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-<title>"Those who teach well - can."</title>
+<title>Invisibles of the World - Ascend, and become Alphas</title>
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 <meta name="author" content="Shlomi Fish" />
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-<h1>"Those who teach well - can."</h1>
+<h1>Invisibles of the World - Ascend, and become Alphas</h1>
 
 <p>
-George Bernard Shaw said in 
-<a href="http://en.wikiquote.org/w/index.php?title=Man_and_Superman&amp;oldid=1188619"><i>Man and Superman</i></a> that:
+OK, I am really tired of having people like me speak in riddles, so I'll put
+all the cards I have now on the table.
 </p>
 
-<blockquote>
-<p>
-He who can, does. He who cannot, teaches.
-</p>
-</blockquote>
+<h2>My biggest mistake - playing the invisible</h2>
 
 <p>
-While this quote is somewhat amusing, I'll make the claim here that it is
-false, and that it should no longer be taken for granted, as a way
-to undervalue all the great teachers out there (of all kinds).
+For a long time now, I wanted to achieve greatness: be extremely
+famous, have my stories be read, have my web-site be visited countless of
+times, and become a household name, and also earn a lot of money in the
+process (to allow me to travel, be able to afford going out, etc.). However,
+having read in several places that “The Invisible Hacker is the
+most powerful” (a hacker is a talented worker that bends the rules,
+and for what “hacker” means, see
+<a href="http://catb.org/~esr/faqs/hacker-howto.html">“How to become a
+    hacker”</a> and Paul Graham’s
+<a href="http://www.paulgraham.com/gba.html">The word “Hacker”</a>), I decided
+to play it the invisible. So I remained a relatively unknown Tel Aviv,
+Israel-based software developer, who studied Electrical Engineering in who
+was constantly looking for jobs, and who found a lot of joy in working on
+<a href="http://www.shlomifish.org/">his personal web site</a>, various pieces
+of open source software, and has been doing a lot of one-to-one, one-to-many
+and many-to-many communications on the Internet. I was happy, but constantly
+had periods of hypomanias.
 </p>
 
 <p>
-<a href="http://www.paulgraham.com/">Paul Graham</a> agrees with me
-in his essay <a href="http://www.paulgraham.com/hundred.html"><i>The
-Hundred-Year Language</i></a>:
-</p>
-
-<blockquote>
-<p>
-It's not true that those who can't do, teach (some of the best hackers I know
-are professors), but it is true that there are a lot of things that those who
-teach can't do.
-</p>
-</blockquote>
-
-<p>
-(Hackers here means <a
-href="http://en.wikipedia.org/wiki/Hacker_%28programmer_subculture%29">a
-competent software developer</a> (or any creative individual in general), not 
-necessarily a computer intruder. See what Graham wrote about it further in
-<a href="http://www.paulgraham.com/gba.html">the word "Hacker"</a>.)
+I gradually felt that I was controlling everything behind the scenes, and
+finding trends right before they became mainstream, and having slowly gain
+popularity by word of mouth, and influencing people, but I kinda hated it.
+Some people can be quiet and benevolent value producers doing ordinary things.
+But not me - I want to be very good, not play “The Invisible”. I am not a
+follower of trends - I set trends. And I want to be recognised for the truly
+wonderful person that I am.
 </p>
 
