A Quote by Paulo Freire
... there is no valid teaching from which there does not emerge something learned and through which the learner does not become capable of recreating and remaking what has been taught.
Related Quotes
Only that which does not teach, which does not cry out, which does not condescend, which does not explain, is irresistible.
... teaching cannot be a process of transference of knowledge from the one teaching to the learner. This is the mechanical transference from which results machinelike memorization, which I have already criticized. Critical study correlates with teaching that is equally critical, which necessarily demands a critical way of comprehending and of realizing the reading of the word and that of the world, the reading of text and of context.
The close observer soon discovers that the teacher's task is not to implant facts but to place the subject to be learned in front of the learner and, through sympathy, emotion, imagination, and patience, to awaken in the learner the restless drive for answers and insights which enlarge the personal life and give it meaning.
There is something else that is trying to come through - that lure of becoming - and it does come from the realm of spirit, it does come from the quantum universe, it does come from the great spark that is the threshold of time and history trying to emerge and electrify us.
Keep me away from the wisdom which does not cry, the philosophy which does not laugh and the greatness which does not bow before children.
A photograph for me does not have a sense of spiritual seduction, it does not have an essence, that this is something that permeates and which is eternal through time.
Does something which exists on the edge have no true relevance to the stable center, or does it, by being on the edge, become a part of the edge and thus a part of the boundary, the definition which gives the whole its shape?
What I've learned about teaching is to refer back to the root of that word, which is educo, which means "to pull from." Education does not mean jamming information into somebody's head. Rather, it's that ancient idea that all knowledge is within us; to teach is to help somebody pull it out of themselves.
My idea of teaching literature is just to read great passages aloud or to look at it the way a writer does, which is what I try to do. Which is to say, 'How does this writer do this? How did he order his scenes? Do you notice any pattern to his sentences?'
A person is wise who does not only know what is right and wrong, but also he knows very well his own power not to do something wrong. He just does not do it. Wisdom is a complete power within ourselves by which we try nothing. It just spontaneously works through us and we do things which are proper and right.
A school is a place through which you have to pass before entering life, but where the teaching proper does not prepare you for life.
We live fragmented, compartmentalized lives in which contradictions are carefully sealed off from each other. We have been taught to think linearly rather than comprehensively, and we do this not through conscious design or because we are not intelligent or capable, but because of the way in which deep cultural undercurrents structure life in subtle but highly consistent ways that are not consciously formulated.
And finally remember that nothing harms him who is really a citizen, which does not harm the state; nor yet does anything harm the state which does not harm law [order]; and of these things which are called misfortunes not one harms law. What then does not harm law does not harm either state or citizen.
It is the single image, as used in a photograph or a painting - or the frame of a film - to which words have been added to enlarge the context. The method is not the same as that by which most paintings are named. It is closer in its performance to what dialogue does to a movie, to what the caption does to a good poster.
Nobody really thinks who does not abstract from that which is given, who does not relate the facts to the factors which have made them, who does not - in his mind - undo the facts. Abstractness is the very life of thought, the token of its authenticity.
[I] can't actually imagine a time in which the need for more diversity would ever cease. Affirmative action has been an issue since segregation practices. The question is not when does it end, but when does it begin [..] When do people of color truly get the benefits to which they are entitled?
Related Authors
Amos Bronson Alcott Quotes
American
Educator
Bill Nye Quotes
American
Educator
Cornel West Quotes
American
Educator
Dean Ornish Quotes
American
Educator
Horace Mann Quotes
American
Educator
Jeffrey R. Holland Quotes
American
Educator
Jon Kabat-Zinn Quotes
American
Educator
Ken Robinson Quotes
English
Educator
Lucy Maud Montgomery Quotes
Canadian
Educator
Maria Montessori Quotes
Italian
Educator
Michael Pollan Quotes
American
Educator
Peter Kreeft Quotes
American
Educator
Randy Pausch Quotes
American
Educator
Stephen Covey Quotes
American
Educator
Temple Grandin Quotes
American
Educator
Timothy Leary Quotes
American
Educator