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That's too rational. You need to have all the notes and stuff as well. You need to learn and expand your knowledge before you can go into practicing something.

That's too rational. You need to have all the notes and stuff as well. You need to learn and expand your knowledge before you can go into practicing something. Even though I agree that I'll never look at my old university-notes again, they did serve a very real and important purpose in the proces towards teaching me how to build something. Reflecting upon what you're going to build, holding meetings and taking notes are important processes in mastering something. Even though it might seem a bit dull or not worthwhile compared to building stuff.

raihansaputra 10y ago
I agree with you. But I think what needs to be emphasised is that the teaching should be geared towards creating something throughout the semester or at the end of semester, instead of just culminating in an exam that in the end that nobody wants to see. I know some subjects still needs the exam approach, but it would be nice if more classes are designed in a way to build something.
unabst 10y ago
Ah, university notes. By the time we get to university, we're usually in good hands and you're smart enough to make it regardless of what you think about your education. The issue is more about public education policy and the millions who don't make it to higher education, or who waste it. And all the lower level classes that don't amount to anything. For someone to amount to something, they need to be productive. If you have a job, you know this by heart. Your production is the amount to measure, just as an artist is measured by their paintings. And to say mathematics or programming is about learning before building is total BS. Most self taught programmers do so building things. Engineering requires understanding, so if you've engineered it, you've acquired the knowledge. If something has no productive value, then it would have no value (beyond academia). So the key is simply this: Make sure to arrive at productive value before the end of each course, and let students experience the production of it. Of course there are better schools, better classes, and better teachers who practice this. There are students who get it, and already do it without being told. It's just that the whole paradigm is still backwards.

raihansaputra 10y ago

I agree with you. But I think what needs to be emphasised is that the teaching should be geared towards creating something throughout the semester or at the end of semester, instead of just culminating in an exam that in the end that nobody wants to see. I know some subjects still needs the exam approach, but it would be nice if more classes are designed in a way to build something.

unabst 10y ago

Ah, university notes. By the time we get to university, we're usually in good hands and you're smart enough to make it regardless of what you think about your education. The issue is more about public education policy and the millions who don't make it to higher education, or who waste it. And all the lower level classes that don't amount to anything. For someone to amount to something, they need to be productive. If you have a job, you know this by heart. Your production is the amount to measure, just as an artist is measured by their paintings. And to say mathematics or programming is about learning before building is total BS. Most self taught programmers do so building things. Engineering requires understanding, so if you've engineered it, you've acquired the knowledge. If something has no productive value, then it would have no value (beyond academia). So the key is simply this: Make sure to arrive at productive value before the end of each course, and let students experience the production of it. Of course there are better schools, better classes, and better teachers who practice this. There are students who get it, and already do it without being told. It's just that the whole paradigm is still backwards.