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robertogreco : beginner'smind   6

Writing for Beginners | Nicole Fenton
"Just to be clear, when I say writing, these are the things I’m talking about:

blog posts
promotions / ads / marketing

Individually, these are all bits of text. Together, they’re your communications and your interface with readers. They make up your voice and tone. They give your product personality."

"Our writing should have that same flexibility and fluidity. We shouldn’t talk about things as if they’re final, as if they live in their own individual universes. And when we put something into the world, we shouldn’t use words like postmortem that make us feel like we’re no longer responsible for those things. Everything we build depends on us. We have to nurture our work and know it’s going to continually change."

"I used to try to write the beginning of something before I knew where we were going as a team. I would try to introduce the ideas I needed to cover and organize them, even though I didn’t fully understand those ideas yet. And that doesn’t give me a lot of room to change my mind, which I do very often.

So now I start in the middle. I get the most basic thing I know down on the page or the whiteboard, and work my way out, showing my client or my friends, whoever that set of beta readers is for the project, and making it better as I go."
nicolefenton  design  writing  curiosity  2013  neoteny  beginner'smind  shoshin  howwewrite  learning  learningallthetime  voice  flexibility  fluidity 
november 2013 by robertogreco
Beginner's Mind for Rethinking Schools (with tweets) · willrich45 · Storify
"A brief yet thought-provoking exchange on Twitter about starting from a place of "emptiness" when it comes to thinking about what schools might become."

[See also: ]
beginner'smind  comments  willrichardson  josieholford  storify  grantlichtman  billivey  schools  education  schooldesign  2013 
may 2013 by robertogreco
Beyond Face | The Public Amateur
"[T]he artist becomes a person who consents to learn in public. This person takes the initiative to question something in the province of another discipline, acquire knowledge through unofficial means, and assume the authority to offer interpretations of that knowledge, especially in regard to decisions that affect our lives. The point is not to replace specialists, but to enhance specialized knowledge with considerations that specialties are not designed to accommodate.

Specialization has brought about marvelous achievements. But under increasing complexity and fragmentation, the need for overviews of how vectors of power-knowledge intersect has become more imperative than ever. Our culture asks too high a price of society when it insists on narrow professional specialization. Conforming to this demand divides our intellect from our emotions, our imagination from our efforts, our pleasure from our worth, our verbal and analytic capacity from other creative talents, and our ethics from our daily lives. The result is frustration and disempowerment for the individual and shortsightedness for society as a whole."

"The amateur has transparent relations to her object. She approaches and ultimately appropriates the object of knowledge out of enthusiasm, curiosity or personal need. She learns outside the circuits of professional normalization and reward, things the artist was once presumed to resist.

Anyone can develop expertise and, if motivated enough, can even become an authority. The amateur can be as narrow as the specialist or as amorous as the polymath lover of knowledge. The category of the Public Amateur is not confined to artists. It’s a growing polyglot array of people who want to operate equally from the gut and the brain."

"Artists are expected to have publics, however small or large, but for better or worse, they are not expected to know much. An artist who wants to perform learning can leverage whatever claim to a public she is able to accrue, and initiate processes she hasn’t mastered, putting the very notions of professionalization and credibility on the stage.

This is an activation of metalanguage, something that artists do all the time. When I perform the acquisition of knowledge in the symbolic resonance that is art, I am inviting new conversations about knowledge itself. By placing this activity in the realm of aesthetics, I subject it to our questions about what we care about."

[via: ]
trickster  art  artists  lcproject  openstudioproject  base619  amateurism  amateurs  beginner'smind  learning  workinginpublic  learninginpublic  howwelearn  cv  specialization  generalists  specialists  clairepentecost  publicamateur  enthusiasm  curiosity 
may 2013 by robertogreco
Demystification versus Understanding
"So in general, Russell was correct: when the experts disagree, the lay person had best reserve judgment.

But there is an exception to the rule. Expertise also comes with taking many basic things for granted. So when radical changes happen, sometimes it is the naive novice, wrestling with the basics, who ends up innocently asking the right questions. You can only re-examine foundational assumptions if they are not ingrained second nature for you.

Thinking like a novice: the Zen idea of “beginner’s mind” is really hard for an expert. Which is one reason disruptive changes are often triggered by relative outsiders and smart novices. But not so often as romantics like to think. I suspect “experts thinking like novices” happens more often than novices serendipitously asking the brilliant right questions."
judgement  questioning  askingquestions  thinking  beginner'smind  beginners  zen  bertrandrussell  priorities  expertise  disruption  disruptivechanges  learning  demystification  venkateshrao  2012  novices  experts  understanding  questionasking 
september 2012 by robertogreco
MAKE | Zen and the Art of Making
"Some of the most talented and prolific people I know have dozens of interests and hobbies. When I ask them about this, the response is usually something like “I love to learn.” I think the new discoveries and joys of learning are the crux of this beginner thing I’ve been thinking about. Sure, when you’ve mastered something it’s valuable, but then part of your journey is over — you’ve arrived, and the trick is to find something you’ll always have a sense of wonder about. I think this is why scientists and artists, who are usually experts, love what they do: there is always something new ahead. It’s possible to be an expert but still retain the mind of a beginner. It’s hard, but the best experts can do it. In making things, in art, in science, in engineering, you can always be a beginner about something you’re doing — the fields are too vast to know it all."
philliptorrone  making  learning  unschooling  curiosity  education  experts  generalists  creativegeneralists  2011  zen  knowledge  expertise  lewiscarroll  makers  electronics  art  artists  science  scientists  tinkering  tinkerers  lifelonglearning  deschooling  mindset  beginners  invention  arduino  fear  risktaking  riskaversion  teaching  lcproject  failure  stasis  yearoff  openminded  children  interestedness  specialists  motivation  intrinsicmotivation  exploration  internet  web  online  constraints  specialization  interested  beginner'smind 
november 2011 by robertogreco
beginner's mind (tecznotes)
"Is it possible to train or cultivate the beginner's mind? Can you teach yourself to delay preconception and judgement when seeing new things?"
learning  perception  preconception  mindset  judgement  perspective  beginner'smind 
july 2008 by robertogreco

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