Pedagogy Quotes

Quotes tagged as "pedagogy" (showing 1-30 of 36)
J.K. Rowling
“Now, it is the view of the Ministry that a theoretical knowledge will be more than sufficient to get you through your examination, which, after all, is what school is all about.”
J.K. Rowling, Harry Potter and the Order of the Phoenix

Ivan Illich
“School has become the world religion of a modernized proletariat, and makes futile promises of salvation to the poor of the technological age.”
Ivan Illich, Deschooling Society

Charles Sanders Peirce
“In all the works on pedagogy that ever I read — and they have been many, big, and heavy — I don't remember that any one has advocated a system of teaching by practical jokes, mostly cruel. That, however, describes the method of our great teacher, Experience.”
Charles S. Peirce

Freeman Dyson
“The public has a distorted view of science because children are taught in school that science is a collection of firmly established truths. In fact, science is not a collection of truths. It is a continuing exploration of mysteries.”
Freeman John Dyson

Seymour Papert
“Generally in life, knowledge is acquired to be used. But school learning more often fits Freire's apt metaphor: knowledge is treated like money, to be put away in a bank for the future.”
Seymour Papert, The Children's Machine: Rethinking School In The Age Of The Computer

Dietrich Bonhoeffer
“The 'polymath' had already died out by the close of the eighteenth century, and in the following century intensive education replaced extensive, so that by the end of it the specialist had evolved. The consequence is that today everyone is a mere technician, even the artist...”
Dietrich Bonhoeffer, Letters and Papers from Prison

Jay Cross
“Formal learning is like riding a bus: the driver decides where the bus is going; the passengers are along for the ride. Informal learning is like riding a bike: the rider chooses the destination, the speed, and the route.”
Jay Cross, Informal Learning: Rediscovering the Natural Pathways That Inspire Innovation and Performance

Samad Behrangi
“From the will of a freedom-fighter, Farzad Kamangar:
"Is it possible to be a teacher and not show the path to the sea to the little fish of the country?
Is it possible to carry the heavy burden of being a teacher and be responsible for spreading the seeds of knowledge and still be silent? Is it possible to see the lumps in the throats of the students and witness their thin and malnourished faces and keep quiet? …
I cannot imagine witnessing the pain and poverty of the people of this land and fail to give our hearts to the river and the sea, to the roar and the flood.”
Samad Beh-Rang

Arnold Joseph Toynbee
“The art of handling university students is to make oneself appear, and this almost ostentatiously, to be treating them as adults...”
Arnold Joseph Toynbee, Experiences

Jacques Rancière
“To explain something to someone is first of all to show him he cannot understand it by himself.”
Jacques Rancière, The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation

“Another Mexican American in another class, approaches Victor after class, carrying his copy of Fahrenheit 451, required reading for the course. The student doesn't understand the reference to a salon. Victor explains that this is just another word for the living room. No understanding in the student's eyes. He tries Spanish: la salon. Still nothing. The student has grown up as a migrant worker. And Victor remembers the white student who had been in his class a quarter ago, who had written about not understanding racism, that there was none where he had grown up, in Wennatchee, that he has played with the children of his father's migrant workers without there being any hostility. His father's workers. Property. Property that doesn't know of living rooms. And Victor thought of what the man from Wennatchee knew, what the ROTC Mexican American knew, what the migrant worker knew. And he thought of getting up the next morning to go with Serena to St. Mary's for cheese and butter. And he knew there was something he was not doing in his composition classrooms.”
Victor Villanueva, Bootstraps: From an American Academic of Color

“Grandma calls it the Socratic Method. She considers it the highest pedagogical technique. I call it cornering a person. Instead of just telling you what I want you to know, I ambush you with questions. You try to escape, but you can’t. You can run whichever way you like, but in the end you’ll fall right into my trap.”
Sophia Nikolaidou, The Scapegoat

Robin Paul Wood
“Can anyone capable of genuinely appreciating Mozart and Mizoguchi possibly say that he is not, in that respect, immeasurably better off than someone whose cultural horizon is limited to bingo and The Black and White Minstrel Show? The assimilation will not necessarily make him a better person (a common, and obviously fallacious, assumption), but it will open to him possibilities that are closed to his less fortunate fellow humans. If that is what is meant by an "élite," then I for one shall not willingly sacrifice my membership of it in the name of some perverse and destructive egalitarianism: to put it succinctly, nothing is ever going to come between me and The Magic Flute. It is not, however, an elite from which I would wish anyone to feel excluded: on the contrary, I would like to share my advantages with as many others as possible. That is why I am a teacher.”
Robin Paul Wood

