Quotes about curriculum

A collection of quotes on the topic of curriculum, school, education, learning.

Quotes about curriculum

“Teachers also say that teaching for learning how-to-learn-learn will consume a lot of time. It will be difficult to cover all the content specified by the curriculum if learning uses up too much time on hands-on activities. The less-is-more alternative has not been considered as a possible solution at all in educational reforms where only expanding will bring about progress and development is more. Now is an appropriate time for educators to come down to the heart of educational matters or the learning methods to achieve the less-is-more alternative in all educational reforms.”

Sukavich Rangsitpol (1935) Thai politician

Teacher

Time, Heart, Learning, Teachers

“For truth to tell, dancing in all its forms cannot be excluded from the curriculum of all noble education: dancing with the feet, with ideas, with words, and, need I add that one must also be able to dance with pen- that one must learn how to write”

Friedrich Nietzsche book Twilight of the Idols

Variant: Dancing in all its forms cannot be excluded from the curriculum of all noble education; dancing with the feet, with ideas, with words, and, need I add that one must also be able to dance with the pen?
Source: Twilight of the Idols

Truth, Education, Idea, Learning

“All the geography, trigonometry, and arithmetic in the world are useless unless you learn to think for yourself. No school teaches you that. It's not on the curriculum.”

Carlos Ruiz Zafón book Marina

Source: Marina

World, School, Thinking, Learning

“The experimenter dealing with nature faces an outside and often hard world. Natures' curriculum cannot be changed.”

Martin Lewis Perl (1927–2014) American scientist

in his Nobel Autobiography, edited by [Gösta Ekspong, Nobel Lectures in Physics 1991-1995, World Scientific, 1997, 9810226780, 161]

World, Nature, Change

“The price, then, that the professional study of ethics for bureaucrats exacts from the curriculum is that questions of political philosophy ("Is the regime just?") must yield to less fundamental questions such as "How can I promote the values of the regime?" The method of regime values eschews metaphysics and addresses the students in the existential situation in which it finds them—persons who have taken or are about to take an oath to uphold the values of a particular regime. It admonishes them that taking such an oath presupposes an acceptance of the fundamental justice of the regime but does not require into how the students arrived at the conclusion that the regime is just.”

John Rohr (1934–2011) American political scientist

(1989, p. 70-71)
Ethics for bureaucrats, 1988

Justice, Question, Study, Personality

“Let us say that the freedom exists, but it is limited to the one unique act of choosing the profession. Afterward all freedom is over. When he begins his studies at the university, the doctor, lawyer, or engineer is forced into an extremely rigid curriculum which ends with a series of examinations. If he passes them, he receives his license and can thereafter pursue his profession in seeming freedom. But in doing so he becomes the slave of base powers; he is dependent on success, on money, on his ambition, his hunger for fame, on whether or not people like him. He must submit to elections, must earn money, must take part in the ruthless competition of castes, families, political parties, newspapers. In return he has the freedom to become successful and well-to-do, and to be hated by the unsuccessful, or vice versa.”

Hermann Hesse book The Glass Bead Game

The Glass Bead Game (1943)

Money, Hunger, Hate, People

“In 1933-34, I took a full-blown college course on the University of Chicago campus. This was part of an experiment by President Hutchins to see whether combining the last two years of high school with the first two years of college might make a more rigorous curriculum possible for what he called "General Education." This he hoped might provide a rational, philosophical guide to adult life and citizenship, replacing the vanished religious certainties he had grown up to reject—and regret.”

William H. McNeill (1917–2016) Canadian historian

The Pursuit of Truth: A Historian's Memoir (2005)

Life, Education, School, Hope

“I was officially advised that during the long vacation it might be profitable to attain at least a nodding acquaintance with the curriculum, and thus stave off the already likely possibility that I would receive a degree classified so low it would be tantamount to a certificate of mental disability.”

Clive James (1939–2019) Australian author, critic, broadcaster, poet, translator and memoirist

Source: Memoirs, May Week Was in June (1990), p. 45

“I think we went through — in America, at least, we went through a period in the ’60s and ’70s when the education establishment became extremely liberal, and part of that is a flirtation with relativism. And a resistance — it’s horrible to think of — of adults telling kids what’s right and wrong. What a terrible thing. That’s oppression. And so we created these sort of value-free spaces, which conveys a value, which is that there’s no right or wrong, everyone decides for themselves. Uh, everyone’s opinion is equal. You should say your opinion and then you get a lot of incivility. What I would like to see is a revamped civics curriculum where we teach very explicitly the long tradition of left-right. Um, we teach what each side is. You can’t say right about it, that’s my language. But, um, you teach what each side is concerned about. You know, very much like the line here. Uh, both are essential. One without the other creates an unbalanced American civic order.”

