Quotes About Curriculum

The curriculum of the school did not neglect India's cultural, analytical and scientific heritage, but was very involved also with the rest of the world.

There are no key terms. There are no themes, no thesis sentences. There are no main ideas. Life's curriculum is infinite. Most of the interesting things we know we can't explain. Most of what we need to know we were not taught.

Why is it that there was always a unit on history, math, science and god knows what other useless, totally forgettable information you taught those seventh graders year after year, but never any unit on death? No exercises, no workbooks, no final exams on the only subject that matters?

Every child in America should be acquainted with his own country. He should read books that furnish him with ideas that will be useful to him in life and practice. As soon as he opens his lips, he should rehearse the history of his own country.

La escuela impide la difusión de verdades esenciales.

We thought all this teach­ing was to make us smart. What it did was make us stupid.

We thought all this teaching was to make us smart. What it did was make us stupid.

What Is Your Philosophy of Discipleship and Leadership Training? The fourth key question is, "How do you think people are best trained to live out the Christian life and best prepared for leadership?" Your answer should ideally be reflected in the curriculum you choose, the way you structure your meetings, and the way you train your leaders.

In contrast, an educational approach is heavily front-loaded. It expects people to work through a curriculum or set of experiences to be certified as spiritually mature or ready for leadership.

It is therefore not unreasonable to suppose that some portion of the neglect of science in England, may be attributed to the system of education we pursue.

That the state of knowledge in any country will exert a directive influence on the general system of instruction adopted in it, is a principle too obvious to require investigation.

His special gift was the ability to see the essence of a worthwhile suggestion and to relate it to what was already in existence or planned. Then he would encourage and shape the new project, repeatedly redesigning the curriculum so that a new department or course could have a comfortable place in which to grow and offer it benefits.

Ah, rather overdone, M'Choakumchild. If he had only learnt a little less, how infinitely better he might have taught much more!

Trigonometry is a sine of the times.

Jugyokenkyu is a bucket of practices that Japanese teachers use to hone their craft, from observing each other at work to discussing the lesson afterward to studying curriculum materials with colleagues. The practice is so pervasive in Japanese schools that it is…effectively invisible.

From the primary school till he leaves the university a young man does nothing but acquire books by heart without his judgment or personal initiative being ever called into play.

I had thrived in Miss Popham's class because she was in charge of her own curriculum. She had a wonderful idea and freedom to teach as she wished. I still think hers is the best way to organize a literature class in high school if the goal is to encourage wide reading and the love of books. My own best teaching in high school reflected my attempts to replicate the spirit of that 1943 class

Back to math, science, social studies, killer bullies, killer food (not in the good way)

All of us here in Los Angeles, because we've had some success as a result of our life in the arts, need to get on board with helping L.A. Unified, the public school system, really reach the mandate to make arts part of the Common Core curriculum.

A curious observation is the uniform way that committees review curriculum for each field of study. Too often, authorities have a knee-jerk impulse to declare that 'all curriculum areas will be the same.' In fact, real and significant differences exist between fields of study.

Misery is, by her own nature, a passing phase of sorrow, one that does not linger uninvited. Her sojourns seem to be part of life's required curriculum, perhaps because Misery endows us with compassion and empathy.

People in the United States are highly transient. Families move from state to state. So why do we take a full year - in some states, two years - to study state history? It takes time away from more important topics.

Too often, teachers assume that they are introducing a book or concept to students for the first time. In fact, many units are repeated over the course of a student's K-12 experience.

Our universities advocate fragmentation in their course systems.