A Quote by Simone Weil
The joy of learning is as indispensable in study as breathing is in running. Where it is lacking there are no real students, but only poor caricatures of apprentices who, at the end of their apprenticeship, will not even have a trade.
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The joy of learning is as indispensable in study as breathing is in running.
Find a model of great education in history and you will find a great teacher who inspired students to make the hard choice to study. Wherever you find such a teacher, you will also find self-motivated students who study hard. When students study hard, learning occurs.
In the end, the humanities can only be defended by stressing how indispensable they are; and this means insisting on their vital role in the whole business of academic learning, rather than protesting that, like some poor relation, they don't cost much to be housed.
Millwall is where I learnt my trade, and it was the most important learning period of my life - my apprenticeship in understanding football.
The pursuit of learning is not a piece of content that can be taught. It is a value that teachers model. Only teachers who are avid, internally motivated learners can truly teach their students the joy of learning.
The greatest issue facing the world today, with all its heartbreaking needs, is whether those who, by profession or culture, are identified as ‘Christians’ will become disciples – students, apprentices, practitioners – of Jesus Christ, steadily learning from him how to live the life of the Kingdom of the Heavens into every corner of human existence.
Work-based learning is a game changer. It's like test driving a career, and I have seen it in action with our registered apprenticeship programs for high school students.
As a teacher with over thirty years of experience, I've found that students are hungry for material that goes beyond simply learning tune after tune. In fact, my students suggested a good portion of the material presented here. This lesson should be an indispensable aid to the aspiring bluegrass banjoist.
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.
Learning should be engaging. Testing should not be the be all and end all. All students should have a broad curriculum that includes the arts and enrichment. Students should have opportunities to work in teams and engage in project-based learning. And student and family well-being should be front and center.
Too often, our most vulnerable students - English-language learners, immigrants, poor kids, teenage parents, students with behavioral problems and learning disabilities - fall through the cracks.
The real scientific study of the distribution of wealth has, we must confess, scarcely begun. The conventional academic study of the so-called theory of distribution into rent, interest, wages, and profits is only remotely related to the subject. This subject, the causes and cures for the actual distribution of capital and income among real persons, is one of the many now in need of our best efforts as scientific students of society.
But crucially, the apprenticeship schemes benefit apprentices themselves, who get a good foundation for a career, and it helps to open doors and break down barriers that some people face.
It seems to me that people who don’t learn as easily as others suffer from a kind of learning disability—there is something different about the way they comprehend unfamiliar material—but I fail to see how this disability is improved by psychiatric consultation. What seems to be lacking is a technical ability that those of us called ‘good students’ are born with. Someone should concretely study these skills and teach them. What does a shrink have to do with the process?
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.
I believe international work is a heavy task, but that it is nevertheless indispensable to go through an apprenticeship in it, at the cost of many efforts and also of a real spirit of sacrifice: however imperfect it may be, the work of Geneva has a grandeur that deserves our support.
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