st michael's hospital; pedestrian bridge between the new research and education building (north) and the old patient care building (south)
Li Ka Shing Knowledge Institute; International Centre for Healthcare Education & Research;
Doors Open Toronto 2011
Arizona State University
Arizona State University, during a very hot summer day, from the balcony of Old Main looking north. Vivitar Ultra Wide and Slim with Kodak Elitechrome EBX 100 (no xpro) (Explore).
and some cows...
As the sun sets on 2009, what will you do to improve in 2010?
Research shows that real mastery of any skill requires 10,000 hours of practice. I figure I spent about 1500 hours doing photography between ages 15-47, and have spent about 1500 hours on it in the last 28 months. It’ll take me another ten years do get my photography Ph.D., and that’s only if I continue to push myself.
Did your photography improve from 2008 to 2009? Why or why not? What are you going to do to improve in 2010?
This year I did a lot of studying of famous photographers to learn composition, and I think I got a lot better at doing intense photography road trips. I had fun with Ilford 3200 film, and learned how to do portraits. I don’t think the shots I posted to Flickr were any better in 2009 than 2008; but I took a lot more photos this year (most of which never get posted to Flickr) that I personally like.
Time to plan for 2010…
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We are shut up in schools and college recitation rooms for ten or fifteen years, and come out at last with a belly-full of words and do not know a thing. The things taught in schools and colleges are not an education, but the means of education.
The whole theory of modern education is radically unsound. Fortunately in England, at any rate, education produces no effect whatsoever. If it did, it would prove a serious danger to the upper classes, and probably lead to acts of violence.
Soap and education are not as sudden as a massacre, but they are more deadly in the long run. Training is everything. The peach was once a bitter almond; cauliflower is nothing but cabbage with a college education.
According to this conception, the sole function of education was to open the way to thinking and knowing, and the school, as the outstanding organ for the people's education, must serve that end exclusively.
It is our American habit if we find the foundations of our educational structure unsatisfactory to add another story or wing. We find it easier to add a new study or course or kind of school than to recognize existing conditions so as to meet the need. strangled the holy curious of inquiry. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty.
Our schools should get five years to get back to where they were in 1963. If they're still bad maybe we should declare educational bankruptcy, give the people their money and let them educate themselves and start their own schools
Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation.
Public school is a place of detention for children placed in the care of teachers who are afraid of the principal, principals who are afraid of the school board, school boards who are afraid of the parents, parents who are afraid of the children, and children who are afraid of nobody.
Whom do I call educated? First, those who manage well the circumstances they encounter day by day. Next, those who are decent and honorable in their intercourse with all men, bearing easily and good naturedly what is offensive in others and being as agreeable and reasonable to their associates as is humanly possible to be... those who hold their pleasures always under control and are not ultimately overcome by their misfortunes... those who are not spoiled by their successes, who do not desert their true selves but hold their ground steadfastly as wise and sober -- minded men.
The system -- the American one, at least -- is a vast and noble experiment. It has been polestar and exemplar for other nations. But from kindergarten until she graduates from college the girl is treated in it exactly like her brothers. She studies the same subjects, becomes proficient at the same sports. Oh, it is a magnificent lore she learns, education for the mind beyond anything Jane Austen or Saint Theresa or even Mrs. Pankhurst ever dreamed. It is truly Utopian. But Utopia was never meant to exist on this disheveled planet.
Perhaps the most valuable result of all education is the ability to make yourself do the things you have to do, when it ought to be done, whether you like it or not. It is the first lesson that ought to be learned and however early a person's training begins, it is probably the last lesson a person learns thoroughly.
Education has opened many, many doors. However, there are still innumerable doors shut tight -- unopened yet. These are the doors of the future. Perhaps one of my children will open one of these doors -- I shall help give him the key.
Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people may be engaged in. That everyone may receive at least a moderate education appears to be an objective of vital importance.
Education would be so much more effective if its purpose were to ensure that by the time they leave school every boy and girl should know how much they don't know, and be imbued with a lifelong desire to know it.
