Educational Quotes
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I like what Barcelona is doing. This city almost perfectly combines its natural advantages with cultural attractions, IT parks and first-rate educational opportunities. The same applies for Dublin, which manages to achieve a blend of complexity, tolerance and artistry and makes a point of not devoting every part of the city to the tourism industry. Sometimes creativity also means forgoing short-term profits and simply saying no.
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The gist of the matter is this: Every impression that comes in from without, be it a sentence which we hear, an object of vision, or an effluvium which assails our nose, no sooner enters our consciousness than it is drafted off in some determinate direction or other, making connection with the other materials already there, and finally producing what we call our reaction. The particular connections it strikes into are determined by our past experiences and the 'associations' of the present sort of impression with them.
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Habit is a second nature, or rather, it is 'ten times nature'.
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It would be through individual effort, inspired perhaps by reading Nietzsche's books, that the Overman might emerge, not through social or educational engineering.
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What happens from about 1954 to the late 1980s, is that we see a huge wave of optimism that school desegregation is going to be the way to improve educational outcomes for poor children of color. And we see a consensus build on the left and in the center that this is going to be a transformative education movement like none other we've seen in American history.
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It is astonishing how many mental operations we can explain when we have once grasped the principles of association
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Now, I talk to athletes who answer questions with a 'yeah'. I realize I used to do that. Or they answer very quickly and you stand there trying to come up with another question to ask. I've seen both sides and it's been very educational.
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Universities are no longer educational in any sense of the word that Rousseau would have recognised. Instead, they have become unabashed instruments of capital. Confronted with this squalid betrayal, one imagines he would have felt sick and oppressed.
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An educated memory depends on an organized system of associations; and its goodness depends on two of their peculiarities: first, on the persistency of the associations; and, second, on their number.
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There does seem to be a higher educational level in parents of autistic youngsters, and I guess that's something that we need to look into.
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We came to recognize that our initial thinking about the keys to educational reform was wrong. The key variables weren't pedagogical. They weren't financial. They weren't curricular. They weren't research. They weren't any of the usual things we've always talked about as the engines of change. The variables were deeply emotional and cultural.
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The exercise of voluntary attention in the schoolroom must therefore be counted one of the most important points of training that take place there; and the first-rate teacher, by the keenness of the remoter interests which he is able to awaken, will provide abundant opportunities for its occurrence.
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You perceive now, my friends, what your general or abstract duty is as teachers. Although you have to generate in your pupils a large stock of ideas, any one of which may be inhibitory, yet you must also see to it that no habitual hesitancy or paralysis of the will ensues, and that the pupil still retains his power of vigorous action.
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Today much of what we call education is merely knowledge gathering and remembering. Problem solving and thinking, never strong parts of our educational system, have been downgraded in all but a few scientific subjects.
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So I think that, yes, anything that makes it more palatable and easier to understand, such as a Virtual Centre, has to be seen as a primary activity within the educational and information global state.
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We must reject that most dismal and fatuous notion that education is a preparation for life.
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Our volitional habits depend, then, first, on what the stock of ideas is which we have; and, second, on the habitual coupling of the several ideas with action or inaction respectively.
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I want to get into the educational DNA of American culture. I want 10 percent of the common culture, more or less, to be black.
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Whenever people talk glibly of a need to achieve educational "excellence," I think of what an improvement it would be if our public schools could just achieve mediocrity.
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Rousseau ranks among the great educational theorists of the modern era, even if he was the last man to put in charge of a classroom. Young adults, he thought, should be allowed to develop their capabilities in their distinctive way.
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So our films had a lot more to them than entertainment value, and I'm glad that a lot of people recognize that now. People realize now the value of them as educational.
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Any object not interesting in itself may become interesting through becoming associated with an object in which an interest already exists. The two associated objects grow, as it were, together; the interesting portion sheds its quality over the whole; and thus things not interesting in their own right borrow an interest which becomes as real and as strong as that of any natively interesting thing.
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Once again the Naderites were onstage attacking the Educational Testing Service - the organization which develops and administers the scholastic aptitude tests...the reason for the wax is that the E.T.S. tests persist in showing some people to be smarter than others. And if some people are smarter than others, there might actually be some justification for an economic system in which some people have more money and authority than others.
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So the idea is to triangulate a sufficiently large number of data points in your set of experience that you can make a model of the world that is not imprisoning. That's why, second to psychedelics, I think travel is the most boundary-dissolving, educational enterprise that you can get mixed up in.
