“Every course would be a course in methods of learning and, therefore, in methods of teaching.”
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.
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Neil Postman 106
American writer and academic 1931–2003Related quotes
On mistaking pseudorandom number generators for being truly "random" — this quote is often erroneously interpreted to mean that von Neumann was against the use of pseudorandom numbers, when in reality he was cautioning about misunderstanding their true nature while advocating their use. From "Various techniques used in connection with random digits" by John von Neumann in Monte Carlo Method (1951) edited by A.S. Householder, G.E. Forsythe, and H.H. Germond <!-- National Bureau of Standards Applied Mathematics Series, 12 (Washington, D.C.: U.S. Government Printing Office, 1951): 36-38. -->
Context: Any one who considers arithmetical methods of producing random digits is, of course, in a state of sin. For, as has been pointed out several times, there is no such thing as a random number — there are only methods to produce random numbers, and a strict arithmetic procedure of course is not such a method.
Methods of Mathematics Applied to Calculus, Probability, and Statistics (1985)
Source: Education as a Science, 1898, p. 288.
Source: Practical Mysticism (1914), Chapter VIII, The Second Form Of Contemplation, p. 140
introduction to De Curvis Elasticis, Additamentum I to his Methodus Inveniendi Lineas Curvas Maximi Minimive Proprietate Gaudentes 1744; translated on pg10-11, "Leonhard Euler's Elastic Curves" https://www.dropbox.com/s/o09w82abgtftpfr/1933-oldfather.pdf, Oldfather et al 1933
Context: All the greatest mathematicians have long since recognized that the method presented in this book is not only extremely useful in analysis, but that it also contributes greatly to the solution of physical problems. For since the fabric of the universe is most perfect, and is the work of a most wise Creator, nothing whatsoever takes place in the universe in which some relation of maximum and minimum does not appear. Wherefore there is absolutely no doubt that every effect in the universe can be explained as satisfactorily from final causes, by the aid of the method of maxima and minima, as it can from the effective causes themselves. Now there exist on every hand such notable instances of this fact, that, in order to prove its truth, we have no need at all of a number of examples; nay rather one's task should be this, namely, in any field of Natural Science whatsoever to study that quantity which takes on a maximum or a minimum value, an occupation that seems to belong to philosophy rather than to mathematics. Since, therefore, two methods of studying effects in Nature lie open to us, one by means of effective causes, which is commonly called the direct method, the other by means of final causes, the mathematician uses each with equal success. Of course, when the effective causes are too obscure, but the final causes are more readily ascertained, the problem is commonly solved by the indirect method; on the contrary, however, the direct method is employed whenever it is possible to determine the effect from the effective causes. But one ought to make a special effort to see that both ways of approach to the solution of the problem be laid open; for thus not only is one solution greatly strengthened by the other, but, more than that, from the agreement between the two solutions we secure the very highest satisfaction.
A Textbook of Theosophy (1912), Chapter One
Source: Education in the New Age (1954) p. 14
Author's prefaces to the First Edition.
(Buch I) (1867)