A Quote by B. F. Skinner
We shouldn't teach great books; we should teach a love of reading. Knowing the contents of a few works of literature is a trivial achievement. Being inclined to go on reading is a great achievement.
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We shouldn't teach great books; we should teach a love of reading.
An acquaintanceship with the literature of the world may be won by any person who will devote half an hour a day to the careful reading of the best books. The habit of reading good books is one that gives great comfort in all the stages and among all the vicissitudes of life. The man who has learned to love good reading is never alone. His friends are the great ones of human history, and to them he may always go for stimulating and helpful communion. -GQ 71
By believing that only some of our students will ever develop a love of books and reading, we ignore those who do not fall into books and reading on their own. We renege on our responsibility to teach students how to become self-actualized readers. We are selling our students short by believing that reading is a talent and that lifelong reading behaviors cannot be taught.
Few of the great works of ancient Greek literature are easy reading.
No one bothered reading the books and understanding - and again, I'm not being high-falutin' about it - but I think our books are great literature with great metaphors of real life dealing with fears and hopes.
Conducting is a strange thing to teach. There are very few great conducting teachers, and most great conductors don't teach. Look at Valery Gergiev - what he does is not teachable. A lot of it is on-the-job training, what works and what doesn't work.
I've been making a list of the things they don't teach you at school. They don't teach you how to love somebody. They don't teach you how to be famous. They don't teach you how to be rich or how to be poor. They don't teach you how to walk away from someone you don't love any longer. They don't teach you how to know what's going on in someone else's mind. They don't teach you what to say to someone who's dying. They don't teach you anything worth knowing.
Reading poetry and reading the great works of the canon that we were reading in the '60s and the '70s and '80s was mind altering.
There's a great quote from Henry Kissinger, which I became aware of from reading [Joseph] Heller's Good As Gold. He said: 'Every great achievement was a dream before it became a reality.'
There is still in many schools complete misapprehension that children with reading difficulties are stupid. It is so easy to teach a child that they're dumb. There needs to be a recognition that you need different ways to teach children who have got reading problems.
I think instead writers and publishers and readers need to go to the places where people are, and make the argument that there is great value to the quiet, contemplative process of reading a novel, that reading great books carefully offers pleasures and consolations that no iPad app ever can.
It's pathetic, but I don't really remember my first time reading 'The Great Gatsby.' I must have read it in high school. I'm pretty sure I remember it being assigned, and I generally did the reading. But I don't remember having a reaction to the book, even though I loved literature, and other works made a lasting impression on me at that age.
When it comes time to teach, teach from your experience. Go out and do, learn from the doing, then teach from the knowing.
The truly great books are always novels: 'Anna Karenina,' 'The Brothers Karamazov,' 'The Magic Mountain.' Just as with 'Shahnameh,' I browse these books from time to time to remember how a great book works on us or to teach my students at Columbia University.
One should learn from a book. Books have a lot to teach us. They have a lot of empathy to impart to us, but they should also be fun. This stuff is fun! You shouldn't pick up a book and say, "Oh my god, I'm gonna better myself by reading this." You may better yourself by reading this, but who cares? Just have fun.
When we teach a child to sing or play the flute, we teach her how to listen. When we teach her to draw, we teach her to see. When we teach a child to dance, we teach him about his body and about space, and when he acts on a stage, he learns about character and motivation. When we teach a child design, we reveal the geometry of the world. When we teach children about the folk and traditional arts and the great masterpieces of the world, we teach them to celebrate their roots and find their own place in history.
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