Quotes About Education

My father let me think about this and then asked me what I'd do the next time a test came around. How would I prepare for it? It occurred to me that if I knew I really couldn't earn an A, what was the point of killing myself? I told my father, and he agreed. In fact, he told me that soon the entire class would be getting Cs, and then Ds. And eventually Fs. Socialism at work.

I had taken German in high school, and I was truly horrible at it.

And while this might just be the cliché attraction that many students were fabled to feel toward their professors—although this seemed to work better for literature professors than for those teaching physics—he didn't care.

Knowledge is the food of the soul." —Plato

The school would have large classrooms, with up to one hundred students and four teachers in each classroom. The students would often work collaboratively, mostly in teams of three or four. And the teachers were expected to work with one another in leading the classes.

To allow for the varied learning rates of the children, the classes were combined into what were called "neighborhoods," where children of different ages would progress at their own rates. The early plans envisioned classrooms broken down into fairly narrow age ranges: kindergarten through second grade in one neighborhood, another sixth and seventh together, eighth and ninth in another, and tenth to twelfth grades together.

In addition, teachers would have to learn to deal with students who no longer sat in rows, eyes ahead and pencils at the ready. They would have to be up on the latest uses of technology and computers, because their students would not be using textbooks. Classrooms would be brimming with computers, and the teachers would have to know how to use them.

Looking stupid is part of learning, let it happen.

Because I was educated in the idea that fear or anxiety was something you didn't share with those nearest and dearest to you. As my dad used to tell me: Never let anyone know if you're about to shit in your pants.

Above all, it is necessary to recognize that knowledge cannot be pumped into human beings the way grease is forced into a machine. The individual may learn; he is not taught.

It may be argued that intellectual achievement, as measured by consistently high grades in all subjects, is evidence of motivation and willingness to work. Perhaps it is—in the academic setting—but it is also evidence of willingness to conform to the quite arbitrary demands of the educational system. There

local authority has issued educational guidelines suggesting that in order to make transgender children feel more accepted, teachers in primary schools should tell children that 'all genders', including boys, can have periods.5 And in the US a Federal bill was passed in May 2019 which redefines sex to include 'gender identity'.

But it is also a result of young people being educated to a level at which they look down on apparently mundane or unglamorous labour. Aside from the racial insinuation that we are above such roles whereas others are eminently suited to them, we should ask ourselves why our young people are (if they are) 'above' such tasks.

All the years of education and learning, all the knowledge and experience in that head was destroyed in a moment by people who had achieved none of those things.

If Australia is forever opening up and apologising for its own past while China remains silent, the impression may eventually be instilled, in children in Australia as much as anywhere else, that Australia is the country with more to apologise for.

In the best classrooms, grades are only one of many types of feedback provided to students.

But the underlying capability of the computer era is actually programming—which almost none of us knows how to do. We simply use the programs that have been made for us, and enter our text in the appropriate box on the screen. We teach kids how to use software to write, but not how to write software. This means they have access to the capabilities given to them by others, but not the power to determine the value-creating capabilities of these technologies for themselves.

It's time to shift our thinking from the old model of teaching to a new model of learning.

So what frameworks do we need to make sense of learning in our world of constant change?

For most of the twentieth century our educational system has been built on the assumption that teaching is necessary for learning to occur.

If you know almost nothing, almost anything will tell you something.

It is the mark of an educated mind to rest satisfied with the degree of precision which the nature of the subject admits and not to seek exactness where only an approximation is possible. —Aristotle (384 b.c.–322 b.c.)

Emotions: As humans, we all come equipped with emotions. I know as well as any most of us grew up with very little role modeling or training about identifying and communicating feelings. I, myself, have four degrees and none involved training on how to identify and communicate feelings.

Yeah, I spent about 20 years in a dorm room. It took me a while to graduate.