A Quote by Maria Montessori
If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future. For what is the use of transmitting knowledge if the individual's total development lags behind?
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For what is the use of transmitting knowledge if the individual's total development lags behind?
Surely knowledge of the natural world, knowledge of the human condition, knowledge of the nature and dynamics of society, knowledge of the past so that one may use it in experiencing the present and aspiring to the future--all of these, it would seem reasonable to suppose, are essential to an educated man. To these must be added another--knowledge of the products of our artistic heritage that mark the history of our esthetic wonder and delight.
I do not approve the maxim which desires a man to know a little of everything. Superficial knowledge, knowledge without principles, is almost always useless and sometimes harmful knowledge.
We do not merely give a religious education because that would seem to imply the possibility of some other education, a secular education, for example. But we hold that all education is divine, that every good gift of knowledge and insight comes from above, that the Lord the Holy Spirit is the supreme educator of mankind, and that the culmination of all education (which may at the same time be reached by a little child) is that personal knowledge of and intimacy with God in which our being finds its fullest perfection.
21st century is the century of knowledge and the world has always looked at India whenever knowledge finds prominence. Emergence of knowledge society is no more a slogan but has become a reality. Knowledge will be the fountainhead of all the activities that happen in human development.
If there be an order in which the human race has mastered its various kinds of knowledge, there will arise in every child an aptitude to acquire these kinds of knowledge in the same order. So that even were the order intrinsically indifferent, it would facilitate education to lead the individual mind through the steps traversed by the general mind. But the order is not intrinsically indifferent; and hence the fundamental reason why education should be a repetition of civilization in little.
Wisdom is the right application of knowledge; and true education...is the application of knowledge to the development of a noble and Godlike character.
All along we find that social life - religion, politics, art - reflects the stages reached in the development of the knowledge of self; it shows the social uses made of this knowledge.
It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth.
Knowledge is a free good. The biggest cost in its transmission is not in the production or distribution of knowledge, but in its assimilation. This is something that all teachers know.
The only knowledge that can truly orient action is knowledge that frees itself from mere human interests and is based in Ideas - in other words knowledge that has taken a theoretical attitude.
When speaking of a "body of knowledge" or of "the results of research," e.g., we tacitly assign the same cognitive status to inherited knowledge and to independently acquired knowledge. To counteract this tendency a special effort is required to transform inherited knowledge into genuine knowledge by revitalizing its original discovery, and to discriminate between the genuine and the spurious elements of what claims to be inherited knowledge.
The process of education takes place in the field of consciousness; the prerequisite to complete education is therefore the full development of consciousness - enlightenment. Knowledge is not the basis of enlightenment, enlightenment is the basis of knowledge.
A man is a great bundle of tools. He is born into this life without the knowledge of how to use them. Education is the process of learning their use.
The Christian religion, [Pascal] claims, teaches two truths: that there is a God who men are capable of knowing, and that there is an element of corruption in men that renders them unworthy of God. Knowledge of God without knowledge of man's wretchedness begets pride, and knowledge of man's wretchedness without knowledge of God begets despair, but knowledge of Jesus Christ furnishes man knowledge of both simultaneously.
The goal of mankind is knowledge ... Now this knowledge is inherent in man. No knowledge comes from outside: it is all inside. What we say a man 'knows', should, in strict psychological language, be what he 'discovers' or 'unveils'; what man 'learns' is really what he discovers by taking the cover off his own soul, which is a mine of infinite knowledge.
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