You cannot teach today the same way you did yesterday to prepare students for tomorrow.
If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.
You can teach students to develop the ability to think reflectively, and you can help them understand what this means, but if they are not inclined to do so they never will.
We sometimes talk as if "original research" were a peculiar prerogative of scientists or at least of advanced students. But all thinking is research, and all research is native, original, with him who carries it on, even if everybody else in the world already is sure of what he is still looking for.
It is part of the educator's responsibility to see equally to two things: First, that the problem grows out of the conditions of the experience being had in the present, and that it is within the range of the capacity of students; and, secondly, that it is such that it arouses in the learner an active quest for information and for production of new ideas. The new facts and new ideas thus obtained become the ground for further experiences in which new problems are presented.
How many students ... were rendered callous to ideas, and how many lost the impetus to learn because of the way in which learning was experienced by them?
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