"schooling"タグの名言

Considering he was neither priest nor scholar, the young man gave sensible, thoughtful replies -- the more so, perhaps, for being untrained, for he had not learned what he should believe or should not believe. Present a statement to him in flagrant contradiction to all Christian doctrine and he could be persuaded to agree on its good sense, unless he remembered it was the sort of thing of which pyres are made for the incautious.

...some nights I'd sneak out and listen to the radio in my Dad's old Chevy - children need solitude - they don't teach that in school...

We had some good times at school. I didn't know how good those times was till I left, but I guess that's the way of it

We, Equality 7-2521, were not happy in those year in the Home of the Students. It was not that the learning was too hard for us. It was that the learning was too easy. This is a great sin, to be born with a head which is too quick. It is not good to be different from our brothers, but it is evil to be superior to them. The Teachers told us so, and they frowned when they looked at us.

My opinion is that a school with no playground isn't a school at all.

Schooling isn't important to get success but studies, experiences and skills are essential.

When you do exams, always remember the order in which to do the questions. 1 - easy questions, first 2 - medium questions, next 3 - hard questions, last If you do it in any other order, you run the risk of running out of time.

In my school, no consideration is given to anything unreasonable; the heart of the matter is to use the power of the knowledge of martial arts to gain victory any way you can.

Literature cannot be imposed; it must be discovered.

Study without desire spoils the memory, and it retains nothing that it takes in.

The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered.

What I learned on my own I still remember

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination.

I imagine that one of the biggest troubles with colleges is there are too many distractions, too much panty-raiding, fraternities, and boola-boola and all of that.

Any child who can spend an hour or two a day, or more if he wants, with adults that he likes, who are interested in the world and like to talk about it, will on most days learn far more from their talk than he would learn in a week of school.

We get schooled by the people around us, and it stays inside us deep.

Like Semmering Academy, the Grove School was a Gothic pile of bricks run by 1950s-era chalk drones, which maintained its cultural viability by perpetuating a weirdly seductive anxiety throughout its community. Mary herself was a victim of the seduction; despite the trying and repetitive emotional requirements of her job, she remained eternally fascinated by the wicker-thin girls and their wicker-thin mothers, all of them favoring dark wool skirts and macintoshes and unreadably far-away expressions; if she squinted, they could have emerged intact from any of the last seven decades.

Not long after the book came out I found myself being driven to a meeting by a professor of electrical engineering in the graduate school I of MIT. He said that after reading the book he realized that his graduate students were using on him, and had used for the ten years and more he had been teaching there, all the evasive strategies I described in the book — mumble, guess-and-look, take a wild guess and see what happens, get the teacher to answer his own questions, etc. But as I later realized, these are the games that all humans play when others are sitting in judgment on them.

Turn one school from a robot factory into a cradle of heroes, and the very face of education on earth will change.

The whole of the Trivium was, in fact, intended to teach the pupil the proper use of the tools of learning.