“... teaching cannot be a process of transference of knowledge from the one teaching to the learner. This is the mechanical transference from which results machinelike memorization, which I have already criticized. Critical study correlates with teaching that is equally critical, which necessarily demands a critical way of comprehending and of realizing the reading of the word and that of the world, the reading of text and of context.” WorldWayReadingProcessRealizingResultsLearningStudyTeachingDemandCriticalLearnersOf ContextComprehendingTransferenceMemorization Book:Teachers as Cultural Workers: Letters to Those who Dare Teach Source: Teachers as Cultural Workers: Letters to Those who Dare Teach
“Corporations, in the name of efficiency, suppress variation by "getting all the ducks in line."To optimize productivity, they evolve highly refined and internally consistent operating systems. Payoff - results - as long as the music lasts. But ... all that streamlining and re-engineering limits diversity, suppresses self-organization ... and curtails a bottom up emergent response to disruptive change.” LongSelfLastsNamesLinesResultsKnowledgeLearningLimitsDiversityOrganizationManagementResponseBottomProductivityEvolveCorporationsConsistentDucksEngineeringEfficiencyVariationRefinedDisruptivePayoffOperating SystemsStreamlining Author:Richard Pascale
“Another simple and powerful way to dissolve problems is not to dwell upon the outcome of your actions. Instead, learn to value each action (no matter how small or large), to do it with complete attention. Your joy and satisfaction comes from doing each action with a whole heart and mind. Results and consequences then take care of themselves. When you are not absorbed by concern for outcomes, how much anxiety can you ever have?” WayMindHeartMatterWholeProblemCareActionJoyValuesSimpleResultsPowerfulAttentionLearningAnxietyConsequenceConcernSatisfactionTake CareOutcomesHeart And MindPower Of The Mind Author:Brenda Shoshanna
“There is plenty of room left for exact experiment in art, and the gate has been opened for some time. What had been accomplished in music by the end of the eighteenth century has only begun in the fine arts. Mathematics and physics have given us a clue in the form of rules to be strictly observed or departed from, as the case may be. Here salutary discipline is come to grips first of all with the function of forms, and not with form as the final result … in this way we learn how to look beyond the surface and get to the root of things.” WayFirstsLooksMayHas BeensArtEndsFormLeftGivenRoomsResultsMusicCasesLearningCenturyFineDisciplineRootsFunctionMathematicsFinalsSurfacePhysicsExperimentsPlentyAccomplishedGatesClueFine ArtsDeparted Author:Paul Klee
“A learned parson, rusting in his cell at Oxford or Cambridge, will reason admirably well upon the nature of man; will profoundly analyze the head, the heart, the reason, the will, the passions, the senses, the sentiments, and all those subdivisions of we know not what ; and yet, unfortunately, he knows nothing of man... He views man as he does colours in Sir Isaac Newton's prism, where only the capital ones are seen; but an experienced dyer knows all their various shades and gradations, together with the result of their several mixtures.” KnowsMenWellsHeartDoeReasonTogetherPassionResultsViewsLearningIgnoranceExperienceVariousCellsColourSentimentsShadeMixturesNewtonOxfordNature Of ManIsaacCambridgePrisms Author:Lord Chesterfield