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Because the first thing that will occur, once the legalization occurs, is that if this curriculum is not being taught already, it will be mandated, it must be taught in the schools. You cannot get out of it. Why? If you would not teach this, it would be considered discriminatory.

 

Michele Bachmann

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My view is this: We teach nothing. We do not teach physics nor do we teach students. (I take physics merely as an example.) What is the same thing: No one is taught anything! Here lies the folly of this business. We try to teach somebody nothing. This is a sorry endeavour for no one can be taught a thing.
What we do, if we are successful, is to stir interest in the matter at hand, awaken enthusiasm for it, arouse a curiosity, kindle a feeling, fire up the imagination. To my own teachers who handled me in this way, I owe a great and lasting debt.

 

Julius Sumner Miller

 

Thatcher also gave the following quote a few weeks later : I was brought up by a Victorian grandmother. You were taught to work jolly hard, you were taught to improve yourself, you were taught self-reliance, you were taught to live within your income, you were taught that cleanliness was next to godliness. You were taught self-respect, you were taught always to give a hand to your neighbor, you were taught tremendous pride in your country, you were taught to be a good member of your community. All of these things are Victorian values. [...] They are also perennial values as well.

 

Margaret Thatcher

 

It has been the error of schools to teach astronomy, and all the other sciences and subjects of natural philosophy, as accomplishments only; whereas they should be taught theologically, or with reference to the Being who is the Author of them: for all the principles of science are of divine origin. Man cannot make, or invent, or contrive principles; he can only discover them, and he ought to look through the discovery to the Author.
When we examine an extraordinary piece of machinery, an astonishing pile of architecture, a well-executed statue, or a highly-finished painting where life and action are imitated, and habit only prevents our mistaking a surface of light and shade for cubical solidity, our ideas are naturally led to think of the extensive genius and talent of the artist. When we study the elements of geometry, we think of Euclid. When we speak of gravitation, we think of Newton. How, then, is it that when we study the works of God in creation, we stop short and do not think of God? It is from the error of the schools in having taught those subjects as accomplishments only and thereby separated the study of them from the Being who is the Author of them.

 

Thomas Paine

 

During the late sixties I had a chance to give a dozen addresses to people who were concerned with education and schooling. I asked myself, since when are people born needy? In need, for instance, of education? Since when do we have to learn the language we speak by being taught by somebody? I wanted to find out where the idea came from that all over the world people have to be assembled in specific groups of not less than fifteen, otherwise it's not a class, not more than forty, otherwise they are underprivileged, for yearly, not less than 800 hours, otherwise they don't get enough, not more than 1,100 hours, otherwise it's considered a prison, for four-year periods by somebody else who has undergone this for a longer time. How did it come about that such a crazy process like schooling would become necessary? Then I realized that it was something like engineering people, that our society doesn't only produce artifact things, but artifact people. And that it doesn't do that by the content of the curriculum, but by getting them through this ritual which makes them believe that learning happens as a result of being taught; that learning can be divided into separate tasks; that learning can be measured and pieces can be added one to the other; that learning provides value for the objects which then sell in the market.
And it's true. The more expensive the schooling of a person, the more money he will make in the course of his life. This in spite of the certainty, from a social science point of view, that there's absolutely no relationship between the curriculum content and what people actually do satisfactorily for themselves or society in life.

 

Ivan Illich

 

There is one thing that ought to be taught in all the colleges,
Which is that people ought to be taught not to go around always making apologies.

 

Ogden Nash