America's founding fathers did not intend to take religion out of education. Many of the nation's greatest universities were founded by evangelists and religious leaders; but many of these have lost the founders concept and become secular institutions. Because of this attitude, secular education is stumbling and floundering.
The trouble with being educated is that it takes a long time; it uses up the better part of your life and when you are finished what you know is that you would have benefited more by going into banking.
Education is the knowledge of how to use the whole of oneself. Many men use but one or two faculties out of the score with which they are endowed. A man is educated who knows how to make a tool of every faculty--how to open it, how to keep it sharp, and how to apply it to all practical purposes.
No pain that we suffer, no trial that we experience is wasted. It ministers to the development of such qualities as patience, faith, fortitude and humility. All that we suffer and all that we endure, especially when we endure it patiently, builds up our characters, purifies our hearts, expands our souls, and makes us more tender and charitable, more worthy to be called the children of God... and it is through sorrow and suffering, toil and tribulation, that we gain the education that we come here to acquire and which will make us more like our Father and Mother in heaven.
To me education is a leading out of what is already there in the pupil's soul. To Miss Mackay it is a putting in of something that is not there, and that is not what I call education, I call it intrusion.
Both class and race survive education, and neither should. What is education then? If it doesn't help a human being to recognize that humanity is humanity, what is it for? So you can make a bigger salary than other people?
Formal education is but an incident in the lifetime of an individual. Most of us who have given the subject any study have come to realize that education is a continuous process ending only when ambition comes to a halt.
Education is not merely a means for earning a living or an instrument for the acquisition of wealth. It is an initiation into life of spirit, a training of the human soul in the pursuit of truth and the practice of virtue.
Education is not to reform students or amuse them or to make them expert technicians. It is to unsettle their minds, widen their horizons, inflame their intellects, teach them to think straight, if possible.
It's fairly obvious that American education is a cultural flop. Americans are not a well-educated people culturally, and their vocational education often has to be learned all over again after they leave school and college. On the other hand, they have open quick minds and if their education has little sharp positive value, it has not the stultifying effects of a more rigid training.
Life at university, with its intellectual and inconclusive discussions at a postgraduate level is on the whole a bad training for the real world. Only men of very strong character surmount this handicap.
Mentoring is all about people -- it's about caring, about relationships and sensitivity. As it becomes increasingly in vogue it is becoming too formulated -- concerned with performance metrics, critical success factors, investment and spending. It'll be a disaster.
Education, we see, is not merely gaining knowledge or skills helpful toward productive work, though certainly that is a part of it. Rather it is a replenishment and an expansion of the natural thirst of the mind and soul. Learning is a gradual process of growth, each step building upon the other. It is a process whereby the learner organizes and integrates not only facts but attitudes and values. The Lord has told us that we must open our minds and our hearts to learn. There is a Chinese proverb: Wisdom is as the moon rises, perceptible not in progress but in result. As our knowledge is converted to wisdom, the door to opportunity is unlocked.
If our education had included training to bear unpleasantness and to let the first shock pass until we could think more calmly, many an unbearable situation would become manageable, and many a nervous illness avoided. There is proverb expressing this. It says, trouble is a tunnel thorough which we pass and not a brick wall against which we must break our head.
Every act of conscious learning requires the willingness to suffer an injury to one's self-esteem. That is why young children, before they are aware of their own self-importance, learn so easily; and why older persons, especially if vain or important, cannot learn at all.
Now, if the principle of toleration were once admitted into classical education --if it were admitted that the great object is to read and enjoy a language, and the stress of the teaching were placed on the few things absolutely essential to this result, if the tortoise were allowed time to creep, and the bird permitted to fly, and the fish to swim, towards the enchanted and divine sources of Helicon --all might in their own way arrive there, and rejoice in its flowers, its beauty, and its coolness.
True education makes for inequality; the inequality of individuality, the inequality of success, the glorious inequality of talent, of genius; for inequality, not mediocrity, individual superiority, not standardization, is the measure of the progress of the world.
