Classroom observation as a form of pedagogical supervision

Everything is literally entangled, it can all be communicated with and affected 'at a distance' because there is no distance, only a simulation of apparent separation which our limited consciousness feeds us second by second at 11 bits. The 'telepathy' which brings people together is no more or less supernatural or unlikely than the 'telepathy' which brings two of your fingers together when you think about it. Patience, participation and constant close observation of what's going on, on the inside and on the outside will soon make you a fine sorcerer, if that's what you want to be.

It has become extremely questionable whether, in the flux of life, it is a genuinely worthwhile intellectual problem to seek to discover fixed and immutable ideas or absolutes. It is a more worthy intellectual task perhaps to learn to think dynamically and relationally rather than statically... When the empirical investigator glories in his refusal to go beyond the specialized observation dictated by the traditions of his discipline, be they ever so inclusive, he is making a virtue out of a defense mechanism which insures him against questioning his presuppositions.

At any one time there is a natural tendency among physicists to believe that we already know the essential ingredients of a comprehensive theory. But each time a new frontier of observation is broached we inevitably discover new phenomena which force us to modify substantially our previous conceptions. I believe this process to be unending, that the delights and challenges of unexpected discovery will continue always.