A Quote by Dale T. Mortensen
I was a good student with mathematical ability and interests. As such, I took the usual college preparatory program in high school for one looking to become an engineer: all the available courses in mathematics and science.
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The first education to be a good chemist is to do well in high school science courses. Then, you go to college to really become a chemist. You want to take science and math. Those are the main things.
Mathematical thinking is not the same as doing mathematics - at least not as mathematics is typically presented in our school system. School math typically focuses on learning procedures to solve highly stereotyped problems. Professional mathematicians think a certain way to solve real problems, problems that can arise from the everyday world, or from science, or from within mathematics itself. The key to success in school math is to learn to think inside-the-box. In contrast, a key feature of mathematical thinking is thinking outside-the-box - a valuable ability in today's world.
In high school, I wanted to be an actress. Until I got to college and took some creative writing courses. Then I decided I wanted to become a novelist.
I was probably a B student in high school, but it wasn't until I got to college that I said, 'Oh! This is what it's all about.' And then I became an A student. I studied journalism in college and that's what really kicked it into high gear for me.
Yes, I share your concern: how to program well -though a teachable topic- is hardly taught. The situation is similar to that in mathematics, where the explicit curriculum is confined to mathematical results; how to do mathematics is something the student must absorb by osmosis, so to speak. One reason for preferring symbol-manipulating, calculating arguments is that their design is much better teachable than the design of verbal/pictorial arguments. Large-scale introduction of courses on such calculational methodology, however, would encounter unsurmoutable political problems.
Justin [Di Cioccio] was [at Laguardia School of Arts]. He later took over at Manhattan. But I knew Justin through the McDonald's band, which at the time I was finishing high school and starting college, I got involved with. I was not that heavily involved with the school at MSM my first year there. I took a semester off to start my 2nd year. Took classes I felt like taking during my third semester, but by the start of my third year, September of '86, they began the undergraduate jazz program and I joined that program.
I've taken every writing class I've had available. I took classes in high school, and I took English and writing classes in community college, but I dropped out of college. I also attended a local writing workshop two years ago.
I started dancing when I was about 15 or 16 in my high school drama club, and then I liked it so much that they offered dual enrollment classes. So my senior year, I ended up taking college dance courses while I was in high school because I had good grades.
When you're going to school primarily for career purposes, it's more important to focus on which program is best for you. In addition, your success at college depends far more on what you do at the college than at which college you do it: Choosing the right program, then the right advisor, the right courses, the right term papers, the right co-curricular activities, the right fieldwork, the right internships. You can make those choices at any college.
A lot of people tell me now I'm their inspiration. They say, 'I don't play baseball,' and then they mention whatever - engineer, doctor, college student, high school student - but they're hurt because, for some reason, people feel shame about themselves or embarrassed because they are short or skinny or fat or whatever.
Courses in prosody, rhetoric and comparative philology would be required of all students, and every student would have to select three courses out of courses in mathematics, natural history, geology, meteorology, archaeology, mythology, liturgics, cooking.
Formal logic is mathematics, and there are philosophers like Wittgenstein that are very mathematical, but what they're really doing is mathematics - it's not talking about things that have affected computer science; it's mathematical logic.
Howard Zinn ran what is called the Zinn Education Project. It is a radical, radical bunch of insane lunatic leftists. And there is a project at the Zinn Educational Project: A People's History of Muslims in the United States - What School Textbooks and the Media Miss. And this program is teaching your high school student, juror junior high or middle school student.
I think if you're a good high school player that you have the ability to be a good college football player. If you're a good college football then you have the ability to be a great NFL player.
I wish all high schools could offer students the outside activities that were available at the old Harrison High on Chicago's West Side in the late '20s. They enabled me to become part of a school newspaper, drama group, football team and student government.
None of the standard high school science courses made much of an impression on me, but I did enjoy the Advanced Placement Chemistry course I took in my senior year. This course had only eleven students and was taught by a rarity for our school, an exchange teacher from England, Mr. Leslie Sturges.
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