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Pedagogy Quotes

Browse 120 quotes about Pedagogy.

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Pedagogy Quotes

“Hvis problemet er at skolen straffer manglende oppmøte, bør straffingen - snarere enn det manglende oppmøtet som sådan - identifiseres som problemet. Hvis det er noe skolen/lærere gjør som skaper problemer for barnet, så si det eksplisitt. Ikke beskytt den sterke og profesjonelle parten i relasjonen ved å være høflig, og dermed plassere et problem i barnet når det ikke hører hjemme der.”

ChildrenSchoolEducationPsychologyPedagogy
Book:Skolens omsorgssvikt
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“As a professional, the teacher is "objective" when presenting the school curriculum: she doesn't "take sides," or "get political." However, the ideology of the status quo is built into the curriculum. The professional's objectivity, then, boils down to not challenging this built-in ideology.”

WorkIdeologyProfessionalismPedagogy
Book:Disciplined Minds: A Critical Look at Salaried Professionals and the Soul-Battering System That Shapes Their Lives
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“There is a movement afoot to convince artists that they are simply another type of entrepreneur. On the surface, this is a seemingly harmless and understandable rejection of the starving artist trope. Yet people seem to have forgotten that, since the beginning of recorded history, artists' cultural role went far beyond simply making a product to peddle.”

ArtCreativityPedagogyArtist As ShamanStarving ArtistsArtist EntrepreneurCultural Role Of ArtistsVisionary Artists
Book:Art from Your Core: A Holistic Guide to Visual Voice
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“What children need and want is not some new pedagogical method, but the world that already exists. They want to play in nature, plant things, be with animals, participate in the upkeep of their environment. They want to assimilate the culture and knowledge acquired by humanity in the countless generations preceding them, and they want to do this in a living way that is not sequentially programmed. They want to learn to speak, count, read, write, to discover geography and the mysteries of the universe, to learn music, mathematical code, biology, history, all about dinosaurs, and so on. And if we take the trouble to present the whole reality to our children in conditions that make sense to them, we will be very surprised at how quickly they leave their toys aside when they distract them from their real task: studying the real world that they were just born into, understanding it, becoming specialists in it.”

ChildrenEducationLearningPsychologyTeachingPedagogyChildhood Development
Book:The Natural Laws of Children: Why Children Thrive When We Understand How Their Brains Are Wired
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“From the will of a freedom-fighter, Farzad Kamangar: "Is it possible to be a teacher and not show the path to the sea to the little fish of the country? Is it possible to carry the heavy burden of being a teacher and be responsible for spreading the seeds of knowledge and still be silent? Is it possible to see the lumps in the throats of the students and witness their thin and malnourished faces and keep quiet? … I cannot imagine witnessing the pain and poverty of the people of this land and fail to give our hearts to the river and the sea, to the roar and the flood.”

FreedomProgressivePedagogyRuby EmamThe Little Black Fish
Author:Samad Beh-Rang
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“In an organic model of education, the purpose of teaching should be to give students the tools to recognize their own unique interest without feeling judged, and once they've recognized it, to prepare them to be excellent at it.”

ChildrenEducationEducational PhilosophyEducation SystemPedagogyPhilosophy Of EducationOrganic EducationOrganic Model Of Education
Book:Every Generation Needs Caretakers: The Gospel of Patriotism
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“I have always thought that the most sacred duty of men was to give their children an education that would prevent them, when they were older, from regretting their youth, which is the only time when one can truly get an education; you, my dear son, have now arrived at this happy age when the mind begins to think, and when the heart isn't yet subject to those intense emotions that will later come to disturb it.”

