“[Guided reinvention is] striking a subtle balance between the freedom of inventing and the force of guiding, between allowing the learner to please himself and asking him to please the teacher. Moreover, the learner’s free choice is already restricted by the “re” of “reinvention”. The learner shall invent something that is new to him but well-known to the guide.”
Source: Revisiting Mathematics Education (1991), p. 48; As cited in: Anne Birgitte Fyhn (2007, p. 14)
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Hans Freudenthal 27
Dutch mathematician 1905–1990Related quotes
“The best learners are also teachers.”
Source: HR from the Outside In, 2012, p. 105
“The teachers are everywhere. What is wanted is a learner.”
"Healing".
What Are People For? (1990)
“The learning must belong to the learners and not to the teachers.”
The Learner
Pask (1976) "Conversational techniques in the study and practice of education", In: British Journal of Educational Psychology, Vol 46, p. 24.
“Every marriage tends to consist of an aristocrat and a peasant. Of a teacher and a learner.”
Source: Couples (1968), Ch. 1
“Eliminate all restrictions that confine learners to sitting still in boxes inside of boxes.”
Teaching as a Subversive Activity (1969)
Context: If every college teacher taught his courses in the manner we have suggested, there would be no needs for a methods course. Every course would be a course in methods of learning and, therefore, in methods of teaching. For example, a "literature" course would be a course in the process of learning how to read. A history course would be a course in the process of learning how to do history. And so on. But this is the most farfetched possibility of all since college teachers, generally speaking, are more fixated on the Trivia game, than any group of teachers in the educational hierarchy. Thus we are left with the hope that, if methods courses could be redesigned to be model learning environments, the educational revolution might begin. In other words, it will begin as soon as there are enough young teachers who sufficiently despise the crippling environments they are employed to supervise to want to subvert them. The revolution will begin to be visible when such teachers take the following steps (many students who have been through the course we have described do not regard these as "impractical"): 1. Eliminate all conventional "tests" and "testing." 2. Eliminate all "courses." 3. Eliminate all "requirements." 4. Eliminate all full time administrators and administrations. 5. Eliminate all restrictions that confine learners to sitting still in boxes inside of boxes.... the conditions we want to eliminate... happen to be the sources of the most common obstacles to learning. We have largely trapped ourselves in our schools into expending almost all of our energies and resources in the direction of preserving patterns and procedures that make no sense even in their own terms. They simply do not produce the results that are claimed as their justification in the first place — quite the contrary. If it is practical to persist in subsidizing at an ever-increasing social cost a system which condemns our youth to ten or 12 or 16 years of servitude in a totalitarian environment ostensibly for the purpose of training them to be fully functioning, self-renewing citizens of democracy, then we are vulnerable to whatever criticisms that can be leveled.
Illusions : The Adventures of a Reluctant Messiah (1977)
Source: Illusions: The Adventures of a Reluctant Messiah