munity members. For the present volume, however, student learning is the focus, and issues of adult learning are left for others to take up.
The willingness of the chapter authors to accept this task represents an outstanding contribution to the field. First, all the authors devoted considerable time to this effort—more than any of them had anticipated initially. Second, they did so knowing that some readers will disagree with virtually every teaching decision discussed in these chapters. But by making their thinking visible and inviting discussion, they are helping the field progress as a whole. The examples discussed in this volume are not offered as “the” way to teach, but as approaches to instruction that in some important respects are designed to incorporate the principles of learning highlighted in How People Learn and that can serve as valuable examples for further discussion.
In 1960, Nobel laureate Richard Feynman, who was well known as an extraordinary teacher, delivered a series of lectures in introductory physics that were recorded and preserved. Feynman’s focus was on the fundamental principles of physics, not the fundamental principles of learning. But his lessons apply nonetheless. He emphasized how little the fundamental principles of physics “as we now understand them” tell us about the complexity of the world despite the enormous importance of the insights they offer. Feynman offered an effective analogy for the relationship between understanding general principles identified through scientific efforts and understanding the far more complex set of behaviors for which those principles provide only a broad set of constraints:29
We can imagine that this complicated array of moving things which constitutes “the world” is something like a great chess game being played by the gods, and we are observers of the game. We do not know what the rules of the game are; all we are allowed to do is to watch the playing. Of course, if we watch long enough, we may eventually catch on to a few of the rules. The rules of the game are what we mean by fundamental physics. Even if we knew every rule, however, we might not be able to understand why a particular move is made in the game, merely because it is too complicated and our minds are limited. If you play chess you must know that it is easy to learn all the rules, and yet it is often very hard to select the best move or to understand why a player moves as he does…. Aside from not knowing all of the rules, what we really can explain in terms of those rules is very limited, because almost all situations are so enormously complicated that we cannot follow the plays of the game using the rules, much less tell what is going to happen next. (p. 24)
The individual chapters in this volume might be viewed as presentations of the strategies taken by individuals (or teams) who understand the rules of the teaching and learning “game” as we now understand them. Feynman’s metaphor is helpful in two respects. First, what each chapter offers goes well