Most of the time each person is immersed in the details of one special part of the whole and does not think of how what they are doing relates to the larger picture. For example, in education, a teacher might say in the next class he was going to "explain Young's modulus and how to measure it," rather than, "I am going to educate the students and prepare them for their future careers".
Interpretation
People often focus on the details without considering how they fit into the bigger picture.
In this quote, Richard Hamming emphasizes the importance of understanding the context of our actions within the larger framework of our goals. He uses the example of education to highlight how teachers may become so focused on specific content, like Young's modulus, that they forget to connect it to the overall purpose of education, which is to prepare students for their future careers. This perspective encourages individuals to always consider how their efforts contribute to broader objectives.
In practice
A teacher might use this quote to inspire fellow educators to integrate life skills into their lessons.
When you are famous it is hard to work on small problems. This is what did [Claude Elwood] Shannon in. After information theory, what do you do for an encore? The great scientists often make this error. They fail to continue to plant the little acorns from which the mighty oak trees grow. They try to get the big thing right off. And that isn't the way things go. So that is another reason why you find that when you get early recognition it seems to sterilize you.
Science is composed of laws which were originally based on a small, carefully selected set of observations, often not very accurately measured originally; but the laws have later been found to apply over much wider ranges of observations and much more accurately than the original data justified.
Does anyone believe that the difference between the Lebesgue and Riemann integrals can have physical significance, and that whether say, an airplane would or would not fly could depend on this difference? If such were claimed, I should not care to fly in that plane.
If you don't work on important problems, it's not likely that you'll do important work.
Beware of finding what you're looking for._x000D_ _x000D_ A favorite aphorism he often used.
One of the characteristics of successful scientists is having courage. Once you get your courage up and believe that you can do important problems, then you can. If you think you can't, almost surely you are not going to.
It's not how much money we make that ultimately makes us happy between nine and five. It's whether or not our work fulfills us. Being a teacher is meaningful.
Never stand still. Only stand still enough to learn, and once you stop learning in that stance, move off. Always keep yourself engaged, in theater, in whatever job you can get. If you can't get an acting job, then go backstage. Or take tickets. But be around actors because that is where you will primarily learn.
I find television very educating. Every time somebody turns on the set, I go into the other room and read a book.
If people want to be better writers, they can't just read the blogs! You've got to look at something that's outside this rushing world of evanescent words.
Nothing enrages me more than when people criticize my criticism of school by telling me that schools are not just places to learn maths and spelling, they are places where children learn a vaguely defined thing called socialization...I think schools generally do an effective and terribly damaging job of teaching children to be infantile, dependent, intellectually dishonest, passive and disrespectful to their own developmental capacities.
Good writing, and this is especially important in a subject such as economics, must also involve the reader in the matter at hand. It is not enough to explain. The images that are in the mind of the writer must be made to reappear in the mind of the reader, and it is the absence of this ability that causes much economic writing to be condemned, quite properly, as abstract.
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