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

Edited by Eszter Kissová. Last update July 17, 2019. History
John Amos Comenius photo
John Amos Comenius12
Czech teacher, educator, philosopher and writer 1592 - 1670

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„The Authors who write near the beginnings of science, are, in general the most instructive: they take the reader more along with them, shew him the real difficulties, and, which is a main point, teach him the subject, the way by which they themselves learned it.“

—  Robert Woodhouse English mathematician 1773 - 1827

A Treatise on Isoperimetrical Problems, and the Calculus of Variations (1810)
Context: The Authors who write near the beginnings of science, are, in general the most instructive: they take the reader more along with them, shew him the real difficulties, and, which is a main point, teach him the subject, the way by which they themselves learned it.<!--Preface p. v-iv

„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 British psychologist 1928 - 1996

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

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„The best learners are also teachers.“

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

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—  Wendell Berry author 1934

"Healing".
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„Every course would be a course in methods of learning and, therefore, in methods of teaching.“

—  Neil Postman American writer and academic 1931 - 2003

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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„As you grow spiritually, you will find yourself teaching more as you learn more. Your learning and your teaching will take place even in your sleep.“

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„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 American writer and academic 1931 - 2003

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."

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„Rather than let the rejections deter you from your objectives, simply aim to learn what the rejections teach you.“

—  Nigel Cumberland British author and leadership coach 1967

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