A Quote by Helen Keller
What do I consider a teacher should be? One who breathes life into knowledge so that it takes new form in progress and civilization.
Related Quotes
We should not be content to say that power has a need for such-and-such a discovery, such-and-such a form of knowledge, but we should add that the exercise of power itself creates and causes to emerge new objects of knowledge and accumulates new bodies of information. ... The exercise of power perpetually creates knowledge and, conversely, knowledge constantly induces effects of power. ... It is not possible for power to be exercised without knowledge, it is impossible for knowledge not to engender power.
In its broad sense, civilization means not only comfort in daily necessities but also the refining of knowledge and the cultivation of virtue so as to elevate human life to a higher plane... It refers to the attainment of both material well-being and the elevation of the human spirit, [but] since what produces man's well-being and refinement is knowledge and virtue, civilization ultimately means the progress of man's knowledge and virtue.
Our civilization is characterized by the word "progress." Progress is its form rather than making progress being one of its features. Typically it constructs. It is occupied with building an ever more complicated structure. And even clarity is sought only.
Within the next few years-a decade perhaps-we should be in a position to unlock new knowledge about life and matter so great that wholly new concepts of human life will follow in the wake of this new knowledge.
... all progress in knowledge takes place through the correction of that which has been received on authority ... without the huge body of traditional knowledge, accurate and inaccurate together, there would be nothing even to correct. Progress is not made in spite of authority, but by means of it.
That a country, [England], eminently distinguished for its mechanical and manufacturing ingenuity, should be indifferent to the progress of inquiries which form the highest departments of that knowledge on whose more elementary truths its wealth and rank depend, is a fact which is well deserving the attention of those who shall inquire into the causes that influence the progress of nations.
We are a scientific civilization. That means a civilization in which knowledge and its integrity are crucial. Science is only a Latin word for knowledge ... Knowledge is our destiny.
Pedagogy of the Oppressed resonated with progressive educators, already committed to a 'child-centered' rather than a 'teacher-directed' approach to classroom instruction. Freire's rejection of teaching content knowledge seemed to buttress what was already the ed schools' most popular theory of learning, which argued that students should work collaboratively in constructing their own knowledge and that the teacher should be a 'guide on the side,' not a 'sage on the stage.'
Your remarks upon chemical notation with the variety of systems which have arisen, &c., &c., had almost stirred me up to regret publicly that such hindrances to the progress of science should exist. I cannot help thinking it a most unfortunate thing that men who as experimentalists & philosophers are the most fitted to advance the general cause of science & knowledge should by promulgation of their own theoretical views under the form of nomenclature, notation, or scale, actually retard its progress.
I wouldn't say that religion has promoted the social progress of mankind. I say that it has been a detriment to the progress of civilization, and I would also say this: that the emancipation of the mind from religious superstition is as essential to the progress of civilization as is emancipation from physical slavery.
Gingrich - primary mission
Advocate of civilization
Definer of civilization
Teacher of the Rules of Civilization...
Leader (Possibly) of the civilizing forces...
Is civilization progress? The challenge, I think, is clear; and, as clearly, the final answer will be given not by our amassing of knowledge, or by the discoveries of our science, or by the speed of our aircraft, but by the effect of our civilized activities as a whole have upon the quality of our planet's life-the life of plants and animals as that of men.
For several centuries Western civilization has had a drive for material accumulation, continual extensions of economic power, termed 'progress'...The longing for growth is not wrong. The nub of the problem is how to flip over, as in jujitsu, the magnificent growth energy of modern civilization into a nonacquisitive search for deeper knowledge of self and nature.
I am well convinced that Aerial Navigation will form a most prominent feature in the progress of civilization.
New approaches are needed, new orientations in both thought and action. We must make the transition to a new civilization...We are talking of a transition toward a new civilization. No one knows what it will be like. What is important is to orient in that direction... I am convinced that a new civilization will inevitably take on certain features that are characteristic of, or inherent in, the socialist ideal.
In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing... The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence.
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