Pedagogy Quotes - Page 4

• Health education emphasizing risks is a form of pedagogy, which, like other forms, serves to legitimize ideologies and social practices. Risk discourse in the public health sphere allows the state, as the owner of knowledge, to exert power of the bodies of its citizens. Risk discourse, therefore, especially when it emphasizes lifestyle risks, serves as an effective Foucauldian agent of surveillance and control that is difficult to challenge because of its manifest benevolent goal of maintaining standards of health. In doing so, it draws attention away from the structural causes of ill-health.

  Deborah Lupton

  Health Education, Practice, Ill Health

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• It is precisely because I believe it is not possible to neatly separate the sexual from other sorts of relations that I find the movement to bar the sexual from pedagogy not only dangerous but supremely impractical.

  Jane Gallop

  Believe, Bars, Movement

  Jane Gallop (2002). “Anecdotal Theory”, p.65, Duke University Press

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• This passion, so unordered and yet so potent, explains the capacity for teaching that one frequently observes in scientific men of high attainments in their specialties-for example, Huxley, Ostwald, Karl Ludwig, Virchow, Billroth, Jowett, William G. Sumner, Halsted and Osler-men who knew nothing whatever about the so-called science of pedagogy, and would have derided its alleged principles if they had heard them stated.

  H. L. Mencken

  Dream, Teaching, Passion

  H. L. Mencken, Marion Elizabeth Rodgers (2010). “H.L. Mencken: Prejudices: First, Second, and Third Series”, Hubsta Ltd

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• A significant contribution to science pedagogy and to the scholarship of teaching and learning. ... [W]ill be of interest to researchers in the area of science education and to college and university faculty members who seek to improve their teaching.

  David W. Oxtoby

  Teaching, College, Faculty Members

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• So far as musical pedagogy is concerned -
  And by extension of musical creation -
  Nadia Boulanger is the most influential person who ever lived

  Ned Rorem

  Musical, Influential Person, Creation

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• It is not suprising that the banking concept of education regards men as adaptable, manageable beings.

  Paulo Freire

  Men, Banking, Pedagogy Of The Oppressed

  "Pedagogy of the Oppressed". Book by Paulo Freire, Chapter 2, 1968.

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• Indeed, some "revolutionaries" brand as "innocents," "dreamers," or even "reactionaries"; those who would challenge this educational practice. But one does not liberate people by alienating them. Authentic liberation - the process of humanization - is not another deposit to be made in men.

  Paulo Freire

  Educational, Men, Practice

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.56, Bloomsbury Publishing USA

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• A man who knows a subject thoroughly, a man so soaked in it that he eats it, sleeps it and dreams it- this man can always teach it with success, no matter how little he knows of technical pedagogy.

  H. L. Mencken

  Inspirational, Education, Dream

  H.L. Mencken (2012). “Mencken Chrestomathy”, p.303, Vintage

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• A revolutionary must become a cold killing machine motivated by pure hate. We must create the pedagogy of the paredón [execution wall].

  Che Guevara

  Wall, Hate, Machines

  "The Cuban Revolution: Years of Promise". Book by Teo A. Babun and Victor Andres Triay, p. 57, 2005.

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• The greatest humanistic and historical task of the oppressed: to liberate themselves.

  Paulo Freire

  Freedom, Historical, Tasks

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.32, Bloomsbury Publishing USA

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• Looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future.

  Paulo Freire

  Mean, Past, Understanding

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.60, Bloomsbury Publishing USA

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• Dehumanization, although a concrete historical fact, is not a given destiny but the result of an unjust order that engenders violence in the oppressors, which in turn dehumanizes the oppressed

  Paulo Freire

  Destiny, Order, Historical

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.31, Bloomsbury Publishing USA

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• Problem-posing education affirms men and women as beings in the process of becoming.

  Paulo Freire

  Men, Becoming, Problem

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.60, Bloomsbury Publishing USA

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• The oppressed, instead of striving for liberation, tend themselves to become oppressors.

  Paulo Freire

  Strive, Liberation, Pedagogy Of The Oppressed

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.32, Bloomsbury Publishing USA

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• Washing one's hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral.

  Paulo Freire

  Peace, Honesty, Powerful

  Paulo Freire (1985). “The Politics of Education: Culture, Power, and Liberation”, p.122, Greenwood Publishing Group

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• The oppressors do not favor promoting the community as a whole, but rather selected leaders.

  Paulo Freire

  Community, Leader, Favors

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.103, Bloomsbury Publishing USA

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• The public education movement has also been an anti-Christian movement...We can change education in America if you put Christian principles in and Christian pedagogy in. In three years, you would totally revolutionize education in America.

  Pat Robertson

  Christian, Years, America

  "The 700 Club". TV Series, www.imdb.com. (1966 - ).

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• In all the works on pedagogy that ever I read — and they have been many, big, and heavy — I don't remember that any one has advocated a system of teaching by practical jokes, mostly cruel. That, however, describes the method of our great teacher, Experience.

  Charles Sanders Peirce

  Teacher, Teaching, Remember

  Charles Sanders Peirce, Patricia Ann Turrisi (1997). “Pragmatism as a Principle and Method of Right Thinking: The 1903 Harvard Lectures on Pragmatism”, p.160, SUNY Press

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