Children have real understanding only of that which they invent themselves, and each time that we try to teach them too quickly, we keep them from reinventing it themselves.
I believe that the testing of the student's achievements in order to see if he meets some criterion held by the teacher, is directly contrary to the implications of therapy for significant learning.
My schooling not only failed to teach me what it professed to be teaching, but prevented me from being educated to an extent which infuriates me when I think of all I might have learned at home by myself.
A child educated only at school is an uneducated child.
Every act of conscious learning requires the willingness to suffer an injury to one's self-esteem. That is why young children, before they are aware of their own self-importance, learn so easily.
What a child can do today with assistance, she will be able to do by herself tomorrow.
Learning is finding out what you already know. Doing is demonstrating that you know it. Teaching is reminding others that they know just as well as you. You are all learners, doers, teachers.
A man should first direct himself in the way he should go. Only then should he instruct others.
We learn by example and by direct experience because there are real limits to the adequacy of verbal instruction.
Knowledge which is acquired under compulsion obtains no hold on the mind.
When you want to teach children to think, you begin by treating them seriously when they are little, giving them responsibilities, talking to them candidly, providing privacy and solitude for them, and making them readers and thinkers of significant thoughts from the beginning. That’s if you want to teach them to think.
Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.
Children want the same things we want. To laugh, to be challenged, to be entertained, and delighted.
Education costs money. But then so does ignorance.
Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event.
The great end of education is, to discipline rather than to furnish the mind; to train it to the use of its own powers, rather than fill it with the accumulation of others.
A teacher affects eternity; he can never tell where his influence stops.
What sculpture is to a block of marble, education is to the human soul.
We are what we repeatedly do. Excellence, then, is not an act, but a habit.
Teaching is not a lost art, but the regard for it is a lost tradition.
In teaching you cannot see the fruit of a day's work. It is invisible and remains so, maybe for twenty years.
If you think education is expensive, try ignorance.
Learning without thought is labor lost; thought without learning is perilous.
The art of teaching is the art of assisting discovery.
Anyone who stops learning is old — whether this happens at twenty or at eighty. Anyone who keeps on learning not only remains young but becomes constantly more valuable — regardless of physical capacity.
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