Jonathan Haidt (1963) American psychologist

"The Psychology Behind Morality" (12 June 2014) http://www.onbeing.org/program/jonathan-haidt-the-psychology-behind-morality/transcript/6347#main_content

Education, Thinking, Parting

“Many schools are now introducing computers into the educational curriculum. Within 10 years it is predicted that computers will play a significant role in every classroom in North America. The question is, how will they be used? Many educators have been focusing on the use of computers for drill and programmed instruction—to provide individualized practice and instruction in the usual curriculum areas. There is another use for computers in education which some educators, myself included, find more exciting. These involve using the computer:
• to provide an environment in which learning can be intrinsically motivating and fun.
• to allow children to discover, explore and create knowledge.
• to help develop skills of thinking and problem solving.
• to make some of the most powerful ideas of the burgeoning computer culture accessible and tangible to children at an early age.
If you have ever watched a child playing good video games or if you play them yourself, then you know the powerful motivation that graphics displays can create. As I’ve watched children play these games, every bit of their attention focused on the screen, I’ve often thought how wonderful it would be to harness this motivation and channel it toward intellectual growth and learning…”

Michael Friendly (1945) American psychologist

Michael Friendly. Advanced Logo: A Language for Learning. Lawrence Erlbaum Associates, Inc. 1988. Preface

Children, Age, Education, School

“The curriculum (to a certain extent) and the practice of teaching, ignoring the policy of segregation or apartheid, could not offer preparation for service within the black community. By simply blindly producing pupils formed on a European mould, the vain expectation was created that they, in spite of the said national policy, would still be able to fill posts in the white community. This is that is meant by the unhealthy creation of white collar ideals and the causing of widespread frustration among the so-called learned natives.”

Hendrik Verwoerd (1901–1966) Prime Minister of South Africa from 1958 until his assassination in 1966

Verwoerd in 1954, as quoted and translated by J. J. Venter in H.F. Verwoerd: Foundational aspects of his thought https://www.koersjournal.org.za/index.php/koers/article/download/511/636, Koers 64(4) 1999: 415–442

Communication, Learning

“Why is compassion not part of our established curriculum, an inherent part of our education? Compassion, awe, wonder, curiosity, exaltation, humility — these are the very foundation of any real civilization, no longer the prerogatives, the preserves of any one church, but belonging to everyone, every child in every home, in every school.”

Yehudi Menuhin (1916–1999) American violinist and conductor

Just for Animals; quoted in Souls Like Ourselves by Andrea Wiebers and David Wiebers (Rochester, MN: Sojourn Press, 2000), p. 16.

Education, School, Home, Parting

“Despite the vociferous claims of the Platonists and Neoplatonists, Plato was not a mathematician. To Plato and his followers mathematics was largely a means to an end… they viewed the technical aspects of mathematics as a mere device for sharpening one's wits, or at most a course of training peparatory to handling the larger issues of philosophy. This is reflected in the very name "mathematics,"… a course of studies or… a curriculum. …in the Dialogues… such topics as harmony, triangular numbers, figurate numbers… which we view today as more or less irrelevant, if not trivial, were taken up at length. …the guiding motive behind the… Pythagoreans and Platonists was… metaphysical …which for the nonprofessional have all the earmarks of the occult.”

Tobias Dantzig (1884–1956) American mathematician

...We also discover in the Pythagorean speculations more than a mere germ of... the scientific attitude.
The Bequest of the Greeks (1955)

Mathematics, Motivation, Study, Training

“I have asked many teachers and parents what they thought mathematics to be and why it was important to learn it. Few held a view of mathematics that was sufficiently coherent to justify devoting several thousand hours of a child's life to learning it, and children sense this. When a teacher tells a student that the reason for those many hours of arithmetic is to be able to check the change at the supermarket, the teacher is simply not believed. Children see such "reasons" as one more example of adult double talk. The same effect is produced when children are told school math is "fun" when they are pretty sure that teachers who say so spend their leisure hours on anything except this allegedly fun-filled activity. Nor does it help to tell them that they need math to become scientists---most children don't have such a plan. The children can see perfectly well that the teacher does not enjoy math any more than they do and that the reason for doing it is simply that it has been inscribed into the curriculum. All of this erodes children's confidence in the adult world and the process of education. And I think it introduces a deep element of dishonestly into the education relationship.”

