I had hundreds of books under my skin already. Not selected reading, all of it. Some of it could be called trashy. I had been through Nick Carter, Horatio Alger, Bertha M. Clay and the whole slew of dime novelists in addition to some really constructive reading. I do not regret the trash. It has harmed me in no way. It was a help, because acquiring the reading habit early is the important thing. Taste and natural development will take care of the rest later on.
So you see that the process of education, taken in a large way, may be described as nothing but the process of acquiring ideas or conceptions, the best educated mind being the mind which has the largest stock of them, ready to meet the largest possible variety of the emergencies of life. The lack of education means only the failure to have acquired them, and the consequent liability to be 'floored' and 'rattled' in the vicissitudes of experience.
At the moment we realize that all focus is gone, that we don't care, interest is lost, and it takes hours longer than the moment should, it is time to accept that a new strategy is needed to engage, to excite, and to create passion for the concept or idea we had originally set out to discover. Forget the rules, the preconceptions, and toss the planner for the moment. Learning cannot be forced, and it will only occur at the moment we are willing to accept it.
The early removal from school of future officers of Britain's seapower, leaving them unacquainted with the subject matter and ideas of the distant and recent past, may account for the incapacity of no military thinking in a world that devoted itself to military action. With little thought of strategy, no study of the theory of war or of planned objective, war's glorious art may have been glorious, but with individual exceptions, it was more or less mindless.
वर्तमान शिक्षा-पद्धति रास्ते में पड़ी हुई कुतिया है, जिसे कोई भी लात मार सकता है।
The meaning of a story should go on expanding for the reader the more he thinks about it, but meaning cannot be captured in an interpretation. If teachers are in the habit of approaching a story as if it were a research problem for which any answer is believable so long as it is not obvious, then I think students will never learn to enjoy fiction. Too much interpretation is certainly worse than too little, and where feeling for a story is absent, theory will not supply it.
…I’d let those entering (grad) students in on my secret—higher education is all about perseverance. It has nothing to do with smarts or creativity or anything else.It’s about cultivating the willingness and stamina for hoop jumping.Jump through the hoops, I’d say. Do it well. Do it relentlessly. And in a few years you can join the elite of the American education system secure in the knowledge that you too can endure with the best of them.
The child is not a citizen of the future; he (sic) is a citizen from the very first moment of life and also the most important citizen because he represents and brings the 'possible'...a bearer, here and now of rights, of values, of culture...It is our hiostorical responsibility not only to affirm this but the create cultural, social, political and educational contexts which are able to receive children and dialogue with their potential for constructing human rights.
The very power of [textbook writers] depends on the fact that they are dealing with a boy: a boy who thinks he is ‘doing’ his ‘English prep’ and has no notion that ethics, theology, and politics are all at stake. It is not a theory they put into his mind, but an assumption, which ten years hence, its origin forgotten and its presence unconscious, will condition him to take one side in a controversy which he has never recognized as a controversy at all.
It was common for my father to sit my sisters down and tell them things like, "I saw a girl working in the bank in town, and she was a girl just like you." My parents had never completed primary school. They couldn't speak English or even read that well. My parents only knew the language of numbers, buying and selling, but they wanted more for their kids. That's why my father had scraped the money together and kept Annie in school, despite the famine and other troubles.
I don't do what I'm doing to fight terror. ... I do it because I care about kids. Fighting terror is maybe seventh or eighth on my list of priorities. But working over there, I've learned a few things. I've learned that terror doesn't happen because some group of people somewhere like Pakistan or Afghanistan simply decide to hate us. It happens because children aren't being offered a bright enough future that they have a reason to choose life over death.
Entirely in accordance with what education is supposed to be. Education is the sum of what students teach each other in between lectures and seminars. You sit in each other's rooms and drink coffee - I suppose it would be vodka and Red Bull now - you share enthusiasms, you talk a lot of wank about politics, religion, art and the cosmos and then you go to bed, alone or together according to taste. I mean, how else do you learn anything, how else do you take your mind for a walk?
Our task is to build cultural fortresses to protect our emerging nativeness. They must be strong enough to hold at bay the powers of consumerism, the powers of greed and envy and pride. One of the most effective ways for this to come about would be for our universities to assume the awesome responsibility to both validate and educate those who want to be homecomers -- not necessarily to go home but to go someplace and dig in and begin the long search and experiment to become native.
Transfer must be the aim of all teaching in school - it is not an option - because when we teach, we can address only a relatively small sample of the entire subject matter. All teachers have said to themselves after a lesson "Oh, if only we had more time! This is just a drop in the bucket!" We can never have enough time. Transfer is our greatest and most difficult mission because we need to put students in a position to learn far more, on their own, than they can ever learn from us.
We have to go from what is essentially an industrial model of education, a manufacturing model, which is based on linearity and conformity and batching people. We have to move to a model that is based more on principles of agriculture. We have to recognize that human flourishing is not a mechanical process; it's an organic process. And you cannot predict the outcome of human development. All you can do, like a farmer, is create the conditions under which they will begin to flourish.
