A Quote by Maria Montessori
The task of the educator lies in seeing that the child does not confound good with immobility and evil with activity.
Related Quotes
The task of the educator lies in seeing that the child does not confound good with immobility, and evil with activity, as often happens in old-time discipline . . . A room in which all the children move about usefully, intelligently, and voluntarily, without committing any rough or rude act, would seem to me a classroom very well disciplined indeed.
An educator's most important task, one might say his holy duty, is to see to it that no child is discouraged at school, and that a child who enters school already discouraged regains his self-confidence through his school and his teacher. This goes hand in hand with the vocation of the educator, for education is possible only with children who look hopefully and joyfully upon the future.
How does he achieve this independence? He does it by means of a continuous activity. How does he become free? By means of constant effort. we know that development results from activity. The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.
The problem before the educator is to give the child control over his own nature, to enable him to hold himself in hand as much in regard to the traits we call good, as to those we call evil:.
When one has once accepted and absorbed Evil, it no longer demands the unfitness of the means. The ulterior motives with which youabsorb and assimilate Evil are not your own but those of Evil.... Evil is whatever distracts. Evil knows of the Good, but Good does not know of Evil. Knowledge of oneself is something only Evil has. One means that Evil has is the dialogue.... One cannot pay Evil in installments--and one always keeps on trying to.
The educator should do anything but advise the child to do what everybody does. He should rather rejoice when he sees in the child tendencies to deviation.
...we discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment. The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.
The task of the educator is to make the child's spirit pass again where its forefathers have gone, moving rapidly through certain stages but suppressing none of them. In this regard, the history of science must be our guide.
The connectedness of things is what the educator contemplates to the limit of his capacity. No human capacity is great enough to permit a vision of the world as simple, but if the educator does not aim at the vision no one else will, and the consequences are dire when no one does.
It is not the time spent with the child at their activity that is going to produce the highest level athlete. It is in supporting the child in an organized activity so the child can find what they truly like to do and let them go.
It is the political task of the social scientist — as of any liberal educator — continually to translate personal troubles into public issues, and public issues into the terms of their human meaning for a variety of individuals. It is his task to display in his work — and, as an educator, in his life as well — this kind of sociological imagination. And it is his purpose to cultivate such habits of mind among the men and women who are publicly exposed to him. To secure these ends is to secure reason and individuality, and to make these the predominant values of a democratic society.
It is not the time spent with the child at their activity that is going to produce the highest level athlete. It is in supporting the child in an organized activity - and Bill alluded to this - so the child can find what they truly like to do and let them go.
The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.
One may say that evil does not exist for subjective man at all, that there exist only different conceptions of good. Nobody ever does anything deliberately in the interests of evil, for the sake of evil. Everybody acts in the interests of good, as he understands it. But everybody understands it in a different way. Consequently men drown, slay, and kill one another in the interests of good.
Happiness lies in virtuous activity, and perfect happiness lies in the best activity, which is contemplative
Annihilation itself is no death to evil. Only good where evil was, is evil dead. An evil thing must live with its evil until it chooses to be good. That alone is the slaying of evil.
Related Authors
Amos Bronson Alcott Quotes
American
Educator
Bill Nye Quotes
American
Educator
Cornel West Quotes
American
Educator
Dean Ornish Quotes
American
Educator
Horace Mann Quotes
American
Educator
Jeffrey R. Holland Quotes
American
Educator
Jon Kabat-Zinn Quotes
American
Educator
Ken Robinson Quotes
English
Educator
Lucy Maud Montgomery Quotes
Canadian
Educator
Michael Pollan Quotes
American
Educator
Paulo Freire Quotes
Brazilian
Educator
Peter Kreeft Quotes
American
Educator
Randy Pausch Quotes
American
Educator
Stephen Covey Quotes
American
Educator
Temple Grandin Quotes
American
Educator
Timothy Leary Quotes
American
Educator