A Quote by Paul Q. Hirst
There is a gap between the knowledge, skills, or state of mind of the learner and what he is to learn, which it seems to me any teaching activity must seek to bridge if it is to deserve that label. Teaching activities must therefore take place at a level where the pupil can take on what it is intended he should learn.
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But as Nature is the best guide, teaching must be the development of natural inclinations, for which purpose the teacher must watch his pupil and listen to him, not continually bawl words into his ears as if pouring water into a funnel. Good teaching will come from a mind well made rather than well filled.
There is no teaching until the pupil is brought into the same state or principle in which you are; a transfusion takes place; he is you, and you are he; then is a teaching; and by no unfriendly chance or bad company can he ever lose the benefit.
As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware painfully so, at times that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.
... teaching cannot be a process of transference of knowledge from the one teaching to the learner. This is the mechanical transference from which results machinelike memorization, which I have already criticized. Critical study correlates with teaching that is equally critical, which necessarily demands a critical way of comprehending and of realizing the reading of the word and that of the world, the reading of text and of context.
Man must learn to know the universe precisely as it is, or he cannot successfully find his place in it. A man should therefore use his reasoning faculty in all matters involving truth, and especially as concerning his religion. He must learn to distinguish between truth and error.
If children really want to learn something, and have the opportunity to learn it in use, they do so even if the teaching is poor. For example many learn difficult video games with no professional teaching at all!
I'm sure that writing isn't a craft, that is, something for which you learn the skills and go on turning out. It must come from some deep impulse, deep inspiration. That can't be taught, it can't be what you use in teaching.
Music is such an incredible tool for kids in general. They learn discipline; they learn how to express themselves. You learn math. You learn language. It's the ideal teaching tool, and that's why it's mind-boggling when any school superintendent decides that music is something we can kind of do without.
You must learn how to handle rejection. To succeed, you must learn how to cope with a little word 'no', learn how to strip that rejection of all its power. The best salesmen are those who are rejected most. They are the ones who can take any 'no' and use it as a prod to go onto the next 'yes'.
I am relieved that, in my own teaching, I don't have to moderate between high stake teaching and education for the virtues. If I did, I would give students the tools to take the tests but not spend an inordinate amount of time on test prep nor on 'teaching to the test.' If the students, or their parents, want drill in testing, they'd have to go elsewhere. As a professional, my most important obligation is to teach the topic, skills, and methods in ways that I feel are intellectually legitimate.
I think pastors are the worst listeners. We're so used to speaking, teaching, giving answers. We must learn to be quiet, quit being so verbal, learn to pay attention to what's going on, and listen.
You must not only learn to live with tension, you must seek it out. You must learn to thrive on stress.
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.
I learn more about how to run a set teaching six-year-olds. You go into a classroom as a teacher, and the most important work you do is create an infrastructure and an environment that's safe, in which children will feel able and free to take risk. Working with actors, you have to establish the same thing. Teaching a class is not so different than mounting a production.
With self-awareness you grow more intelligent. In awareness you learn, in self-awareness you learn about yourself. Of course, you can only learn what you are not. To know what you are, you must go beyond the mind. Awareness is the point at which the mind reaches out beyond itself into reality. In awareness you seek not what pleases, but what is true.
The kind of knowledge which is supported only by observations and is not yet proved must be carefully distinguished from the truth; it is gained by induction, as we usually say. Yet we have seen cases in which mere induction led to error. Therefore, we should take great care not to accept as true such properties of the numbers which we have discovered by observation and which are supported by induction alone. Indeed, we should use such a discovery as an opportunity to investigate more exactly the properties discovered and to prove or disprove them; in both cases we may learn something useful.
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