Pedagogy Quotes

Quotes tagged as "pedagogy" Showing 1-30 of 66
“Learning without thought is labour lost; thought without learning is perilous.”
Confucius, The Sayings of Confucius

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

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

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

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

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

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

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

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

Rahima Baldwin Dancy
“Imitation and repetition are the keys to discipline
with the young child, not reasoning or punishment.”
Rahima Baldwin Dancy, You Are Your Child's First Teacher: What Parents Can Do with and for Their Children from Birth to Age Six

“If your students don't listen to you, listen to them.”
Safir Kassim Booudjelal

Ezra Pound
“The proper METHOD for studying poetry and good letters is the method of contemporary biologists, that is careful first-hand examination of the matter, and continual COMPARISON of one ‘slide’ or specimen with another.

No man is equipped for modern thinking until he has understood the anecdote of Agassiz and the fish:

A post-graduate student equipped with honours and diplomas went to Agassiz to receive the final and finishing touches.
The great man offered him a small fish and told him to describe it.
Post-Graduate Student: “That’s only a sun-fish”
Agassiz: “I know that. Write a description of it.”
After a few minutes the student returned with the description of the Ichthus Heliodiplodokus, or whatever term is used to conceal the common sunfish from vulgar knowledge, family of Heliichterinkus, etc., as found in textbooks of the subject.
Agassiz again told the student to describe the fish.
The student produced a four-page essay.
Agassiz then told him to look at the fish. At the end of the three weeks the fish was in an advanced state of decomposition, but the student knew something about it.

— ABC of Reading (1934; New Directions)”
Ezra Pound

“Uninterested kids
Listening to uninterested teachers
Teaching uninteresting topics
While having access to the most interesting device of all time

(This is a generalization, I got mad love for teachers)”
Ethan Castro

“When a teacher is a friend/relatable;
it creates an invisible layer of accountability.
Making the student a better student
and in turn the teacher a better teacher.”
Ethan Castro

“When children are trained, they learn how to train others in turn. Children who are lectured to, learn how to lecture; if they are admonished, they learn how to admonish; if scolded, they learn how to scold; if ridiculed, they learn how to ridicule; if humiliated, they learn how to humiliate; if their psyche is killed, they will learn how to kill--the only question is who will be killed: oneself, others, or both.”
Alice Miller, For Your Own Good: Hidden Cruelty in Child-Rearing and the Roots of Violence

Rutger Bregman
“Toddlers don't need tests or grades to learn to walk or talk.”
Rutger Bregman, Humankind: A Hopeful History

“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

Abhijit Naskar
“Sonnet of Education

Competition is for horses,
Education is for the human.
Either education or competition,
You can have only one.
Education ought to build character,
Not to raise snobs hooked on cash.
Love is needed, kindness is needed,
It won't come by raising tribal trash.
Cash-building education is uneducation,
For it only sustains self-absorption.
Character-building education is ascension,
For it paves the way for true civilization.
One can be educated yet a filthy savage.
True sign of education lies in selflessness.”
Abhijit Naskar, Mücadele Muhabbet: Gospel of An Unarmed Soldier

Rahima Baldwin Dancy
“fantasy and imagination, which are so natural for the young child, form a better foundation for later creative thinking than early learning. Creative thinking is more needed in our highly technological world than four-year-olds who can push the buttons on the computer.”
Rahima Baldwin Dancy, You Are Your Child's First Teacher: What Parents Can Do with and for Their Children from Birth to Age Six

“Neutrality is a luxury of the comfortable; in these uncomfortable times, our students and our academic communities need more from us.”
Kevin M. Gannon, Radical Hope: A Teaching Manifesto

Alain de Botton
“We know that, when teaching students, only the utmost care and patience will ever work: we must never raise our voices, we have to use extraordinary tact, we must leave plenty of time for every lesson to sink in, and we need to ensure at least ten compliments for every one delicately inserted negative remark. Above all, we must remain calm.

And yet the best guarantee of calm in a teacher is a relative indifference to the success or failure of his or her lesson. The serene teacher naturally wants for things to go well, but if an obdurate pupil flunks, say, trigonometry, it is—at base—the pupil’s problem. Tempers remain in check because individual students do not have very much power over their teachers’ lives; they don’t control their integrity and are not the chief determinants of their sense of contentment. An ability not to care too much is a critical aspect of unruffled and successful pedagogy.”
Alain de Botton

“What children need and want is not some new pedagogical method, but the world that already exists. They want to play in nature, plant things, be with animals, participate in the upkeep of their environment. They want to assimilate the culture and knowledge acquired by humanity in the countless generations preceding them, and they want to do this in a living way that is not sequentially programmed. They want to learn to speak, count, read, write, to discover geography and the mysteries of the universe, to learn music, mathematical code, biology, history, all about dinosaurs, and so on. And if we take the trouble to present the whole reality to our children in conditions that make sense to them, we will be very surprised at how quickly they leave their toys aside when they distract them from their real task: studying the real world that they were just born into, understanding it, becoming specialists in it.”
Céline Alvarez, The Natural Laws of Children: Why Children Thrive When We Understand How Their Brains Are Wired

