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In the history of education, the most striking phenomenon is that schools of learning, which at one epoch are alive with a ferment of genius, in a succeeding generation exhibit merely pedantry and routine.
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p. 95

 

Ted Sizer

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The history of the Roman Empire is also the history of the uprising of the Empire of the Masses, who absorb and annul the directing minorities and put themselves in their place. Then, also, is produced the phenomenon of agglomeration, of "the full." For that reason, as Spengler has very well observed, it was necessary, just as in our day, to construct enormous buildings. The epoch of the masses is the epoch of the colossal.

 

Jose Ortega y Gasset

 

Education should be related to an intercultural and interdependent world. A world in which education teaches man to foster sharing attitudes, to compete with oneself and not with others, learning to be tolerant, and to develop pity and solidarity for the suffering of mankind. A world free from prejudices, where learning to care, learning to be, learning to share, learning to grasp the whole and act on the parts, and learning to carry on learning should be society’s main objectives.

 

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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.”

 

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One of the things that is most striking about the young generation is that they never talk about their own futures, there are no futures for this generation, not any of them and so naturally they never think of them. It is very striking, they do not live in the present they just live, as well as they can, and they do not plan. It is extraordinary that whole populations have no projects for a future, none at all. It certainly is extraordinary, but it is certainly true.

 

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