Paulo Freire
“The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What an educator does in teaching is to make it possible for the students to become themselves.”
Paulo Freire, Pedagogy of the Oppressed

“In looking at our our individual classroom pedagogies and our isolated artistic endeavors, we must broaden the frame of analysis to consider historical, contextual and institutional assumptions. This means a constant awareness of how the micro-practices of interpersonal dialogue and embodied ways of knowing each other can provide an impetus fro structural change.”
Ann Elizabeth Armstrong, Radical Acts: Theater and Feminist Pedagogies of Change

Donna Freitas
“To create a community where faith matters not just in theory but in reality, faith has to be a public value, not just a private one.”
Donna Freitas, Sex and the Soul: Juggling Sexuality, Spirituality, Romance, and Religion on America's College Campuses

Neel Burton
“The highest purpose of education is to unlearn what we once took for granted, to replace certainty with subtlety, prejudice with compassion, and destiny with possibility.”
Neel Burton

Daniel Pennac
“Jak skvělí jsme bývali pedagogové, když jsme se o pedagogiku pranic nestarali!”
Daniel Pennac, Comme un roman

“Pedagogy is always about power, because it cannot be separated from how subjectives are formed, desires mobilized, how some experiences are legitimized and others are not, or how some knowledge is considered acceptable while other forms are excluded from the curriculum.”
Henry A. Giroux, America at War with Itself

“school people must not fall into the trap of thinking that early preparation for an unjust world requires early exposure to injustice”
Oakes Jeannie

bell hooks
“It seems to me that the binary opposition that is so much embedded in Western thought and language makes it nearly impossible to project a complex response.”
bell hooks

Alejandro Jodorowsky
“What could be the utopia for the present age?

To begin with, I would want all of human order to make a partnership, beginning in schools. It is atrocious that the children leave the partnership and go to be educated by a professor, just a man or a woman. This negates partnership. Classes should be taught by couples of both sexes, and children should be educated by a man and a woman...
... not necessarily a husband and wife. This is what I would do as a first political measure to improve social life: all human activities would have to be carried out in complimentary pairs.”
Alejandro Jodorowsky, Psicomagia

Paul Goodman
“The philosophic aim of education must be to get each one out of his isolated class and into the one humanity. Prudence and responsibility are not middle-class virtues but human virtues.”
Paul Goodman

Paul Goodman
“Education is a natural community function and occurs inevitably, since the young grow up on
the old, towards their activities, and into (or against) their institutions; and the old foster, teach,
train, exploit and abuse the young. Even neglect of the young, except physical neglect, has an
educational effect -- not the worst possible.”
Paul Goodman, Compulsory Mis-education/The Community of Scholars

Steven Pinker
“Because much of the content of education is not cognitively natural, the process of mastering it may not always be easy and pleasant, notwithstanding the mantra that learning is fun. Children may be innately motivated to make friends, acquire status, hone motor skills, and explore the physical world, but they are not necessarily motivated to adapt their cognitive faculties to unnatural tasks like formal mathematics. A family, peer group, and culture that ascribe high status to school achievement may be needed to give a child the motive to persevere toward effortful feats of learning whose rewards are apparent only over the long term.”
Steven Pinker, The Blank Slate: The Modern Denial of Human Nature

“To reach a child's mind, first reach a child's heart.”
Edward Mooney, Jr.

“Thus the continuation of the master tutor and willing servant students, the privileging of the visual, the inculcation of absurd modes of behaviour (sleep deprivation, aggressive defensiveness, internal competition), the raising of individuals on to pedestals, all these and more self-perpetuate in schools of architecture around the world, a strange form of interbreeding with tutors passing the architectural gene to students who in turn become tutors who perform the same rituals.”
Nishat Awan, Spatial Agency: Other Ways of Doing Architecture

Sherry Turkle
“But at the same time, there is pressure to use technology in classroom in ways that make conversation nearly impossible. Interestingly, this technology is often presented as supporting student "engagement.”
Sherry Turkle, Reclaiming Conversation: The Power of Talk in a Digital Age

James Hugh Comey
“When teachers participate in a literary experience with a professionally presented children's play, they are offering their students a text quite different from anything that they will experience within their classrooms. Within this literary experience, teachers join as equals with their students, and each, as audience members within the darkened space of the performance, create their own poems to hold within themselves or share with others.”
James Hugh Comey, Three Moons Till Tomorrow: An Examination of the Interactions, Transactions, and the Construction and Co-Construction of Meaning by Elementary School Students, Teachers, and Theatre Professionals with an Original Children's Musical Play

Walt Whitman
“Not I, not any one else can travel that road for you,
You must travel it for yourself.”
Walt Whitman, Song of Myself

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