Seymour Papert book Mindstorms: Children, Computers, and Powerful Ideas

Source: Mindstorms: Children, Computers, and Powerful Ideas (1980), Chapter 2, Mathophobia: The Fear of Learning

Life, Children, World, Education

“Schools everywhere have always confined themselves to making students learn techniques and write essays, while proscribing treading for pleasure. It seems to be established in perpetuity, in every part of the world, that enjoyment has no part to play in the curriculum, and that knowledge can only be the fruit of suffering.”

Daniel Pennac (1944) French author

The Rights of the Reader (2008 translation by Sarah Adams)

Pleasure, World, School, Knowledge

“You can think of the curriculum as the shadows cast on a wall by the light of education itself as it shines over, under, around, and through the myriad phases of our experience. It is a mistake to be sure to take these shadows for the reality, but they are something that helps us find or grasp or intuit that reality. The false notions that there is a fixed curriculum, that there is a list of things that an educated person ought to know, and that the shadow-exercises on the wall themselves are the content of education—these false notions all come from taking too seriously what was originally a wise recognition—the recognition that the shadows do in fact provide a starting point in our attempt to fully envision reality.”

Andrew Abbott (1948) American sociologist and Professor of Sociology at the University of Chicago.

Abott (2002) “Welcome to the University of Chicago http://www.ditext.com/abbott/abbott_aims.html Aims of Education Address. 2002

Education, Exercises, Thinking, Reality

“A while ago there was an article in the New York Times about some women in Tennessee who wanted the middle grade text books removed from the school curriculum, not because they were inadequate educationally, but because these women were afraid that they might stimulate the childrens' imaginations.
What!?!
It was a good while later that I realized that the word, imagination, is always a bad word in the King James translation of the Bible. I checked it out in my concordance, and it is always bad.
Put them down in the imagination of their hearts. Their imagination is only to do evil.
Language changes. What meant one thing three hundred years ago means something quite different now. So the people who are afraid of the word imagination are thinking about it as it was defined three centuries ago, and not as it is understood today, a wonderful word denoting creativity and wideness of vision.
Another example of our changing language is the word, prevent. Take it apart into its Latin origin, and it is prevenire. Go before. So in the language of the King James translation if we read, "May God prevent us," we should understand the meaning to be, "God go before us," or "God lead us."
And the verb, to let, used to mean, stop. Do not let me, meant do not stop me. And now it is completely reversed into a positive, permissive word.”

Madeleine L'Engle (1918–2007) American writer

Acceptance Speech for the Margaret Edwards Award (1998)

Women, God, Children, People

“No medical school has a pain curriculum…”

John Bonica (1917–1994) Anesthesiologist; pioneer in pain management

As quoted by Richard Weiner, "An interview with John J. Bonica, M.D." Pain Practitioner 1 (1989):2

Pain, School

“In true education, anything that comes to our hand is as good as a book: the prank of a page-boy, the blunder of a servant, a bit of table talk— they are all part of the curriculum.”

Michel De Montaigne (1533–1592) (1533-1592) French-Occitan author, humanistic philosopher, statesman

The Autobiography of Michel de Montaigne, Chapter III, pg. 24 (Translated by Marvin Lowenthal
Attributed

Books, Education, Boy, Parting

“Because the first thing that will occur, once the legalization occurs, is that if this curriculum is not being taught already, it will be mandated, it must be taught in the schools. You cannot get out of it. Why? If you would not teach this, it would be considered discriminatory.”

Michele Bachmann (1956) American politician

2010s

School

“The dogma of individual differences. This is one of the basic dogmas of American education. It runs something like this: all men are different; therefore, all men require a different education; therefore, anybody who suggests that education should be in any respect the same has ignored the fact that all men are different; therefore, nobody should suggest that everybody should read some of the same books; some people should read some books, some should read others. This dogma has gained such a hold … that you will often now hear a college president boast that his college has no curriculum. Each student has a course of study framed, or "tailored" … to meet his own individual needs and interests.”

Robert Maynard Hutchins (1899–1977) philosopher and university president

Great Books: The Foundation of a Liberal Education (1954)

Men, People, Books, Education

“During the past thirty years, the women’s movement has supported women to express virtually every feeling women felt. To other women. To Men. To society. Women’s feelings became course curriculum, women’s studies, TV specials, talk shows, and Lifetime cable. Women’s feelings were called both education and entertainment. Men’s were repressed until they were called ulcers.”

Warren Farrell (1943) author, spokesperson, expert witness, political candidate

Women Can't Hear What Men Don't Say (2000)

Women, Men, Education, Feeling

“In the winter of 2008, Jenifer and I visited Chennai Mathematical Institute. This remarkable Institute is the creation of Seshadri. It is a unique blend of an American style liberal arts college with traditional Indian guru one-on-one teaching, adding physics, computer science, history and music to its maths curriculum. Only in India could an intellectual with no business or management experience, who spends all his spare time singing classical south Indian music, have been the catalyst for such a unique educational experiment.”

