In every human society of which we have ally record, there are those who teach and those who learn, for learning a way of life is implicit in all human culture as we know it. But the separation of the teacher's role from the role of all adults who inducted the young into the habitual behavior of the group, was a comparatively late invention. Furthermore, when we do find explicit and defined teaching, in primitive societies we find it tied in with a sense of the rareness or the precariousness of some human tradition.
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Margaret Mead (1942) "An Anthropologist Looks at the Teacher's Role". In: Educational Method. Vol 21. p.219-223Margaret Mead
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Today, as we are coming to understand better the circular processes through which culture is developed and transmitted, we recognize that man's most human characteristic is not his ability to learn, which he shares with many other species, but his ability to teach and store what others have developed and taught him. Learning, which is based on human dependency, is relatively simple. But human capacities for creating elaborate teachable systems, for understanding and utilizing the resources of the natural world, and for governing society and creating and creating imaginary worlds all these are very complex. In the past, men relied on the least elaborate part of the circular system, the dependent learning by children, for continuity of transmission and for the embodiment of the new. Now, with our greater understanding of the process, we must cultivate the most flexible and complex part of the system; the behavior of adults. We must, in fact, teach ourselves how to alter adult behavior so that we can give up postfigurative upbringing, with its tolerated configurative components, and discover prefigurative ways of teaching and learning. We must create new models for adults who can teach their children not what to learn but how to learn and not what they should be committed to, but the value of commitment.
Margaret Mead
Learning is an innate human behavior. A healthy baby is happy and excited to learn to speak, play and express itself. Why should learning stop being fun? The human race cannot survive without continuous learning. Let us impart the enthusiasm and creativity of learning in the classrooms.
Newton Lee
The mammalian record thus confirms our statement that any animal which is not too strongly conditioned by some special sort of experience is capable of responding to any adequate stimulus. This is what we find in the more uninhibited segments of our human species, and this is what we find among young children who are not too rigorously restrained in their early sex play. Exclusive preferences and patterns of behavior, heterosexual or homosexual, come only with experience, or as a result of social pressures which tend to force an individual into an exclusive pattern of one or the other sort. Psychologists and psychiatrists, reflecting the mores of the culture in which they have been raised, have spent a good deal of time trying explain the origins of homosexual activity; but considering the physiology of sexual response and the mammalian backgrounds of human behavior, it is not so difficult to explain why a human animal does a particular thing sexually. It is more difficult to explain why each and every individual is not involved in every type of sexual activity.
Alfred Kinsey
No science of any kind can be divorced from ethical considerations... Science is a human learning process which arises in certain subcultures in human society and not in others, and a subculture as we seen is a group of people defined by acceptance of certain common values, that is, an ethic which permits extensive communication between them.
Kenneth Boulding
As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware — painfully so, at times — that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.
Betty Edwards
Mead, Margaret
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