A Quote by Ernst von Glasersfeld
What radical constructivism may suggest to educators is this: the art of teaching has little to do with the traffic of knowledge, its fundamental purpose must be to foster the art of learning.
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Radical constructivism, thus, is radical because it breaks with convention and develops a theory of knowledge in which knowledge does not reflect an 'objective' ontological reality.
If being an anti-art artist is difficult, being an anti-art art historian is a hard position indeed. His doctrinal revolutionism brings forth nothing new in art but reenacts upheavals on the symbolic plane of language. It provides the consoling belief that overthrows are occurring as in the past, that barriers to creation are being surmounted, and that art is pursuing a radical purpose, even if it is only the purpose of doing away with itself.
From the standpoint of education, genius means essentially 'giving birth to the joy in learning.' I'd like to suggest that this is the central task of all educators. It is the genius of the student that is the driving force behind all learning. Before educators take on any of the other important issues in learning, they must first have a thorough understanding of what lies at the core of each student's intrinsic motivation to learn, and that motivation originates in each student's genius.
Art for art's sake, with no purpose, for any purpose perverts art. But art achieves a purpose which is not its own. (1804)
Patronizing the Arts is a brilliantly nuanced assessment of why universities must become art patrons. Learning from the twentieth-century university's embrace of Big Science, Garber argues that twenty-first-century universities must rigorously devote their attention to Big Art. Provocative, witty, and layered, Patronizing the Arts cogently demonstrates the advantages for both art and the university in this new and radical alliance.
The representative element in a work of art may or may not be harmful, but it is always irrelevant. For to appreciate a work of art, we must bring with us nothing from life, no knowledge of its affairs and ideas, no familiarity with its emotions.
Ancient art has a specific inner content. At one time, art possessed the same purpose that books do in our day, namely: to preserve and transmit knowledge. In olden days, people did not write books, they incorporated their knowledge into works of art. We would find a great many ideas in the works of ancient art passed down to us, if only we knew how to read them.
We profess to teach the principles and practice of medicine, or, in other words, the science and art of medicine. Science is knowledge reduced to principles; art is knowledge reduced to practice. The knowing and doing, however, are distinct. ... Your knowledge, therefore, is useless unless you cultivate the art of healing. Unfortunately, the scientific man very often has the least amount of art, and he is totally unsuccessful in practice; and, on the other hand, there may be much art based on an infinitesimal amount of knowledge, and yet it is sufficient to make its cultivator eminent.
The fundamental purpose of school is learning, not teaching.
The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards.
The art of teaching is clarity and the art of learning is to listen.
The art of teaching is tolerance. Humbleness is the art of learning.
I believe that teaching is a creative art in which evidence based knowledge is applied toward meeting the learning goals of learners. I believe that effective teaching is often the spark that ignites the imagination, possibility, and promise for learners, including the teacher.
The idea of beauty is the fundamental idea of everything. In the world we see only distortions of the fundamental idea, but art, by imagination, may lift itself to the height of this idea. Art is therefore akin to creation.
To know how to suggest is the great art of teaching. To attain it we must be able to guess what will interest; we must learn to read the childish soul as we might a piece of music. Then, by simply changing the key, we keep up the attraction and vary the song.
Art is nothing tangible. We cannot call a painting 'art' as the words 'artifact' and 'artificial' imply. The thing made is a work of art made by art, but not itself art. The art remains in the artist and is the knowledge by which things are made.
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