A Quote by Ivan Illich

It is really an alienation to believe that learning is the result of teaching. — © Ivan Illich
It is really an alienation to believe that learning is the result of teaching.
Adults often assume that most learning is the result of teaching and that exploratory, spontaneous learning is unusual. But actually, spontaneous learning is more fundamental.
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.
I believe that everything we think and feel and do produces a result and that we have to deal with that result - that result is then something that produces another result, so on and so forth, so yes, I do believe in causality.
Teaching is more difficult than learning because what teaching calls for is this: to let learn. The real teacher, in fact, lets nothing else be learned than learning. His conduct, therefore, often produces the impression that we properly learn nothing from him, if by "learning" we now suddenly understand merely the procurement of useful information.
School is an institution built on the axiom that learning is the result of teaching. And institutional wisdom continues to accept this axiom, despite overwhelming evidence to the contrary.
When we live our lives with the authenticity demanded by the practice of teaching that is also learning and learning that is also teaching, we are participating in a total experience.... In this experience the beautiful, the decent, and the serious form a circle with hands joined.
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.
I believe that God is making all things new. I believe that Christ overcame death and that pattern is apparent all through life and history: life from death, water from a stone, redemption from failure, connection from alienation. I believe that suffering is part of the narrative, and that nothing really good gets built when everything's easy.
Remember, I'm the guy who didn't want the referendum - I wouldn't have had it if I'd been prime minister. But you have to respect how people voted because this was partly about political alienation, so if the response to political alienation is to ignore it, that's a recipe for more political alienation.
My teaching is not a philosophy. It is the result of direct experience... My teaching is a means of practice, not something to hold onto or worship. My teaching is like a raft used to cross the river. Only a fool would carry the raft around after he had already reached the other shore of liberation.
In Minneapolis, we believe in connection, not alienation. We believe in compassion, not indifference. We believe in love, but we are not timid.
Teaching is learning. When you're teaching full-time you have to do research, stay current.
It was never factually true that young people learn to read or do arithmetic primarily by being taught these things. These things are learned, but not really taught at all. Over-teaching interferes with learning, although the few who survive it may well come to imagine it was by an act of teaching.
I think you're not really teaching anyone unless you're learning yourself.
Oprah was not somebody who was telling us what to do, she wasn't really teaching us like so many people we see today. With Oprah, she was learning and we were learning with her. And I think that's really was the seed that was planted for all of us to just hang in there with her.
In my own research, teaching and consulting experience I have to combine lessons from the field in a relatively inductive and open fashion with theoretical frameworks and conceptual arguments. The skills to deal with theory and conceptualization are a direct result of my formal education - reading, learning and conversations with other PhD students.
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