A Quote by Anne Sullivan
Education in the light of present-day knowledge and need calls for some spirited and creative innovations both in the substance and the purpose of current pedagogy.
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This book will present some aspects of what the writer has termed the pedagogy of the oppressed, a pedagogy which must be forged with, not for, the oppressed (whether individuals or peoples) in the incessant struggle to regain their humanity.
The production of knowledge in schools today is instrumental, wedded to objective outcomes, privatized, and is largely geared to produce consuming subjects. The organizational structures that make such knowledge possible enact serious costs on any viable notion of critical education and critical pedagogy. Teachers are deskilled, largely reduced to teaching for the test, business culture organizes the governance structures of schooling, knowledge is viewed as a commodity, and students are treated reductively as both consumers and workers.
With the rise of new technologies, media, and other cultural apparatuses as powerful forms of public pedagogy, students need to understand and address how these pedagogical cultural apparatuses work to diffuse learning from any vestige of critical thought. This is a form of public pedagogy that needs to be addressed both for how it deforms and for how it can create important new spaces for emancipatory forms of pedagogy.
It's where we're nearest to our humanness. Useless knowledge for its own sake. Useful knowledge is good, too, but it's for the faint-hearted, an elaboration of the real thing, which is only to shine some light, it doesn't matter where on what, it's the light itself, against the darkness, it's what's left of God's purpose when you take away God.
How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation? Only as they discover themselves to be 'hosts' of the oppressor can they contribute to the midwifery of their liberating pedagogy. As long as they live in the duality in which to be is to be like and to be like is to be like the oppressor, this contribution is impossible. The pedagogy of the oppressed is an instrument for their critical discovery that both they and their oppressors are manifestations of dehumanization.
We love serious technology innovations, and there is a strong bias towards large technology innovations that are sort of disruptive to the current market.
There's no need for shadows when the Light has come, when the Star and the Sun have appeared - and Christ is both - bringing light to day and night.
There are three types of innovations that affect jobs and capital: empowering innovations, sustaining innovations and efficiency innovations.
You have to push on both pedals to make the wheels go 'round. Similarly, you need faith in Christ as well as knowledge. The problem is that there are always Christians who want to push one pedal - either knowledge or experience. We need both.
Now I wonder what our knowledge has in common with God's knowledge according to those who treat God's knowledge... Is there anything else common to both besides the mere name? ...there is an essential distinction between His knowledge and ours, like the distinction between the substance of the heavens and that of the earth.
We do not merely give a religious education because that would seem to imply the possibility of some other education, a secular education, for example. But we hold that all education is divine, that every good gift of knowledge and insight comes from above, that the Lord the Holy Spirit is the supreme educator of mankind, and that the culmination of all education (which may at the same time be reached by a little child) is that personal knowledge of and intimacy with God in which our being finds its fullest perfection.
Ressentiment is always to some degree a determinant of the romantic type of mind. At least this is so when the romantic nostalgia for some past era (Hellas, the Middle Ages, etc.) is not primarily based on the values of that period, but on the wish to escape from the present. Then all praise of the “past” has the implied purpose of downgrading present-day reality.
We need quantitative assessments of the success of education. We need certification and qualifications both for teachers and for pupils. It is not a choice between quantity and quality, between access and excellence. Both of these will happen together if people really do believe in the importance of education to change lives.
If a person forges ahead in the light and yet has lost his care for the others, the purpose of the light is wasted. God does not give us light for its own sake, but for the purpose of doing something in the light.
For the purpose of knowledge we must know how to make use of the inward current which draws us towards a thing, and also of the current which after a time draws us away from it.
My philosophy, one of the biggest enemies of future success is past success, because you become complacent, you become risk averse, and that's one of the things we try to drive here, and this is fundamental to this philosophy, and that's in this component change, and also in value creation. That we need to drive creative destruction, not just incremental innovations, but innovations that will change the whole nature of the business.
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