David Mumford (1937) American mathematician

[David Mumford, Passages to India, Mathematics Intelligencer, 2010, Hyderabad edition, 51-55, http://www.dam.brown.edu/people/mumford/beyond/papers/2010c--PassagesIndia-journal.pdf]

Education, Art, Music, History

“With a rush of joy, I realized that this Darwinist stance would appeal neither to secular Marxists, for whom moral lessons lay exclusively within history’s brute curriculum, nor to evangelical Christians, for whom a naturalist ethics was a contradiction in terms, nor to middle-class mystics, who detested any argument smacking of biological determinism. A philosophical position that could simultaneously antagonize the collectivist left, the God-besotted right, and the Aquarian fringe must, I decided, have a lot going for it.”

James K. Morrow (1947) (1947-) science fiction author

Source: The Philosopher's Apprentice (2008), Chapter 1 (p. 4)

God, History, Joy

“Abraham Lincoln was self-educated. His curriculum included Shakespeare, the Bible, Euclid and the Declaration of Independence, the monuments to the freedom of the human soul, the possession not of western man, but of a humanity compounded of all colors and every condition. In Independence Hall on February 22, 1861, Lincoln asked what it was, above all else, that went forth to the world on July 4, 1776. It was not, he said, the mere matter of the separation of the colonies from the motherland, but something in that Declaration giving hope to the world for all future time. The declaration gave promise that in due time the weights would be lifted from the shoulders of all men, and that all would have an equal chance. These are the principles upon which the Republican Party must stand, in 1996 no less than in 1860.”

Harry V. Jaffa (1918–2015) American historian and collegiate professor

1990s, The Party of Lincoln vs. The Party of Bureaucrats (1996)

Men, World, Education, Hope

“Just giving people devices has a really horrible track record. You really have to change the curriculum and the teacher. And it's never going to work on a device where you don't have a keyboard-type input. Students aren't there just to read things. They're actually supposed to be able to write and communicate. And so it's going to be more in the PC realm—it's going to be a low-cost PC that lets them be highly interactive.”

Bill Gates (1955) American business magnate and philanthropist

A Conversation With Bill Gates About the Future of Higher Education http://chronicle.com/article/A-Conversation-With-Bill-Gates/132591/ in The Chronicle of Higher Education (25 June 2012) <br class="br">2000s

People, Communication, Teachers, Change

“Production management courses are often the repository for some of the most inappropriate and intellectually stultifying materials to be found in the business curriculum… many faculty members have little respect for such courses… and students complained more strongly to us about the pointlessness of the production requirement than of any other.”

Robert Aaron Gordon (1908–1978) American economist

As cited in: Wren & Bedeian (1972/2009; 474).
Business Leadership in the Large Corporation (1945)

Business

“Do you expect teachers to draw on the blackboard, how to wear a condom? This would be surely embarrassing to our teachers. The curriculum must be changed to suit Indian conditions.”

Prakash Javadekar (1951) Indian politician

On a new sex education course, as quoted in " Sex education runs into trouble http://news.bbc.co.uk/2/hi/south_asia/6949714.stm", BBC News (22 August 2007)

Teachers, Change, Drawing

“Bangladesh is a majority Muslim country, with a significant, if shrinking Hindu minority—about 25-30% at the time of Partition in 1947, and less than 9% in 2003. The textbooks in Bangladesh are not based on an anti-Indian bias as are state sponsored textbooks in Pakistan. The social studies curriculum in Pakistan is premised on creating a national identity that is distinct from India, whereas Bangladeshi textbooks reflect a more pan-South Asian perspective, though Bengal-centric.”

Yvette Rosser (1952) American activist

Rosser, Yvette Claire (2003). Curriculum as Destiny: Forging National Identity in India, Pakistan, and Bangladesh (Dissertation). University of Texas at Austin.

Study, Time, Country

“Not to teach the whole curriculum is to give up on the whole man.”

Paul Goodman book Growing Up Absurd

Source: Growing Up Absurd (1956), p. 83.

“I have never been a child prodigy. When I think back to my childhood, I can not discern any sign of future success. My only real talent couldn't be found in any curriculum: whistling.”

Bobbejaan Schoepen (1925–2010) musician, performer

HUMO, ̈(1964)

Thinking, Success, Future, Childhood

“In order to arrive to a more realistic view of society, it must be recognized that there are individual differences that cannot be eradicated by the most rigid curriculum, and that various individuals will choose different educational curricula if allowed to do so.”

