“In order to understand what kind of behaviors classrooms promote, one must become accustomed to observing what, in fact, students actually do in them.”

— Neil Postman

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.

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Neil Postman 106

American writer and academic 1931–2003

Robert Staughton Lynd (1892–1970) American sociologist

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

“In order to understand what the world would become, we must first know what it was.”

Eric Wolf (1923–1999) American anthropologist

Source: Europe and the People Without History, 1982, Chapter 2, The World in 1400, p. 24.

“It's kind of interesting to show that the strange features of quantum mechanics are actually observed. We still don't totally understand what it means.”

Leonard Mandel (1927–2001) German physicist

as quoted by James Glanz, in Leonard Mandel, 73, Revealer Of Light's Weirdness, Is Dead http://www.nytimes.com/2001/02/13/nyregion/leonard-mandel-73-revealer-of-light-s-weirdness-is-dead.html?sec=&spon=, New York Times (Tuesday, February 13, 2001)

“When professors teach, they teach what they love. What they are experts in. What it is easy for them to learn. Thus, it is easy to forget what it is like to be the student who struggles in the classroom.”

Adrianne Wadewitz (1977–2014) academic and Wikipedian

Wadewitz, Adrianne. (August 12, 2013). "What I learned as the worst student in the class" http://www.hastac.org/blogs/wadewitz/2013/08/12/what-i-learned-worst-student-class. HASTAC: Humanities, Arts, Science, and Technology Alliance Collaboratory. — reprinted and cited in: "How Adrianne Wadewitz learnt to embrace failure" http://www.smh.com.au/world/how-adrianne-wadewitz-learnt-to-embrace-failure-20140425-zqzgx.html. The Sydney Morning Herald. April 25, 2014. Retrieved April 25, 2014.

“The philosopher places himself at the summit of thought; from there he views what the world has been and what it must become. He is not just an observer, he is an actor; he is an actor of the highest kind in a moral world because it is his opinion of what the world must become that regulates society.”

Henri de Saint-Simon (1760–1825) French early socialist theorist

Le philosophe se place au sommet de la pensée; de là il envisage ce qu'a été le monde et ce qu'il doit devenir. Il n'est pas seulement observateur, il est acteur; il est acteur du premier genre dans le monde moral, car ce sont ses opinions sur, car ce sont ses opinions sur ce que le monde doit devenir qui règlent la société humaine.
Science de l'homme: Physiologie religieuse (1858), p. 437

“In order to depict a man one must understand him, and to understand him one must be like him; in order to portray his psychological activities one must be able to reproduce them in oneself. To understand a man one must have his nature in oneself.”

Otto Weininger book Sex and Character

Source: Sex and Character (1903), p. 105.

“You have understood what all great painters understand: in order to forget the rules, you must know them and respect them.”

Paulo Coelho (1947) Brazilian lyricist and novelist

Source: The Witch Of Portobello

“In all things there must be order, but it must of such a kind as is possible to observe … to see a man burnt for doing as he thought right, harms the people, for this is a matter of conscience.”

William the Silent (1533–1584) stadtholder of Holland, Zeeland and Utrecht, leader of the Dutch Revolt

William at a meeting about Philips actions (1566), as quoted in William the Silent, William of Nausau, Prince of Orange, 1533-1584 (1944), p. 78

“However difficult it may be to accept what happens to us, one must understand that moments such as this give us the possibility for radical change in our behavior.”

Paulo Coelho (1947) Brazilian lyricist and novelist

Source: Warrior of the Light

“You are actually what you are and to understand what you are, this process of comparison must come to an end.”

Jiddu Krishnamurti (1895–1986) Indian spiritual philosopher

Talks & Dialogues, Saanen (9 July1967) http://www.jkrishnamurti.com/krishnamurti-teachings/view-text.php?tid=41&chid=1, p. 86
1960s
Context: Throughout life, from childhood, from school until we die, we are taught to compare ourselves with another; yet when I compare myself with another I am destroying myself. In a school, in an ordinary school where there are a lot of boys, when one boy is compared with another who is very clever, who is the head of the class, what is actually taking place? You are destroying the boy. That’s what we are doing throughout life. Now, can I live without comparison — without comparison with anybody? This means there is no high, no low — there is not the one who is superior and the other who is inferior. You are actually what you are and to understand what you are, this process of comparison must come to an end. If I am always comparing myself with some saint or some teacher, some businessman, writer, poet, and all the rest, what has happened to me — what have I done? I only compare in order to gain, in order to achieve, in order to become — but when I don’t compare I am beginning to understand what I am. Beginning to understand what I am is far more fascinating, far more interesting; it goes beyond all this stupid comparison.

“In order to understand what kind of behaviors classrooms promote, one must become accustomed to observing what, in fact, students actually do in them.”

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Neil Postman 106

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