ReasonScienceEducationYouthPedagogy
Book:Reason, Illusion, and Passion: Philosophical Works
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“It is feminist thinking that empowers me to engage in a constructive critique of [Paulo] Freire’s work (which I needed so that as a young reader of his work I did not passively absorb the worldview presented) and yet there are many other standpoints from which I approach his work that enable me to experience its value, that make it possible for that work to touch me at the very core of my being. In talking with academic feminists (usually white women) who feel they must either dismiss or devalue the work of Freire because of sexism, I see clearly how our different responses are shaped by the standpoint that we bring to the work. I came to Freire thirsty, dying of thirst (in that way that the colonized, marginalized subject who is still unsure of how to break the hold of the status quo, who longs for change, is needy, is thirsty), and I found in his work (and the work of Malcolm X, Fanon, etc.) a way to quench that thirst. To have work that promotes one’s lib­eration is such a powerful gift that it does not matter so much if the gift is flawed. Think of the work as water that contains some dirt. Because you are thirsty you are not too proud to extract the dirt and be nourished by the water. For me this is an experience that corresponds very much to the way individuals of privilege respond to the use of water in the First World context. When you are privileged, living in one of the richest countries in the world, you can waste resources. And you can especially justify your dispos­al of something that you consider impure. Look at what most people do with water in this country. Many people purchase special water because they consider tap water unclean—and of course this purchasing is a luxury. Even our ability to see the water that come through the tap as unclean is itself informed by an imperialist consumer per­ spective. It is an expression of luxury and not just simply a response to the condition of water. If we approach the drinking of water that comes from the tap from a global perspective we would have to talk about it differently. We would have to consider what the vast majority of the peo­ ple in the world who are thirsty must do to obtain water. Paulo’s work has been living water for me.”

EducationFeminismLiberationAcademiaPedagogyTransformative Justice
Book:Teaching to Transgress: Education as the Practice of Freedom
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“Adolescents can divert this hatred from their parents if they are given a clear-cut enemy whom they are permitted to hate freely and with impunity. This may be why so many young painters and writers volunteered for the front in World War I. The hope of freeing themselves from the constraints imposed by their family enabled them to take pleasure in marching to the music of a military band. One of heroin’s roles is to replace this function, with the difference that in the case of drugs the destructive rage is directed against one’s own body and self.”

WarChildhoodDestructionSelf DestructionPedagogy
Book:For Your Own Good: Hidden Cruelty in Child-Rearing and the Roots of Violence
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“Adolescents can divert this hatred from their parents if they are given a clear-cut enemy whom they are permitted to hate freely and with impunity. This may be why so many young painters and writers volunteered for the front in World War I. The hope of freeing themselves from the constraints imposed by their family enabled them to take pleasure in marching to the music of a military band.”

WarChildhoodDestructionPedagogy
Book:For Your Own Good: Hidden Cruelty in Child-Rearing and the Roots of Violence
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“The proper METHOD for studying poetry and good letters is the method of contemporary biologists, that is careful first-hand examination of the matter, and continual COMPARISON of one ‘slide’ or specimen with another. No man is equipped for modern thinking until he has understood the anecdote of Agassiz and the fish: A post-graduate student equipped with honours and diplomas went to Agassiz to receive the final and finishing touches. The great man offered him a small fish and told him to describe it. Post-Graduate Student: “That’s only a sun-fish” Agassiz: “I know that. Write a description of it.” After a few minutes the student returned with the description of the Ichthus Heliodiplodokus, or whatever term is used to conceal the common sunfish from vulgar knowledge, family of Heliichterinkus, etc., as found in textbooks of the subject. Agassiz again told the student to describe the fish. The student produced a four-page essay. Agassiz then told him to look at the fish. At the end of the three weeks the fish was in an advanced state of decomposition, but the student knew something about it. — ABC of Reading (1934; New Directions)”

EducationComparisonMethodologyPedagogyLiterary TheoryEzra PoundComparative BiologyLouis Agassiz
Author:Ezra Pound
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“In the following pages I shall apply the term "poisonous pedagogy" to this very complex endeavor. It will be clear from the context in question which of its many facets I am emphasizing at the moment. The specific facets can be derived directly from the preceding quotations from child-rearing manuals. These passages teach us that: 1. Adults are the masters (not the servants!) of the dependent child. 2. They determine in godlike fashion what is right and what is wrong. 3. The child is held responsible for their anger. 4. The parents must always be shielded. 5. The child's life affirming feelings pose a threat to the autocratic adult. 6. The child's will must be "broken" as soon as possible. 7. All this must happen at a very early age, so the child "won't notice" and will therefore not be able to expose the adults. The methods that can be used to suppress vital spontaneity in the child are: laying traps, lying, duplicity, subterfuge, manipulation, "scare" tactics, withdrawal of love, isolation, distrust, humiliating and disgracing the child, scorn, ridicule, and coercion even to the point of torture.”

