Å·±¦ÓéÀÖ

“Placing the burden on the individual to break down doors in finding better education for a child is attractive to conservatives because it reaffirms their faith in individual ambition and autonomy. But to ask an individual to break down doors that we have chained and bolted in advance of his arrival is unfair.”
― Jonathan Kozol, Savage Inequalities: Children in America's Schools

“There is a belief advanced today, and in some cases by conservative black authors, that poor children and particularly black children should not be allowed to hear too much about these matters. If they learn how much less they are getting than rich children, we are told, this knowledge may induce them to regard themselves as "victims," and such "victim-thinking," it is argued, may then undermine their capacity to profit from whatever opportunities may actually exist. But this is a matter of psychology-or strategy-and not reality. The matter, in any case, is academic since most adolescents in the poorest neighborhoods learn very soon that they are getting less than children in the wealthier school districts. They see suburban schools on television and they see them when they travel for athletic competitions. It is a waste of time to worry whether we should tell them something they could tell to us. About injustice, most poor children in American cannot be fooled.”
― Jonathan Kozol, Savage Inequalities: Children in America's Schools

“To explain something to someone is first of all to show him he cannot understand it by himself.”
― Jacques Rancière, The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation

“Formal learning is like riding a bus: the driver decides where the bus is going; the passengers are along for the ride. Informal learning is like riding a bike: the rider chooses the destination, the speed, and the route.”
― Jay Cross, Informal Learning: Rediscovering the Natural Pathways That Inspire Innovation and Performance

“Can anyone capable of genuinely appreciating Mozart and Mizoguchi possibly say that he is not, in that respect, immeasurably better off than someone whose cultural horizon is limited to bingo and The Black and White Minstrel Show? The assimilation will not necessarily make him a better person (a common, and obviously fallacious, assumption), but it will open to him possibilities that are closed to his less fortunate fellow humans. If that is what is meant by an "élite," then I for one shall not willingly sacrifice my membership of it in the name of some perverse and destructive egalitarianism: to put it succinctly, nothing is ever going to come between me and The Magic Flute. It is not, however, an elite from which I would wish anyone to feel excluded: on the contrary, I would like to share my advantages with as many others as possible. That is why I am a teacher.”
― Robin Paul Wood

“Shorn of unattractive language about "robots" who will be producing taxes and not burglarizing homes, the general idea that schools in ghettoized communities must settle for a different set of goals than schools that serve the children of the middle class and upper middle class has been accepted widely. And much of the rhetoric of "rigor" and "high standards" that we hear so frequently, no matter how egalitarian in spirit it may sound to some, is fatally belied by practices that vulgarize the intellects of children and take from their education far too many of the opportunities for cultural and critical reflectiveness without which citizens become receptacles for other people's ideologies and ways of looking at the world but lack the independent spirits to create their own.”
― Jonathan Kozol, The Shame of the Nation

“This, then, is the dread that seems to lie beneath the fear of equalizing. Equity is seen as dispossession. Local autonomy is seen as liberty--even if the poverty of those in nearby cities robs them of all meaningful autonomy by narrowing their choices to the meanest and the shabbiest of options. In this way, defendants in these cases seem to polarize two of the principles that lie close to the origins of this republic. Liberty and equity are seen as antibodies to each other.”
― Jonathan Kozol, Savage Inequalities: Children in America's Schools

“Pedagogy is always about power, because it cannot be separated from how subjectives are formed, desires mobilized, how some experiences are legitimized and others are not, or how some knowledge is considered acceptable while other forms are excluded from the curriculum.”
― Henry A. Giroux, America at War with Itself

“The highest purpose of education is to unlearn what we once took for granted, to replace certainty with subtlety, prejudice with compassion, and destiny with possibility.”
― Neel Burton

“Many suburban legislators representing affluent school districts use terms such as "sinkhole" when opposing funding for Chicago's children. "We can't keep throwing money," said Governor Thompson in 1988, "into a black hole." The Chicago Tribune notes that, when this phrase is used, people hasten to explain that it is not intended as a slur against the race of many of Chicago's children. "But race," says the Tribune, "never is far from the surface...”
― Jonathan Kozol, Savage Inequalities: Children in America's Schools