“In the following pages I shall apply the term "poisonous pedagogy" to this very complex endeavor. It will be clear from the context in question which of its many facets I am emphasizing at the moment. The specific facets can be derived directly from the preceding quotations from child-rearing manuals. These passages teach us that:

1. Adults are the masters (not the servants!) of the dependent child.

2. They determine in godlike fashion what is right and what is wrong.

3. The child is held responsible for their anger.

4. The parents must always be shielded.

5. The child's life affirming feelings pose a threat to the autocratic adult.

6. The child's will must be "broken" as soon as possible.

7. All this must happen at a very early age, so the child "won't notice" and will
therefore not be able to expose the adults.

The methods that can be used to suppress vital spontaneity in the child are: laying traps, lying, duplicity, subterfuge, manipulation, "scare" tactics, withdrawal of love, isolation, distrust, humiliating and disgracing the child, scorn, ridicule, and coercion even to the point of torture.”
Alice Miller, For Your Own Good: Hidden Cruelty in Child-Rearing and the Roots of Violence

“In contrast to generally accepted beliefs and to the horror of pedagogues, I cannot attribute any positive significance to the word pedagogy. I see it as self-defense on the part of adults, a manipulation deriving from their own lack of freedom and their insecurity, which I can certainly understand, although I cannot overlook the inherent dangers.”
Alice Miller, For Your Own Good: Hidden Cruelty in Child-Rearing and the Roots of Violence

“There is in the word pedagogy the suggestion of certain goals that the charge is meant to achieve--and this limits his or her possibilities for development from the start. But an honest rejection of all forms of manipulation and of the idea of setting goals does not mean that one simply leaves children to their own devices. For children need a large measure of emotional and physical support from the adult. This support must include the following elements if they are to develop their full potential:

1. Respect for the child

2. Respect for his rights

3. Tolerance for his feelings

4. Willingness to learn from his behavior:

a. About the nature of the individual child
b. About the child in the parents themselves
c. About the nature of emotional life, which can be observed much more clearly in the child than in the adult because the child can experience his feelings much more intensely and, optimally, more undisguisedly than an adult

There is evidence among the younger generation that this kind of willingness is possible even for people who were themselves victims of child-rearing.”
Alice Miller, For Your Own Good: Hidden Cruelty in Child-Rearing and the Roots of Violence

Mário Henrique Gomes
“A diferenciação pedagógica implica a adequação das estratégias de ensino encontradas pelo professor para aproximar-se das estratégias de aprendizagem de cada aluno.”
Mário Henrique Gomes, A Pedagogia Diferenciada na Construção da Escola para Todos

“Tethering one's pedagogy to notions of social justice and activism affords an automatic claim to moral superiority and, by extension, social legitimacy, which most undergraduate students cannot readily distinguish from intellectual competency.”
Timothy H. Ives, Stones of Contention

Abhijit Naskar
“The world needs character-building education, not puppet-producing education.”
Abhijit Naskar, Mücadele Muhabbet: Gospel of An Unarmed Soldier

“It is feminist thinking that empowers me to engage in a constructive critique of [Paulo] Freire’s work (which I needed so that as a young reader of his work I did not passively absorb the worldview presented) and yet there are many other standpoints from which I approach his work that enable me to experience its value, that make it possible for that work to touch me at the very core of my being. In talking with academic feminists (usually white women) who feel they must either dismiss or devalue the work of Freire because of sexism, I see clearly how our different responses are shaped by the standpoint that we bring to the work. I came to Freire thirsty, dying of thirst (in that way that the colonized, marginalized subject who is still unsure of how to break the hold of the status quo, who longs for change, is needy, is thirsty), and I found in his work (and the work of Malcolm X, Fanon, etc.) a way to quench that thirst. To have work that promotes one’s lib­eration is such a powerful gift that it does not matter so much if the gift is flawed. Think of the work as water that contains some dirt. Because you are thirsty you are not too proud to extract the dirt and be nourished by the water. For me this is an experience that corresponds very much to the way individuals of privilege respond to the use of water in the First World context. When you are privileged, living in one of the richest countries in the world, you can waste resources. And you can especially justify your dispos­al of something that you consider impure. Look at what most people do with water in this country. Many people purchase special water because they consider tap water unclean—and of course this purchasing is a luxury. Even our ability to see the water that come through the tap as unclean is itself informed by an imperialist consumer per­ spective. It is an expression of luxury and not just simply a response to the condition of water. If we approach the drinking of water that comes from the tap from a global perspective we would have to talk about it differently. We would have to consider what the vast majority of the peo­ ple in the world who are thirsty must do to obtain water. Paulo’s work has been living water for me.”
bell hooks, Teaching to Transgress: Education as the Practice of Freedom

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