The Learning Paradigm also opens up the truly inspiring goal that each graduating class learns more thanthe previous graduating class

Work, not learning, is the burden that should be eradicated.

This support is thinning; eroding the legitimacy of lecturing makes it thinner still.

Critics frequently complain that lectures’ fixity makes it difficult for students to work.

they do require attendees to get dressed, leave the house, and participate

typically lectures are the only occasion for the entire group to convene physically. Remove the impetus to gather — either by insinuating that recorded lectures are just as effective or by making the lecture optional — and the benefits of community disappear.

Classrooms are communities

The regular timing of lectures contributes to their sociality

This simple routine can head off lonelieness and despondency, two triggers and intensifiers of depression

dismissing the value of attending lectures

responding to their audience’s nonverbal cues. Far from being one-sided, lectures are a social occasion.

While speaking to students and gauging their reactions, lecturers come to new conclusions, incorporate them into the lecture, and refine their argument

The attack on lectures ultimately participates in neoliberalism’s desire to restructure our lives in the image of just-in-time logistics.

The best lectures draw on careful preparation as well as spontaneous revelation

Rather, giving a lecture forces instructors to communicate their knowledge through argument in real time.

In Python, as well as in any other object-oriented programming language, we define a class to be a description of what the data look like (the state) and what the data can do (the behavior). Classes are analogous to abstract data types because a user of a class only sees the state and behavior of a data item. Data items are called objects in the object-oriented paradigm. An object is an instance of a class.

flipping the classroom, rather than on how to give a traditional college lecture.

Even though I was eventually offered the position, I was keenly aware that, despite interviewing for a job in which I’d have to stand in front of students day after day, I’d never been trained in giving a lecture—and it showed.But that lack of training is not unusual; it’s the norm

Should Colleges Really Eliminate the College Lecture?

I always found it incredible. He would start with some problem, and fill up pages with calculations. And at the end of it, he would actually get the right answer! But he usually wasn’t satisfied with that. Once he’d gotten the answer, he’d go back and try to figure out why it was obvious. And often he’d come up with one of those classic Feynman straightforward-sounding explanations. And he’d never tell people about all the calculations behind it. Sometimes it was kind of a game for him: having people be flabbergasted by his seemingly instant physical intuition, not knowing that really it was based on some long, hard calculation he’d done.