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Teaching Mastery in the Classroom

Skimming will fail. This book creates a capability in you, the reader, that you do not already have. That is the entire purpose: a new capability that you can use right now, today. Not a skill, not an optimized technique, not motivation or hype, a capability.

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About

About

About the Book


Skimming will fail. This book creates a capability in you, the reader, that you do not already have. That is the entire purpose: a new capability that you can use right now, today. Not a skill, not an optimized technique, not motivation or hype, a capability.


Capabilities Before Solutions


Cray Research, in creating the world's fastest supercomputers, obviously accomplished things that had never been done before. We looked at things that were "impossible," and treated those barriers as opportunities. That barrier showed us the point of greatest leverage.


But we did something special before we looked at possible solutions. We carefully examined and measured our actual capabilities, and defined what capability must exist to take advantage of that leverage. That exercise told us where to look for solutions. We accomplished what nobody before us accomplished, by creating and understanding capabilities that enabled creating the world's best and fastest.


This book creates in you a world-class capability: becoming capable of teaching expert thinking, even though you might not think you are expert at the moment. This book draws you through the process of experiencing expert thinking in a manner that you can immediately use yourself.


But you will need to think, and experience, and learn. This book does not offer shortcuts or even a summary. You will discover skills you already knew, but did not know you knew. That is why you will be able to apply this new capability later today.


Gifted and Talented Education


It can be difficult finding techniques that reach profoundly gifted children, let alone create capabilities you personally can use with such children.


At the height of the Cold War, large school districts swept through their elementary schools searching for potential mathematicians and rocket scientists as a matter of national security. Two groups were identified: the gifted and talented, and the very much smaller group of children who simply exceeded what the test could measure. During 4th Grade I was placed in that latter group because my abstract verbal and thinking skills were outside measurement range.


I write from within that mindset both directly for Gifted and Talented (particularly those strong in abstract verbal and thinking skills) and for the rest of us who work with this type of talent. We had many such people at Cray Research. The key in writing is to provide enough depth, out of respect for the reader. Those chapters are by far the most fun to write because I don't have to hold back.

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Author

About the Author

Edward W. Barnard

No Time to Be Beginners

What was it like to stand in the breach, with nobody else to take the decisions, and do-overs are too late? Margaret Hamilton, the first programmer hired for the Apollo project at MIT, explained:

Because software was a mystery, a black box, upper management gave us total freedom and trust. We had to find a way and we did. Looking back, we were the luckiest people in the world; there was no choice but to be pioneers; no time to be beginners.

During the Cold War when it was "nobody but us," our decisions and solutions were shaped by constraints. At Cray Research constraints and barriers pointed us to the best point of leverage. To remain the best in the world, we had no other option. But before considering leverage, we carefully identified and proved relevant capabilities. Those capabilities showed us what solutions might be plausible. We also found that if it wasn't fun, it probably was not worth doing.

This forced way of working, where responsibility could not be abstracted away, has been mostly lost to time.

My Role as Custodian of Lost Skills

I am bringing you those skills because they were never passed to the next generation. I created a primary source document showing what it was like: Nobody but Us: A History of Cray Research's Software and the Building of the World's Fastest Supercomputer. But I wrote a second primary source, reproducing the Cray Research skills for you right now, in 2026. The Wizard's Lens: Learn to Think Like AI is an apprenticeship drawing you in to experience, not merely read about, how we continuously "achieved the impossible" at Cray Research.

Those Cray Research skills did not begin with software, or even hardware. They began outdoors. Experiential education, with real risks and real consequences, has also been abstracted away. That is where judgement is formed. For this I wrote Surviving Spring Break on the Mountain: The Power of Experiential Education.

Pure Entertainment

If it isn't fun, it probably isn't worth doing. I continued practicing the most important debugging skill I know: spotting patterns and connections that others miss. I wrote Unexpected Histories to show you shifted perspectives, purely for entertainment, but showing real history that matters today. In each case, once you see it, you cannot "un-see" it.

