# A Psychology of Lecture Recipe: The Lecture’s Essential Ingredients

Lecture recipe?

I’ll get to that.

Lecture is a method of instruction, not a method for self-improvement, according to the most famous of modern American professors, James Madison.

It is an art form, he said, and not a science.

Madison said his philosophy was that we ought to teach the truth, not simply to teach it to others.

We should not teach it just to ourselves.

“I think it would be a good thing if we taught each other what we already knew, and how to teach each other things,” he wrote in the Federalist Papers.

The lecture is not a process.

It’s a method.

And it’s not a formula.

In a recent article, the author of The Lectures on Philosophy and the American Presidency, Richard Thaler, explained that the lecture is a system that is rooted in the natural order of the universe, and that it requires a different kind of person to apply the principles.

“You can’t teach it with the best of intentions,” Thaler said.

“There is no formula.

There is no blueprint.

There are no formulas.

There’s only the teaching process.”

He added that the best way to get the most out of the lecture, is to “have a clear idea of what you want to teach.”

“I believe that we must all do our best to make the lecture process the best that it can be,” Thales said.

The truth, he explained, is that the lectures are not the work of a master teacher; they are the work “of a student, who has learned how to apply a certain sort of logic to the facts, and to draw inferences that he thinks ought to be drawn.”

The lecturer is the student, not the teacher, the writer, the student who applies the logic, Thaler wrote.

“It is not the person who knows the truth or understands the logic who can tell us what to teach,” Thalsal said.

His point is not that we need a teacher to teach us.

We need a lecturer who understands the truth.

And when we are able to teach ourselves, it is because we understand the logic that guides our learning.

Lectures, Thalsale wrote, “must be understood, not just understood as something that we can apply ourselves to, but as something we are going to apply ourselves toward.”

The logic is that when you teach a person how to use the concepts of mathematics and logic, they become the people who can apply the concepts to the world, which is why the logic is “an instrument of education.”

Lectures are not a test of understanding; they’re a test, not of understanding.

Lecturers must apply the logic to their own work, and then apply it to their students.

But they are also an instrument of teaching, which Thalesal said is why they “must learn from the student.”

And in that process, students will “learn more than the master,” Thalers said.

There must be “something to teach” when we teach someone something.

Thaler’s philosophy of teaching was rooted in his own experience as a teacher.

When he was a junior at Harvard in the 1970s, he was “very, very much into teaching,” he said.

But in his senior year, “the teaching of mathematics was very, very unpopular, and so I decided that I was going to try something else.”

In his book The Logic of Mathematics, Thalesale writes that he “took a look at the teaching of physics, and I came to realize that there was a great deal of misinformation in the literature on that subject.

…

There was a lot of misinformation that was out there, and a lot that was not.”

Thaler started to read books, and eventually found one book that was the “one book that I found that was really true.”

It was The Mathematical Logic of the Universe, by John G. O’Donnell.

Ollison is best known for his mathematical theory of the origin of the stars, which he called the “black hole” of science.

He wrote about the black hole in the book as if it were some kind of natural phenomenon.

He also wrote that there were “a lot of good mathematical physicists” who were “too nice and too self-centered” to admit that their mathematics was wrong.

Thalesals logic of teaching is “that it is essential that we get to the heart of the question, so that we know what to say to our students,” Thaling wrote.

This logic, he wrote, is the logic of “the whole subject, the whole universe.”

The lesson is not what you know.

The lesson here is what you can do to get to a position of mastery.

The students must understand the whole lesson.

They must understand it in order to apply it, so they can apply it.

And the lesson here, in the end, is not whether you have an answer