Real education precisely consists in the fact that we see beyond the symbols and the mere machinery of the age in which we find ourselves: education precisely consists in the realization of a permanent simplicity that abides behind all civilizations, the life that is more than meat, the body that is more than raiment. The only object of education is to make us ignore mere schemes of education. Without education, we are in a horrible and deadly danger of taking educated people seriously.
Gilbert Keith Chesterton (1874-1936) English journalist and writer
“Our Note Book,” The Illustrated London News (1905-12-02)
(Source)
Quotations about:
pedagogy
Note not all quotations have been tagged, so Search may find additional quotes on this topic.
The problem of drugs, of divorce, of race prejudice, of unmarried pregnancy, and so on — as if evil were a problem, something that an be solved, that has an answer, like a problem in fifth grade arithmetic. If you want the answer, you just look in the back of the book. That is escapism, that posing evil as a “problem,” instead of what it is: all the pain and suffering and waste and loss and injustice we will meet our loves long, and must face and cope with over and over and over, and admit, and live with, in order to live human lives at all.
Ursula K. Le Guin (1929-2018) American writer
“The Child and the Shadow,” Quarterly Journal of the Library of Congress (Apr 1975)
(Source)
On the difficulty of "realistic fiction" for children to teach morality. First delivered as a speech; later reprinted in The Language of the Night (1979).
In a word, our moral dispositions are formed as a result of the corresponding activities. Hence it is incumbent on us to control the character of our activities, since on the quality of these depends the quality of our dispositions. It is therefore not of small moment whether we are trained from childhood in one set of habits or another; on the contrary it is of very great, or rather of supreme, importance.
[καὶ ἑνὶ δὴ λόγῳ ἐκ τῶν ὁμοίων ἐνεργειῶν αἱ ἕξεις γίνονται. διὸ δεῖ τὰς ἐνεργείας ποιὰς ἀποδιδόναι: κατὰ γὰρ τὰς τούτων διαφορὰς ἀκολουθοῦσιν αἱ ἕξεις. οὐ μικρὸν οὖν διαφέρει τὸ οὕτως ἢ οὕτως εὐθὺς ἐκ νέων ἐθίζεσθαι, ἀλλὰ πάμπολυ, μᾶλλον δὲ τὸ πᾶν.]
Aristotle (384-322 BC) Greek philosopher
Nicomachean Ethics [Ἠθικὰ Νικομάχεια], Book 2, ch. 1 (2.1, 1103b.20ff) (c. 325 BC) [tr. Rackham (1934), sec. 7-8]
(Source)
(Source (Greek)). Alternate translations:
Or, in one word, the habits are produced from the acts of working like to them: and so what we have to do is to give a certain character to these particular acts, because the habits formed correspond to the differences of these. So then, whether we are accustomed this way or that straight from childhood, makes not a small but an important difference, or rather I would say it makes all the difference.
[tr. Chase (1847)]
And indeed, in a word, all habits are formed by acts of like nature to themselves. And hence it becomes our duty to see that our acts are of a right character. For, as our acts vary, our habits will follow in their course. It makes no little difference, then, to what kind of habituation we are subjected from our youth up; but it is, on the contrary, a matter that is important to us, or rather all-important.
[tr. Williams (1869), sec. 24]
In a word moral states are the results of activities corresponding to the moral states themselves. It is our duty therefore to give a certain character to the activities, as the moral states depend upon the differences of the activities. Accordingly, the difference between one training of the habits and another from early days is not a light matter, but is serious or rather all-important.
[tr. Welldon (1892)]
In a word, acts of any kind produce habits or characters of the same kind. Hence we ought to make sure that our acts be of a certain kind; for the resulting character varies as they vary. It makes no small difference, therefore, whether a man be trained from his youth up in this way or in that, but a great difference, or rather all the difference.
[tr. Peters (1893)]
Thus, in one word, states of character arise out of like activities. This is why the activities we exhibit must be of a certain kind; it is because the states of character correspond to the differences between these. It makes no small difference, then, whether we form habits of one kind or of another from our very youth; it makes a very great difference, or rather all the difference.
[tr. Ross (1908)]
In a word, then, states come about from activities that are similar to them. That is why the activities must exhibit a certain quality, since the states follow along in accord with the differences between these. So it makes no small difference whether people are habituated in one way or in another way straight from childhood; on the contrary, it makes a huge one -- or rather, all the difference.