Carl Eckart (1902–1973) American physicist

Source: Our Modern Idol: Mathematical Science (1984), p. 33.

Education

“There is now a strong movement in this country to bring the public school system under federal domination. The movement could not have been thought of before the government had the means for carrying out the idea; that is, before income taxation. The question is, have those who plug for nationalization of the schools come to the idea by independent thought, or have they been influenced by the bureaucrats who see in nationalization a wider opportunity for themselves? We must lean to the latter conclusion, because among the leaders of the movement are many bureaucrats. However, if the movement is successful, if the schools are brought under the watching eye of the federal government, it is a certainty that the curriculum will conform to the ideals of Big Government. The child’s mind will never be exposed to the idea that the individual is the one big thing in the world, that he has rights which come from a higher source than the bureaucracy.”

Frank Chodorov (1887–1966) American libertarian thinker

Source: The Income Tax: Root of All Evil (1954), pp. 34-35

World, School, Idea, Question

“[There will be] a time when societies around the world are crying out for more and better leadership, when our current leaders (especially in business, but also in government and other spheres of public life) have lost legitimacy, questions are being asked, sometimes angrily, of the institutions that school these leaders: What kinds of leaders are these institutions developing that have caused so much hardship for so many?… What is the vision or model of leadership that animates the curriculum and developmental models [of current leadership approaches taught in institutions]? If there is such a model, does it need to be revisited, reexamined, and revised in light of the widespread failures of leadership? Do we really understand what it takes to develop better leaders?”

Rakesh Khurana (1967) American business academic

N. Nohria & Rakesh Khurana (2010). "Advancing leadership theory and practice." In N. Nohria & R. Khurana (Eds.), Handbook of leadership theory and practice. Boston, MA: Harvard Business School Press. p. 3

Life, World, School, Failure

“Federal law forms a new governance structure that opposes both free enterprise and representative government…A new national curriculum is used that embraces a socialist, globalist worldview; loyalty to all government and not America.”

Michele Bachmann (1956) American politician

Michael J. Chapman and Senator Michele Bachmann, "How New U.S. Policy Embraces a State-Planned Economy" (2001)
2000s

Law, Loyalty

“When students' language, culture and experience are ignored or excluded in classroom interactions, students are immediately starting from a disadvantage. Everything they have learned about life and the world up to this point is being dismissed as irrelevant to school learning; there are few points of connection to curriculum materials or instruction and so students are expected to learn in an experiential vacuum. Students' silence and nonparticipation under these conditions have frequently been interpreted as lack of academic ability or effort, and teachers’ interactions with students have reflected a pattern of low expectations which become self-fulfilling.”

Jim Cummins (professor) (1949) professor at the Ontario Institute for Studies in Education of the University of Toronto

Negotiating Identities: Education for Empowerment in a Diverse Society (1996), pp. 2-3

Life, World, School, Effort

“It is worth stressing that once the entailment structure for a subject matter is available, together with its task structure, these can be used to design any kind of course or curriculum.”

Gordon Pask (1928–1996) British psychologist

Source: Conversation, Cognition and Learning (1975), p. 395.

“The curriculum of the girl’s school should be vernacular, needle work and sanitation…teaching women amounted to loss of nationality… English education had [a] de-womanising impact on women by denying them a happy worldly life…hurt the sentiments of the Hindus…teaching Hindu women to read English would ruin their precious traditional virtues and would make them immoral and subordinate.”

Bal Gangadhar Tilak (1856–1920) Indian independence activist

His opposition to teaching women in English.[Pati, Biswamoy, Bal Gangadhar Tilak: Popular Readings, http://books.google.com/books?id=U4TWzCkjrm4C, 2011, Primus Books, 978-93-80607-18-4, 16]

Life, Women, Education, School

“We have 6,000 kids every day drop out in this country. And they don't drop out because they're dumb. They drop out because they're bored to death. They're in a 19th century education system in a 21st century world. If we really are serious, then, first of all, we make sure that we build the curriculum around their interests, rather than just push them into something they don't care. Second thing, unleash weapons of mass instruction. I'm a passionate, ardent supporter of having music and art in every school for every student at every grade level.”

Mike Huckabee (1955) Arkansas politician

Republican presidential candidate debate, Johnston, Iowa, 2007-12-12
Republican Debates

Death, World, Education, School

“Today I know that physical training should have as much place in the curriculum as mental training.”

