There is one tradition in America I am proud to inherit. It is our first freedom and the truest expression of our Americanism: the ability to dissent without fear. It is our right to utter the words, I disagree. We must feel at liberty to speak those words to our neighbors, our clergy, our educators, our news media, our lawmakers and, above all, to the one among us we elect President.
When you were growing up, your mom and dad told you to look both ways before crossing the street or not to get into a car with a stranger. It's the same with the Internet. We have a big responsibility and a huge role in bringing all the stakeholders to the table - users, parents, educators, law enforcement, government organisations.
Jonathan Wells has done us all - the scientific community, educators, and the wider public - a great service. In Icons of Evolution he has brilliantly exposed the exaggerated claims and deceptions that have persisted in standard textbook discussions of biological origins for many decades, in spite of contrary evidence. these claims have been so often repeated that they seem unassailable - that is, until one reads Wells's book.
Dean H. Kenyon
To win in the game of life, we all need both a healthy mind and body. By involving children in the fun and dynamic fitness programs offered by Len Saunders, we help them maximize not only their physical potential, but more importantly their intellectual potential. You don't need to be an outstanding athlete to be physically fit - you just need to participate. This book is an outstanding reference for parents and educators alike who want to promote better health for our children.
I think it is time we learned the lesson of our century: that the progress of the human spirit must keep pace with technological and scientific progress, or that spirit will die. It is incumbent on our educators to remember this; and music is at the top of the spiritual must list. When the study of the arts leads to the adoration of the formula (heaven forbid), we shall be lost. But as long as we insist on maintaining artistic vitality, we are able to hope in man
Churchmen are quick to defend religious freedom; lawyers were never so universally aroused as by President Roosevelt's Court bill; newspapers are most alert to civil liberties when there is a hint of press censorship in the air. And educators become perturbed at every effort to curb academic freedom. But too seldom do all of these become militant when ostensibly the rights of only one group are threatened. They do not always react to the truism that when the rights of any individual or group are chipped away, the freedom of all erodes.
In roughly the last century, important experiments have been launched by such charismatic educators as Maria Montessori, Rudolf Steiner, Shinichi Suzuki, John Dewey, and A. S. Neil. These approaches have enjoyed considerable success[...] Yet they have had relatively little impact on the mainstream of education throughout the contemporary world.
I don't think that I need to tell you how important to the outcome of that race is the education legislation that is now before the Congress. I hope that it is important enough that most of you have studied it in detail. I hope that you understand that it represents the very best thinking that the leading educators of this country can produce.
Lyndon B. Johnson
This is a very challenging moment for educators. Our children are headed for a much more networked existence, one that allows for learning to occur 24, 7, 365, one that renders physical space much less important for learning, one that will challenge the relevance of classrooms as currently envisioned, and one that challenges our roles as teachers and adult learners.
From the standpoint of education, genius means essentially 'giving birth to the joy in learning.' I'd like to suggest that this is the central task of all educators. It is the genius of the student that is the driving force behind all learning. Before educators take on any of the other important issues in learning, they must first have a thorough understanding of what lies at the core of each student's intrinsic motivation to learn, and that motivation originates in each student's genius.
Song of praise: Be joyful and count your blessings.There are so many things to be thankful for; the gift of being alive, blessings of a new day to hope and dream, the gift of families, the gift of children, the gift of friends, gift of people who make you laugh and smiles, the gift of strangers who show you kindness, the gift of nature, gift of educators, gift of preachers and many more.
Lailah Gifty Akita
A basic flaw in contemporary American educational philosophy as much as it is under the influence of the late John Dewey, is it s failure to grasp the essentially artistic character of teaching. Due to an inflated opinion of "science" and all things supposedly "scientific, " educators have been loathe to admit that teaching is an art, not a science. The art of teaching is a mingling of the liberal and the dramatic arts. Above and beyond the subject matter, the teacher actually needs but two assets: (a) a grasp of the liberal arts of grammar, rhetoric, and logic; (b) a mastery of the dramatic art of presentation." - pg 126 footnote 1.