[tr. Reeve (1948)]
In short, it is by similar activities that habits are developed in men; and in view of this, the activities in which men are engaged should be of [the right] quality, for the kinds of habits which develop follow the corresponding differences in these activities. So in acquiring habit it makes no small difference whether we are acting in one way or on the contrary way right from our early youth; it makes a great difference, or rather all the difference.
[tr. Apostle (1975)]
In a word, then, like activities produce like dispositions. Hence we must give our activities a certain quality, because it is their characteristics that determine the resulting dispositions. So it is a matter of no little importance what sort of habits we form from the earliest age -- it makes a vast difference, or rather all the difference in the world.
[tr. Thomson/Tredennick (1976)]
In a word, then, like states arise from like activities. This is why we must give a certain character to our activities, since it is on the differences between them that the resulting states depend. So it is not unimportant how we are habituated from our early days; indeed it makes a huge difference -- or rather all the difference.
[tr. Crisp (2000)]
And so, in a word, the characteristics come into being as a result of the activities akin to them. Hence we must make our activities be of a certain quality, for the characteristics correspond to the differences among the activities. It makes no small difference, then, whether one is habituated to this or that way straight from childhood but a very great difference -- or rather the whole difference.
[tr. Bartlett/Collins (2011)]
There is, in fact, no academic requirement to include more than one view of an academic issue, although it is usually pedagogically useful to do so. The true requirement is that no matter how many (or few) views are presented to the students, they should be offered as objects of analysis rather than as candidates for allegiance.
Stanley Fish (b. 1938) American literary theorist, legal scholar, author
“Conspiracy Theories 101,” New York Times (23 Jul 2006)
(Source)
One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.
Carl Jung (1875-1961) Swiss psychologist
“The Gifted Child” (1942), The Development of Personality, sec. 250 (1954) [tr. Hull]
(Source)
Translated from "Der Begabte," Psychologie und Erziehung (1946).
The greatest sign of success for a teacher … is to be able to say, “The children are now working as if I did not exist.”
Maria Montessori (1870-1952) Italian educator, philosopher, educator, physician
The Absorbent Mind, ch. 27 (1949) [tr. Claremont (1969)]
A child miseducated is a child lost.
John F. Kennedy (1917-1963) US President (1961-63)
State of the Union address (11 Jan 1962)
This quotation is usually attributed to Kennedy's 1963 State of the Union Address, but it does not show up in the formal text or the video recording.
It actually appears to be from his 1962 State of the Union address; while it does appear in the formal text or the audio recording, it does show up in a copy in Vital Speeches and Documents of the Day, Vol. 2 (1961). There are other small textual changes to the speech in that version, which makes me think that it is a press release copy which was delivered in a slightly different form (without the quotation) before Congress; this would explain why the reference became so popular, but is not found in the official version of the text.
There is no absurdity, however palpable, which cannot be firmly implanted in the minds of all, if only one begins to inculcate it before the early age of six by constantly repeating it to them with an air of great solemnity.
[Es giebt keine Absurdität , die so handgreiflich wäre , daß man sie nicht allen Menden fest in den Kopf regen könnte, wenn man nur schon vor ihrem sechsten Jahre anfienge, sie ihnen einzuprägen, indem manunabläffig und mit feierlichstem Ernst sie ihnen vorsagte.]
Arthur Schopenhauer (1788-1860) German philosopher
Parerga and Paralipomena, Vol. 2, ch. 26 “Psychological Observations [Psychologische Bemerkungen],” § 344 (1851) [tr. Payne (1974)]
(Source)
(Source (German)). Alternate translations:
There is no absurdity so palpable but that it may be firmly planted in the human head if you only begin to inculcate it before the age of five, by constantly repeating it with an air of great solemnity.
[tr. Saunders (1851)]
There is no absurdity, however palpable it may be, which may not be fixed in the minds of all men, if it is inculcated before they are six years old by continual and earnest repetition.
[tr. Dircks(1897)]
The mind is not a vessel to be filled, but a fire to be kindled.
Plutarch (AD 46-127) Greek historian, biographer, essayist [Mestrius Plutarchos]
Morals [Moralia], “On Listening to Lectures”
Alt trans.: "The correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting."
