“Many instructional arrangements seem "contrived", but there is nothing wrong with that. It is the teacher's function to contrive conditions under which students learn. Their relevance to a future usefulness need not be obvious.
It is a difficult assignment. The conditions the teacher arranges must be powerful enough to compete with those under which the student tends to behave in distracting ways.”

—  B.F. Skinner

"Free and Happy Student" in The Phi Delta Kappan (September 1973); later published in Reflections on Behaviorism and Society (1978)

Adopted from Wikiquote. Last update June 3, 2021. History

Help us to complete the source, original and additional information

Do you have more details about the quote "Many instructional arrangements seem "contrived", but there is nothing wrong with that. It is the teacher's function to…" by B.F. Skinner?
B.F. Skinner photo
B.F. Skinner 30
American behaviorist 1904–1990

Related quotes

B.F. Skinner photo

“It is the teacher's function to contrive conditions under which students learn. Their relevance to a future usefulness need not be obvious.”

B.F. Skinner (1904–1990) American behaviorist

"Free and Happy Student" in The Phi Delta Kappan (September 1973); later published in Reflections on Behaviorism and Society (1978).
Context: Many instructional arrangements seem "contrived", but there is nothing wrong with that. It is the teacher's function to contrive conditions under which students learn. Their relevance to a future usefulness need not be obvious.
It is a difficult assignment. The conditions the teacher arranges must be powerful enough to compete with those under which the student tends to behave in distracting ways.

“Teachers should prepare the student for the student's future, not for the teacher's past.”

Richard Hamming (1915–1998) American mathematician and information theorist

Preface
The Art of Doing Science and Engineering: Learning to Learn (1991)

Paulo Freire photo

“Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers.”

Paulo Freire (1921–1997) educator and philosopher

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

Richard Wagner photo

“If a student always follows the teacher's instructions, how can he accomplish something which the teacher cannot accomplish? Now go away and don't interfere, or I'll put you into the fire!”

Quotes from his operas, Siegfried, Siegfried, forging his sword, Act 1, Scene 3
Original: (de) "Was der Meister nicht kann,
vermöcht’ es der Knabe,
hätt’ er ihm immer gehorcht
Jetzt mach’ dich fort, misch’ dich nicht drein:
sonst fällst du mir mit in’s Feuer!"

Paulo Freire photo

“Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.”

Paulo Freire (1921–1997) educator and philosopher

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

Wilbur Wright photo

“Things which seemed reasonable were often found to be untrue, and things which seemed unreasonable were sometimes true. Under this condition of affairs students were accustomed to pay little attention to things that they had not personally tested.”

Wilbur Wright (1867–1912) American aviation pioneer

Civil-suit deposition against the Herring-Curtiss Company (1909), reported in The Dayton News (31 May 1912) http://home.dayton.lib.oh.us/archives/wbcollection/wbscrapbooks1/WBScrapbooks10079.html
Context: My brother and I became seriously interested in the problem of human flight in 1899... We knew that men had by common consent adopted human flight as the standard of impossibility. When a man said, “It can’t be done; a man might as well try to fly,” he was understood as expressing the final limit of impossibility. Our own growing belief that man might nevertheless learn to fly was based on the idea that while thousands of the most dissimilar body structures, such as insects, fish, reptiles, birds and mammals, were flying every day at pleasure, it was reasonable to suppose that man might also fly... We accordingly decided to write to the Smithsonian Institution and inquire for the best books relating to the subject.... Contrary to our previous impression, we found that men of the very highest standing in the profession of science and invention had attempted to solve the problem... But one by one, they had been compelled to confess themselves beaten, and had discontinued their efforts. In studying their failures we found many points of interest to us.
At that time there was no flying art in the proper sense of the word, but only a flying problem. Thousands of men had thought about flying machines and a few had even built machines which they called flying machines, but these were guilty of almost everything except flying. Thousands of pages had been written on the so-called science of flying, but for the most part the ideas set forth, like the designs for machines, were mere speculations and probably ninety per cent was false. Consequently those who tried to study the science of aerodynamics knew not what to believe and what not to believe. Things which seemed reasonable were often found to be untrue, and things which seemed unreasonable were sometimes true. Under this condition of affairs students were accustomed to pay little attention to things that they had not personally tested.

Kenzaburō Ōe photo

“The ideal teacher student relationship exists when the student is better than the teacher.”

Kenzaburō Ōe (1935) Japanese author

p 92
Shizuka-na seikatsu (A Quiet Life) (1990)

Wendell Berry photo

“Educators everywhere must seek new ways to promote the idea that learning is something a student does with books and materials, and a teacher who cares; that learning can happen in college and outside; and that a student's intellectual growth depends far less on geography (which college) than on what advantage he takes of the opportunities which surround him wherever he is.”

"What's Going On in Schools and Colleges", Kiplinger's Personal Finance, April 1961, p. 31 http://books.google.com/books?id=fwMEAAAAMBAJ&pg=PA31
A portion of this is quoted earlier in "Education: Little Known" http://www.time.com/time/magazine/article/0,9171,895088,00.html, Time, 5 December 1960
Attributed

Related topics