“Education is a progressive discovery of our own ignorance.”
Will Durant (1885-1981)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
“Education is a progressive discovery of our own ignorance.”
Will Durant (1885-1981)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
“Corporation n. An ingenious device for obtaining individual profit without individual responsibility.”
Ambrose Bierce
Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.
“If you think education is expensive, try ignorance.”
Derek Bok, Universities and the Future of America (1990)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
“We fancy that any real child might be more puzzled that enchanted by this stiff, overwrought story.”
Children’s Books
Excerpted from: Bernard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.
“The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done—men who are creative, inventive, and discoverers.”
Jean Piaget (1896-1680)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
Posted in Essays/Readings, Quotes, Reference
“History is a nightmare from which we are trying to awaken.”
James Joyce
Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.
“Education is not a preparation for life; education is life itself.”
John Dewey (1859-1952)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
Posted in Essays/Readings, Quotes, Reference
Now that screen technologies have achieved ubiquity, it is surely time (actually, that time has long since passed in my estimation) to take a critical look at the way they are shaping our lives. My fascination with gizmos has never extended beyond their utility to help me manage my complicated workload. My smartphone is off a significant portion of the week; besides basic productivity applications, I only have word games on it, and I only reach for those in moments of ennui, or when I am stuck on a train.
Perhaps the most important place to apply critical analysis of these devices is in their use by children and adolescents. I don’t think these devices exactly do wonders for kids who already have short attention spans. Late last week, to my relief, the American Academy of Pediatrics issued its guidelines for appropriate use of digital devices for children. I recommend a look; it’s long been clear to me that kids are spending too much time with this technology and not enough in parks, and in their own imaginations.
Unlike leading software companies, I try not to publish or release material that I haven’t tested repeatedly in the classroom for effectiveness with students. This week’s Text, a learning support on clauses and correlating conjunctions, is an exception to that rule. I’ve only used this once, for a unit I designed on writing stylish sentences for advanced students. As I reformatted it yesterday, and generally tried to clean it up, it occurred to me that it might be rewritten into two different supports for struggling students.
Of course, there are probably a number of ways to make it more effective. For that reason, there is a distinct possibility that I will revise it and repost it sometime in the future.
If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
“Education is the point at which we decide whether we love the world enough to assume responsibility for it.”
Hannah Arendt, Teaching as Leading
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
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