Frederick D. Wilhelmsen
Thomas Jefferson once said that all men are created equal (...). There is a tendency (...) for certain people to use this phrase out of context, to satisfy all conditions. The most ridiculous example I can think of is that the people who run public education promote the stupid and idle along with the industrious-because all men are created equal, educators will gravely tell you, the children left behind suffer terrible feelings of inferiority. We know all men are not created equal in the sense some people would have us believe-some people are smarter than others, some people have more opportunity because they're born with it, some men make more money than others, some ladies make better cakes than others-some people are born gifted beyond the normal scope of most men.
Philosophers have long conceded, however, that every man has two educators: 'that which is given to him, and the other that which he gives himself. Of the two kinds the latter is by far the more desirable. Indeed all that is most worthy in man he must work out and conquer for himself. It is that which constitutes our real and best nourishment. What we are merely taught seldom nourishes the mind like that which we teach ourselves.
Carter G. Woodson
An eternal question about children is, how should we educate them? Politicians and educators consider more school days in a year, more science and math, the use of computers and other technology in the classroom, more exams and tests, more certification for teachers, and less money for art. All of these responses come from the place where we want to make the child into the best adult possible, not in the ancient Greek sense of virtuous and wise, but in the sense of one who is an efficient part of the machinery of society. But on all these counts, soul is neglected.
It could be said that a liberal education has the nature of a bequest, in that it looks upon the student as the potential heir of a cultural birthright, whereas a practical education has the nature of a commodity to be exchanged for position, status, wealth, etc., in the future. A liberal education rests on the assumption that nature and human nature do not change very much or very fast and that one therefore needs to understand the past. The practical educators assume that human society itself is the only significant context, that change is therefore fundamental, constant, and necessary, that the future will be wholly unlike the past, that the past is outmoded, irrelevant, and an encumbrance upon the future - the present being only a time for dividing past from future, for getting ready. But these definitions, based on division and opposition, are too simple. It is easy, accepting the viewpoint of either side, to find fault with the other. But the wrong is on neither side; it is in their division... Without the balance of historic value, practical education gives us that most absurd of standards: "relevance, " based upon the suppositional needs of a theoretical future. But liberal education, divorced from practicality, gives something no less absurd: the specialist professor of one or another of the liberal arts, the custodian of an inheritance he has learned much about, but nothing from.
The dilemma I was faced with was one every parent faces sooner or later: you want to defend your child, of course; you stand up for your child, but you mustn't do it all too vehemently, and above all not too eloquently - you mustn't drive anyone into a corner. The educators, the teachers, will let you have your say, but afterwards they'll take revenge on your child. You may come up with better arguments - it's not too hard to come up with better arguments than the educators, the teachers - but in the end, your child to going to pay for it. Their frustration at being shown up is something they'll take out on the student.
Everyone's talking about the death and disappearance of the book as a format and an object. I don't think that will happen. I think whatever happens, we have to figure out a way to protect our imaginations. Stories and poetry do that. You need a language in this world. People want words, they want to hear their situation in language, and find a way to talk about it. It allows you to find a language to talk about your own pain. If you give kids a language, they can use it. I think that's what these educators fear. If you really educate these kids, they aren't going to punch you in the face, they are going to challenge you with your own language.
Educators may bring upon themselves unnecessary travail by taking a tactless and unjustifiable position about the relation between scientific and religious narratives. We see this, of course, in the conflict concerning creation science. Some educators representing, as they think, the conscience of science act much like those legislators who in 1925 prohibited by law the teaching of evolution in Tennessee. In that case, anti-evolutionists were fearful that a scientific idea would undermine religious belief. Today, pro-evolutionists are fearful that a religious idea will undermine scientific belief. The former had insufficient confidence in religion; the latter insufficient confidence in science. The point is that profound but contradictory ideas may exist side by side, if they are constructed from different materials and methods and have different purposes. Each tells us something important about where we stand in the universe, and it is foolish to insist that they must despise each other.
