A Quote by Robert Musil
It is, all in all, a historic error to believe that the master makes the school; the students make it!
Related Quotes
I'm not a master. I'm a student-master, meaning that I have the knowledge of a master and the expertise of a master, but I'm still learning. So I'm a student-master. I don't believe in the word 'master.' I consider the master as such when they close the casket.
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.
Running a school where the students all succeed, even if some students have to help others to make the grade, is good preparation for democracy.
Many students learn best by doing. But because classrooms force the same pace on all students, they limit the degree to which students can truly learn through trial and error. Instead, lectures still force many students to follow material passively and in lockstep pace.
No consensus of men can make an error erroneous. We can only find or commit an error, not create it. When we commit an error, we say what was an error already.
The world always makes the assumption that the exposure of an error is identical with the discovery of truth - that error and truth are simply opposite. They are nothing of the sort. What the world turns to, when it has been cured of one error, is usually simply another error, and maybe one worse than the first one.
Universities want to recruit the students that they believe will best represent the university while in school and beyond. Students with a robust social media presence and clearly defined personal brand stand to become only more influential.
I went to a state school in south-west London. It was a brilliant school for the students that really wanted to learn. But it was not a great school for the students that - in my opinion - didn't want to learn, i.e. me. I really wasn't interested by it.
Have confidence in your decisions. Make them expeditiously, and stay with them as long as you believe you are correct no matter what others say. However, when you conclude you were in error, do not hesitate to announce the error publicly and change course.
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.
I have taught some master classes and things at my alma mater and sometimes at my kids' school. I will go in and talk to the theater students. I wouldn't really call myself a teacher.
Campuses should be places where students are able to make mistakes without fear of retribution. If there is no margin for error, it is impossible to receive a meaningful education.
What makes me sad about school is that the people who are unhappy are unhappy because they don't believe it will change. And I just want to say: 'It does! High school ends and it's over.' I will tell anyone that it's OK to be unhappy at school, make lots of mistakes and then it will be over.
High school teachers who want to get reluctant readers turned around need to give the students some say in the reading list. Make it collaborative: The students will feel ownership, and everyone will dig in.
Let's also make sure that a high school diploma puts our kids on a path to a good job. Right now, countries like Germany focus on graduating their high school students with the equivalent of a technical degree from one of our community colleges, so that they're ready for a job. At schools like P-TECh in Brooklyn ... students will graduate with a high school diploma and an associate degree in computers or engineering. We need to give every American student opportunities like this.
Think, for a moment, about our educational ladder.
We've strengthened the steps lifting students from elementary school to junior high, and those from junior high to high school.
But, that critical step taking students from high school into adulthood is badly broken. And it can no longer support the weight it must bear.
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