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Quote by Gillian Duce

“Everyone thinks that they are some form of genius until they try to rationalise with a child.”

Quote by Gillian Duce

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Gillian Duce

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“...it is interesting to consider research on mastery versus performance goals in learning (Dweck 1999), discussed more in chapter 5. People with mastery orientations, in brief, are people who are interested in learning in order to master a topic. They tend to like challenges, and they persist at them. People with performance goals, in contrast, tend to like to do easy jobs that make them look good. They want to be judged positively. Although these two different orientations appear to characterize two different people, the same person can adopt different orientations under different environmental conditions. And it ends up that the particular conditions under which people are more apt to adopt mastery goals bear striking similarities to Montessori environments (Ames, 1992, see chapter 5).”

KnowledgeLearningSkillMontessoriProficiency
Book:Montessori: The Science behind the Genius
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“So how do you go about teaching them something new? By mixing what they know with what they don’t know. Then, when they see vaguely in their fog something they recognize, they think, ‘Ah, I know that.’ And then it’s just one more step to, ‘Ah, I know the whole thing.’ And their mind thrusts forward into the unknown and they begin to recognize what they didn’t know before and they increase their powers of understanding.”

LearningTeachingPicasso
Book:Life With Picasso
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“There are two kinds of learning, from the inside and from the outside. The first is regarded as the best, or even the only kind. And so people learn through distant journeys, watching, reading, universities and lectures — they learn from what is happening outside them. Man is a stupid creature who has to learn. So he tacks knowledge onto himself, he gathers it like a bee, gaining more and more of it, putting it to use and processing it. But the thing inside that is “stupid” and needs learning doesn’t change.”

Learning
Book:Primeval and Other Times
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“That I commit to a life of opening and learning, that I commit to learning at a speed that is vigilant and awake, that I commit to knowing where my empathies lean and why they lean there, that I become increasingly familiar with the why of what raises my voice, that I become increasingly familiar with the why of what lulls me to silence, that I be haunted by the ghosts of who my silences have harmed, that I acknowledge that haunting is love, that I trust love lives in whatever points at the dark, that I acknowledge that shame would likely be my laziest gesture, that I stop denying I am a whole person, and my wholeness is often unlovable, and my wholeness is often lovable, that I own the possibility that there isn't a thing one could say about the person I am that I could wholeheartedly deny; All of it-yes, all of the ugly - yes, all of the beauty-, yes, I have failed and will continue to fail, I have loved and will continue to love, I am committed to leaning and opening, I want people around me who are committed to learning and opening, people who are failing and loving, people who are stalking their own vigilance, the speed of their own compassion saying, 'FASTER FASTER FASTER.”

LearningCommitmentAccountabilityAffirmation
Book:Take Me With You
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“Musicians are our real teachers. They are opening us up politically with their lyrics and creatively with experimental, psychedelic music. They share their discoveries and journeys with us. We can’t travel far, no one I know has ever been on an aeroplane. ... whatever they experience, we experience through their songs. It’s true folk music — not played on acoustic guitar by a bearded bloke — but about true-life experiences.”

MusicLearningMusicianPunkPunk RockTeachers And LearnersTrue Teacher
Book:Clothes, Clothes, Clothes. Music, Music, Music. Boys, Boys, Boys
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