“The learning must belong to the learners and not to the teachers.”

— Sukavich Rangsitpol

The Learner

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Sukavich Rangsitpol31

Thai politician 1935

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“Teachers should be able to help learners to efficiently communicate to other numerical ideas and to make connection with real-life problems in the areas chosen for their eventual career. Training only on subject matter is definitely not going to bring about this expertise. There must be more emphasis on coaching and facilitating techniques. In their normal practices, teachers must see very clearly where each individual learner stands on the learning continuum of that particular development, what problems and difficulties he or she is going to face and what lies ahead on that learning continuum to be walked by the learner. Teachers should be trained to be a master of how to help each and every learn to walk through the learning task. Going through the learning task is a necessary and essential aspect of teacher training but it is not sufficient to make them good and effective teachers.”

Sukavich Rangsitpol (1935) Thai politician

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“Complex human learning is a concept involving communication between the participant in the learning process, who commonly occupy the roles of learner and teacher.”

Gordon Pask (1928–1996) British psychologist

Pask (1976) "Conversational techniques in the study and practice of education", In: British Journal of Educational Psychology, Vol 46, p. 24.

“In fostering a sense of success, teachers have to be responsive to the learners and create several self-assessment activities in learning.”

Sukavich Rangsitpol (1935) Thai politician

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“Let the main object… to seek and to find a method of instruction, by which teachers may teach less, but learners learn more.”

John Amos Comenius (1592–1670) Czech teacher, educator, philosopher and writer

“The best learners are also teachers.”

Dave Ulrich (1953) American academic

Source: HR from the Outside In, 2012, p. 105

“Teachers need to be trained on how children learn, not only how to solve mathematical problems. They must know how to make learners well understand the New Math and enable them to solve mathematical problems.”

Sukavich Rangsitpol (1935) Thai politician

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“The teachers are everywhere. What is wanted is a learner.”

Wendell Berry (1934) author

"Healing".
What Are People For? (1990)

“The most important thing any teacher has to learn, not to be learned in any school of education I ever heard of, can be expressed in seven words: Learning is not the product of teaching. Learning is the product of the activity of learners.”

John Holt (1923–1985) educator

Growing Without Schooling magazine, no. 40 (1984).

“The "requirements," indeed, force the teacher — and administrator — into the role of an authoritarian functionary whose primary task becomes that of enforcing the requirements rather than helping the learner to learn.”

Neil Postman (1931–2003) American writer and academic

Teaching as a Subversive Activity (1969)
Context: Conventional "requirements" …are systems of prescriptions and proscriptions intended solely to limit the physical and intellectual movements of students — to "keep them in line, in sequence, in order," etc. They shift focus of attention from the learner (check [Goodwin] Watson again) to the "course." In the process, "requirements" violate virtually everything we know about learning because they comprise the matrix of an elaborate system of punishment, that in turn, comprise a threatening atmosphere in which positive learning cannot occur. The "requirements," indeed, force the teacher — and administrator — into the role of an authoritarian functionary whose primary task becomes that of enforcing the requirements rather than helping the learner to learn. The whole authority of the system is contingent upon the "requirements."

“Every marriage tends to consist of an aristocrat and a peasant. Of a teacher and a learner.”

John Updike book Couples

Source: Couples (1968), Ch. 1

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