Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. Most people learn best by being “with it,” yet school makes them identify their personal, cognitive growth with elaborate planning and manipulation.
If you make it right with yourself, it will be right with the whole world.
Real education happens only by failing, changing, challenging, and adjusting. All of those gerunds apply to teachers as well as students. No person is an “educator,
This year has taught me the simple craft of belief. I believe in the things I’ve nurtured and built this year. Slowly but carefully. Such as understanding, knowledge, passion, strength; the hundreds of songs I’ve written, the 365 poems, the books I’ve read and the miles I’ve run. The resolution to breathe, to meditate, to not harm my mind or body even when I’ve felt like it.
I’d see the arrow. I’d think about attitude and perception. Maybe the green arrow on the ceiling is to Muslims as the KJV in the Motel 6 nightstand is to Christians.
You can’t make me be nice.
You can’t make me be good.
You can’t make me believe.
But your example, your kindness, your patience and love will affect me perhaps enough that eventually I may choose to do those things.
When you wish to instruct, be brief; that men’s [children’s] minds take in quickly what you say, learn its lesson, and retain it faithfully. Every word that is unnecessary only pours over the side of a brimming mind.
Test-oriented teaching strikes me as anti-educational, a kind of unpleasant game that subverts the real aim of education: to waken a student to her or his potential, and to pursue a subject of considerable importance without restrictions imposed by anything except the inherent demands of the material.
Most people are poor, not because they are lacking but is because they are wasting. They spend their money on the things they don’t need. They never see the use of the things they already own and at their disposal.
Any school for free citizens must begin by teaching distrust, not trust. It must teach questioning, not acceptance of stock answers.