A Quote by Lev S. Vygotsky
Human learning presupposes a specific social nature and a process by which children grow into the intellectual life of those around them
Related Quotes
Many people think that when we practice agriculture, nature is helping us in our efforts to grow food. This is an exclusively human-centered viewpoint... we should instead, realize that we are receiving that which nature decides to give us. A farmer does not grow something in the sense that he or she creates it. That human is only a small part of the whole process by which nature expresses its being. The farmer has very little influence over that process... other than being there and doing his or her small part.
We must destroy all which in the present school answers to the organization of constraint, the artificial surroundings by which children are separated from nature and life, the intellectual and moral discipline made use of to impose ready-made ideas upon them, beliefs which deprave and annihilate natural bent.
The price of these failures has been a loss of moral consensus, a greater sense of helplessness about the human condition. ... The intellectual solution to the first dilemma can be achieved by a deeper and more courageous examination of human nature that combines the findings of biology with those of the social sciences.
When I say I love Eastland, it sounds preposterous a man who brutalizes people. But you love him or you wouldn't be here. You're going to Mississippi to create social change and you love Eastland in your desire to create conditions which will redeem his children. Loving your enemy is manifest in putting your arms not around the man but around the social situation, to take power from those who misuse it at which point they can become human too.
The act of learning to read added an entirely new circuit to our hominid brain's repertoire. The long developmental process of learning to read deeply changed the very structure of that circuit's connections, which rewired the brain, which transformed the nature of human thought.
Do not feed children on a maudlin sentimentalism or dogmatic religion; give them nature. Let their souls drink in all that is pure and sweet. Rear them, if possible, amid pleasant surroundings ... Let nature teach them the lessons of good and proper living, combined with an abundance of well-balanced nourishment. Those children will grow to be the best men and women. Put the best in them by contact with the best outside. They will absorb it as a plant absorbs the sunshine and the dew.
Mind is the great lever of all things; human thought is the process by which human ends are ultimately answered; and the diffusion of knowledge, so astonishing in the last half-century, has rendered innumerable minds, variously gifted by nature, competent to be competitors or fellow-workers on the theatre of intellectual operation.
Those social behaviors which automatically preclude the building of a democratic world must go - every social limitation of human beings in terms of heredity, whether it be of race, or sex, or class. Every social institution which teaches human beings to cringe to those above and step on those below must be replaced by institutions which teach people to look each other straight in the face.
A farmer does not grow something in the sense that he or she creates it. That human is only a small part of the whole process by which nature expresses its being.
If you look at our theories of social pathology and then at the dismal conditions in which children grow up in our ghettos, you would predict that all of them would be on drugs or psychological basket cases. Yet if you use criteria like gainful employment, forming partnerships and life without crime, you will find that most of those kids make it.
I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. I believe that education, therefore, is a process of living and not a preparation for future living.
Social progress means a checking of the cosmic process at every step and the substitution for it of another, which may be called the ethical process; the end of which is not the survival of those who may happen to be the fittest, in respect of the whole of the conditions which obtain, but of those who are ethically the best.
Our political way of life is by the Laws of Nature and of Nature's God, and of course presupposes the existence of God, the moral ruler of the universe, and a rule of right and wrong, of just and unjust, binding upon man, preceding all institutions of human society and government.
Curiosity, which may or may not eventuate in something useful, is probably the most outstanding characteristic of modern thinking ... Institutions of learning should be devoted to the cultivation of curiosity, and the less they are deflected by the consideration of immediacy of application, the more likely they are to contribute not only to human welfare, but to the equally important satisfaction of intellectual interest, which may indeed be said to have become the ruling passion of intellectual life in modern times.
When one speaks of humanity, the idea is fundamental that this is something which separates and distinguishes man from nature. In reality, however, there is no such separation: "natural" qualities and those called truly "human" are inseparably grown together. Man, in his highest and noblest capacities, is wholly nature and embodies its uncanny dual character. Those of his abilities which are terrifying and considered inhuman may even be the fertile soil out of which alone all humanity can grow in impulse, deed, and work.
There are 45 million children in Africa who are not in school. While other children are learning, exploring, and growing in the myriad ways that children were meant to grow, these children are trapped in a life of constant struggle. Without education, how can they be expected to escape such struggle? How can their children?
Related Authors
Abraham Maslow Quotes
American
Psychologist
Carl Jung Quotes
Swiss
Psychologist
Daniel Kahneman Quotes
Israeli
Psychologist
Edward de Bono Quotes
English
Psychologist
Erich Fromm Quotes
American
Psychologist
James Hillman Quotes
American
Psychologist
M. Scott Peck Quotes
American
Psychologist
Mihaly Csikszentmihalyi Quotes
Hungarian
Psychologist
Nathaniel Branden Quotes
American
Psychologist
Ram Dass Quotes
American
Psychologist
Rollo May Quotes
American
Psychologist
Sigmund Freud Quotes
Austrian
Psychologist
Tara Brach Quotes
American
Psychologist
Viktor E. Frankl Quotes
Austrian
Psychologist
Wayne Dyer Quotes
American
Psychologist