Lampros

“Science is often characterized as a quest for truth, where truth is something absolute, which exists outside of the observer. But I view science more as a quest for understanding, where the understanding is that of the observer, the scientist. Such understanding is best gained by studying relations—relations between different ideas, relations between different phenomena; relations between ideas and phenomena. Rather than asking “How does this phenomenon work?” we ask, “How does this phenomenon resemble others with which we are familiar?” Rather than asking “Does this idea make sense?” we ask, “How does this idea resemble other ideas?”
― Robert Aumann

“Hölderlin’s lines: Wo aber Gefahr ist, wächst / Das Rettende auch (‘Where there is danger, that which will save us also grows’).”
― Iain McGilchrist, The Master and His Emissary: The Divided Brain and the Making of the Western World

“In other words, taking a few seconds to predict the answer before learning it, even when the prediction is incorrect, seemed to increase subsequent retention of learned material. This was true even when that prediction time substitutes for—rather than supplements—more conventional forms of studying.”
― James M. Lang, Small Teaching: Everyday Lessons from the Science of Learning

“If we want to help students maintain their attention throughout the class period, we have to begin by thinking like playwrights and composers, recognizing that students need changes of scene, shifts in format, and opportunities to pause and catch their cognitive breath.”
― James M. Lang, Distracted: Why Students Can't Focus and What You Can Do About It