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Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. Most people learn best by being "with it," yet school makes them identify their personal, cognitive growth with elaborate planning and manipulation.
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Ritualization of Progress

 

Ivan Illich

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In the first place I identify this ["the equilibrium of poverty"] with primitive agriculture, and two factors have been at work there. One is, of course, population growth. If you were a poor farmer in India, Pakistan, or in much of Africa, you would want as many sons as possible as your social security. They would keep you out of the hot sun and give you some form of subsistence in your old age. So, you have pressure for population growth that is, itself, the result of the extreme economic insecurity. This is something which hasn't been sufficiently emphasized.

 

John Kenneth Galbraith

 

"Hinn claims to have preached at an all-girls Catholic school in Jerusalem in 1976 and "every single girl in that school got saved, including all the nuns." Since there's only one Catholic girls school in Jerusalem, Schmidt's Girls College, it was a fairly easy matter to question all the nuns who were there in 1976, as well as Father Dusind, who has overseen all religious instruction since 1955. The result? "This is nonsense, real nonsense," Dusind told Fisher and Goedelman. "It never happened and could not happen because a Charismatic healer or Protestant preacher would never ever be let in to talk to the girls."

 

Benny Hinn

 

The word "religion" just means "law," the consideration of law and consequence. That's what interests me: what happens as a result of what people do. Also the reluctance people have to learn that certain actions will bring certain consequences ... people don't learn. Over and over again they do the same stupid things without having learned what happens. ... We are not wise because we are always looking for causes for things which are outside ourselves.

 

Robertson Davies

 

Conventional "requirements" ...are systems of prescriptions and proscriptions intended solely to limit the physical and intellectual movements of students — to "keep them in line, in sequence, in order," etc. They shift focus of attention from the learner (check [Goodwin] Watson again) to the "course." In the process, "requirements" violate virtually everything we know about learning because they comprise the matrix of an elaborate system of punishment, that in turn, comprise a threatening atmosphere in which positive learning cannot occur. The "requirements," indeed, force the teacher — and administrator — into the role of an authoritarian functionary whose primary task becomes that of enforcing the requirements rather than helping the learner to learn. The whole authority of the system is contingent upon the "requirements."

 

Neil Postman

 

To avoid this error, the error of assuming that that to be widely read and to be well read are the same thing, we must consider a certain distinction in types of learning. … In the history of education, men have often distinguished between learning by instruction and learning by discovery. … Discovery stands to instruction as learning without a teacher stands to learning through the help of one. In both cases the activity of learning goes on in the one who learns. It would be a mistake to suppose that discovery is active learning, and instruction passive. There is no inactive learning, just as there is no inactive reading. This is so true, in fact, that a better way to make the distinction clear is to call instruction “aided discovery.”

 

Mortimer Adler