Teaching as a Subversive Activity (1969)
Context: In order to understand what kind of behaviors classrooms promote, one must become accustomed to observing what, in fact, students actually do in them. What students do in a classroom is what they learn (as Dewey would say), and what they learn to do is the classroom's message (as McLuhan would say). Now, what is it that students do in the classroom? Well, mostly they sit and listen to the teacher. Mostly, they are required to believe in authorities, or at least pretend to such belief when they take tests. Mostly they are required to remember. They are almost never required to make observations, formulate definitions, or perform any intellectual operations that go beyond repeating what someone else says is true. They are rarely encouraged to ask substantive questions, although they are permitted to ask about administrative and technical details. (How long should the paper be? Does spelling count? When is the assignment due?) It is practically unheard of for students to play any role in determining what problems are worth studying or what procedures of inquiry ought to be used. Examine the types of questions teachers ask in classrooms, and you will find that most of them are what might technically be called "convergent questions," but what might more simply be called "Guess what I am thinking " questions.
“I see the tasks of social sciences to discover what kinds of order actually do exist in the whole range of the behavior of human beings; what kind of functional relationships between different parts of culture exist in space and over time, and what functionally more useful kinds of order can be created.”
R.S. Lynd (1939) Knowledge of What? p. 125-6, cited in Karl William Kapp (1976), The nature and significance of institutional economics http://onlinelibrary.wiley.com/doi/10.1111/j.1467-6435.1976.tb01971.x/abstract. in: Kyklos, Vol 29/2, Jan 1976, p. 209
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Robert Staughton Lynd 3
American sociologist 1892–1970Related quotes
“Films have never shown the kind of relationship that can exist between two women.”
Source: Democracy for the Few (2010 [1974]), sixth edition, Chapter 11, p. 179
Simon (1955) "A behavioral model of rational choice", The Quarterly Journal of Economics, Vol. 69 (1); As cited in: Gustavo Barros (2010, p. 462).
1940s-1950s
“[Functionalism is] a distinction between kinds of duties.”
Source: The Principles of Organization, 1947, p. 15
O destino é a ordem suprema, a que os próprios deuses aspiram, E os homens, que papel vem a ser o dos homens, Perturbar a ordem, corrigir o destino, Para melhor, Para melhor ou para pior, tanto faz, o que é preciso é impedir que o destino seja destino.
Source: The Year of the Death of Ricardo Reis (1993), p. 288
Source: The Urban Question: A Marxist Approach, 1977, p. 124 as quoted in: Phil Hubbard, Rob Kitchin (2010) Key Thinkers on Space and Place. p. 101