Mahatma Gandhi (1869–1948) pre-eminent leader of Indian nationalism during British-ruled India

Part I, Chapter 5, At the High School
1920s, An Autobiography (1927)

Training

“William Shakespeare has probably done more to damage the cultural worth of Britain than anyone else in the whole of human history. After endlessly having to study his plays on the school curriculum, generations of children have ventured into adulthood convinced that all literature is coma-inducingly dreary. I don't blame them. Portia's speech about the 'gentle rain' is in no way as stimulating as 10 minutes of Grand Theft Auto. I believe that Shakespeare, along with Milton, Donne and Chaucer, has a place in modern Britain. And that place is deep in the bowels of the British Library, where he can be studied by hardcore language students.”

Jeremy Clarkson (1960) English broadcaster, journalist and writer

Source: For Crying Out Loud! The World According to Clarkson Volume Three (2008), p. 21

Children, School, Way, History

“It's an absurd error to put modern English literature in the curriculum. You should read contemporary literature for pleasure or not at all. You shouldn't be taught to monkey with it.”

Rebecca West (1892–1983) British feminist and author

Source: The Paris Review interview (1981), p. 31

Pleasure, Error, Literature, Reading

“It is better to teach a few things perfectly than many things indifferently, and an overloaded curriculum is useless. The object of instruction is not to produce technicians, but good active minds.”

André Maurois (1885–1967) French writer

Un Art de Vivre (The Art of Living) (1939), The Art of Working

Indifference

“I do not overlook the important contributions to economic theory in the past whether orthodox or heterodox I correlate them with institutional economics. The classical and communistic economists used as their measure of value the man hour of labor. This is evidently since the incoming of scientific management the engineering economics of efficiency. The Austrian and hedonistic economists deriving from Bentham used as the measure of value the diminishing marginal utility of consumption goods. This is evidently the home economics recently introduced in the college curriculum.”

John R. Commons (1862–1945) United States institutional economist and labor historian

Source: "Institutional economics," 1936, p. 242

Home, Past

“In contrast to 50 years ago, few licensed humanists today embrace any view of the humanities that could in fact justify making them the centerpiece of a college curriculum.”

Leon R. Kass (1939) American academic

Looking for an Honest Man (2009)

“At different stages in the educational process different changes are required. In schools the chief need is for a general change in the attitude towards science, which should be from the beginning an integral part and not a mere addition, often an optional addition, to the curriculum. Science should be taught not merely as a subject but should come into all subjects. Its importance in history and in modern life should be pointed out and illustrated. The old contrast, often amounting to hostility, between scientific and humane subjects need to be broken down and replaced by a scientific humanism. At the same time, the teaching of science proper requires to be humanized. The dry and factual presentation requires to be transformed, not by any appeal to mystical theory, but by emphasizing the living and dramatic character of scientific advance itself. Here the teaching of the history of science, not isolated as at present, but in close relation to general history teaching, would serve to correct the existing atmosphere of scientific dogmatism. It would show at the same time how secure are the conquests of science in the control they give over natural processes and how insecure and provisional, however necessary, are the rational interpretations, the theories and hypotheses put forward at each stage. Past history by itself is not enough, the latest developments of science should not be excluded because they have not yet passed the test of time. It is absolutely necessary to emphasize the fact that science not only has changed but is continually changing, that it is an activity and not merely a body of facts. Throughout, the social implications of science, the powers that it puts into men's hands, the uses they could make of them and those which they in fact do, should be brought out and made real by a reference to immediate experience of ordinary life.”

John Desmond Bernal (1901–1971) British scientist

Source: The Social Function of Science (1939), p. 246 : How such a method of teaching could become an integral part of general education is sketched by H. G. Wells' British Association address, "The Informative Content of Education," reprinted in World Brain (Mathuen, 1938).

Life, Men, Hostility, Education

“Historically, "public administration" has grown in large part out of the wider field of inquiry, "political science." The history of American political science during the past fifty years is a story much too lengthy to be told here, but some important general characteristics and tendencies it has communicated to or shared with public administration must be noted.
The Secular Spirit Despite: the fact that "political science" in such forms as moral philosophy and political economy had been taught in America long before the Civil War, the present curriculum, practically in its entirety, is the product of the secular, practical, empirical, and "scientific" tendencies of the past sixty or seventy years. American students dismayed at the inadequacies of the ethical approach in the Gilded Age, stimulated by their pilgrimage to German universities, and led by such figures as J. W. Burgess, E. J. James, A. B. Hart, A. L. Lowell, and F. J. Goodnow have sought to recreate political science as a true science. To this end they set about observing and analyzing "actual government." At various times and according to circumstances, they have turned to public law, foreign institutions, rural, municipal, state, and federal institutions, political parties, public opinion and pressures, and to the administrative process, in the search for the "stuff" of government. They have borrowed both ideas and examples from the natural sciences and the other social disciplines. Frequently they have been inspired by a belief that a Science of Politics will emerge when enough facts of the proper kinds are accumulated and put in the proper juxtaposition, a Science that will enable man to "predict and control" his political life. So far did they advance from the old belief that the problem of good government is the problem of moral men that they arrived at the opposite position: that morality is irrelevant, that proper institutions and expert personnel are determining.”