TraumaChild AbusePedagogyChild Rearing
Book:For Your Own Good: Hidden Cruelty in Child-Rearing and the Roots of Violence
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“If the ‘heathen’ — that is, the German and the French teachers — were regarded with little respect, the teacher of writing, Ebert, who was a German Jew, was a real martyr. To be insolent with him was a sort of chic amongst the pages. His poverty alone must have been the reason why he kept to his lesson in our corps. The old hands, who had stayed for two or three years in the fifth form without moving higher up, treated him very badly; but by some means or other he had made an agreement with them: ‘One frolic during each lesson, but no more’ — an agreement which, I am afraid, was not always honestly kept on our side. One day, one of the residents of the remote peninsula soaked the blackboard sponge with ink and chalk and flung it at the calligraphy martyr. ‘Get it, Ebert!’ he shouted, with a stupid smile. The sponge touched Ebert’s shoulder, the grimy ink spirted into his face and down on to his white shirt. We were sure that this time Ebert would leave the room and report the fact to the inspector. But he only exclaimed, as he took out his cotton handkerchief and wiped his face, ‘Gentlemen, one frolic — no more to-day! The shirt is spoiled,’ he added in a subdued voice, and continued to correct someone’s book. We looked stupefied and ashamed. Why, instead of reporting, he had thought at once of the agreement! The feelings of the whole class turned in his favour. ‘What you have done is stupid,’ we reproached our comrade. ‘He is a poor man, and you have spoiled his shirt! Shame!’ somebody cried. The culprit went at once to make excuses. ‘One must learn, sir,’ was all that Ebert said in reply, with sadness in his voice. All became silent after that, and at the next lesson, as if we had settled it beforehand, most of us wrote in our best possible handwriting, and took our books to Ebert, asking him to correct them. He was radiant, he felt happy that day. This fact deeply impressed me, and was never wiped out from my memory. To this day I feel grateful to that remarkable man for his lesson.”

TeachingAuthorityPedagogyFree AssociationDidacticism
Book:Memoirs of a Revolutionist
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“Sonnet of Education Competition is for horses, Education is for the human. Either education or competition, You can have only one. Education ought to build character, Not to raise snobs hooked on cash. Love is needed, kindness is needed, It won't come by raising tribal trash. Cash-building education is uneducation, For it only sustains self-absorption. Character-building education is ascension, For it paves the way for true civilization. One can be educated yet a filthy savage. True sign of education lies in selflessness.”

PoetryEducationTeachingMaterialismMaterialisticCharacter BuildingSelf AbsorbedPedagogyPoems On Life InspirationalEducation Philosophy
Book:Mücadele Muhabbet: Gospel of An Unarmed Soldier
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“The purpose of education should be to nourish and strengthen a student's capacity, not to force-feed all students the same material, till they either pass some baseless test, or drop out of education altogether, - or commit suicide.”

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Book:Every Generation Needs Caretakers: The Gospel of Patriotism
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“All too often, students from nonmaterially privileged backgrounds assume a position of passivity—they be have as victims, as though they can only be acted upon against their will. Ultimately, they end up feeling they can only reject or accept the norms imposed upon them. This either/or often sets them up for disappointment and failure.”

TeachingStudentsPrivilegeVictimhoodPedagogyClassism
Book:Teaching to Transgress: Education as the Practice of Freedom
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“Well into my teaching career, I learned that good and bad play are usually a matter of having a script that works or one that needs to be rewritten. Once you begin to depend on storytelling and story acting, you start looking at your classrooms as theater. The children are constantly imagining characters and plots and, when they have a chance, with each other, acting out little stories. You can look at the children and yourself as actors. "Well, this hasn't worked. We'd better think of a better way to pretend this story." What seems to be a chaotic scene, one we might call bad play, is simply a scene that lacks closure for one or more characters. The teacher's role is to help the children make up a new scene. The children become used to the teachers - or even other children - saying, "This isn't working. We need to tell the story of what were doing with each other. What characters are we playing? And what needs to be played in a different way so that the play does not have to stop?" (via a Meghan Dombrick-Green interview with Vivian Paley 2001)”

TeachingPedagogyPreschoolEarly EducationVivian Paley
Book:The High-Performing Preschool: Story Acting in Head Start Classrooms
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“What if upon entering the classroom, children find teachers listening attentively for their questions and stories, demonstrating a willingness to engage them in "playing out" their ideas using classroom materials while their propensity to ask questions is at its peak? What if well-educated teachers are guiding children to observe, discuss, imagine, and debate possibilities in the company of their equally eager peers? Our youngest children could,be in such conservatories of educational excellence in our public stools, preparing for their future in school and beyond.”

