Stories with Tag teaching

• When This Professor Got Cancer, He Didn't Quit. He Taught a Class About It

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  Posted: 2025-02-26 18:44:50

  Verbose tl;dr

  Facing a terminal cancer diagnosis, Stanford professor Bryant Lin refused to abandon his students. Instead, he integrated his experience with esophageal cancer into his final course, "Living With Cancer," offering a uniquely personal and real-time perspective on the disease. He openly shared his treatment journey, physical struggles, and emotional reflections, providing students with invaluable insights into the medical, social, and ethical dimensions of cancer. Lin's dedication to teaching and his willingness to be vulnerable transformed his classroom into a space of shared humanity and learning, inspiring students even as he confronted his own mortality.

  In a poignant and deeply personal narrative documented by the New York Times, Dr. Bryant Lin, a distinguished Associate Professor of Medicine at the prestigious Stanford University, faced the formidable challenge of a stage IV lung cancer diagnosis. Rather than succumbing to despair or retreating from his professional obligations, Dr. Lin embarked on a truly extraordinary endeavor, transforming his own arduous medical journey into a profound pedagogical experience for his students. He developed and instructed a novel course entitled “CHEM 179: Cancer, Culture, and Community,” which meticulously explored the multifaceted dimensions of cancer from scientific, societal, and intensely individual perspectives.

  This remarkable academic undertaking offered students an unparalleled opportunity to delve into the intricacies of oncology, encompassing not only the biological mechanisms of the disease, but also the profound emotional and cultural implications it carries. Dr. Lin’s course transcended the traditional boundaries of academic discourse, weaving in his own lived experience with the disease to provide a uniquely intimate and compelling understanding of the subject matter. He candidly shared his personal struggles with his diagnosis, treatment regimen, and the profound emotional and psychological toll exacted by the relentless disease.

  Furthermore, Dr. Lin's course fostered an environment of open dialogue and critical analysis, encouraging students to grapple with complex ethical dilemmas surrounding cancer care, including end-of-life decision-making, the financial burdens associated with treatment, and the societal stigmas often attached to the disease. This pedagogical approach extended beyond theoretical discussions to incorporate real-world engagement, with students actively participating in community outreach initiatives and collaborating with cancer patients and their families.

  Through this profoundly personal and intellectually rigorous course, Dr. Lin not only imparted invaluable knowledge about cancer but also inspired his students to approach their own lives and future careers with heightened empathy, resilience, and a profound appreciation for the human condition. His courage in the face of adversity served as a powerful testament to the transformative potential of education and the enduring strength of the human spirit. The creation and instruction of "CHEM 179" became a testament to his unwavering dedication to teaching, even while confronting his own mortality, offering a unique and invaluable contribution to the academic landscape of Stanford University.

  • cancer
  • Education
  • Higher Education
  • teaching
  • professor
  • Stanford University
  • illness
  • work ethic
  • inspiration
  • Human Interest
  • Personal Story
  • Health
  • medical news

  Summary of Comments ( 3 )
  https://news.ycombinator.com/item?id=43186717

  Verbose tl;dr

  HN commenters discuss the Stanford professor's decision to teach a class about his cancer journey. Several praise his bravery and openness, viewing it as a powerful way to educate students and destigmatize illness. Some question the emotional toll on both the professor and the students, wondering about the appropriateness of such a personal subject in an academic setting. Others express skepticism about the framing of the NYT piece, suggesting it's overly sentimentalized. A few commenters also share their own experiences with cancer and teaching, drawing parallels to the professor's situation. The potential for triggering students facing similar challenges is also brought up, along with concerns about the blurring of lines between professional and personal life.

  The Hacker News post titled "When This Professor Got Cancer, He Didn't Quit. He Taught a Class About It" (linking to a New York Times article about Stanford professor Bryant Lin's cancer journey and his decision to teach a class about it) generated a moderate number of comments, primarily focusing on admiration for Professor Lin's approach and broader discussions on the nature of education and facing mortality.

  Several commenters expressed deep respect for Professor Lin's courage and his innovative approach to dealing with his diagnosis. They saw his decision to create and teach a class about his experience as an act of incredible strength and a testament to his dedication to education. The vulnerability and openness he displayed resonated strongly with many, who viewed it as inspiring.

  A significant thread of discussion emerged around the transformative potential of education, particularly when dealing with profound life experiences. Some argued that Professor Lin's class likely offered a unique learning opportunity, not just for the students, but for himself as well. The process of structuring his experience into a curriculum could have provided a framework for processing his emotions and finding meaning in his struggle. Others highlighted the broader societal benefits of open discussions about illness and death, suggesting that such conversations can help destigmatize these topics and foster greater empathy and understanding.

  Some commenters shared personal anecdotes about their own experiences with cancer, either as patients or as caregivers. These stories often echoed the sentiments expressed about the value of community and open communication during challenging times.

  A few commenters also touched upon the practical aspects of Professor Lin's situation, acknowledging the pressures of academia and the potential challenges of balancing teaching with medical treatment. They admired his perseverance and dedication to his students.

  While there wasn't a dominant, singular "most compelling" comment, the collection of comments painted a picture of widespread appreciation for Professor Lin's approach to his illness and the broader conversation it sparked about education, mortality, and the human experience. The comments overall leaned towards expressing respect, admiration, and thoughtful reflection on the topic.

• The benefits of learning in public

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  Posted: 2025-02-24 00:34:34

  Verbose tl;dr

  Learning in public, as discussed in Giles Thomas's post, offers numerous benefits revolving around accelerated learning and career advancement. By sharing your learning journey, you solidify your understanding through articulation and receive valuable feedback from others. This process also builds a portfolio showcasing your skills and progress, attracting potential collaborators and employers. The act of teaching, inherent in public learning, further cements knowledge and establishes you as a credible resource within your field. Finally, the connections forged through shared learning experiences expand your network and open doors to new opportunities.

