A Quote by Parker J. Palmer
The academic bias against subjectivity not only forces our students to write poorly ("It is believed...," instead of, "I believe..."), it deforms their thinking about themselves and their world. In a single stroke, we delude our students into believing that bad prose turns opinions into facts and we alienate them from their own inner lives.
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By believing that only some of our students will ever develop a love of books and reading, we ignore those who do not fall into books and reading on their own. We renege on our responsibility to teach students how to become self-actualized readers. We are selling our students short by believing that reading is a talent and that lifelong reading behaviors cannot be taught.
The teachers were focused on helping these students. The students benefited from hands-on teaching and a faculty who cared about them and their success in life and soon the students began to believe in themselves and the reality that they could make something of their lives.
Literary or scientific, liberal or specialist, all our education is predominantly verbal and therefore fails to accomplish what it is supposed to do. Instead of transforming children into fully developed adults, it turns out students of the natural sciences who are completely unaware of Nature as the primary fact of experience, it inflicts upon the world students of the humanities who know nothing of humanity, their own or anyone else's.
For we are not saved by believing in our own salvation, nor by believing anything whatsoever about ourselves. We are saved by what we believe about the Son of God and His righteousness. The gospel believed saves; not the believing in our own faith.
Teachers teach and students educate. Students are the only true educators. Historically, every other method of education has failed. Education occurs when students get excited about learning and apply themselves; students do this when they experience great teachers.
What is wrong with encouraging students to put "how well they're doing" ahead of "what they're doing." An impressive and growing body of research suggests that this emphasis (1) undermines students' interest in learning, (2) makes failure seem overwhelming, (3) leads students to avoid challenging themselves, (4) reduces the quality of learning, and (5) invites students to think about how smart they are instead of how hard they tried.
Unlike many graduate fellowships, the Rhodes seeks leaders who will 'fight the world's fight.' They must be more than mere bookworms. We are looking for students who wonder, students who are reading widely, students of passion who are driven to make a difference in the lives of those around them and in the broader world.
Schools serving disadvantaged students need more time to help these students catch up and gain the core academic skills they will need to succeed in our economy and society.
I think the Bhagavad Gita is about both the forces of light and the forces of darkness that exist within our own self, within our own soul; that our deepest nature is one of ambiguity. We have evolutionary forces there - forces of creativity, and love, and compassion, and understanding. But we also have darkness inside us - the diabolical forces of separation, fear and delusion. And in most of our lives, there is a battle going on within ourselves.
I have find that today's students are often more tolerant of human variance than students in earlier generations might have been. On the other hand, some of our students need much more interaction with a wide variety of peers so they level of understanding deepens and so they are prepared to live in a world that is only going to get smaller.
By giving our students practice in talking with others, we give them frames for thinking on their own.
I'm just one of the kids, and all because the students at Hamilton Heights High School listened to the facts, educated their parents and themselves, and believed in me.
When I began teaching, my colleagues and I quickly realized that our students didn't have access to the same resources we had growing up. We knew there were supplies and resources that could help our students, but our school district simply couldn't afford them.
Students can't leave their lives at the door when they come to school. They bring with them whatever is going on at home and in their communities. Poetry and theater provide an outlet for students to express themselves and process what they're going through.
Public education for some time has been heavily focused on what curricula we believe will be helpful to students. Life-Enriching Education is based on the premise that the relationship between teachers and students, the relationships of students with one another, and the relationships of students to what they are learning are equally important in preparing students for the future.
All of us have our own inner fears, beliefs, opinions. These inner assumptions rule and govern our lives. A suggestion has no power in and of itself. its power arises from the fact that you accept it mentally.
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