Memorization has gotten a bad rap recently. Lots of students, and even some educators, say that being able to reason is more important than knowing facts; and besides, why bother committing things to memory when you've got Google? My response to this - after I've finished inwardly groaning - is that of course reasoning is important, but that doesn't mean you shouldn't know facts as well. It's not like you have to choose between one or the other. Besides, facts give you a foundation on which to reason about things.
When I look at a child, I see a living, breathing person, made in God's image, for whom God has a plan. As parent educators, we need to embrace a new notion of learning... we need to engage the hearten order to effectively educate the child. Our vision of a well-educated child is a child who has a heart for learning, a child who has the tools he needs to continue to learn for a lifetime and a child who has the love to want to do it.
That's what education should be, " I said, "the art of orientation. Educators should devise the simplest and most effective methods of turning minds around. It shouldn't be the art of implanting sight in the organ, but should proceed on the understanding that the organ already has the capacity, but is improperly aligned and isn't facing the right way.
Everyday more educators are showing that they value students by involving them in meaningful ways in school. These teachers and administrators say that it is not about 'making students happy' or allowing students to run the school. Their experience shows that when educators partner with students to improve learning, teaching and leadership in schools, school change is positive and effective.
While we may continue to use the words smart and stupid, and while IQ tests may persist for certain purposes, the monopoly of those who believe in a single general intelligence has come to an end. Brain scientists and geneticists are documenting the incredible differentiation of human capacities, computer programmers are creating systems that are intelligent in different ways, and educators are freshly acknowledging that their students have distinctive strengths and weaknesses.
a bad diet will eventually kill our dreams. It's essential that we constantly evaluate the nutritional value of what we are feeding ourselves. It may come down to how many hours of television we're viewing, the quality of the programs we're watching, what music we're listening to, the material we're reading, the conversations we're having, the movies we're seeing, the Web sites we're visiting, the video games we're playing, or the people with whom we're associating. As harmless as these may sometimes seem, excessive consumption of things that induce negative thinking, bad habits, and wrong behavior will thwart our potential. A good litmus test is to ask yourself if you're giving more airtime to the media, educators, politicians, economists, pop stars, friends, or tradition than you are to God's Word. To see our dreams actualized, God's Word and His will must take precedence over everything else.
Now the line is: Forget the classics, concentrate on an education for the 21st century! Which apparently means knowing how to operate electronic devices and figure out a spreadsheet. That's not education, it's vocational training. What once were means seem to have become ends in education. And our more with-it "educators" shift with every passing wind, clutching at the latest gimmick the way drowning men do at straws.
All of the dissatisfactions he had felt in his practice of the art form he had stumbled across within a week of his arrival in America, the cheap conventions, the low expectations among publishers, readers, parents, and educators, the spatial constraints that he had been struggling against in the pages of Luna Moth, seemed capable of being completely overcome, exceeded, and escaped. The Amazing Cavalieri was going to break free, forever, of the nine little boxes.
It is time for us to take off our masks, to step out from behind our personas - whatever they might be: educators, activists, biologists, geologists, writers, farmers, ranchers, and bureaucrats - and admit we are lovers, engaged in an erotics of place. Loving the land. Honoring its mysteries. Acknowledging, embracing the spirit of place - there is nothing more legitimate and there is nothing more true. That is why we are here. That is why we do what we do. There is nothing intellectual about it. We love the land. It is a primal affair.
Terry Tempest Williams
At the dawn of the 21st century, where knowledge is literally power, where it unlocks the gates of opportunity and success, we all have responsibilities as parents, as librarians, as educators, as politicians, and as citizens to instill in our children a love of reading so that we can give them a chance to fulfill their dreams.
I believe that humanity now is desperately calling for new ideas. These new ideas must come from spiritual teachers and artists, from poets and philosophers, from educators and ecologists, from postal clerks and miners and traffic cops and nurses and waiters and musicians and cooks and cleaners and from...Regular People Everywhere. That is to say, from YOU.
