A Quote by Seymour Papert
The role of the teacher is to create the conditions for invention rather than provide ready-made knowledge.
Related Quotes
What is desired is that the teacher ceased being a lecturer, satisfied with transmitting ready-made solutions. His role should rather be that of a mentor stimulating initiative and research.
The role of the problem-posing educator is to create, together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos.
One time, the teacher was the storehouse of knowledge. That will no longer be so. So what would a teacher do? A very good teacher will play the role of augmenter. Also, the teacher will be located anywhere and helping students.
Pedagogy of the Oppressed resonated with progressive educators, already committed to a 'child-centered' rather than a 'teacher-directed' approach to classroom instruction. Freire's rejection of teaching content knowledge seemed to buttress what was already the ed schools' most popular theory of learning, which argued that students should work collaboratively in constructing their own knowledge and that the teacher should be a 'guide on the side,' not a 'sage on the stage.'
And if there be any addition to knowledge, it is rather a new knowledge than a greater knowledge; rather a singularity in a desire of proposing something that was not knownat all beforethananimproving, anadvancing, a multiplying of former inceptions; and by that means, no knowledge comes to be perfect.
We have an industrial base - one that, if made to take orders rather than being allowed in the vacuum of leadership to create them, if enabled by the elimination of cost-plus contracting to produce and achieve rather than waste and receive, could make something worth the cost rather than making work that costs us our dreams.
I'm ready to wait for the best role rather than do all the projects coming my way and regret about it later.
Images provide a knowledge that we can interiorize rather than 'apply,' can take to that place in ourselves where there is water and where reeds and grasses grow.
I believe in books that do not go to a ready-made public. I'm looking for readers I would like to make. To win them, to create readers rather than to give something that readers are expecting. That would bore me to death.
Teacher is not a great popular person. They teach what they know and make people better than them. Teacher must create a student better than him or her. Otherwise that person is not a teacher but a preacher. There are tons and thousands of preachers.
Our government is ready to guarantee their investments for them, and then we will create tax incentives. We are interested in having all these things and with the privatization we also want to create more jobs and better conditions for the workers.
We are apt to consider that invention is the result of spontaneous action of some heavenborn genius, whose advent we must patiently wait for, but cannot artificially produce. It is unquestionable, however, that education, legal enactments, and general social conditions have a stupendous influence on the development of the originative faculty present in a nation and determine whether it shall be a fountain of new ideas or become simply a purchaser from others of ready-made inventions.
One thing: you have to walk, and create the way by your walking; you will not find a ready-made path. It is not so cheap, to reach to the ultimate realization of truth. You will have to create the path by walking yourself; the path is not ready-made, lying there and waiting for you. It is just like the sky: the birds fly, but they don't leave any footprints. You cannot follow them; there are no footprints left behind.
I believe that it is better to learn from the diverse people around us than to try in vain to emulate them, better to be a teacher than a role model. As strong as my legs are, it is my mind that has made me a champion.
My notion of a failed writing workshop is when everybody comes out replicating the teacher and imitating as closely as possible the great original at the head of the table. I think that's a mistake, in obvious opposition to the ideal of teaching which permits a student to be someone other than the teacher. ... The successful teacher has to make each of the students a different product rather than the same.
For years I have told my students that I been trying to train executives rather than clerks. The distinction between the two is parallel to the distinction previously made between understanding and knowledge. It is a mighty low executive who cannot hire several people with command of more knowledge than he has himself.
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