"learning"タグの名言

For the sole true end of education is simply this: to teach men how to learn for themselves; and whatever instruction fails to do this is effort spent in vain.

You cannot know what I do not tell you, yet you will be judged harshly for not knowing.

We need both Socrates and Aristotle in the search for knowledge, but in education today there is too much Aristotle and too little Socrates.

Life is always just to learn.

I am concerned only with the proper training of the mind to encounter and deal with the formidable mass of undigested problems presented to it by the modern world. For the tools of learning are the same, in any and every subject; and the person who knows how to use them will, at any age, get the mastery of a new subject in half the time and with a quarter of the effort expended by the person who has not the tools at his command.

Just please understand that everyone is going through a rough time as well. Even if they are hiding behind money or a simple smile. We are all continuously stumbling as we go about our lives. If we had perfect lives we'd all be perfect people. Only thing we can learn to do is endure or we will not be happy and happiness is the closest thing to perfect.

For me, education—both teaching and learning—is about building relationships and developing rapport with students, with parents, and with faculty.

In Your Early Years people Tell You, Correct You and Forgive You. But when you become an Adult, they Neither Correct you nor Forgive You

...I always took the rearmost seat in the classroom - it gave me a good view of things. And I must confess, the location taught me more about human nature and justice than could be learned from the professors' lectures.

The test of successful education is not the amount of knowledge that pupils take away from school, but their appetite to know and their capacity to learn.

Pain and suffering have been my most trusted textbook.

Left to our own devices, we are apt to backslide to our instinctive conceptual ways. This underscores the place of education in a scientifically literate democracy, and even suggests a statement of purpose for it (a surprisingly elusive principle in higher education today). The goal of education is to make up for the shortcomings in our instinctive ways of thinking about the physical and social world. And education is likely to succeed not by trying to implant abstract statements in empty minds but by taking the mental models that are our standard equipment, applying them to new subjects in selective analogies, and assembling them into new and more sophisticated combinations.

Failure doesn't Teach us! Learning from it, is our Choice.

Educate every child to have a good head, good heart and kind spirit.

You have no idea how many men are spoiled by what is called education. For the most part, colleges are places where pebbles are polished and diamonds are dimmed. If Shakespeare had graduated at Oxford, he might have been a quibbling attorney, or a hypocritical parson.

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.

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

Once you start questioning your beliefs, that's when it's all over. It is truly doubt that kills our conviction.

I'm not suggesting that teachers never tell the truth, only that it isn't necessary to do it all the time. Since coming to one's own conclusions is mostly how we learn, the real job of a teacher is to force students to come to sensible conclusions by confronting what they already believe with stuff that is antithetical to those beliefs. A confused person has only 2 choices. Admit he is confused and doesn't care, or resolve the confusion. Resolving the confusion invloves thinking. Teachers can encourage thinking by making sure students have something confusing to think about.

There are endless books about what every third grader must know that use the idea that factual knowledge is the basis of the ability to read as their justification. Unfortunately, the writers of these tracts have misunderstood the cognitive science behind those statements. It is difficult to read things when you don't understand what they are about, but it does not follow from that thatthe solution is to ram that knowledge down kids' throats and then have them read. It is much more clever to have them read about what they know and to gradually increase their knowledge through stories that cause them to have to learn more in order to make the stories understandable to them.