Quotes Tagged "education"

Karena kita tidak abadi, namun tulisan kita bisa abadi

Unexamined wallpaper is classroom practices and institutional policies that are so entrenched in school culture or a teacher's paradigm that their ability to affect student learning is never probed.

But little Carlos's most important defense was not his good punch but rather the beginnings of a great education.

There is one right thing for the student to do, that is, to develop the habit of weighing worths, of sensing the relative values of the facts that he meets.

Assessment can be either formal and/or informal measures that gather information. In education, meaningful assessment is data that guides and informs the teacher and/or stakeholders of students' abilities, strategies, performance, content knowledge, feelings and/or attitudes. Information obtained is used to make educational judgements or evaluative statements. Most useful assessment is data which is used to adjust curriculum in order to benefit the students. Assessment should be used to inform instruction. Diagnosis and assessment should document literacy in real-world contexts using data as performance indicators of students' growth and development.

The ultimate goal of the educational system is to shift to the individual the burden of pursing his own education. This will not be a widely shared pursuit until we get over our odd conviction that education is what goes on in school buildings and nowhere else.

Schoolmastering kept me busy by day and part of each night. I was an assistant housemaster, with a fine big room under the eaves of the main building, and a wretched kennel of a bedroom, and rights in a bathroom used by two or three other resident masters. I taught all day, but my wooden leg mercifully spared me from the nuisance of having to supervise sports after school. There were exercises to mark every night, but I soon gained a professional attitude towards these woeful explorations of the caves of ignorance and did not let them depress me. I liked the company of most of my colleagues, who were about equally divided among good men who were good teachers, awful men who were awful teachers, and the grotesques and misfits who drift into teaching and are so often the most educative influences a boy meets in school. If a boy can't have a good teacher, give him a psychological cripple or an exotic failure to cope with; don't just give him a bad, dull teacher. This is where the private schools score over state-run schools; they can accommodate a few cultured madmen on the staff without having to offer explanations.

I grew up in libraries, and I hope I've learned never to take them for granted. A thriving library is the heart of its community, providing access to information and educational opportunities, bringing people together, leveling the playing field, and archiving our history.

Except among those whose education has been in the minimalist style, it is understood that hasty moral judgments about people in the past are a form of injustice.

To confuse compulsory schooling with equal educational opportunity is like confusing organized religion with spirituality. One does not necessarily lead to the other. Schooling confuses teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new.

But there is no doubt that to attempt a novel of ideas is to give oneself a handicap: the parochialism of our culture is intense. For instance, decade after decade bright young men and women emerge from their universities able to say proudly: 'Of course I know nothing about German literature.' It is the mode. The Victorians knew everything about German literature, but were able with a clear conscience not to know much about the French.

We are training not isolated men but a living group of men, - nay, a group within a group. And the final product of our training must be neither a psychologist nor a brickmason, but a man. And to make men, we must have ideals, broad, pure, and inspiring ends of living, - not sordid money-getting, not apples of gold. The worker must work for the lory of his handiwork, not simply for pay; the thinker must think for truth, not for fame. And all this is gained only by human strife and longing; by ceaseless training and education; by founding Right on righteousness and Truth on the unhampered search for Truth...and weaving thus a system, not a distortion, and bringing a birth, not an abortion.

... I, as an anarch, renouncing any bond, any limitation of freedom, also reject compulsory education as nonsense. It was one of the greatest well-springs of misfortune in the world. Compulsory schooling is essentially a means of curtailing natural strength and exploiting people. The same is true of military conscription, which developed within the same context. The anarch rejects both of them - just like obligatory vaccination and insurance of all kinds. He has reservations when swearing an oath. He is not a deserter, but a conscientious objector.

For my part, the more I went forward in the study of letters, and ever more easily, the greater became the ardour of my devotion to them, until in truth I was so enthralled by my passion for learning that, gladly leaving to my brothers the pomp of glory in arms, the right of heritage and all the honours that should have been mine as the eldest born, I fled utterly from the court of Mars that I might win learning in the bosom of Minerva. And -- since I found the armory of logical reasoning more to my liking than the other forms of philosophy, I exchanged all other weapons for these, and to the prizes of victory in war I preferred the battle of minds in disputation.

Our experience of the governments of the world, our knowledge of the weapons at their disposal, and our awareness of our own limitations justify pessimism. But some mysterious factor deep in the human psyche has produced a countervailing conviction that educating, organizing, uniting, and acting will make a difference.

But a progressive policy needs more than just a bigger break with the economic and moral assumptions of the past 30 years. It needs a return to the conviction that economic growth and the affluence it brings is a means and not an end. The end is what it does to the lives, life-chances and hopes of people. Look at London. Of course it matters to all of us that London's economy flourishes. But the test of the enormous wealth generated in patches of the capital is not that it contributed 20%-30% to Britain's GDP but how it affects the lives of the millions who live and work there. What kind of lives are available to them? Can they afford to live there? If they can't, it is not compensation that London is also a paradise for the ultra-rich. Can they get decently paid jobs or jobs at all? If they can't, don't brag about all those Michelin-starred restaurants and their self-dramatising chefs. Or schooling for children? Inadequate schools are not offset by the fact that London universities could field a football team of Nobel prize winners.

Pais que não conhecem a si mesmo não são capazes de evitar a reprodução, em seus filhos, de suas disfunções

Trying to get more learning out of the present system is like trying to get the Pony Express to compete with the telegraph by breeding faster ponies.

It is the modern literature of the educated, not of the uneducated, which is avowedly and aggressively criminal..The vast mass of humanity, with their vast mass of idle books and idle words, have never doubted and never will doubt that courage is splendid, that fidelity is noble, that distressed ladies should be rescued, and vanquished enemies spared. There are a large number of cultivated persons who doubt these maxims of daily life.

Criticism talks a good deal of nonsense, but even its nonsense is a useful force. It keeps the question of art before the world, insists upon its importance.