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My teachers helped guide and motivate me; but the responsibility of learning was left with me.

 

Joseph E. Stiglitz

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Not only do we call someone a teacher of humankind who by a special stroke of fortune discovered some truth or fathomed it by unflagging toil and thoroughgoing persistence and then left his attainment as learning that subsequent generations strive to understand and in this understanding to appropriate to themselves; but we also call someone – perhaps in an even stricter sense – a teacher of humankind who had no teaching to hand over to others but left mankind only himself as a prototype, his life as a guide for everyone, his name as security for many, his work as an encouragement for those who are being tried. Such a teacher and guide of humankind is Job, whose significance by no means consists in what he said but in what he did. He did indeed leave a statement that by its brevity and beauty has become a proverb preserved from generation to generation, and no one has presumptuously added anything to it or taken anything from it; but the statement itself is not the guide, and Job’s significance consists not in his having said it but in his having acted upon it. p. 109

 

Soren Aabye Kierkegaard

 

In introducing the personal computer to the classroom, we shall be breaking a four-hundred year-old truce between the gregariousness and openness fostered by orality and the introspection and isolation fostered by the printed word. Orality stresses group learning, cooperation, and a sense of social responsibility... Print stresses individualized learning, competition, and personal autonomy. Over four centuries, teachers, while emphasizing print, have allowed orality its place in the classroom, and have therefore achieved a kind of pedagogical peace between these two forms of learning, so that what is valuable in each can be maximized. Now comes the computer, carrying anew the banner of private learning and individual problem-solving. Will the widespread use of computers in the classroom defeat once and for all the claims of communal speech? Will the computer raise egocentrism to the status of a virtue?

 

Neil Postman

 

If every college teacher taught his courses in the manner we have suggested, there would be no needs for a methods course. Every course would be a course in methods of learning and, therefore, in methods of teaching. For example, a "literature" course would be a course in the process of learning how to read. A history course would be a course in the process of learning how to do history. And so on. But this is the most farfetched possibility of all since college teachers, generally speaking, are more fixated on the Trivia game, than any group of teachers in the educational hierarchy. Thus we are left with the hope that, if methods courses could be redesigned to be model learning environments, the educational revolution might begin. In other words, it will begin as soon as there are enough young teachers who sufficiently despise the crippling environments they are employed to supervise to want to subvert them. The revolution will begin to be visible when such teachers take the following steps (many students who have been through the course we have described do not regard these as "impractical"): 1. Eliminate all conventional "tests" and "testing." 2. Eliminate all "courses." 3. Eliminate all "requirements." 4. Eliminate all full time administrators and administrations. 5. Eliminate all restrictions that confine learners to sitting still in boxes inside of boxes. ...the conditions we want to eliminate... happen to be the sources of the most common obstacles to learning. We have largely trapped ourselves in our schools into expending almost all of our energies and resources in the direction of preserving patterns and procedures that make no sense even in their own terms. They simply do not produce the results that are claimed as their justification in the first place — quite the contrary. If it is practical to persist in subsidizing at an ever-increasing social cost a system which condemns our youth to ten or 12 or 16 years of servitude in a totalitarian environment ostensibly for the purpose of training them to be fully functioning, self-renewing citizens of democracy, then we are vulnerable to whatever criticisms that can be leveled.

 

Neil Postman

 

You can't imagine the joy I feel when I hear that something I've said or done or written has helped others to regain their sense of dignity, to motivate them to develop their unique potential, to encourage them to reach out to others in love.

 

Leo Buscaglia

 

The last six years afforded me much time and food for thought. I came to the conclusion that the human race is not divided into two opposing camps of good and evil. It is made up of those who are capable of learning and those who are incapable of doing so. Here I am not talking of learning in the narrow sense of acquiring an academic education, but of learning as the process of absorbing those lessons of life that enable us to increase peace and happiness in our world. Women in their role as mothers have traditionally assumed the responsibility of teaching children values that will guide them throughout their lives. It is time we were given the full opportunity to use our natural teaching skills to contribute towards building a modern world that can withstand the tremendous challenges of the technological revolution which has in turn brought revolutionary changes in social values.

 

Aung San Suu Kyi