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Curriculum Quotes

Quotes tagged as "curriculum" Showing 1-30 of 34
Friedrich Nietzsche
“For truth to tell, dancing in all its forms cannot be excluded from the curriculum of all noble education: dancing with the feet, with ideas, with words, and, need I add that one must also be able to dance with pen- that one must learn how to write”
Friedrich Nietzsche, Twilight of the Idols

Charles M. Schulz
“I think they assign things to students which are way over their heads, which destroy your love of reading, rather than leading you to it. I don't understand that. Gosh.”
Charles M. Schulz, Charles M. Schulz: Conversations

Alfred North Whitehead
“The solution which I am urging is to eradicate the fatal disconnection of subjects which kills the vitality of our modern curriculum. There is only one subject-matter for education, and that is LIfe in all its manifestations. Instead of this single unity, we offer children--Algebra, from which nothing follows; Geometry, from which nothing follows; Science, from which nothing follows; History, from which nothing follows; a Couple of Languages, never mastered; and lastly, most dreary of all, Literature, represented by plays of Shakespeare, with philological notes and short analyses of plot and character to be in substance committed to memory. Can such a list be said to represent Life, as it is known in the midst of living it? The best that can be said of it is, that it is a rapid table of contents which a deity might run over in his mind while he was thinking of creating a world, and has not yet determined how to put it together”
Alfred North Whitehead, The Aims of Education

“What shapes the best in us dies when the best education dies! The best in us shall always be undermined when they that are responsible for shaping the best in us are always undermined!

I stand for a different education: a different education where students will not just learn books but life!

I stand for a different education: a different education where students will not just learn moral principles, but they shall be living examples of moral principles.

I stand for a different education: a different education where students don’t just understand what they learn, but practice what they learn with understanding!

I stand for a different education: a different education where students will not just learn about people of different beliefs, culture and backgrounds, but how to live with people who don’t share common perspective with them and know how to show their emotions of bitterness and misunderstanding rightly!

I stand for a different education: a different education where students will be perfect ambassadors’ of God on earth and live their daily lives with all due diligence!

I stand for a different education: a different education where students will understand why we all breathe the same air, sleep and wake up each day in the same manner to continue the journey of life!

I stand for a different education: a different education where students will learn with inspiration even in their desperations!

I stand for a different education: a different education where teachers are seen as true epitome of education!

I stand for a different education: a different education in which the value of the teacher is well understood and the teacher is well valued as a treasure!

I stand for a different education: a different education where students will not just learn, but they will reproduce great and noble things with what they learn!

I stand for a different education: a different education where students will understand the real meaning of integrity and responsibility and with true courage and humility be that as such!

I stand for a different education: a different education where education means creativity!

Education is the spine of every nation! The better the education, the better the nation! The mediocre the education, the mediocre the nation! A good nation is good because of how education has shaped the perspective and understanding of the populace! A nation that does not know where it is heading towards must ask the machine that produces the populace who drive the nation: education! Until we fix our education, we shall always have a wrong education and we shall always see a wrong nation!”
Ernest Agyemang Yeboah

Nel Noddings
“It still amazes me that we insist on teaching algebra to all students when only about 20 percent will ever use it and fail to teach anything about parenting when the vast majority of our students will become parents.”
Nel Noddings, Peace Education: How We Come to Love and Hate War

“I've realised that the most diverse academic disciplines are not really incompatible but are rather harmonious.”
Shivanshu K. Srivastava

“The ocean of knowledge is profound and the deeper you dive, the more insight you will gain from it.”
Shivanshu K. Srivastava

Philip Zaleski
“Old English, the heart and soul of the old regime at Oxford, ceased to be a required course only as of 2002.”
Philip Zaleski, The Fellowship: The Literary Lives of the Inklings: J.R.R. Tolkien, C.S. Lewis, Owen Barfield, Charles Williams

Louis Yako
“This is exactly what it means to be caught in the colonial matrix of power. It is to be constantly suffering from lack of options, and constantly finding oneself in such a position that all the choices available have already been chosen for you. As a result, you are constantly trapped and unable to think or do otherwise. You are consistently deprived of the possibility of working with other possibilities.”
Louis Yako

Louis Yako
“I hope, wherever we are, we start to decolonize knowledge production through rekindling that deep and strong spark between the heart and the mind; through understanding that the path to objectivity goes through the painful corridors of subjectivity.”
Louis Yako

“As long as oppression is present in the world, young people need pedagogy that nurtures criticality.”
Gholdy Muhammad, Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy

“Engaging with children in troublesome thinking is problematic, but important. Ignoring the hard stuff and only engaging in the fluff and fun from curriculum choices is to keep underground issues of social justice and to further silence and compound the inequity”
Janet Robertson

“Interpersonal tensions can provide opportunities that transform an early childhood curriculum from pre-primary preparedness to sites of political practice.”
Pamela Wallberg

“Every child should be taught how to think, read and write.”
Lailah Gifty Akita, Pearls of Wisdom: Great mind

“...while social analysis must always be part of curriculum development and teaching, education policy and practice needs to be protected against the dangers of fads, obsessions and moral panics.”
Rob Gilbert and Pam Gilbert

