Wisdom

خالد عاشور · #17 04-04-2009, 08:07 AM

Tell me and I forget. Teach me and I remember. Involve me and I learn."
Benjamin Franklin

To help kids engage in such reflection , we have to work with them rather than doing things to them. We have to bring them in on the process of making decisions about their learning and their lives together in the classroom. Children learn to make good choices by having the chance to choose, not by following directions.

Alfie Kohn

George Leonard described lecturing as the “best way to get information from teacher’s notebook to student’s notebook without touching the student’s mind.”

“They know enough who know how to learn.”

Henry B. Adams

How many thinkers and creative spirits are wasted,how much brain power goes down the drain because of our archaic, insular notions of brain and education?The numbers are undoubtedly horrendous
J. Houston

'......teaching is nothing like the art of painting, where,
by the addition of material to a surface, an image is
synthetically produced, but more like the art of sculpture,
where, by the subtraction of material,an image already
locked in the stone is enabled to emerge...

.'John Gatto

خالد عاشور · #18 04-04-2009, 09:25 AM

An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you do know and what you don't
Anatole France

خالد عاشور · #19 04-04-2009, 06:32 PM

Life is 10% what happens to us and 90% how we react to it
Dennis P. Kimbro

خالد عاشور · #20 04-05-2009, 07:49 AM

'If we taught children to speak,they'd never learn'

Bill Hull

'Childhood has its on way of seeing,thinking,and feeling,
and nothing is more foolish than to try to substitute ours
for theirs'

Rousseau

Schools are intended to produce
, through the application of formulas,

formulaic human beings whose behavior can be predicted and controlled

J. T . Gatto

In one definition, a skilled teacher is a person who can open a number of different windows on the same concept
H. Gardner

The primary purpose of a liberal education is to make one’s mind a pleasant place in which to spend one’s leisure.

Sydney J. Harris

But I saw enough to make me feel that if arithmetic were treated as in fact what it is-a territory to be explored, not a list of facts to be learned-children, at least many children, would move into it faster than we would have dreamed possible
J. Holt

Becoming a whole human being is the most important aspect of learning

Thomas Armstrong

We have failed to appreciate that in nearly every student there is a five-year-old unschooled mind struggling to get out and express itself
Howard Gardner

A boy must see and believe that emotions belong in the life of a man

from Raising Cain

A person too anxious about being shamed cannot learn

from: Raising Cain

All education springs from some image of the future. If the image of the future held by a society is grossly inaccurate, its education system will betray its youth

Alvin Toffler

خالد عاشور · #21 04-07-2009, 11:37 AM

Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into “containers,” into “receptacles” to be “filled” by the teacher. The more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are
Paulo Freire

خالد عاشور · #22 04-07-2009, 11:38 AM

Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat. This is the “banking” concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits

Paulo Freire

خالد عاشور · #23 04-07-2009, 11:39 AM

It is not surprising that the banking concept of education regards men as adaptable, manageable beings. The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them
Paulo Freire

خالد عاشور · #24 04-08-2009, 07:57 AM

I remember that I was never able to get along at school. I was always at the foot of the class.

Thomas Edison

School days, I believe, are the unhappiest in the whole span of human existence

H.L. Mencken

[Schools:] vast factories for the manufacture of robots

Robert Lindner

Show me the man who has enjoyed his schooldays and I will show you a bully and a bore.
Robert Morley, Robert Morley: Responsible Gentleman (1966)

Education, the great mumbo jumbo and fraud of the age purports to equip us to live and is prescribed as a universal remedy for everything from juvenile delinquency to premature senility

Malcolm Muggeridge,

Rejection of the classroom is an international phenomenon and has little to do with whether the schools are public or private, secular or clerical, or with the philosophy of teaching employed in the various schools.

Victor Goertzel and Mildred George Goertzel Cradles of Eminence (1962)

Teaching means different things in different places, but seven lessons are universally taught from Harlem to Hollywood Hills. They constitute a national curriculum you pay for in more ways than you can imagine, so you might as well know what it is. . . . 1. Confusion. 2. Class Position. 3. Indifference. 4. Emotional Dependency. 5. Intellectual Dependency. 6. Provisional Self-Esteem. 7. One Can't Hide. . . . It is the great triumph of compulsory government monopoly mass-schooling that among even the best of my fellow teachers, and among even the best of my students' parents, only a small number can imagine a different way to do things.

John Taylor Gatto

Children do not learn things because they are fun,but because they enable them to accomplish ends,and they learn in the process of accomplishing those ends

Frank Smith

But let’s face it: It’s easier to concern yourself with teaching than with learning, just as it’s more convenient to say the fault lies with people other than you when things go wrong. It’s tempting, when students are given some kind of assessment, to assume the results primarily reveal how much progress each kid is, or isn’t, making – rather than noticing that the quality of the teaching is also being assessed

Alfie Kohn

[School] forcibly snatches away children from a world full of the mystery of God's own handiwork, full of the suggestiveness of personality. It is a mere method of discipline which refuses to take into account the individual. It is a manufactory specially designed for grinding out uniform results. It follows an imaginary straight line of the average in digging its channel of education. But life's line is not the straight line, for it is fond of playing the see-saw with the line of the average, bringing upon its head the rebuke of the school. For according to the school life is perfect when it allows itself to be treated as dead, to be cut into symmetrical conveniences. And this was the cause of my suffering when I was sent to school. . .

Rabindranath Tagore
winner of the 1913 Nobel Prize in literature

. . . and there is, on the whole, nothing on earth intended for innocent people so horrible as a school. To begin with, it is a prison. But it is in some respects more cruel than a prison. In a prison, for instance, you are not forced to read books written by the warders (who of course would not be warders and governors if they could write readable books), and beaten or otherwise tormented if you cannot remember their utterly unmemorable contents. In the prison you are not forced to sit listening to the turnkeys discoursing without charm or interest on subjects that they don't understand and don't care about, and are therefore incapable of making you understand or care about. In a prison they may torture your body; but they do not torture your brains; and they protect you against violence and outrage from your fellow-prisoners. In a school you have none of these advantages. With the world's bookshelves loaded with fascinating and inspired books, the very manna sent down from Heaven to feed your souls, you are forced to read a hideous imposture called a school book, written by a man who cannot write: A book from which no human can learn anything: a book which, though you may decipher it, you cannot in any fruitful sense read, though the enforced attempt will make you loathe the sight of a book all the rest of your life.

George Bernard Shaw
winner of the 1925 Nobel Prize in literature

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