Эдвард Барнард

Когда нет времени быть новичком

Каково это — стоять на переднем крае, когда больше некому принимать решения и на повторные попытки уже нет времени? Маргарет Хэмилтон, первый программист, нанятый для проекта Apollo в MIT, объясняла это так:

Поскольку программное обеспечение было загадкой, «чёрным ящиком», высшее руководство предоставило нам полную свободу и доверие. Мы должны были найти выход — и мы его нашли. Оглядываясь назад, можно сказать, что мы были самыми везучими людьми в мире: у нас не было выбора, кроме как быть первопроходцами; не было времени на ученичество.

Во времена холодной войны, когда всё сводилось к принципу «никто, кроме нас», наши решения и подходы формировались под давлением жёстких ограничений. В Cray Research именно ограничения и барьеры указывали нам на наиболее эффективную точку приложения усилий. У нас просто не было иного пути, кроме как стать лучшими в мире. Но прежде чем прилагать усилия, мы тщательно искали и проверяли соответствующие компетенции. Именно они показывали, какие решения вообще могут быть осуществимы. Мы также поняли: если дело не приносит удовольствия — вероятно, не стоит им заниматься.

Этот вынужденный стиль работы, при котором ответственность нельзя переложить на других, почти утрачен со временем.

Моя роль как хранителя утраченных навыков

Я передаю вам эти навыки, потому что они так и не были переданы следующему поколению. Я написал книгу воспоминаний о том, как это было на самом деле: Nobody but Us: A History of Cray Research's Software and the Building of the World's Fastest Supercomputer. («Только мы: история программного обеспечения Cray Research и создания самого быстрого суперкомпьютера в мире»). Но я написал и вторую книгу, возрождающую стиль мышления Cray Research для вас прямо сейчас, в 2026 году. The Wizard's Lens: Learn to Think Like AI («Линза волшебника: научитесь думать как ИИ») — это учебник, который погружает вас в атмосферу и дает опыт, а не просто рассказывает о том, как мы постоянно «достигали невозможного» в Cray Research.

Истоки подхода Cray Research лежат не в программном обеспечении и даже не в железе, а в холодной реальности жизни. Обучение через опыт, с реальными рисками и реальными последствиями, подвергнутое переосмыслению. Именно так формируется суждение. Об этом я написал книгу Surviving Spring Break on the Mountain: The Power of Experiential Education («Выжить на весенних каникулах в горах: сила обучения через опыт»).

Чистое развлечение

Если это не приносит удовольствия — вероятно, этим не стоит заниматься. Я продолжал практиковать самый важный навык профессионального отладчика, который знаю: замечать закономерности и связи, которые другие упускают. Я написал Unexpected Histories («Неожиданные истории»), чтобы показать вам смещенные перспективы — исключительно ради развлечения, но опираясь на реальную историю, которая имеет значение и сегодня. В любом случае, увидев это однажды, вы уже не сможете «развидеть» увиденное.

Leanpub Podcast

Episode 317

An Interview with Edward W. Barnard

Translations

Translations

Contents

Table of Contents

Teaching and Creating Mastery

  1. Road Versus Map
  2. Parallel and Equivalent Routes
  3. Classroom Practice
  4. Mental Models
  5. Three-Step Process
  6. Mental Models Enable Analogies

Transcendent Patterns: Teaching the Process of High-Tech Mastery in Student-Accessible Fashion

  1. Definition
  2. Fun and Superpower as Motivation
  3. Tools of Transmission
  4. Three-Step Process
  5. Transcendent Patterns
  6. Practicing the Insight
  7. Transcendent Insight
  8. Teaching This Skill
  9. Cognitive Design of This Chapter
  10. Summary

If You Want More

  1. The Barrier
  2. Capabilities
  3. Solutions
  4. Cognitive Design of This Book

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