Stop Stealing Dreams: What is School For?

Seth Godin has written an book, which can be viewed for free here.

Some lines (or paraphrases of them) that I liked:

• Section 16: What is school for? ... learning is not done to you. Learning is something you choose to do.
• Section 21: Two bumper stickers: "Cut School Taxes" and "Make School Different". Which one would you put on your car?
• Section 33: Harvard Business School turns out management consultants in far greater numbers than it develops successful bootstrapping entrepreneurs. Ralph Lauren, David Geffen and Ted Turner all dropped out of college because they felt the real challenges lay elsewhere.
• Section 38: Scientific schooling uses precisely the same techniques as scientific management. Measure (test) everyone. Often. Figure out which inputs are likely to create testable outputs. If an output isn’t easily testable, ignore it. It would be a mistake to say that scientific education doesn’t work. It does work. It creates what we test. Unfortunately, the things we desperately need (and the things that make us happy) aren’t the same things that are easy to test.
• Section 39: The other route—the road to the top—is for the few who figure out how to be linchpins and artists. People who are hired because they’re totally worth it, because they offer insight and creativity and innovation that just can’t be found easily. Scarce skills combined with even scarcer attitudes almost always lead to low unemployment and high wages.
• Section 46: But I am wondering when we decided that the purpose of school was to cram as much data/trivia/fact into every student as we possibly could. Because that’s what we’re doing. We’re not only avoiding issues of practicality and projects and hands-on use of information; we’re also aggressively testing for trivia.
• Section 52: The real debate if you’re a worker is: do you want a job where they’ll miss you if you’re gone, a job where only you can do it, a job where you get paid to bring yourself (your true self) to work? Because those jobs are available. In fact, there’s no unemployment in that area. OR do you want a job where you’re racing to the bottom—where your job is to do your job, do as you’re told, and wait for the boss to pick you?
• Section 70: What matters is that motivation is the only way to generate real learning, actual creativity, and the bias for action that is necessary for success.

Common Cooking/Baking Mistakes

Article at Cooking Light

This list contains a number of fundamental mistakes, nicely illustrated with clear pictures. I found it quite informative (although that of course means that I was making many of the mistakes that were listed)...

Non-intuitive Government Policy #39213

Article at The Atlantic

Behind Door #1 are people of extraordinary ability: scientists, artists, educators, business people and athletes. Behind Door #2 stand a random assortment of people. Which door should the United States open?

In 2010, the United States more often chose Door #2, setting aside about 40,000 visas for people of extraordinary ability and 55,000 for people randomly chosen by lottery.

It's just one small example of our bizarre U.S. policy toward high-skill immigrants.

The Overjustification Effect

Blog post at You Are Not So Smart
Related to intrinsic versus extrinsic motivation

According to the research, in modern America the average income required to be happy day-to-day, to experience “emotional well being” is about $75,000 a year. According to the researchers, past that point adding more to your income “does nothing for happiness, enjoyment, sadness, or stress.”


In 1980, David Rosenfield, Robert Folger and Harold Adelman at Southern Methodist University revealed a way you can defeat the overjustification effect. Seek employers who dole out reward – paychecks, bonuses, promotions, etc. – based not on quotas or task completions but instead based on competence.

The results of the study suggested when you get rewarded based on how well you perform a task, as long as those reasons are made perfectly clear, rewards will generate that electric exuberance of intrinsic validation, and the higher the reward, the better the feeling and the more likely you will try harder in the future. On the other hand, if you are getting rewarded just for being a warm body, no matter how well you do your job, no matter what you achieve, the electric feeling is absent. In those conditions greater rewards don’t lead to more output, don’t encourage you to strive for greatness. Overall, the study suggested rewards don’t have motivational power unless they make you feel competent. Money alone doesn’t do that.

Teach practical math

Article at the New York Times

A math curriculum that focused on real-life problems would still expose students to the abstract tools of mathematics, especially the manipulation of unknown quantities. But there is a world of difference between teaching “pure” math, with no context, and teaching relevant problems that will lead students to appreciate how a mathematical formula models and clarifies real-world situations.

Imagine replacing the sequence of algebra, geometry and calculus with a sequence of finance, data and basic engineering. In the finance course, students would learn the exponential function, use formulas in spreadsheets and study the budgets of people, companies and governments. In the data course, students would gather their own data sets and learn how, in fields as diverse as sports and medicine, larger samples give better estimates of averages. In the basic engineering course, students would learn the workings of engines, sound waves, TV signals and computers. Science and math were originally discovered together, and they are best learned together now.

W.L. Gore Case Study

Article at Management Exchange

It’s hard to talk about management innovation without tipping your hat to W.L. Gore, the venerable maker of Gore-Tex and a host of other pioneering materials and products as diverse as synthetic vascular grafts, Elixir guitar strings, and Glide dental floss. Lauded as "the world's most innovative company" time and time again, Gore's wholly original (and endlessly inspirational) model for creating a true democracy of innovation is firmly rooted in the story of founder Bill Gore.

Bill Gore conceived of W.L. Gore as a kind of experiment in management innovation—one that is still ongoing. The questions that drove him at founding are crucial questions managers everywhere must grapple with today: Was it possible to build a company with no hierarchy—where everyone was free to talk with everyone else? How about a company where there were no bosses, no supervisors, no managers and no vice presidents?  Could W. L. Gore preserve a sense of family and collegiality even as it scaled?  Could you create a company with no “core” business, one that was as focused on creating the future as on preserving the past? The answers to each of these questions was an emphatic "Yes!"

Edward Tufte

Interview at The Washington Monthly

Edward Tufte occupies a revered and solitary place in the world of graphic design. Over the last three decades, he has become a kind of oracle in the growing field of data visualization—the practice of taking the sprawling, messy universe of information that makes up the quantitative backbone of everyday life and turning it into an understandable story.

In the public realm, data has never been more ubiquitous—or more valuable to those who know how to use it. “If you display information the right way, anybody can be an analyst,” Tufte once told me. “Anybody can be an investigator.”


“Tufte treats data like good writing,” he said. “You have a certain thought—how clearly and beautifully are you conveying it?”

Good design, then, is not about making dull numbers somehow become magically exhilarating, it is about picking the right numbers in the first place.