Joyce Rachelle
“Life is a curriculum unique to every student.”
Joyce Rachelle

Oran Tkatchov
“Take a minute and think back to your favorite class.  Chances are you do not remember
the name of the textbook, the name of computer software, or the order in which the curriculum was taught.  What you do remember is the person in charge of that class: the teacher.”
Oran Tkatchov, Success for Every Student: A Guide to Teaching and Learning

Steven Magee
“Show me your resume and I will tell you what occupational diseases you may have.”
Steven Magee

Elaine N. Aron
“Or as one friend of mine put it, 'In the first twenty years we are given our curriculum. In the next twenty we study it.”
Elaine N. Aron, The Highly Sensitive Person: How to Thrive When the World Overwhelms You

Michael Bassey Johnson
“Schools should make ‘common sense’ a course of study.”
Michael Bassey Johnson, Before You Doubt Yourself: Pep Talks and other Crucial Discussions

Louis Yako
“For me, to decolonize knowledge production does not mean to dismiss or never engage with Western knowledge. Rather, as many decolonial thinkers have repeatedly pointed out, it means that the terms of engagement must change. It means that we should not only engage with Western knowledge, but also deeply engage with knowledge from all over the world. It means that we must not use Western knowledge as a compass to measure the value of other forms of knowledge produced around the world…[T]o decolonize knowledge production is to reject and dismantle the Western hegemony of knowledge production; the Western control on what counts and what does not count as knowledge.”
Louis Yako

Louis Yako
“One of the most serious damages caused by the domination and hegemony of Western knowledge is that it makes you dismiss knowledge from every other part of the world – even your own – as less than or inferior. To decolonize, then, means to believe in our ability to be producers not just consumers of knowledge. In any walk of life, being just a consumer carries the danger of being deprived and impoverished as soon as the suppliers choose to block their production from you (be it knowledge, goods, mobility, and so on), which is precisely what happens when the West practices its favorite vicious game of sanctioning and cornering any country or group of people that dares to challenge its hegemony, or seek to change the rules of the game as we know it.”
Louis Yako

Louis Yako
“If I could summarize everything I have learned from my praxis, it is this: Every human being can and must contribute to this world. I believe that contributing to the world in meaningful ways is non-negotiable. Yet at the same time, most people never realize their dreams of making meaningful contributions. Most people I have met in most places, including in the West itself, feel unfulfilled. They feel alienated from what they love and what they do, regardless of where they are or what they do. Fulfilment seems to be reserved solely for the few privileged elites primarily interested in dominating everything under the sun, including knowledge production.”
Louis Yako

Louis Yako
“In the area of Middle East Studies, you can always count on getting funding if your research is about minorities being treated horribly by ‘authoritarian regimes’ that the West want to topple, women oppressed and forced to wear the hijab, masculinity and femininity, gays are oppressed, refugees (provided that they are seeking safety in the West and running from a ‘dictator’ the West wants to topple), and so on. The pattern and the intentions are clear to a vigilant observer. What all such topics have in common is not that they are not important or need attention (they are so on both counts), but that their function is to maintain the West’s colonial and racist gaze on the rest of the world, which, in turn, serves the West’s hegemony and control over others. Furthermore, the single thread that connects the topics above is that they all practically open the door for Western intervention in the region under the pretext of ‘salvaging’ this cause or that group of people.”
Louis Yako

Louis Yako
“While the imperial university continues to pay lip service to letting the subaltern speak, make no mistake: the subalterns have never been silent. They have always been thinking, writing, doing, and sensing. The problem has always been with the shortsightedness and racism of the colonizers and the imperial spaces where certain knowledge gets produced and promoted, while other knowledge gets silenced, mutilated, and buried under the rubble of indifference and arrogance.”
Louis Yako

Louis Yako
“Equating obscurity with rigor, while at the same time equating a clear and creative language with lack thereof is one of the most serious ills one faces in Western academia. Neither of these equations are accurate. They are certainly not mutually exclusive. Often feeble minds with mediocre arguments hide behind obscure and convoluted language. I am sure most readers have seen enough examples of clear writing that is profound, deep, and able to convey very complex ideas clearly. We simply must be careful not to confuse complexity with rigor and profoundness, as drunk people mistaken their foolishness for wisdom. Nor should we dismiss a clear language simply because it is conveying the point without unnecessary complexity or beating around the bush.”
Louis Yako

“If we aim to get it right with all youth, a productive starting point is to design teaching and learning to the group (s) of students who have been marginalized the most in society and within schools. Thus, we need frameworks that have been written by people of color and designed for children of color.”
Gholdy Muhammad, Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy

Louis Yako
“Dismantling and destroying Iraqi education was not just ‘collateral damage’ from the occupation: it was part and parcel of the occupation forces’ deliberate efforts to restructure the Iraqi state, society, and identity as many testimonies in this study make clear.”
Louis Yako, Bullets in Envelopes: Iraqi Academics in Exile

Diane Ravitch
“Perhaps the greatest obstacle to systemic reform was that it required numerous stakeholders - textbook publishers, test publishers, schools of education, and so on - to change, which turned out to be an insurmountable political obstacle.”
Diane Ravitch, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education

Only a fool would let his enemy teach his children
“Only a fool would let his enemy teach his children”
Malcolm X

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