Neale Donald Walsch
Standardized tests are an indicator of the kind of service taxpayers are receiving - and whether schools, educators and policymakers are doing their jobs. In the United States, taxpayers spend almost $600 billion annually on public education, so it's not unreasonable to ask what all that money is producing. In fact, it's irresponsible not to know.
The price the Virgin demanded was purity, and the way the educators of Catholic children have interpreted this for nearly two thousand years is sexual chastity. Impurity, we were taught, follows from many sins, but all are secondary to the principal impulse of the devil in the soul--lust.
We have to make sure that college is accessible and affordable. Two years ago, I stood here and called upon our institutions of higher learning to develop plans for degrees that cost no more than $10,000. There were plenty of detractors at that time who insisted it couldn't be done. However, that call inspired educators at colleges and universities across our state to step up to the plate. Today, I'm proud to tell you that thirteen Texas universities have announced plans for a $10,000 degree.
How many more years will our educators continue to lecture us on the evils of whipping children until they bring home high grades? Year after year we listen to these fellows tell us that it is not the grade that counts but the development of the child's personality. After the lecture they go back to all the best schools and reject our children because they have C averages.
The world and all its wisdom is but a booby, blundering school-boy that needs management and could be managed, if men and women would be human beings instead of just business men, or plumbers, or army officers, or commuters, or educators, or authors, or clubwomen, or traveling salesmen, or Socialists, or Republicans, or Salvation Army leaders, or wearers of cloths.
We will learn no matter what! Learning is as natural as rest or play. With or without books, inspiring trainers or classrooms, we will manage to learn. Educators can, however, make a difference in what people learn and how well they learn it. If we know why we are learning and if the reason fits our needs as we perceive them, we will learn quickly and deeply.
My plea to educators and parents is that they should give some thought to the nature of the brain of a child, for the brain is a living mechanism, not a machine. In case of breakdown, it can substitute one of its parts for the function of another. But it has its limitations. It is subject to inexorable change with the passage of time.
While we may continue to use the wordssmart and stupid, and while IQ tests may persist for certain purposes, the monopolyof those who believe in a single general intelligence has come to an end. Brain scientists and geneticists are documentingthe incredible differentiation of human capacities, computer programmers are creating systems that are intelligent in different ways, and educators are freshly acknowledging that their students have distinctive strengths and weaknesses.
There is a good deal of excellent research on child's play. It has shown conclusively that through play, with the freedom of action it allows and the stressless environment in which it occurs, children discover, relate to and define themselves and their world. ...It is, therefore, paradoxical that many educators and parents still differentiate between a time for learning and a time for play.
Educators, long disturbed by schoolchildren's lagging scores in math and reading, are realizing there is a different and more alarming deficiency: emotional literacy. And while laudable efforts are being made to raise academic standards, this new and troubling deficiency is not being addressed in the standard school curriculum. As one Brooklyn teacher put it, the present emphasis in schools suggests that "we care more about how well schoolchildren can read and write than whether they'll be alive next week."
It needs more than ever to be stressed that the best and truest educators are parents under God. The greatest school is the family. In learning, no act of teaching in any school or university compares to the routine task of mothers in teaching a babe who speaks no language the mother tongue in so short a time. No other task in education is equal to this. The moral training of the children, the discipline of good habits, is an inheritance from the parents to the children which surpasses all other. The family is the first and basic school of man.
The real challenge is not to get people to remember more, but to get them to understand better. We're just now beginning to be able to show what we can implement with technological tools. I think our interest at Apple is to be the provider of the instruments that will help educators and students create and entirely new kind of learning than what we have now.
That's what education should be," I said, "the art of orientation. Educators should devise the simplest and most effective methods of turning minds around. It shouldn't be the art of implanting sight in the organ, but should proceed on the understanding that the organ already has the capacity, but is improperly aligned and isn't facing the right way.
Pedagogy of the Oppressed resonated with progressive educators, already committed to a 'child-centered' rather than a 'teacher-directed' approach to classroom instruction. Freire's rejection of teaching content knowledge seemed to buttress what was already the ed schools' most popular theory of learning, which argued that students should work collaboratively in constructing their own knowledge and that the teacher should be a 'guide on the side,' not a 'sage on the stage.'
