A capacity, and taste, for reading, gives access to whatever has already been discovered by others. It is the key, or one of the keys, to the already solved problems. And not only so. It gives a relish, and facility, for successfully pursuing the [yet] unsolved ones.
It’s an insult to the scholars’ intelligence. What the teacher is saying should be so interesting that the kids are sitting on the edge of their seat, hanging on every word. It’s intellectual spark that holds and keeps their attention, not baby talk.
Why don't we want our children to learn to do mathematics? Is it that we don't trust them, that we think it's too hard? We seem to feel that they are capable of making arguments and coming to their own conclusions about Napoleon. Why not about triangles?
…the greatest service we can do to education today is to teach fewer subjects. No one has time to do more than a very few things well before he is twenty, and when we force a boy to be a mediocrity in a dozen subjects, we destroy his standards, perhaps for life.
Science is an attempt, largely successful, to understand the world, to get a grip on things, to get hold of ourselves, to steer a safe course. Microbiology and meteorology now explain what only a few centuries ago was considered sufficient cause to burn women to death.
There is, I believe, in every disposition a tendency to some particular evil, a natural defect, which not even the best education can overcome.""And your defect is a propensity to hate everybody.""And yours," he replied with a smile, "is wilfully to misunderstand them.
Many of the world’s greatest geniuses all had in common that they were pulled from the school environment. They were freed to discover the undiscovered. They had the imagination to ‘see’ a different way and the drive to try to build what they had seen.
For me, it does not 'miss' if (the Potteries Thinkbelt study) goes into the archive, not as an example of how railway carriages can be used for teaching, but as one of the most powerful question marks ever placed against the architecture of university education.
As I looked out at the glittering waters of the Pacific I was seeing for Carl. He knew that it's not for any one generation to see the completed picture. That's the point. The picture is never completed. There is always so much more that remains to be discovered.
Liberal learning is that which underlies, that which gives purpose and direction to practical skills. It tries to distinguish between the more and the less important, between the grand and the trivial, and to concern itself rather with the center than with the periphery.
I have the impression that our children are much more excited about going to school than children in other countries are. They think of it as a special privilege. Going to school, being with other children, getting books and pencils - all of that is like a dream for them.
Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. Most people learn best by being "with it," yet school makes them identify their personal, cognitive growth with elaborate planning and manipulation.
Here is a truth that most teachers will not tell you, even if they know it: Good training is a continual friend and a solace; it helps you now, and assures you of help in the future. Good education is a continual pain in the neck, and assures you always of more of the same.
So what indeed! The lesson I myself learned over and over again when teaching at the college and then the prison was the uselessness of information to most people, except as entertainment. If facts weren't funny or scary, or couldn't make you rich, the heck with them.
