The difference between theory and practice is greater in practice than in theory. — anon

~

...performance is the ground from which knowledge emerges and to which it returns. - Andrew Pickering.

~

Education is not the filing of a pail, it is the lighting of a fire. - W B Yeats.

~

Whoever denies the existence of subjective realities, has failed to recognize the foundations of his own Umwelt. - Jakob von Uexküll

~

Even the most commonplace aspects of thinking in Western culture, as natural as they may seem, are historically contingent.  - Edwin Hutchins

~

Rice planting will now be taught in th the paddy fields — Breaking With Old Ideas

~

whereof one cannot speak, thereof one must remain silent — Wittgenstein

~

Innovation makes enemies of all those who prospered under the old regime, and only lukewarm support is forthcoming from those who would prosper under the new. — Niccolo Machiavelli

~

When you dissect a frog, the first thing you know is that you have a non-working frog. - Simon Penny, as related by Brett Doar

~

All the art projects I have worked on have at least one thing in common... From an engineers' point of view, they are ridiculous. — Billy Klüver

~

You need a mellow, elegant, South Kensington period in developing any cybernetic art form. — Gordon Pask

~

Technology will either sink or drown art. — Marcel Duchamp

~

I believe there is no philosophical high-road in science, with epistemological signposts. No, we are in a jungle and find our way by trial and error, building our road behind us as we proceed. — Max Born 

~

The main point to realise is that all knowledge presents itself within a conceptual framework adapted to account for previous experience and that any such frame may prove too narrow to comprehend new experiences. — Neils Bohr.

~

Pataphysics will be, above all, the science of the particular, despite the common opinion that the only science is that of the general. — Alfred Jarry 

~

Embodied in the machine there is an idea of what the mind is and how it works. The idea is there because scientists who purport to understand cognition and intelligence put it there. No other teaching tool has ever brought intellectual baggage of so consequential a kind to it. — Theordore Roszak.

~

a working class hero is something to be. — John Lennon.

~

If we knew what it was we were doing, it would not be called research,would it?— Albert Einstein

~

Why are atoms so small? — Irwin Schrödinger

~

Nothing some money, nothing of Swiss. — Pedro Carolino.

~

Anyone who believes exponential growth can go on forever in a finite world is either a madman or an economist. — Kenneth Boulding

~

Life is like a sewer, what you get out of it depends on what you put into it. — Tom Lehrer.

~

Plans are useless, planning is indispensable. — Dwight Eisenhower.

~

If we can't be free, at least we can be cheap. — Frank Zappa

~

Objectivity is a subject's delusion that observing can be done without him. — Heinz von Foerster

~

There is a time to laugh, and a time not to laugh, and this is not one of them. — Inspector Clouseau.

~

Every gun that is made, every warship launched, every rocket fired, signifies in the final sense a theft from those who hunger and are not fed, those who are cold and are not clothed. — Dwight D. Eisenhower

~

Time comes when silence is betrayal. — Martin Luther King

~

Those who can not learn from history are condemned to repeat it. — Giorgio de Santillana

~

Fools rush in, but he who hesitates is lost. — Simon Penny

Squ12

 

"oh, miss pat, miss pat", panted squiggle breathlessly. "Hurry up, hurry up", said blackboard, gruffly.

~

SIX PHASES OF A PROJECT

1. ENTHUSIASM

2. DISILLUSIONMENT

3. PANIC

4. SEARCH FOR THE GUILTY

5. PUNISHMENT OF THE INNOCENT

6. PRAISE AND HONORS FOR THE NON-PARTICIPANTS

ellipticalworldn.jpeg

The Parable of the Locksmith

During the renovation of buildings for the ACE program, a man was sent to fix a problem with a door. When I encountered him he was enlarging a hole in a the door with a grinder so the lock would latch. I looked at the door and noted that that door was not latching because the screws holding the hinges to the door-frame had corroded and the door had dropped. I pointed this out to him, and suggested that he replace the screws in the hinges. He looked at me with pathetic incomprehension and said “I’m a lock guy, I’m not a door guy”. There is an appalling profundity in this response. It succinctly captures the kind of narrow thinking which ACE works against. In institutions of higher learning, emphasis is commonly placed on ‘problem solving’ as if problems were self-evidently lying about just waiting to be picked up. But in order to be solved, a problem must first be identified and framed. In the real world, problems seldom observe disciplinary borders. 'Problem framing' requires a kind of intellectual process which is diametrically opposed to ‘problem solving’. It requires the ability to grapple with incongruities and incompatibilities and discontinuities. In my opinion, we are good at teaching the deductive processes of problem solving, but this only permits students to solved already framed 'textbook' problems. Self evidently, it is more important to ask the right question than to get the right answer. Except in isolated and informal pockets, we seem to be bad at teaching the process of asking the right question. At ACE, we try to ask the right questions.

wisdom

Sacrifices2
SIMON PENNY