Sublime
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First and foremost, those in authority know what they are doing and our task is to obey and jump through the hoops they set for us. We desire to please teachers and gain prizes, cups, and ribbons. There is an implicit curriculum out there—an externally mandated map of what we need to do to succeed—and a wise person must dutifully subscribe to its d
... See moreAlain de Botton • A Therapeutic Journey: Lessons from The School of Life
doctor. If schools ceased to be compulsory, teachers who find their satisfaction in the exercise of pedagogical authority in the classroom would be left only with pupils who were attracted by their style.
Ivan Illich • Deschooling Society (Open Forum S)
This behaviorist ascendancy launched a process by which we in the United States changed nearly every aspect of how we manage human affairs and, as a result, we became modern. We transformed ourselves from producers to consumers, from citizens to taxpayers, and from self-reliance to a dependence on external, verifiable authority.
Carol Sanford • No More Gold Stars: Regenerating Capacity to Think for Ourselves
and it was Marx who turned them on to Takashi Murakami and Tsuguharu Foujita. It was Marx, with his love of avant-garde instrumental music, who played Brian Eno, John Cage, Terry Riley, Miles Davis, and Philip Glass on his CD player while Sadie and Sam worked. It was Marx who suggested they reread The Odyssey and The Call of the Wild and Call It Co
... See moreGabrielle Zevin • Tomorrow, and Tomorrow, and Tomorrow: A novel
JOHN HOLT author of How Children Fail
Connie Dawson • Growing Up Again: Parenting Ourselves, Parenting Our Children
great teachers believe in the growth of the intellect and talent, and they are fascinated with the process of learning.
Carol S. Dweck • Mindset - Updated Edition: Changing The Way You think To Fulfil Your Potential
John Amos Comenius, a Moravian bishop of the seventeenth century, a self-styled pansophist and pedagogue, is rightly considered one of the founders of the modern school. He was among the first to propose seven or twelve grades of compulsory learning. In his Magna Didactica he described schools as devices to “teach everybody everything” and outlined
... See moreIvan Illich • Tools for Conviviality
I believe that no more than four—possibly even three—distinct “channels” or learning exchanges could contain all the resources needed for real learning. The child grows up in a world of things, surrounded by people who serve as models for skills and values. He finds peers who challenge him to argue, to compete, to cooperate, and to understand; and
... See moreIvan Illich • Deschooling Society (Open Forum S)