Let us describe the education of our men. What then is the education to be? Perhaps we could hardly find a better than that which the experience of the past has already discovered, which consists, I believe, in gymnastic, for the body, and music for the mind.
If an educational act is to be efficacious, it will be only that one which tends to help toward the complete unfolding of life. To be thus helpful it is necessary rigorously to avoid the arrest of spontaneous movements and the imposition of arbitrary tasks.
If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future. For what is the use of transmitting knowledge if the individual's total development lags behind?
It is among the commonplaces of education that we often first cut off the living root and then try to replace its natural functions by artificial means. Thus we suppress the child's curiosity and then when he lacks a natural interest in learning he is offered special coaching for his scholastic coaching for his scholastic difficulties.
Learned Institutions ought to be favorite objects with every free people. They throw that light over the public mind which is the best security against crafty and dangerous encroachments on the public liberty.
Moral education, as I understand it, is not about inculcating obedience to law or cultivating self-virtue, it is rather about finding within us an ever-increasing sense of the worth of creation. It is about how we can develop and deepen our intuitive sense of beauty and creativity.
Adults who still derive childlike pleasure from hanging gifts of a ready-made education on the Christmas tree of a child waiting outside the door to life do not realize how unreceptive they are making the children to everything that constitutes the true surprise of life.
I can prove at any time that my education tried to make another person out of me than the one I became. It is for the harm, therefore, that my educators could have done me in accordance with their intentions that I reproach them; I demand from their hands the person I now am, and since they cannot give him to me, I make of my reproach and laughter a drumbeat sounding in the world beyond.
Education at school continues what has been done at home: it crystallizes the optical illusion, consolidates it with book learning, theoretically legitimizes the traditional trash and trains the children to know without understanding and to accept denominations for definitions. Astray in his conceptions, entangled in words, man loses the flair for truth, the taste for nature. What a powerful intellect must you possess, to be suspicious of this moral carbon dioxide and with your head swimming already, to hurl yourself out of it into the fresh air, with which, into the bargain, everyone round is trying to scare you!
We are commanded to love God with all our minds, as well as with all our hearts, and we commit a great sin if we forbid or prevent that cultivation of the mind in others which would enable them to perform this duty.
Since every effort in our educational life seems to be directed toward making of the child a being foreign to itself, it must of necessity produce individuals foreign to one another, and in everlasting antagonism with each other.
Most owners of small businesses openly state that they believe in the value of skills and operational training. However, they also admit that they themselves undertake very little training, or offer only limited training to their employees, because of time restraints.
Out of my general world-pattern-trend studies there now comes strong evidence that nothing is going to be quite so surprising and abrupt in the future history of man as the forward evolution in the educational process.
Education ought everywhere to be religious education. Parents are bound to employ no instructors who will instruct their children religiously. To commit children to the care of irreligious persons is to commit lambs to the superintendency of wolves.
Philosophy, astronomy, and politics were marked at zero, I remember. Botany variable, geology profound as regards the mud stains from any region within fifty miles of town, chemistry eccentric, anatomy unsystematic, sensational literature and crime records unique, violin player, boxer, swordsman, lawyer, and self-poisoner by cocaine and tobacco.
It is no small mischief to a boy, that many of the best years of his life should be devoted to the learning of what can never be of any real use to any human being. His mind is necessarily rendered frivolous and superficial by the long habit of attaching importance to words instead of things; to sound instead of sense.
Education must have two foundations --morality as a support for virtue, prudence as a defense for self against the vices of others. By letting the balance incline to the side of morality, you only make dupes or martyrs; by letting it incline to the other, you make calculating egoists.
In my early life, and probably even today, it is not sufficiently understood that a child's education should include at least a rudimentary grasp of religion, sex, and money. Without a basic knowledge of these three primary facts in a normal human being's life --subjects which stir the emotions, create events and opportunities, and if they do not wholly decide must greatly influence an individual's personality --no human being's education can have a safe foundation.
One had to cram all this stuff into one's mind for the examinations, whether one liked it or not. This coercion had such a deterring effect on me that, after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year.