Dwight Waldo (1913–2000) American political scientist

Source: The Administrative State, 1948, p. 22-23

Life, Men, War, Age

“There are two subcategories of holist called irredundant holists and redundant holists. Students of both types image an entire system of facts or principles. Though an irredundant holist’s image is rightly interconnected, it contains only relevant and essential constitents. In contrast, redundant holists entertain images that contain logically irrelevant or overspecific material, commonly derived from data used to "enrich" the curriculum, and these students embed the salient facts and principles in a network of redundant items. Though logically irrelevant, the items in question are of great psychological importance to a "redundant holist", since he uses them to access, retain and manipulate whatever he was originally required to learn.”

Gordon Pask (1928–1996) British psychologist

Source: Learning Strategies and Individual Competence (1972), p. 258.

Question, Learning

“Gita and Ramayana reflect India's soul. But we also respect Quran and would include best thoughts from it. I respect Bible and Quran but they are not central to soul of India in the way as Gita and Ramayana are. As India's cultural minister, I recommend that Ramayana and Gita should be part of our school curriculum and I am working extensively with HRD Minister Smriti Irani towards this.”

Mahesh Sharma (1959) Indian politician

On introducing the Gita in schools, as quoted in " Quran and Bible are not central to India's soul: Mahesh Sharma http://indiatoday.intoday.in/story/quran-and-bible-are-not-central-to-indias-soul-mahesh-sharma/1/472944.html" India Today (14 September 2015)

School, Way, Soul, Parting

“Don't be misled by the current atheistic drive to take God out of the classroom. "Separation of church and state" was to keep creeds out of the curriculum, but not God. It would be as unconstitutional to teach irreligion in the classroom as it would be to emphasize some particular religion. As teachers we are not to teach a particular faith, but parents are within their rights when they insist that the classroom is not be used by those few teachers who seek to destroy faith. Teachers who believe that teaching atheism is a necessary part of a good education are not really qualified to teach in a Judaic-Christian culture. They are entitled to be atheists but, as public employees, they are not entitled to teach it. If they do, they are violating an important constitutional principle.”

W. Cleon Skousen book The Naked Communist

The Naked Communist (1958)

God, Education, Faith, Religion

“It was difficult to sustain the illusion that education was of value for kids who would not live long enough to use it. They’d never take the standardized tests that they were prepping for. … Free from the constraints of racking up high test scores or getting into colleges, students could learn for learning’s sake—which was how it ought to be. The tick-tock curriculum had dissolved and been replaced by activities improvised from day to day by teachers and parents: hiking in the mountains, doing art projects about the Cloud Ark, talking with psychologists about death, reading favorite books. In one sense Amelia and her colleagues had never been more needed, never had such an opportunity to show their quality.”

Neal Stephenson book Seveneves

"The Casting of Lots"
Seveneves (2015), Part One

Death, Books, Education, Art

“Big business, then, was behind the existence and curriculum of the public educational system, explicitly to teach young minds to submit and obey, to pay homage to the ‘corporate liberal’ system which the politicians, a multitude of intellectuals and many big businessmen created.”

Roy A. Childs, Jr. (1949–1992) American libertarian essayist and critic

Source: “Big Business and the Rise of American Statism,” 1969, p. 45

Education, Business

“Our technological revolution is quickly making degrees irrelevant for many of even the top jobs. Bill Gates didn’t graduate from college. Tumblr founder David Karp dropped out of high school. So did blip. tv founder Mike Hudack. Dropping out of the standard school curriculum is not a dead end if it leads you toward a trade where you can earn a living and be proud of your achievements.”

John Carney

" What Obama Should Have Told The Kids Today http://www.businessinsider.com/john-carney-what-obama-should-have-told-the-kids-today-2009-9," The Business Insider magazine, 8 September 2009.

School, Dead

“The object of group truth is group-confirmation and perpetuation; while individual truth has no object other than discovering itself and involves neither proofs nor priests. In order, however, to win any acceptance it must translate itself into group truth, it must accommodate itself to the fact-curriculum of the group. But not only is such truth forced to submit to group terminology and order, but the group conscience demands that the individual mind serve it by working with the purposes of the group. The group, indeed, tries to preclude all idiosyncratic thought-activity and to use what intelligence it can control against it.”

