A Quote by Barbara Johnson
Are our ways of teaching students to ask some questions always correlative with our ways of teaching them not to ask - indeed, to be unconscious of - others? Does the educational system exist in order to promulgate knowledge, or is its main function rather to universalize a society’s tacit agreement about what it has decided it does not and cannot know?
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Here's the teaching point, if you're teaching kids about intelligence and policy: Intelligence does not absolve policymakers of responsibility to ask tough questions, and it doesn't absolve them of having curiosity about the consequences of their actions.
The art of good teaching begins when we can answer the questions our students are really trying to ask us, if only they knew how to do so.
The only thing that happens when I'm teaching is that I hope there are some students out there in the class who will ask questions.
Whoever would be a teacher of men let him begin by teaching himself before teaching others; and let him teach by example before teaching by word. For he who teaches himself and rectifies his own ways is more deserving of respect and reverence than he who would teach others and rectify their ways.
Philosophical questions are not by their nature insoluble. They are, indeed, radically different from scientific questions, because they concern the implications and other interrelations of ideas, not the order of physical events; their answers are interpretations instead of factual reports, and their function is to increase not our knowledge of nature, but our understanding of what we know.
What is the nature of the genetic endowment? How does acquisition proceed? Etc. Scientists do routinely ask similar questions about the visual system, system of motor organisation, and others - including, in fact, the digestive system.
The process of education is not generally a process of teaching people to think and ask questions. It ... is mostly one of teaching the young what is and getting them into a mood where they will go on keeping it that way.
Religion is a valid inquiry; whether society accepts it or rejects it, it doesn't matter. Man is a religious animal and is going to remain that way. Religion is something natural. To ask from where you come is relevant; to ask, 'Who am I?' is going to remain relevant always. But the modern mind has created a climate of atheism so you cannot ask such questions. If you ask, people laugh. If you talk about such things, people feel bored If you start inquiring in these ways, people think you are slipping out of your sanity. Religion is no longer a welcome inquiry.
I see apostasy in many ways occurring in Evangelical churches that really aren't teaching the truth of God's word. I do believe that some churches have become entertainment centers and a teaching a type of prosperity Gospel rather than teaching God's word.
As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware painfully so, at times that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.
A rational system and order for educational administration should be established on the principle of ensuring smooth progress of teaching and scientific research by teachers and researchers, and of edification of students.
Part of teaching is helping students learn how to tolerate ambiguity, consider possibilities, and ask questions that are unanswerable.
We need to challenge our own theology, challenge the curriculum of our Bible schools and our seminaries, and ask simple questions. Are we teaching and producing ministers who have the right message?
Our minds, bodies, feelings, relationships are all informed by our questions. What you ask is who you are. What you find depends on what you search for. And what shapes our lives are the questions we ask, refuse to ask, or never think of asking.
I am relieved that, in my own teaching, I don't have to moderate between high stake teaching and education for the virtues. If I did, I would give students the tools to take the tests but not spend an inordinate amount of time on test prep nor on 'teaching to the test.' If the students, or their parents, want drill in testing, they'd have to go elsewhere. As a professional, my most important obligation is to teach the topic, skills, and methods in ways that I feel are intellectually legitimate.
In order to align your life choices with your values, you will need to inquire about the effects of your actions (and inactions) on yourself and others. Although we are always stumbling upon new knowledge that shifts our choices and life direction, bringing conscious inquiry to life means that we continually ask questions that lead us to the information we need to make thoughtful decisions. Asking questions is liberating because we develop great understanding and discover more choices with our new knowledge
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