> Sustaining doubt is harder work than sliding into certainty.
— Daniel Kahneman
No environment can strongly affect a person unless it is strongly interactive. To be interactive, the environment must be responsive. That is, it must provide relevant feedback to the learner. For the feedback to be relevant, it must meet the learner where he is, then program (change in appropriate steps at appropriate times) as he changes. The learner changes (that is, is educated) through his responses to the environment.
The student becomes a participant in their own growth, is changed by their environment, and in turn, changes it.
A lot of times when I’m stuck, it’s because I haven’t read anything that’s moved me, anything that’s made me go, I want to write stories that do for others what this did for me. Writer’s block is very often reader’s block.
There's a slow, global recognition of systems as powerful things for humans. Because it's easy to not think, defaults and habits become really are powerful. Making systems (for society, and increasingly, for ourselves) that set defaults and habits aligned with human interests, is a practice that's growing in importance. Self-design.
Per the pamphlet, there were nine steps for translating into Freddish:
- “State the idea you wish to express as clearly as possible, and in terms preschoolers can understand.” Example: It is dangerous to play in the street.
- “Rephrase in a positive manner,” as in It is good to play where it is safe.
- “Rephrase the idea, bearing in mind that preschoolers cannot yet make subtle distinctions and need to be redirected to authorities they trust.” As in, “Ask your parents where it is safe to play.”
- “Rephrase your idea to eliminate all elements that could be considered prescriptive, directive, or instructive.” In the example, that’d mean getting rid of “ask”: Your parents will tell you where it is safe to play.
- “Rephrase any element that suggests certainty.” That’d be “will”: Your parents can tell you where it is safe to play.
- “Rephrase your idea to eliminate any element that may not apply to all children.” Not all children know their parents, so: Your favorite grown-ups can tell you where it is safe to play.
- “Add a simple motivational idea that gives preschoolers a reason to follow your advice.” Perhaps: Your favorite grown-ups can tell you where it is safe to play. It is good to listen to them.
- “Rephrase your new statement, repeating the first step.” “Good” represents a value judgment, so: Your favorite grown-ups can tell you where it is safe to play. It is important to try to listen to them.
- “Rephrase your idea a ﬁnal time, relating it to some phase of development a preschooler can understand.” Maybe: Your favorite grown-ups can tell you where it is safe to play. It is important to try to listen to them, and listening is an important part of growing.
Sashimono, a form of joinery woodworking. There are no nails, only joints holding together each other by gravity and pressure. Over time, joints become stronger by the forces applied to them.
Why bother with joinery?
- Joinery means buildings can be disassembled or componentized. This allows for swapping out of rotting pieces of wood, which is especially helpful for problematic areas like foundations and wood that touches ground.
- Reduces the need for nails, screws, and other materials.
> This sentence has five words. Here are five more words. Five-word sentences are fine. But several together become monotonous. Listen to what is happening. The writing is getting boring. The sound of it drones. It’s like a stuck record. The ear demands some variety. Now listen. I vary the sentence length, and I create music. Music. The writing sings. It has a pleasant rhythm, a lilt, a harmony. I use short sentences. And I use sentences of medium length. And sometimes, when I am certain the reader is rested, I will engage him with a sentence of considerable length, a sentence that burns with energy and builds with all the impetus of a crescendo, the roll of the drums, the crash of the cymbals–sounds that say listen to this, it is important.
— Gary Provost
Mindsets for Working
A collection of headspaces I find myself moving between in my work.
- Detail mindset: focused on perfect emulation of an existing thing, or execution of a new thing. Making sure the details are all right. Usually comes down to hours of heads-down work. How could this be better?
- Fun mindset: what'd be cool to do? What's enjoyable? (the whole idea of mindsets is a little counter to the free-wheeling nature of the fun mindset, haha)
- Business mindset: focused on ROI / leverage. What do people care about? What work will provide the most value?
- Communication mindset: focused on shifting people's understanding from A to B. What's the subject? Who's the audience? How do they think right now? What experiences do they have? What would resonate with them? What information might they read from this?
- System mindset: concerned with abstract moving pieces. What are the inputs? What are the outputs? What's the goal of the system? How efficient are we?
- Research mindset: pure curiosity, no opinions. Concerned with understanding a situation. "Your desire to know must be greater than your desire to explain."
- Growth mindset: thinks in terms of unconstrained growth. Often relies on discrete measurement. How can I get better? How can I improve this?
- Cycle mindset: thinks in terms of repeating patterns. When did this last happen? When might it happen again? What are the key parts of the cycle?
Research is no excuse to delay designing. Design is no excuse to stop researching.
The design process is messy, individual, and unique to the needs of each project and project team. I'm starting to embrace that messiness and have to keep reminding myself that there is no right answer to where we should be in the process. The only wrong answer is to do nothing.
— Christina Tran