My approach to the teaching of Information Visualization is based on a number of premises:
1) that the subject is equally relevant to museum curators, journalists and fraud investigators, and is not a branch of computer science;
2) that visualization is ‘the formation of a mental model of something’ and not something one sees on a display - it is a cognitive and perceptual activity;
3) following from (2), information visualization has, in one sense, fundamentally nothing to do with computers, notwithstanding the enormous enhancement that computation can facilitate in a visualization tool.
