A Quote by Rudolf Steiner
The true teachers and educators are not those who have learned pedagogy as the science of dealing with children, but those in whom pedagogy has awakened through understanding the human being.
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Proper history teaching is being crushed under the weight of play-based pedagogy which infantilises children, teachers and our culture.
How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation? Only as they discover themselves to be 'hosts' of the oppressor can they contribute to the midwifery of their liberating pedagogy. As long as they live in the duality in which to be is to be like and to be like is to be like the oppressor, this contribution is impossible. The pedagogy of the oppressed is an instrument for their critical discovery that both they and their oppressors are manifestations of dehumanization.
We need a pedagogy free from fear and focused on the magic of children's innate quest for information and understanding.
With the rise of new technologies, media, and other cultural apparatuses as powerful forms of public pedagogy, students need to understand and address how these pedagogical cultural apparatuses work to diffuse learning from any vestige of critical thought. This is a form of public pedagogy that needs to be addressed both for how it deforms and for how it can create important new spaces for emancipatory forms of pedagogy.
This book will present some aspects of what the writer has termed the pedagogy of the oppressed, a pedagogy which must be forged with, not for, the oppressed (whether individuals or peoples) in the incessant struggle to regain their humanity.
Anyone who believes that it is possible to educate the will without cultivating the insight that enlivens it is succumbing to illusion. Clear-sightedness on this point is a task for present-day pedagogy, but it can come only from a life-filled understanding of the whole human being.
This pedagogy makes oppression and its causes objects of reflection by the oppressed, and from that reflection will come their necessary engagement in the struggle for their liberation. And in the struggle this pedagogy will be made and remade
Pedagogy is not about training, it is about critically educating people to be self reflective, capable of critically address their relationship with others and with the larger world. Pedagogy in this sense provides not only important critical and intellectual competencies; it also enables people to intervene critically in the world.
But when all is said and done, the fact remains that some teachers have a naturally inspiring presence and can make their exercises interesting, whilst others simply cannot. And psychology and general pedagogy here confess their failure, and hand things over to the deeper spring of human personality to conduct the task.
The cheerleaders for neoliberalism work hard to normalize dominant institutions and relations of power through a vocabulary and public pedagogy that create market-driven subjects, modes of consciousness, and ways of understanding the world that promote accommodation, quietism and passivity.
A significant contribution to science pedagogy and to the scholarship of teaching and learning. ... [W]ill be of interest to researchers in the area of science education and to college and university faculty members who seek to improve their teaching.
Although psychology and pedagogy have always maintained the belief that a child is a happy being without any conflicts, and have assumed that the sufferings of adults are the results of the burdens and hardships of reality, it must be asserted that just the opposite is true. What we learn about the child and the adult through psychoanalysis shows that all the sufferings of later life are for the most part repetitions of these earlier ones, and that every child in the first years of life goes through and immeasurable degree of suffering.
Love has to spring spontaneously from within And it is no way amenable to any form of inner or outer force. Love and coercion can never go together; But though love cannot be forced on anyone, It can be awakened in him through love itself. Love is essentially self communicative; Those who do not have it catch it from those who have it. True love is unconquerable and irresistible, And it goes on gathering power and spreading itself, Until eventually it transforms everyone whom it touches.
Pedagogy must be oriented not to the yesterday, but to the tomorrow of the child's development. Only then can it call to life in the process of education those processes of development which now lie in the zone of proximal development
Because human development is the most specific and exalted mission of woman, studies in anthropology and theory of pedagogy are essential in girls' education.
Coherently democratic authority carries the conviction that true discipline does not exist in the muteness of those who have been silenced but in the stirrings of those who have been challenged, in the doubt of those who have been prodded, and in the hopes of those who have been awakened.
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