schools

A relationship is a process. If you have nothing to learn - you have a slave to teach. 's why schools are effective.

Pick a leader who will make their citizens proud. One who will stir the hearts of the people, so that the sons and daughters of a given nation strive to emulate their leader's greatness. Only then will a nation be truly great, when a leader inspires and produces citizens worthy of becoming future leaders, honorable decision makers and peacemakers. And in these times, a great leader must be extremely brave. Their leadership must be steered only by their conscience, not a bribe.

Pick a leader who will not only bail out banks and airlines, but also families from losing their homes -- or jobs due to their companies moving to other countries. Pick a leader who will fund schools, not limit spending on education and allow libraries to close. Pick a leader who chooses diplomacy over war. An honest broker in foreign relations. A leader with integrity, one who says what they mean, keeps their word and does not lie to their people. Pick a leader who is strong and confident, yet humble. Intelligent, but not sly. A leader who encourages diversity, not racism. One who understands the needs of the farmer, the teacher, the doctor, and the environmentalist -- not only the banker, the oil tycoon, the weapons developer, or the insurance and pharmaceutical lobbyist.

Pick a leader who will keep jobs in your country by offering companies incentives to hire only within their borders, not one who allows corporations to outsource jobs for cheaper labor when there is a national employment crisis. Choose a leader who will invest in building bridges, not walls. Books, not weapons. Morality, not corruption. Intellectualism and wisdom, not ignorance. Stability, not fear and terror. Peace, not chaos. Love, not hate. Convergence, not segregation. Tolerance, not discrimination. Fairness, not hypocrisy. Substance, not superficiality. Character, not immaturity. Transparency, not secrecy. Justice, not lawlessness. Environmental improvement and preservation, not destruction. Truth, not lies.

There's very little authentic study of the humanities remaining. My research assistant came to me two years ago saying she'd been in a seminar in which the teacher spent two hours saying that Walt Whitman was a racist. This isn't even good nonsense. It's insufferable.

[Today's high schoolers are required to read] a couple of Shakespeare plays...the couple of Shakespeare plays function as an inoculation _ that is, you get exposed to 'half-dead Shakespeare virus', and it keeps you from ever loving Shakespeare again, your whole life long. It would be much better if they didn't do that at all!Because [the students] have no linguistic preparation for it, and no cultural or historical preparation for it. They've not been reading English poetry, so the language strikes them as completely bizarre [_] and they have no historical place to put it, so they don't know what's going on. All they know is that they're 'supposed to like it'.

School in itself is a microcosm of society. These kids bring a lot of baggage with them, and as teachers with 30 plus kids in your classroom you have to take the time to get to know them, and not just see them as people you have to teach. And if they want to learn they will learn, and if they don__ want too then too bad. But you have to see them as your surrogate children. Charles Chuck Mackey, former vice principal and coach of R. M. Bailey Pacers_

The fact that they were there as students presumed they did not know what was good or bad. That was his job as instructor...to tell them what was good or bad. The whole idea of individual creativity and expression in the classroom was really basically opposed to the whole idea of the University.

When spontaneity and individuality and really good original stuff occurred in a classroom it was in spite of the instruction, not because of it. This seemed to make sense. He was ready to resign. Teaching dull conformity to hateful students wasn__ what he wanted to do.

If the surprise outcome of the recent UK referendum - on whether to leave or remain in the European Union - teaches us anything, it is that supposedly worthy displays of democracy in action can actually do more harm than good. Witness a nation now more divided; an intergenerational schism in the making; both a governing and opposition party torn to shreds from the inside; infinitely more complex issues raised than satisfactory solutions provided. It begs the question 'Was it really all worth it' ?

Skill teachers are made scarce by the belief in the value oflicenses. Certification constitutes a form of market manipulation and is plausible only to a schooled mind.Most teachers of arts and trades are less skillful, less inventive, and less communicative than the best craftsmenand tradesmen. Most high-school teachers of Spanish or French do not speak the language as correctly as theirpupils might after half a year of competent drills. Experimentsconducted by Angel Quintero in Puerto Ricosuggest that many young teen-agers, if given the proper incentives, programs, and access to tools, are better thanmost schoolteachers at introducing their peers to the scientific exploration of plants, stars, and matter, and to thediscovery of how and why a motor or a radio functions.

To a lot of children, school is currently mostly a place to learn what you aren__ any good at.

How insightful of Finland to devise a topic-based curriculum in their schools! This means that dicreet "subjects" that are taught may cross-fertilise each other, and the possibilities in this are amazing!

In fact, healthy students often redouble their resistance to teaching as they find themselves more comprehensively manipulated. This resistance is due not to the authoritarian style of a public school or the seductive style of some free schools, but to the fundamental approach common to all schools-the idea that one person's judgment should determine what and when another person must learn.

Schools are even less efficient in the arrangement of the circumstances which encourage the open-ended, exploratory use of acquired skills, for which I will reserve the term "liberal education." The main reason for this is that school is obligatory and becomes schooling for schooling's sake: an enforced stay in the company of teachers, which pays off in the doubtful privilege of more such company. Just as skill instruction must be freed from curricular restraints, so must liberal education be dissociated from obligatory attendance. Both skill-learningand education for inventive and creative behavior can be aided by institutional arrangement, but they are of a different, frequently opposed nature.

The purpose of school should not be to prepare students for more school. We should be seeking to have fully engaged students now.

Education is what survives when what has been learnt has been forgotten.

The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered.