A practical part of my teaching is to provide demonstrative, hands-on experiences.

Public discussions are part of what it takes to make changes in the trillions of graphics published each year.

The commonality between science and art is in trying to see profoundly - to develop strategies of seeing and showing.

I was writing a chapter of Beautiful Evidence on the subject of the sculptural pedestal, which led to my thinking about what's up on the pedestal - the great leader.

It is straightforward for me to be ethical, responsible, and kind-hearted because I have the resources to support that.

My father worked for governments all his life as an engineer and public works director.

I think it is important for software to avoiding imposing a cognitive style on workers and their work.

What gets left out is the narrative between the bullets, which would tell us who's going to do what and how we're going to achieve the generic goals on the list.

A curious consequence is that I have become a minor celebrity.

Beautiful Evidence is about the theory and practice of analytical design.

The leading edge in evidence presentation is in science; the leading edge in beauty is in high art.

I hope that I am generous and tolerant, but certainly on the intellectual side I think that there are discoverable truths, and some things that are closer approximations to the truth than others.

There are many true statements about complex topics that are too long to fit on a PowerPoint slide.

The speculative part of my work is that these particular cognitive tasks - ways of thinking analytically - are tied to nature's laws.

That is to say, nature's laws are causal; they reveal themselves by comparison and difference, and they operate at every multivariate space/time point.

The idea of trying to create things that last - forever knowledge - has guided my work for a long time now.

If you like overheads, you'll love PowerPoint.

The minimum we should hope for with any display technology is that it should do no harm.

What this means is that we shouldn't abbreviate the truth but rather get a new method of presentation.

I do believe that there are some universal cognitive tasks that are deep and profound - indeed, so deep and profound that it is worthwhile to understand them in order to design our displays in accord with those tasks.

The goal is to provide analytical tools that will last students a lifetime.

My idea here is that, inasmuch as certain cognitive tasks and principles are tied to nature's laws, these tasks and principles are indifferent to language, culture, gender, or the particular mode of information that is provided.

A practical part of my teaching is to provide demonstrative, hands-on experiences.

The point of the essay is to change things.

I am certainly not an intellectual relativist, nor a moral relativist.

Clutter is not a property of information. Clutter is a failure of design.

Clutter and confusion are failures of design not attributes of information.

Clutter is not an attribute of information clutter is a failure of design fix the design rather than stripping all the detail out of the map.

Good design is a lot like clear thinking made visual.

Design isnt crafting a beautiful textured button with breathtaking animation. Its figuring out if theres a way to get rid of the button altogether.

Great design is not democratic it comes from great designers. If the standard is lousy then develop another standard.

The leading edge in evidence presentation is in science the leading edge in beauty is in high art.

An open mind but not an empty head.

I just had to plod along without having any teaching, which was a pity.

Without In The Company of Men, I could still be teaching, so who knows if this would've existed.

In 1979, I received a phone call from Ansel Adams asking me if I would be willing to consider coming to work for him. I was teaching photography in Southern California at that point.

I think we've got outstanding teaching in Michigan classrooms.

It is normal for politicians in all countries to profess themselves the pupils of history, anxious to draw the right lessons from her teaching.

I'd love to go back and teach primary school. I used to teach fourth grade and fifth grade. I'd love to spend several years teaching kindergarten or maybe third grade.

The beginning of 1856 found me teaching in the family of a planter named Bryan, residing in Prince George County, Md., some fifteen or twenty miles from Washington.

Teaching was the most pleasant thing I did.

Modern education has devoted itself to the teaching of impudence, and then we complain that we can no longer control our mobs.

My parents and grandparents have always been engaged in teaching or the medical profession or the priesthood, so I've sort of grown up with a sense of complicity in the lives of other people, so there's no virtue in that; it's the way one is raised.

Teaching was the hardest work I had ever done, and it remains the hardest work I have done to date.

Catholic schools in our Nation's education have been paramount in teaching the values that we as parents seek to instill in our children.

Some of the speakers we bring on campus may not reflect official church teaching, but that's how it is.

The day is past when schools could afford to give sufficient time and attention to the teaching of the ancient languages to enable the student to get that enjoyment out of classical literature that made the lives of our grandfathers so rich.

Besides the actual reading in class of many poems, I would suggest you do two things: first, while teaching everything you can and keeping free of it, teach that poetry is a mode of discourse that differs from logical exposition.

Teaching is not a lost art, but the regard for it is a lost tradition.