Educator Quotes (displaying: 1 - 30 of 46 quotes )
Philosophers have long conceded, however, that every man has two educators: 'that which is given to him, and the other that which he gives himself. Of the two kinds the latter is by far the more desirable. Indeed all that is most worthy in man he must work out and conquer for himself. It is that which constitutes our real and best nourishment. What we are merely taught seldom nourishes the mind like that which we teach ourselves.
The materialist doctrine that men are products of circumstances and upbringing, and that, therefore, changed men are products of other circumstances and changed upbringing, forgets that it is men that change circumstances and that the educator himself needs educating. Hence, this doctrine necessarily arrives at dividing society into two parts, of which one is superior to society (in Robert Owen, for example). The coincidence of the changing of circumstances and of human activity can be conceived and rationally understood only as revolutionising practice.
An eternal question about children is, how should we educate them? Politicians and educators consider more school days in a year, more science and math, the use of computers and other technology in the classroom, more exams and tests, more certification for teachers, and less money for art. All of these responses come from the place where we want to make the child into the best adult possible, not in the ancient Greek sense of virtuous and wise, but in the sense of one who is an efficient part of the machinery of society. But on all these counts, soul is neglected.
I keep thinking of the gifts of my own upbringing, which I once took for granted: I can read any book I choose and comprehend it. I can write a complete sentence and punctuate it correctly. If I need help, I can call on judges, attorneys, educators, ministers. I wonder what I would be like if I had grown up without such protections and supports. What cracks would have turned up in my character?
Thomas Jefferson once said that all men are created equal (...). There is a tendency (...) for certain people to use this phrase out of context, to satisfy all conditions. The most ridiculous example I can think of is that the people who run public education promote the stupid and idle along with the industrious-because all men are created equal, educators will gravely tell you, the children left behind suffer terrible feelings of inferiority. We know all men are not created equal in the sense some people would have us believe-some people are smarter than others, some people have more opportunity because they're born with it, some men make more money than others, some ladies make better cakes than others-some people are born gifted beyond the normal scope of most men.
Every politician, clergyman, educator, or physician, in short, anyone dealing with human individuals, is bound to make grave mistakes if he ignores these two great truths of population zoology: (1) no two individuals are alike, and (2) both environment and genetic endowment make a contribution to nearly every trait.
That's what education should be," I said, "the art of orientation. Educators should devise the simplest and most effective methods of turning minds around. It shouldn't be the art of implanting sight in the organ, but should proceed on the understanding that the organ already has the capacity, but is improperly aligned and isn't facing the right way.
I can prove at any time that my education tried to make another person out of me than the one I became. It is for the harm, therefore, that my educators could have done me in accordance with their intentions that I reproach them; I demand from their hands the person I now am, and since they cannot give him to me, I make of my reproach and laughter a drumbeat sounding in the world beyond.
If You Have A Lemon, Make A LemonadeThat is what a great educator does. But the fool does the exact opposite. If he findsthat life has handed him a lemon, he gives up and says: "I'm beaten. It is fate. I haven'tgot a chance." Then he proceeds to rail against the world and indulge in an orgy of selfpity.But when the wise man is handed a lemon, he says: "What lesson can I learn fromthis misfortune? How can I improve my situation? How can I turn this lemon into alemonade?
Everyone’s talking about the death and disappearance of the book as a format and an object. I don’t think that will happen. I think whatever happens, we have to figure out a way to protect our imaginations. Stories and poetry do that. You need a language in this world. People want words, they want to hear their situation in language, and find a way to talk about it. It allows you to find a language to talk about your own pain. If you give kids a language, they can use it. I think that’s what these educators fear. If you really educate these kids, they aren’t going to punch you in the face, they are going to challenge you with your own language.