It is the duty of all teachers, and of teachers of mathematics in particular, to expose their students to problems much more than to facts.
Paul HalmosRead
...the source of all great mathematics is the special case, the concrete example. It is frequent in mathematics that every instance of a concept of seemingly generality is, in essence, the same as a small and concrete special case.
Interpretation
Great mathematics often stems from specific examples, as they reveal the essence of broader concepts.
In this quote, Paul Halmos emphasizes the importance of concrete examples in understanding mathematical concepts. He suggests that many seemingly general principles in mathematics can ultimately be traced back to specific cases that enlighten and clarify the abstract ideas, thus underscoring the value of practical instances in the learning and application of mathematical theories.
In practice
This quote can be used in a classroom to encourage students to look for specific examples when learning new mathematical concepts.
It is the duty of all teachers, and of teachers of mathematics in particular, to expose their students to problems much more than to facts.
[Mathematics] is security. Certainty. Truth. Beauty. Insight. Structure. Architecture. I see mathematics, the part of human knowledge that I call mathematics, as one thing - one great, glorious thing. Whether it is differential topology, or functional analysis, or homological algebra, it is all one thing. ... They are intimately interconnected, they are all facets of the same thing. That interconnection, that architecture, is secure truth and is beauty. That's what mathematics is to me.
My shorthand answer is that I try to write the kind of book that I would like to read. If I can make it clear and interesting and compelling to me, then I hope maybe it will be for the reader.
Education is here placed among the articles of public care, not that it would be proposed to take its ordinary branches out of the hands of private enterprise, which manages so much better all the concerns to which it is equal, but a public institution can alone supply those sciences which, though rarely called for, are yet necessary to complete the circle, all the parts of which contribute to the improvement of the country, and some of them to its preservation.
Being really good at 'learning how to learn,' as President Bill Brody of Johns Hopkins put it, will be an enormous asset in an era of rapid change and innovation, when new jobs will be phased in and old ones phased out faster than ever.
Writing, in any sense that matters, cannot be taught. It can only be learned by each separate one of us in his own way, by the use of his own powers of imagination and perception, the ability to learn the lessons he has set for himself.
For fifteen years, I was a teacher of youth. They were years out of the fullness and bloom of my younger manhood. They were years mingled of half breathless work, of anxious self-questionings, of planning and replanning, of disillusion, or mounting wonder.
Education ought to foster the wish for truth, not the conviction that some particular creed is the truth.
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