TeachingYoung ChildrenEarly ChildhoodPedagogyPreschool
Book:The High-Performing Preschool: Story Acting in Head Start Classrooms
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“Because much of the content of education is not cognitively natural, the process of mastering it may not always be easy and pleasant, notwithstanding the mantra that learning is fun. Children may be innately motivated to make friends, acquire status, hone motor skills, and explore the physical world, but they are not necessarily motivated to adapt their cognitive faculties to unnatural tasks like formal mathematics. A family, peer group, and culture that ascribe high status to school achievement may be needed to give a child the motive to persevere toward effortful feats of learning whose rewards are apparent only over the long term.”

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Book:The Blank Slate: The Modern Denial of Human Nature
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“All our children's hopes and dreams turn to ashes in exam papers - their delicate baby wings crack under the weight of books - the classroom ends up as prison and to dream becomes a criminal offence. This is not education, this is bestiality.”

EducationKnowledgeBrainy QuotesEducational PhilosophyEducation SystemPedagogyPhilosophy Of EducationSystem Of Education
Book:Every Generation Needs Caretakers: The Gospel of Patriotism
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“Amantes Assemble Sonnet 51 Education alone won't change anything, First we gotta rid education of all archaism. Rather than being a tool of indoctrination, Education oughta be a force of undoctrination. Education ought to be secular, Education ought to be nonsectarian. Sectarianism that passes as education, Is the very antithesis of education. Scriptures can be a part of education, But they mustn't be the basis of education. Cultures can be a part of education, But they mustn't be the basis of education. Any force that claims to liberate the mind, Must first liberate itself from all divide.”

Educational PhilosophySecularismFreedom Of ThoughtEducation QuotesIndoctrinationPedagogyTeaching KidsTeaching ScienceEducation Poem
Book:Amantes Assemble: 100 Sonnets of Servant Sultans
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“When teachers participate in a literary experience with a professionally presented children's play, they are offering their students a text quite different from anything that they will experience within their classrooms. Within this literary experience, teachers join as equals with their students, and each, as audience members within the darkened space of the performance, create their own poems to hold within themselves or share with others.”

ResearchTheaterChildren S LiteraturePedagogyAcademic WritingEducation Knowledge
Book:Three Moons Till Tomorrow: An Examination of the Interactions, Transactions, and the Construction and Co-Construction of Meaning by Elementary School Students, Teachers, and Theatre Professionals with an Original Children's Musical Play
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“I am beginning to suspect all elaborate and special systems of education. They seem to me to be built upon the supposition that every child is a kind of idiot who must be taught to think. Whereas if the child is left to himself, he will think more and better , if less "showily." Let him come and go freely, let him touch real things and combine his impressions for himself... Teaching fills the mind with artificial associations that must be got rid of before the child can develop independent ideas out of actual experiences.”

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Author:Anne Sullivan Macy
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“Washing one's hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral.”

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Book:The Politics of Education: Culture, Power, and Liberation
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“Implicit in the banking concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world or with others; the individual is spectator, not re-creator.”

WorldHumansPersonsIndividualHuman BeingsConceptsCreatorAssumptionBankingSpectatorsImplicitDichotomyPedagogyPedagogy Of The Oppressed
Book:Pedagogy of the Oppressed: 30th Anniversary Edition
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“Indeed, some "revolutionaries" brand as "innocents," "dreamers," or even "reactionaries"; those who would challenge this educational practice. But one does not liberate people by alienating them. Authentic liberation - the process of humanization - is not another deposit to be made in men.”

PeopleMenDoeMadeProcessChallengesPracticeEducationalBrandsLiberationRevolutionaryDreamerReactionariesDepositsPedagogy
Book:Pedagogy of the Oppressed: 30th Anniversary Edition
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