The problem with college education is that it’s incredibly hard.
It’s incredibly frustrating.
It takes so much time.
It means that you’re constantly working with the same students and they’re always making the same mistakes, which is frustrating.
And there’s a lot of frustration about it, too.
We’ve got a big problem with what we’ve seen in the last two decades of technological innovation.
And one of the things we’ve been trying to do with a lot more is to try to figure out what’s causing that problem, and I think that’s what we’re trying to bring to the classroom.
So that’s one of my goals with this course.
We want to make sure that the students who have the most problems are the ones that are going to learn the most.
I think the way that we can make that happen is to have a really clear idea of what we want students to be doing, and we want them to be able to do that in a really straightforward way.
So if we know that students are going out of their way to do things they don’t want to do, we can teach them that in an understandable way.
We can say, “Oh, I’m just doing this for the fun of it, I don’t care if it’s the right thing or not.
Just do it,” and they can learn how to do it without being bogged down by the wrong kind of problems.
We also want students, when they get to college, to have these experiences that are really rewarding and fun.
And we want to be really careful to make that clear so that we don’t feel like we’re telling students, “Hey, it’s going to be like this forever, but we’re going to let you go through this thing and be happy for a while.”
Because that’s just not true.
When students have these wonderful experiences in the first year of college, they’ll have a lot to look forward to.
And when they graduate, we’ll be able see that the experience has been worth it.
So, that’s why this course is called “The Way of the Future,” and that’s the name of the book that I wrote about it.
I’ve also had students who’ve gone through it tell me, “I loved the course.
It made me want to become a programmer.”
And I’m like, “You’re not really a programmer.
You’ve got to be a social scientist.”
They say, ‘You know, I think social scientists are terrible at math, so I’m going to spend a lot longer learning about the social sciences.’
“But they’re not wrong.
So it’s been really useful to me to have students who are really passionate about the subject, and really motivated to get into it.
They come in, and they understand how it works, they understand the way things are organized, and it’s really fun to be with them.
And it helps them make the leap from being just like me to understanding what they’re actually doing in a much deeper way.
I just want them, I know, to get the best out of the experience.
But they also have to get out there and do what they can to do the best that they can, and that is going to lead to the best work for them.
So I want students who really want to learn to get involved.
I want them in the class.
They should have an idea about what’s going on and what they want to know, but they shouldn’t be afraid to ask questions, or to get help, and help them figure out how they’re going about doing their work.
They shouldn’t have to worry that they’re just going to do something that’s really terrible.
I really want them thinking, “OK, this is what I’m doing.
And I want to get better at it.
“And if they can do that, they can really learn.
So my hope is that by being clear and straightforward, and not making students feel like they have to do whatever the hell it is they want them not to do to learn, we’re able to actually make the learning process more rewarding.
It makes me really proud to be teaching this class.
And, of course, that includes getting people who want to work in the industry, because that’s where the money is.
It helps them get the most out of what they have.
But that also means that they have a little more time for themselves, and a little less time for their parents, who are going through the same stuff.
But we also need to make it so that they don, too, can get the experience they want.
So there’s really no substitute for a good teacher.
But I’m also excited about this course, because it helps me think about the future of education in the United States.
And by thinking about the next 50 years, I hope that the United Kingdom will have a more progressive education system, and hopefully one that is more reflective of the times.
But for now, it is