  In his February 23rd, 2025 blog post entitled "TIL Deep Dive Posts," Giles Thomas meticulously explores the multifaceted advantages of engaging in the practice of public learning, which he characterizes as openly sharing one's intellectual journey, including the acquisition of new knowledge, the exploration of novel concepts, and the development of nascent skills, within the readily accessible realm of the internet. Thomas posits that this method of learning, while potentially exposing one to scrutiny, ultimately yields a plethora of benefits that significantly outweigh any perceived drawbacks.

  He elaborates on these benefits with a considerable degree of detail, beginning with the amplification of learning itself. By articulating one's understanding in a public forum, the learner is compelled to solidify their grasp of the subject matter, clarifying ambiguous points and identifying gaps in their comprehension. This act of externalization forces a deeper cognitive processing of the information, leading to enhanced retention and a more nuanced understanding.

  Further enriching this learning amplification is the potential for engagement with a wider audience. Publishing one's learning journey online opens the door to constructive feedback, diverse perspectives, and insightful critiques from individuals across a spectrum of backgrounds and expertise. This collaborative aspect not only corrects errors and misconceptions but also introduces the learner to new avenues of inquiry and alternative interpretations they may not have considered independently. This crowdsourced form of intellectual refinement accelerates the learning process and fosters a more robust and well-rounded understanding of the topic at hand.

  Beyond the immediate learning benefits, Thomas also emphasizes the long-term advantages of building a public learning portfolio. This documented history of intellectual exploration serves as a tangible record of one's progress, showcasing their evolving skills and deepening expertise over time. This portfolio can be invaluable for professional development, demonstrating a commitment to continuous learning and providing concrete evidence of one's capabilities. Furthermore, it fosters a sense of personal accountability, motivating the learner to maintain consistency in their intellectual pursuits.

  Finally, Thomas underscores the community-building aspect of public learning. By sharing their journey openly, learners inadvertently create a locus for individuals with shared interests to connect, exchange ideas, and collaborate. This fosters a sense of intellectual camaraderie and creates a supportive environment where learners can encourage and inspire one another. This network effect not only enriches the individual learning experience but also contributes to the collective advancement of knowledge within the broader community. In essence, public learning, as articulated by Thomas, transcends the individual and becomes a collaborative endeavor, benefiting both the learner and the wider intellectual ecosystem.

  • learning in public
  • learning
  • teaching
  • knowledge sharing
  • Community
  • feedback
  • improvement
  • growth
  • personal development
  • career development
  • Blogging
  • Writing
  • Content Creation
  • online presence
  • networking
  • collaboration
  • Vulnerability
  • transparency

  Summary of Comments ( 81 )
  https://news.ycombinator.com/item?id=43154666

  Verbose tl;dr

  Hacker News users generally agreed with the author's premise about the benefits of learning in public. Several commenters shared personal anecdotes of how publicly documenting their learning journeys, even if imperfectly, led to unexpected connections, valuable feedback, and career opportunities. Some highlighted the importance of focusing on the process over the outcome, emphasizing that consistent effort and genuine curiosity are more impactful than polished perfection. A few cautioned against overthinking or being overly concerned with external validation, suggesting that the primary focus should remain on personal growth. One user pointed out the potential negative aspect of focusing solely on maximizing output for external gains and advocated for intrinsic motivation as a more sustainable driver. The discussion also briefly touched upon the discoverability of older "deep dive" posts, suggesting their enduring value even years later.

  The Hacker News post "The benefits of learning in public" (linking to an article about the same topic) generated a moderate amount of discussion with 14 comments. Several commenters agreed with the premise of learning in public and shared their own positive experiences.

  One commenter discussed how publicly documenting their learning journey with Go helped them attract job offers, even before they considered themselves proficient. They highlighted the value of demonstrating a willingness to learn and the process of thinking through problems publicly. This resonates with the article's point about the benefits extending beyond pure knowledge acquisition.

  Another commenter echoed this sentiment, mentioning that sharing their learning process for Rust attracted positive attention from potential employers. They emphasized the importance of showing progress and the ability to articulate one's thinking. This reinforces the idea that learning in public signals valuable traits to potential employers.

  One commenter cautioned that the benefits of learning in public might be field-dependent. They suggested it could be more advantageous in fast-moving fields where demonstrating continuous learning is highly valued. This adds a nuance to the discussion, acknowledging that the strategy might not be equally effective in all domains.

  Another commenter highlighted the motivational aspect of learning in public, explaining that the social pressure encourages consistency. They also mentioned the benefit of receiving feedback and different perspectives. This adds another layer to the benefits, moving beyond career advantages and touching upon the personal drive to learn and improve.

  A further commenter pointed out the benefit of building an audience, which can lead to serendipitous opportunities. They mentioned an example of getting a book deal through their public learning efforts. This showcases an unexpected but potentially significant advantage of sharing one's learning journey.

  A few comments were shorter and generally supportive of the concept. Some also provided anecdotal evidence of positive outcomes from learning in public, such as improved learning retention and unexpected collaborations. While not as detailed as the other comments, they contribute to a general consensus in favor of the practice.

  Overall, the comments on Hacker News largely reinforce the benefits of learning in public highlighted in the linked article, with commenters sharing personal anecdotes and expanding on the advantages, such as attracting job opportunities, enhancing motivation, and fostering unexpected collaborations. They also add some nuance, suggesting that the effectiveness might vary depending on the field.