Find a place you trust, and then try trusting it for awhile.
RULE TWO: General duties of a student - pull everything out of your teacher; pull everything out of your fellow students.
RULE THREE: General duties of a teacher - pull everything out of your students.
RULE FOUR: Consider everything an experiment.
RULE FIVE: be self-disciplined - this means finding someone wise or smart and choosing to follow them. To be disciplined is to follow in a good way. To be self-disciplined is to follow in a better way.
RULE SIX: Nothing is a mistake. There’s no win and no fail, there’s only make.
RULE SEVEN: The only rule is work. If you work it will lead to something. It’s the people who do all of the work all of the time who eventually catch on to things.
RULE EIGHT: Don’t try to create and analyze at the same time. They’re different processes.
RULE NINE: Be happy whenever you can manage it. Enjoy yourself. It’s lighter than you think.
RULE TEN: “We’re breaking all the rules. Even our own rules. And how do we do that? By leaving plenty of room for X quantities.” (John Cage)
HINTS: Always be around. Come or go to everything. Always go to classes. Read anything you can get your hands on. Look at movies carefully, often. Save everything - it might come in handy later.
"In this article I described learning as being three stages: coverage, practice and insight. This gives the false impression that these three occur always in distinct phases and never overlap or repeat. In truth you may find yourself going between them in a loop as you successfully peel down to deeper layers of understanding. The first time you read a chapter you may get only superficial insights, but after doing practice questions and building intuitions, you may go back and read for deeper understandings."
"The technique is simple: Get a piece of paper Write at the top the idea or process you want to understand Explain the idea, as if you were teaching it to someone else"
"Q. Can you paint a picture of what the new institution might be like? A. Basically the idea is that we’ll have a core that’s project-based learning, but where students can have a really deep, integrative longer-term project rather than shorter projects. And then all of the knowledge acquisition would be moved virtually. So instead of projects' being at the periphery, to sort of flip it more toward the graduate-education model. And I think it would be much more inspirational for the students because they could come in and really work on projects from the get-go that they wanted to work on and that they were most passionate about, and they could tailor their knowledge base to the projects they want to work on. Q. Will there be lectures? A. Not on the ground. The fundamental idea is to put all knowledge acquisition virtually online. There’s a great quote by [the former MIT president Charles M. Vest] on the emergence of the metacurriculum, and he predicted it 10 or 15 years ago, that the virtually open curriculum metacurriculum would be emerging. And that’s what is happening. So we’re sort of betting that the evolution that is happening very rapidly, that we’re going to take advantage of that. Q. So you’re betting that lectures will be online elsewhere, and your students can access them? A. A lecture has been defined as 50 minutes or one and a half hours of a professor speaking. But what’s happening online is that now this is being modularized, and there’s active learning embedded into the whole system. As you see with MOOCs, they’re modularized. Every five or 10 minutes, there are chunks where there’s active learning and recall, and all these different mechanisms of learning embedded into the system. So our focus is how do we create the on-ground system that can take advantage of that? Q. So if you’re not using classrooms for lectures, what kind of space do you think you’ll need for the campus? What will that look like? A. What I’m thinking of is huge project spaces. Large centralized laboratories. Basically just large, large open spaces, as well as big centralized laboratories where no one really has their own individual laboratory. So it’s just one integrated giant laboratory. And that goes with the research model that there would be no departments; it would just be transdisciplinary."
The theory is that the process of making art hones not only observation but also judgment and action, so that students who acquire intelligence through art both notice what is happening around them and develop individual responses to it. In Rice’s words, “The artist thinks about what he himself is going to do, does it himself, and then reflects upon the thing that he himself has done. By encouraging both self-reflection and the translation of thought into action, pedagogy at Black Mountain began with art to end with democracy.
open-ended teachings & projects; honesty in presentation of completeness of the known state of a field
"In short, reflection will show that people are put off by nothing so much as what they think is unreasonable, and attracted to nothing more than what to them seems reasonable.
But standards of reasonableness and unreasonableness vary from one person to the next—just as we consider different things good or bad, harmful or beneficial. Which is why education has no goal more important than bringing our preconception of what is reasonable and unreasonable in alignment with nature."
Epictetus, On Human Freedom, 2, -