“Grandma calls it the Socratic Method. She considers it the highest pedagogical technique. I call it cornering a person. Instead of just telling you what I want you to know, I ambush you with questions. You try to escape, but you can’t. You can run whichever way you like, but in the end you’ll fall right into my trap.”
― Sophia Nikolaidou, The Scapegoat

“Another Mexican American in another class, approaches Victor after class, carrying his copy of Fahrenheit 451, required reading for the course. The student doesn't understand the reference to a salon. Victor explains that this is just another word for the living room. No understanding in the student's eyes. He tries Spanish: la salon. Still nothing. The student has grown up as a migrant worker. And Victor remembers the white student who had been in his class a quarter ago, who had written about not understanding racism, that there was none where he had grown up, in Wennatchee, that he has played with the children of his father's migrant workers without there being any hostility. His father's workers. Property. Property that doesn't know of living rooms. And Victor thought of what the man from Wennatchee knew, what the ROTC Mexican American knew, what the migrant worker knew. And he thought of getting up the next morning to go with Serena to St. Mary's for cheese and butter. And he knew there was something he was not doing in his composition classrooms.”
― Victor Villanueva, Bootstraps: From an American Academic of Color

“In looking at our our individual classroom pedagogies and our isolated artistic endeavors, we must broaden the frame of analysis to consider historical, contextual and institutional assumptions. This means a constant awareness of how the micro-practices of interpersonal dialogue and embodied ways of knowing each other can provide an impetus fro structural change.”
― Ann Elizabeth Armstrong, Radical Acts: Theatre and Feminist Pedagogies of Change

“It seems to me that the binary opposition that is so much embedded in Western thought and language makes it nearly impossible to project a complex response.”
― bell hooks

“What may be learned from the rebuttals made by the defendants in New Jersey and from the protests that were sparked by the decision of the court? Much of the resistance, it appears, derives from a conservative anxiety that equity equates to "leveling." The fear that comes across in many of the letters and the editorials in the New Jersey press is that democratizing opportunity will undermine diversity and even elegance in our society and that the best schools will be dragged down to a sullen norm, a mediocre middle ground of uniformity. References to Eastern European socialism keep appearing in these letters.”
― Jonathan Kozol, Savage Inequalities: Children in America's Schools

“Jak skvÄ›lí jsme bývali pedagogové, když jsme se o pedagogiku pranic nestarali!”
― Daniel Pennac, Comme un roman

“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.”
― Steven Pinker, The Blank Slate: The Modern Denial of Human Nature

“The philosophic aim of education must be to get each one out of his isolated class and into the one humanity. Prudence and responsibility are not middle-class virtues but human virtues.”
― Paul Goodman

“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.”
― James Hugh Comey, 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

“school people must not fall into the trap of thinking that early preparation for an unjust world requires early exposure to injustice”
― Oakes Jeannie

“To reach a child's mind, first reach a child's heart.”
― Edward Mooney, Jr.

“What could be the utopia for the present age?

To begin with, I would want all of human order to make a partnership, beginning in schools. It is atrocious that the children leave the partnership and go to be educated by a professor, just a man or a woman. This negates partnership. Classes should be taught by couples of both sexes, and children should be educated by a man and a woman...
... not necessarily a husband and wife. This is what I would do as a first political measure to improve social life: all human activities would have to be carried out in complimentary pairs.”
― Alejandro Jodorowsky, Psicomagia

“Education is a natural community function and occurs inevitably, since the young grow up on
the old, towards their activities, and into (or against) their institutions; and the old foster, teach,
train, exploit and abuse the young. Even neglect of the young, except physical neglect, has an
educational effect -- not the worst possible.”
― Paul Goodman, Compulsory Mis-education/The Community of Scholars

“Thus the continuation of the master tutor and willing servant students, the privileging of the visual, the inculcation of absurd modes of behaviour (sleep deprivation, aggressive defensiveness, internal competition), the raising of individuals on to pedestals, all these and more self-perpetuate in schools of architecture around the world, a strange form of interbreeding with tutors passing the architectural gene to students who in turn become tutors who perform the same rituals.”
― Nishat Awan, Spatial Agency: Other Ways of Doing Architecture

“But at the same time, there is pressure to use technology in classroom in ways that make conversation nearly impossible. Interestingly, this technology is often presented as supporting student "engagement.”
― Sherry Turkle, Reclaiming Conversation: The Power of Talk in a Digital Age