Quotes About Curriculum

Second, the teacher should be given extensive liberty in the selection of the material to be taught and the methods of teaching employed by him. For it is true also of him that pleasure in the shaping of his work is killed by force and exterior pressure.

the process through which any concept or subject (content) is taught becomes a part of the content. (p19)

School curriculum, learning activities--all educational pursuits--should be characterized by and should lead to a sense and experience of wholeness. (p25)

It makes a difference whether Moses or Jeroboam writes the history curriculum.

The concept of an education centered upon the care of the living being alters all previous ideas. Resting no longer on a curriculum, or a timetable, education must conform to the facts of human life.

The ability to draw from life determines the artist's skill. This is why live drawing classes have always been at the top of the curriculum for properly structured academic workshops.

The unfortunate, yet truly exciting thing about your life, is that there is no core curriculum. The entire place is an elective.

I studied secondary education.

the most common approach to curriculum design is to address the needs of the so-called "average student." Of course this average student is a myth, a statistical artifact not corresponding to any actual individual. But because so much of the curriculum and teaching methods employed in most schools are based on the needs of this mythical average student, they are also laden with inadvertent and unnecessary barriers to learning.

Tight on goals, loose on means" is how U.S. Secretary of Education Arne Duncan has described his expectations of accountability systems, and that phrase aptly describes our aim for curriculum. When the means of learning are restrictive, the goals of learning get warped.18

I would argue that the charter schools are really good at building programming and curriculum around the issues and the interests of the kids that they serve.

We need to have making, including computer science, shop, etc. as part of the core curriculum from the beginning, not just an optional afterschool thing. Things like First Robotics and all of those great programs need to become mainstream.

I was an editor for supplemental math, science, and literature programs for the primary grades and became very well versed in elementary curriculum, particularly PreK-2.

The trouble with modern education is you never know how ignorant people are.

The debate about who decides what gets taught is fascinating, albeit excruciating for those who have to defend the schools against bunkum.

Why do we need a federal Department of Education? Curriculum should be driven at the local level anyway.

I firmly believe that Tagore should be taught in schools all over India.

I cannot imagine myself fitting into the existing curriculum. I am too self-willed for that and have had my own very definite ideas for a long time, very different from the existing ways, as to how architecture is to be taught.

I don't think it's such a bad idea that people learn the same history in school. I think it tends to ground people and give them something to respond to and react against.

At the end of the day, I'm certainly hopeful they can leave some time to focus on Tennessee history. But we understand the struggle when it comes to curriculum time and what you just physically don't have time for.

A tenth of Dostoyevsky is plenty for a seventh grader, I think.

What we have done with No Child Left Behind is squeeze the creativity out of the classroom because teachers have begun to just teaching to the test.

It's important that kids learn, but I really don't like all the testing, testing, testing.

Schools should be places of learning and joy, not testing and agita.