Laura Riding Jackson (1901–1991) poet, critic, novelist, essayist and short story writer

"The Corpus", from Anarchism Is Not Enough (London: Jonathan Cape, 1928)

Truth, Intelligence

“In plain, what passes for a curriculum in today's schools is little else than a strategy of distraction… It is largely defined to keep students from knowing themselves and their environment in any realistic sense”

Neil Postman (1931–2003) American writer and academic

Teaching as a Subversive Activity (1969)
Context: In plain, what passes for a curriculum in today's schools is little else than a strategy of distraction... It is largely defined to keep students from knowing themselves and their environment in any realistic sense; which is to say, it does not allow inquiry into most of the critical problems that comprise the content of the world outside the school (... one of the main differences between the "advantaged" student and the "disadvantaged" is that the former has an economic stake in giving his attention to the curriculum while the latter does not. In other words, the only relevance of the curriculum for the "advantaged" student is that, if he does what he is told, there will be a tangible payoff.)

School, Sense

“The latent function of schooling, that is, the hidden curriculum, which forms individuals into needy people who know that they have now satisfied a little bit of their needs for education, is much more important…”

Ivan Illich (1926–2002) austrian philosopher and theologist

We the People interview (1996)
Context: The latent function of schooling, that is, the hidden curriculum, which forms individuals into needy people who know that they have now satisfied a little bit of their needs for education, is much more important... The idea that people are born with needs, that needs can be translated into rights, that these rights can be translated into entitlements, is a development of the modem world and it's reasonable, it's acceptable, it's obvious only for people who have had some of their educational needs awakened or created, then satisfied, and then learned that they have less than others. Schooling, which we engage in and which supposedly creates equal opportunities, has become the unique, never-before-attempted way of dividing the whole society into classes. Everybody knows at which level of his twelve or sixteen years of schooling he has dropped out, and in addition knows what price tag is attached to the higher schooling he has gotten. It's a history of degrading the majority of people.

People, Education, School

“I think a significant number of people are not happy with the way things are; I’m not, and I’ve done alright out of this system—I’ve got a big house, a nice cat, and when I write books, they’re immediately put on the school curriculum. So this system has not been bad to me. I’ve been given everything that I wanted. The problem is, I didn’t really want it, that desire was put there. Who put it there? And why?”

Russell Brand book Revolution

Revolution (2014)

School, Housing, Bad luck, People

“His message is one of hope and peace, and he has inspired millions throughout the world. As an educator, the opportunity to learn has been central and the focus of my life. I have witnessed brilliant teachers and eager students turn classrooms into magical places. Prem Rawat reminds us that magic begins with people, and it’s within each person. That the possibility of peace and the possibility of living a life to the fullest begins with recognizing the value of life itself. That is, in my opinion, the deepest learning and is certainly a curriculum for everyone.”

Prem Rawat (1957) controversial spiritual leader

Dr. Eduardo Padron, President of w:Miami Dade College (June 16, 2005)
About, 2000s

Peace, Personality, People, Learning

“Sex ed curriculum should be about facts, not teaching Liberal ideology.”

Doug Ford (1964) 26th Premier of Ontario

On the Ontario sex education curriculum during the 2018 PC Party leadership election https://www.cbc.ca/news/politics/ontario-sex-ed-curriculum-at-issue-in-pc-leadership-race-1.4534010 (14 February 2018) <br class="br">2018

Sex

“School is a twelve-year jail sentence where bad habits are the only curriculum truly learned. I teach school and win awards doing it. I should know.”

John Taylor Gatto book Dumbing Us Down

Source: Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (1992), p. 19

School, Learning

“It is time that we squarely face the fact that institutional schoolteaching is destructive to children. Nobody survives the seven-lesson curriculum completely unscathed, not even the instructors.”

John Taylor Gatto book Dumbing Us Down

Source: Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (1992), p. 17

Children, Time

“I've come to believe that genius is an exceedingly common human quality, probably natural to most of us... I began to wonder, reluctantly, whether it was possible that being in school itself was what was dumbing them down. Was it possible I had been hired not to enlarge children's power, but to diminish it? That seemed crazy on the face of it, but slowly I began to realize that the bells and the confinement, the crazy sequences, the age-segregation, the lack of privacy, the constant surveillance, and all the rest of national curriculum of schooling were designed exactly as if someone had set out to prevent children from learning how to think and act, to coax them into addiction and dependent behavior.”

John Taylor Gatto book Dumbing Us Down

Source: Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (1992), pp. xxxiii-xxxiv