A Quote by Sal Khan
I see no reason why there still are large lectures in universities throughout the world. When people gather, they should be interactive, problem-solving, and experimenting; not passively listening.
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I am at my happiest when I'm problem solving and a large part of writing is for me a lovely labor in problem solving. Every act of discovery in writing involves a process of figuring out why I'm not seeing what I need to see. Niggling feelings, discomforts, a sense that you've forgotten or overlooked something, a sudden curiosity about what if here? - these are priceless. They are the bases of problems and lead the way.
People have now a-days got a strange opinion that every thing should be taught by lectures. Now, I cannot see that lectures can do as much good as reading the books from which the lectures are taken.
I see no reason to believe that a creator of protoplasm or primeval matter, if such there be, has any reason to be interested in our insignificant race in a tiny corner of the universe, and still less in us, as still more insignificant individuals. Again, I see no reason why the belief that we are insignificant or fortuitous should lessen our faith.
There's no reason in the world why black [people] should not be regarded as an attribute that is not degrading but is positive. There's no reason in the world why any person should think that white is degrading.
It is well known that "problem avoidance" is an important part of problem solving. Instead of solving the problem you go upstream and alter the system so that the problem does not occur in the first place.
Entrepreneurs are moving from a world of problem-solving to a world of problem-finding. The very best ones are able to uncover problems people didn't realize that they had.
Democracy is interactive... It's a constant job of information, education, explanation, listening, and interactive communication.
Democracy is interactive... Its a constant job of information, education, explanation, listening, and interactive communication.
I came to the conclusion that war was an unacceptable way of solving whatever problems there were in the world--that there would be problems of tyranny, of injustice, of nations crossing frontiers and that injustice and tyranny should not be tolerated and should be fought and resisted, but the one thing that must not be used to solve that problem is war. Because war is inevitably the indiscriminate killing of large numbers of people. And that fact overwhelms whatever moral cause is somewhere buried in the history of that war.
When you are solving a difficult problem re-ask the problem so that your solution helps you learn faster. Find a faster way to fail, recover, and try again. If the problem you are trying to solve involves creating a magnum opus, you are solving the wrong problem.
Become better listeners. Practice the art of listening in everything you do. Not just listening to yourself and your body, but listening to the people around you, listening to the plant world, the animal world. Really open your ears to what's coming at you. From there, see if you can have the ability to respond instead of react. And that usually comes with listening. If the observation and the listening are deep, then your action will be deep also.
By and large, most of the work that we see in the great museums throughout the world are populated with people who don't happen to look like me.
We look at problems happening halfway across the world and we think, 'Well, that's their problem.' But it's not. ... When you solve somebody else's problem, you're solving a problem for yourself because our world today is so interconnected.
There are lots of young vital playwrights who are experimenting, and these are the plays that people who are interested in the theatre should see. They should go off Broadway. They should go to the cafe theatres and see the experiments that are being made.
The first and foremost duty of the high school in teaching mathematics is to emphasize methodical work in problem solving...The teacher who wishes to serve equally all his students, future users and nonusers of mathematics, should teach problem solving so that it is about one-third mathematics and two-thirds common sense.
People like you should be stopped, Mr. Woodrow,' she mused aloud, with a puzzled shake of her wise head. 'You think you're solving the world's problems but actually you're the problem.
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