 <p>
-However, I found earlier insights to that in the so-called Jewish 
-<a href="http://en.wikipedia.org/wiki/Oral_Torah">"Oral Torah"</a>, where
-various Jewish scholars, in many periods, collaborated and ended up saying 
-that <b>"I learned a lot from my teachers, and from my peers more than 
-from my teachers, and from my students the most".</b> (There's 
-<a href="http://www.daat.ac.il/daat/kitveyet/shmaatin/hatalmid.htm">an old
-page</a> about it in Visual Hebrew on the 
-<a href="http://www.daat.ac.il/">Hertzog College site</a>.) That was during
-the middle ages, many centuries before Shaw (though it is possible there were
-older, similar, insights among Greek or Roman philosophers).
-</p>
-
-<p>
-I think it means that one learns more by experiencing than by passive
-learning, and even more than that by teaching. From my experience in working
-on the
-<a href="http://perl-begin.org/tutorials/perl-for-newbies/">"Perl for Perl 
-Newbies"</a> series of tutorials (and further educational material about
-software-related topics down the road), I can say that I had to structure
-my thoughts in a logical and deductive way, that my intended audience will
-be able to understand after reading it in order (or maybe only after
-skimming parts of it). I'm not sure if I did a very good job,
-but it still increased my understanding of Perl higher than
-the many years I've actively written Perl code. A different
-software trainer I talked with claimed that he invests about 24 hours in 
-preparing the material for every hour of training he is giving. I've also
-gotten many similar insights from educating people with their Perl problems on
-various on-line forums.
-</p>
-
-<p>
-So, we should realise that those who teach well, can. There are a lot of bad
-teachers of all sorts out there, but being a good teacher requires that
-you have a good understanding of the material, be high competent, and also 
-work very hard (which despite popular belief, can still bring a lot of
-joy and happiness). It's high time we put the "Those who can, do; those who 
-can't teach" prejudice to rest.
-</p>
-
-<p>
-(Also see <a href="http://shlomif.livejournal.com/39215.html">what I've
-written</a> about the variation
-"Those who can, do; those who can't, complain.".)
-</p>
-
-<h2>Licence</h2>
-
-<p>
-This work is licensed under the
-<a rel="license" href="http://creativecommons.org/licenses/by/3.0/">Creative
-    Commons Attribution 3.0 License (Unported)</a> (CC-by) or at your option
-any later version. Copyright © 2011, Shlomi Fish. CC-by is a common,
-permissive, free/libre/open licence for cultural works, which allows for
-almost unlimited use. See
-<a href="http://www.shlomifish.org/meta/copyrights/">my interpretation and
-    expectations</a> from people who wish to build upon it (which I believe
-are pretty fair).
-</p>
-
-<h2>Meta</h2>
-
-<p>
-This was a small filler post for this blog (
-<a href="http://unarmed.shlomifish.org/">"Unarmed but still Dangerous"</a> ),
-as I'm busy working on some other articles and essays, and enhancing some
-existing essays and stories. I had previously 
-<a href="http://www.shlomifish.org/philosophy/computers/education/introductory-language/#three_levels_of_learning">written about it</a> in my essay
-<a href="http://www.shlomifish.org/philosophy/computers/education/introductory-language/">"Thoughts 
-about the Best Introductory Language"</a>, but I think it got lost in 
-confusion, and did not make a large enough impact on the Blogosophere there.
-</p>
-
-<p>
-My <a href="http://unarmed.shlomifish.org/909.html">previous post</a> proved
-to be very popular after it was Slashdotted successfully, and afterwards
-featured on some other news sites, blogs, microblogs, and on-line forums (some
-people told me it became 
-<a href="http://en.wikipedia.org/wiki/Viral_marketing">"viral"</a>). So I'm
-happy with all the attention, and that "Unarmed but still Dangerous", has
-gotten off on the right foot. 
-</p>
-
-<p>
-Moreover, <a href="http://unarmed.shlomifish.org/629.html">my 
-introductory post</a>
-was covered in Eric Raymond's <a href="http://esr.ibiblio.org/">"Armed
-and Dangerous" blog</a> (after I refered him to the fact that my blog's
-name was a parody and tribute to his) and sparked an active discussion
-there. The blog appears to be down at the moment, but I'll give a link
-to the discussion once it is up again.
+Note that this is not about being what Americans call “a winner” and win
+1st place at some silly competition of who has the highest grade average or
+the highest television rating ever. I don't care about that too much, but
+I do care about being acknowledged. My stories are not perfect, but its
+there imperfection and sometimes sloppiness that makes them perfect.
 </p>
 
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