"♥LIKE : José Saramago, The Cave
We say to the confused, - Know thyself-, as if knowing yourself was not the fifth and most difficult of human arithmetical operations, we say to the apathetic.
Where there’s a will, there’s a way, as if the brute realities of the world did not amuse themselves each day by turning that phrase on its head, we say to the indecisive.
Begin at the beginning, as if beginning were the clearly visible point of a loosely wound thread and all we had to do was to keep pulling until we reached the other end, and as if, between the former and the latter, we had held in our hands a smooth, continuous thread with no knots to untie, no snarls to untangle, a complete impossibility in the life of a skein, or indeed, if we may be permitted one more stock phrase, in the skein of life.
All of us are creative,
few are artists,
rare are masters.
( by Wise One )
"♥LIKE : Mameha from Memoirs Of Geisha by Arthur Golden
We create another secret world,
a place only of beauty.
The very word “geisha” means artist,
and to be a geisha
is to be judged as a moving work of art.
You cannot call yourself a true geisha
until you can stop a man
in his tracks with a single look.
" Remember, Chiyo, geisha are not courtesans.
And we are not wives. We sell our skills, not our bodies.
We create another secret world, a place only of beauty.
The very word ‘geisha’ means artist, and to be a geisha is to be judged as a moving work of art.”
In ceramics class students often tell me their new idea or ask about something they have never tried. They ask me if it will work.
Often it is something that I have tried and it failed.
When something fails, I often experiment with alternative ways to do it. Should I tell the student what happened? Should a teacher explain ?
I think it is important to encourage and support students when a mistake happens to be sure they persist.
They need to experience the rewards of unexpected outcomes, experimentation, discoveries, and persistence.
A host of world-changing discoveries started as mistakes. Check serendipty in Wikipedia. It lists many very creative discoveries.
By preventing mistakes, I may be preventing future Einsteins.
If I ask students to do whatever they want to do, they often avoid risk
by doing something they already have learned in the past.
The amount of creative thinking may be zero.
When there are limits, there is a better chance of having a challenging task. We have to require limits on mindless repetition of past success.
We have to encourage new and creative problem solving.
The teacher’s challenge is to make the limits seem compelling
and interesting to the student.
Good lessons ask questions, provide learning goals, reasonable objectives, and so on.
As a teacher, my job is to make the easy challenging and to make the hard stuff accessible.