I grew up in a very loving middle class family. My parents were educators. I'm not even the first PhD in my family. They tried to shield me, just as other parents in my neighborhood tried to shield their children. But you knew there was a reason that you couldn't go to that theme park or to a movie theater or to a hamburger stand. They couldn't shield you completely. What they did though was they never let it be an excuse for not achieving, and they always said racism is somebody else's problem, not yours. They tried in that way not to make us bitter about Birmingham.
Exploring Feelings for Young Children with High-Functioning Autism or Asperger's Disorder: The STAMP Treatment Manual offers practical recommendations and creative practices that will certainly help young children with high functioning autism or Asperger's syndrome overcome their struggles with the really tough issues blocking their positive growth and development. Therapists, educators and parents caring for autistic children who endure a heavy load of anger, distrust, difficult interpersonal relationships, poor self-esteem and self-doubt need this excellent book.
Liane Holliday Willey
I keep thinking of the gifts of my own upbringing, which I once took for granted: I can read any book I choose and comprehend it. I can write a complete sentence and punctuate it correctly. If I need help, I can call on judges, attorneys, educators, ministers. I wonder what I would be like if I had grown up without such protections and supports. What cracks would have turned up in my character?
We have been educated to such a fine - or dull - point that we are incapable of enjoying something new, something different, until we are first told what it's all about. We don't trust our five senses; we rely on our critics and educators, all of whom are failures in the realm of creation. In short, the blind lead the blind. It's the democratic way.
Restoring prayer ... will scarcely at this date solve the grievous public school problem. Public schools are expensive and massive centers for cultural and ideological brainwashing, at which they are unfortunately far more effective than in teaching the 3 R's or in keeping simple order within the schools. Any plan to begin dismantling the public school monstrosity is met with effective opposition by the teachers' and educators' unions. Truly radical change is needed to shift education from public to unregulated private schooling, religious and secular, as well as home schooling by parents.
Apparently almost anyone can do a better job of educating children than our so-called 'educators' in the public schools. Children who are home-schooled by their parents also score higher on tests than children educated in the public schools. ... Successful education shows what is possible, whether in charter schools, private schools, military schools or home-schooling. The challenge is to provide more escape hatches from failing public schools, not only to help those students who escape, but also to force these institutions to get their act together before losing more students and jobs.
Not since the days of the Hitler Youth have young people been subjected to more propaganda on more politically correct issues. At one time, educators boasted that their role was not to teach students what to think but how to think. Today, their role is far too often to teach students what to think on everything from immigration to global warming to the new sacred trinity of 'race, class and gender.'
While criticism or fear of punishment may restrain us from doing wrong, it does not make us wish to do right. Disregarding this simple fact is the great error into which parents and educators fall when they rely on these negative means of correction. The only effective discipline is self-discipline, motivated by the inner desire to act meritoriously in order to do well in one's own eyes, according to one's own values, so that one may feel good about oneself may "have a good conscience.
The very idea of freedom presupposes some objective moral law which overarches rulers and ruled alike. Subjectivism about moral values is eternally incompatible with democracy. We and our rulers are of one kind only so long as we are subject to one law. But if there is no Law of Nature, the ethos of any society is the creation of its rulers, educators and conditioners; and every creator stands above and outside his own creation.
C. S. Lewis
Nurses have new and expanding roles. They are case managers, helping patients navigate the maze of health care choices and develop plans of care. They are patient educators who focus on preventative care in a multitude of settings outside hospitals. And they are leaders, always identifying ways for their practice to improve. Because nurses have the most direct patient care, they have much influence on serious treatment decisions. It is a very high stakes job. Everyone wants the best nurse for the job, and that equates to the best educated nurse.
Many of the early greats of sf — Hugo Gernsback (publisher of Amazing Stories) in particular — saw themselves as educators. The didactic thrust of science fiction got the genre initially pegged as children's fare. It was seen, at its best, as an extension of school and, at its worst, as teenage wish fulfillment.
Samuel R. Delany