
William A. Fowler's speech at the Nobel Banquet http://nobelprize.org/nobel_prizes/physics/laureates/1983/fowler-speech.html, December 10, 1983.
Teaching as a Subversive Activity (1969)
Context: The new education has as its purpose the development of a new kind of person, one who — as a result of internalizing a different series of concepts — is an actively inquiring, flexible, creative, innovative, tolerant, liberal personality who can face uncertainty and ambiguity without disorientation, who can formulate viable new meanings to meet changes in the environment which threaten individual and mutual survival. The new education, in sum, is new because it consists of having students use the concepts most appropriate to the world in which we all must live. All of these concepts constitute the dynamics of the quest-questioning, meaning-making process that can be called "learning how to learn."
William A. Fowler's speech at the Nobel Banquet http://nobelprize.org/nobel_prizes/physics/laureates/1983/fowler-speech.html, December 10, 1983.
Source: Website of Mehr News Agency, 2017 http://www.mehrnews.com/news/3954046/%D9%BE%D8%B0%DB%8C%D8%B1%D8%B4-%D8%AE%D8%B7%D8%A7-%D8%AF%D8%B1-%D8%AA%D8%B1%D8%A8%DB%8C%D8%AA-%D8%A7%D9%86%D8%B3%D8%A7%D9%86-%D8%B6%D8%B1%D9%88%D8%B1%DB%8C-%D8%A7%D8%B3%D8%AA
Source: The Concept and the Role of the Model in Mathematics and Natural and Social Sciences (1961), p. ix
Pask (1976) "Conversational techniques in the study and practice of education", In: British Journal of Educational Psychology, Vol 46, p. 24.
Language Education in a Knowledge Context (1980)
Language Education in a Knowledge Context (1980)
Context: In the development of intelligence nothing can be more "basic" than learning how to ask productive questions. Many years ago, in Teaching as a Subversive Activity, Charles Weingartner and I expressed our astonishment at the neglect shown in school toward this language art.... The "back to the basics" philosophers rarely mention it, and practicing teachers usually do not find room for it in their curriculums. …all our knowledge results from questions, which is another way of saying that question-asking is our most important intellectual tool… There are at present no reading tests anywhere that measure the ability of students to address probing questions to the particular texts they are reading... What students need to know are the rules of discourse which comprise the subject, and among the most central of such rules are those which govern what is and what is not a legitimate question.
“It was from the Chicago stockyards that the Nazis learned how to process bodies.”
Source: The Lives of Animals (1999), p. 53
It is not odd at all. You only think you know, as a matter of fact. And most of your actions are based on incomplete knowledge and you really don't know what it is all about, or what the purpose of the world is, or know a great deal of other things. It is possible to live and not know.
from lecture "What is and What Should be the Role of Scientific Culture in Modern Society", given at the Galileo Symposium in Italy (1964)
The Pleasure of Finding Things Out (1999)