Those who have dissected or inspected many [bodies] have at least learnt to doubt; while others who are ignorant of anatomy and do not take the trouble to attend it are in no doubt at all.
He who knows how to teach a child is not competent for the oversight of a child's education unless he also knows how to train a child.
I am much afraid that the schools will prove the very gates of hell, unless they diligently labour in explaining the Holy Scriptures, and engraving them in the hearts of youth. I advise no one to place his child where the scriptures do not reign paramount. Every institution in which means are not unceasingly occupied with the Word of God must be corrupt.
He is educated who knows how to find out what he doesn't know.
A little learning is a dangerous thing; drink of it deeply, or taste it not, for shallow thoughts intoxicate the brain, and drinking deeply sobers us again.
Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.
When you teach a child something you take away forever his chance of discovering it for himself.
If we taught babies to talk as most skills are taught in school, they would memorize lists of sounds in a predetermined order and practice them alone in a closet.
The old system where every child was locked away and set into nonstop, daily cut throat competition with every other child for silly prizes called grades is broken beyond repair. If it could be fixed it could have been fixed by now. Good riddance.
I think schools generally do an effective and terribly damaging job of teaching children to be infantile, dependent, intellectually dishonest, passive and disrespectful to their own developmental capacities.
School presents daily exercises in dis-association. It forces unwelcome associations on most of its prisoners. It sets petty, meaningless competitions in motion on a daily basis, pitting potential associates against one another in contests for praise and other worthless prizes.
Just as eating against one's will is injurious to health, so studying without a liking for it spoils the memory, and it retains nothing it takes in.
Like jilted and disappointed lovers, some of my students just want to be left alone.
Education itself is a putting off, a postponement; we are told to work hard to get good results. Why? So we can get a good job. What is a good job? One that pays well. Oh. And that's it? All this suffering, merely so that we can earn a lot of money, which, even if we manage it, will not solve our problems anyway? It's a tragically limited idea of what life is all about.
We don't yet know, above all, what the world might be like if children were to grow up without being subjected to humiliation, if parents would respect them and take them seriously as people.
Learning from programmed information always hides reality behind a screen.
It was never factually true that young people learn to read or do arithmetic primarily by being taught these things. These things are learned, but not really taught at all. Over-teaching interferes with learning, although the few who survive it may well come to imagine it was by an act of teaching.
School prepares for the alienating institutionalization of life by teaching the need to be taught.
We have a cultural notion that if children were not engineered, if we did not manipulate them, they would grow up as beasts in the field. This is the wildest fallacy in the world.
A 'school-at-home' approach to homeschooling is just decorating the electric chair in different colors.
Creative work and critical thought, which produces new knowledge, can't be conditioned; indeed, conditioning prevents these things from ever happening.
The parent knows that the child cannot be artificially motivated to learn; they know that he is already motivated by the strongest driving force on earth: his inner intent.
My grandmother wanted me to get a good education, so she kept me as far away from schools as possible.
Some of us are just less damaged than others.
Those who have most at stake in the old culture, or are most rigid in their beliefs, try to summon people back to the old ideas.'
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