Early Years and Education
Raskin was born in New York City to a secular Jewish family. (The surname "Raskin" is a matronymic from "Raske", Yiddish nickname for Rachel.) He received degrees in mathematics (B.S. 1964) and philosophy (B.A. 1965) at the State University of New York at Stony Brook. In 1967 he earned a master's degree in computer science at Pennsylvania State University. His first computer program, a music program, was part of his master's thesis.
Raskin later enrolled in a graduate music program at the University of California, San Diego (UCSD), but stopped to teach art, photography and computer science there, working as an assistant professor in the Visual Arts dept from 1968 until 1974. He was awarded a National Science Foundation grant to establish a Computer and Humanities center which used a 16 bit Data General Nova computer and graphic display terminals rather than the teletypes which were in use at that time. Along with his undergraduate student Jonathan (Jon) Collins, Jef developed the Flow Programming Language for use in teaching programming to the art and humanities students. The language was first used at the Humanities Summer Training Institute held in 1970 at the University of Kansas in Lawrence, Kansas. The language had only 6 instructions (get it, print it, print "text", jump to, if it is ' ' then & stop) and could not manipulate numbers. The language utilized "typing amplification" in which only the first letter was typed and the computer provided the balance of the instruction eliminating typing errors. It was also the basis for programming classes taught by Jef and Jon in the UCSD Visual Arts Dept. He curated several art shows including one featuring his collection of unusual toys. It was during this period that Jef changed the spelling of his name from Jeff to Jef after meeting Jon and liking the lack of extraneous letters.
He occasionally wrote for computer publications, such as Dr. Dobb's Journal.
Read more about this topic: Jef Raskin
Famous quotes containing the words early years, early, years and/or education:
“Even today . . . experts, usually male, tell women how to be mothers and warn them that they should not have children if they have any intention of leaving their side in their early years. . . . Children don’t need parents’ full-time attendance or attention at any stage of their development. Many people will help take care of their needs, depending on who their parents are and how they chose to fulfill their roles.”
—Stella Chess (20th century)
“We have good reason to believe that memories of early childhood do not persist in consciousness because of the absence or fragmentary character of language covering this period. Words serve as fixatives for mental images. . . . Even at the end of the second year of life when word tags exist for a number of objects in the child’s life, these words are discrete and do not yet bind together the parts of an experience or organize them in a way that can produce a coherent memory.”
—Selma H. Fraiberg (20th century)
“Did she in touching that lone wing
Recall the years before her mind
Became a bitter, an abstract thing...?”
—William Butler Yeats (1865–1939)
“It is not every man who can be a Christian, even in a very moderate sense, whatever education you give him. It is a matter of constitution and temperament, after all. He may have to be born again many times. I have known many a man who pretended to be a Christian, in whom it was ridiculous, for he had no genius for it. It is not every man who can be a free man, even.”
—Henry David Thoreau (1817–1862)