Quotes About Curriculum

The ideal of an "all-round" education is out of date; it has been destroyed by the progress of knowledge.

We think coding should be required in every school because it's as important as any kind of second language.

It's certainly no secret that American students are taught less and less about the canonical literary masterpieces of the past, and there is no shortage of people who believe that what little they're required to learn in school is still too much.

My students may have dexterity with the equations they're required to know, but they lack the capacity to apply their knowledge to real-life problems. This critical shortcoming appears in high school and possibly in elementary grades - long before college.

The course I teach, Professional Responsibility, was brought into law-school curriculums and required by most states for admission to the bar beginning in the 1970s.

We are dangerously devaluing knowledge and learning by no longer having a requirement to remember anything at all.

Computer programmers, biotechnologists, environmental scientists, neuroscientists, nanotech engineers - all of these fields, and more, should have at least a course in ethics as part of their degree requirements.

In 100 years, we have gone from teaching Latin and Greek in high school to teaching remedial English in college.

Without any formal personal finance instruction in our high school or college curricula, many college seniors who graduate in the red will continue to make common financial mistakes that only exacerbate their debt burdens.

When I went to school, you had to take art, you had to play an instrument. You had to play an instrument. But it's all degraded since then. I do not know what kind of nation we are that is cutting art, music, and gym out of the public-school curriculum.

Life is its own curriculum, with each lesson needing to be learned.

Theoretically, the curriculum consists of the "seven liberal arts."2 But schools rarely teach all seven of the arts, and the emphasis is very unequal. These "arts" are "liberal" because their purpose is not moneymaking and because they are worthy of a free man. There are seven mainly because people are fond of the number seven, one of the keys to a numerologically ordered universe.

to be ignorant of "either letters or swimming," Plato declared, was to lack a proper education.

We value education, but we do not understand its history.

Why do children dread mathematics? Because of the wrong approach. Because it is looked at as a subject.

The wrong things are predominantly stressed in the schools - things remote from the student's experience and need.

School is very important; it was very important for me. It gave me an enormous amount of confidence, especially at Yale where we were dealing with all the classics. In dealing with the classics, you are dealing with the very best.

According to a study by Achieve Incorporated, Texas is the first state to make a college-prep curriculum the standard coursework in high school, starting with this year's ninth grade class.

As I see it, the debate between summer vacation vs. year-round school glosses over the most important questions. Namely, how can we bring play back to our nation's schools?

In the early 1970s in Atlanta, I attended what had formerly been an all-white school but had become a black school after integration and white flight. Perhaps because of this, the teachers created a curriculum that included a focus on African American literature and history year-round, not just in February.

My father came from a country called Bolivia. He was of Spanish descent. I never went to Bolivia until I was 60 years old, but apparently when he was 17, he had already planned his entire academic curriculum so that he could graduate high school and enter college in the United States. That's how much he wanted to come to this country.

The yeshiva where I studied considers itself modern Orthodox, not ultra-Orthodox. We followed a rigorous secular curriculum alongside traditional Talmud and Bible study.

Appreciating teachers means transforming the way we think about education and the way we design curriculums. It means protecting the rights of teachers to unionize and collectively bargain.

This technocratic–instrumental perspective on teaching and teacher learning has advocated deference to so-called educational experts, a teacher-proofing of the curriculum, and a devaluing of teachers' own innovations and decisionmaking in their classrooms (Herrera & Murry, 2016; Jackson, 2015; Leopard, 2013).