"education"タグの名言

As we explore new ways of thinking, we need to be willing to investigate, experiment, take some risks with our attention, and stretch.

Traditional education tended to ignore the importance of personal impulse and desire as moving springs. But this is no reason why progressive education should identify impulse and desire with purpose and thereby pass lightly over the need for careful observation, for wide range of information, and for judgment is students are to share in the formation of the purposes which activate them

Strait-jacket and chain-gang procedures had to be done away with if there was to a chance for growth of individuals in the intellectual springs of freedom without which there is no assurance of genuine and continued normal growth.

Revolutions are defined not only by the ideas that drive them but by the scale of their impact.

Not only is this teacher educating her children in violence, she also has to continuously escalate her own violence to keep control. Her method of teaching breeds disrespect and prejudice. Her students have been dehumanized.

When people are forced to respect civil rights and human rights or face legal consequences, they don't like it. Civil rights laws will be scrupulously observed only when people accept that it is morally wrong to oppress or discriminate against fellow human beings. That awareness can come only through education. A law will enable integration in public places, but it does not foster understanding or appreciation in the hearts of people who continue to live with their prejudices.

Education is the means to end, not the end itself. Education should not become another status quo, or silo, or the end.

It is the city that is wrong, and its creations can never be right; they may be improved; they can never be what they should.... Until the whole atrocious system of herding working people in close-built cities, by way of making them serviceable cogwheels in the capitalistic machine for grinding out rent and profit, comes to an end, the physical education of children will remain at best a pathetic compromise.

I love my God. I thank my Allah. I talk to him all day. He is the greatest. By giving me this height to reach people, he has also given me great responsibilities. Peace in every home, every street, every village, every country – this is my dream. Education for every boy and every girl in the world. To sit down on a chair and read my books with all my friends at school is my right. To see each and every human being with a smile of happiness is my wish.

An effective educator who can embrace the ever-changing teaching and learning environment, maintain resilience and strength under this pressure, dynamically participate in the development of new practices, and continue to foster a love of learning stands a greater chance of captivating students and appealing to their needs.

Peace will only come about through understanding and a relevant education.

Extreme excellence in music is liable to yet stronger objections; to attain it, almost every other accomplishment must be neglected; and, when attained, it leads to an improper degree of intimacy with professional people. Music softens the mind—and if a master and his pupil are continually together, bad consequence may ensure: nevertheless, I would have you know and love music; but I would not have you doat upon it.

Successful teaching rests both on a genuine and selfless concern for students and on the ability to convey to them a love of history.

Those who looked with revulsion at the oppressive might of her arms, were obliged to marvel at the egalitarian nature of her social programmes.

If a nation reads what is good with a good understanding, it gets a good understanding for a good nation building!

In summary, a good teacher does the following: - never tells a student anything that the teacher thinks is true - never allows himself to be the ultimate judge of his own students' success - teacher practice first, theory second (if he must teach theory at all) - does not come up with lists of knowledge that every student must know - doesn't teach anything unless he can easily explain the use of learning it - assigns no homework, unless that homework is to produce something - groups students according to their interests and abilities, not their ages - ensures that any reward to a student is intrinsic - teaches students things they may actually need to know after they leave school - helps students come up with their own explanations when they have made a mistake - never assumes that a student is listening to what he is saying - never assumes that students will do what he asks them to do if what he asked does not relate to a goal they truly hold - never allows pleasing the teacher to be the goal of the student - understands that students won't do what he tells them if they don't understand what is being asked of them - earns the respect of students by demonstrating abilities - motivate students to do better, and does not help them to do better - understands that his job is to get students to do something - understands that experience, not teachers, changes belief systems - confuses students - does not expect credit for good teaching

Everybody needs to be good-natured with a good heart, because in this way we can solve our own problems as well as those of others, and we can make our human life meaningful.

Desires and Karma are the worst enemies living in the same soul together. It depends on us whom we choose and feed.

We do not recognize that we are addicted to some negative psychological habit, some terribly self-destructive patterns of thinking...

Health care and education are too important NOT to be left to the free market.