“By instructing students how to learn, unlearn and relearn, a powerful new dimension can be added to education. Psychologist Herbert Gerjuoy of the Human Resources Research Organization phrases it simply: ‘The new education must teach the individual how to classify and reclassify information, how to evaluate its veracity, how to change categories when necessary, how to move from the concrete to the abstract and back, how to look at problems from a new direction—how to teach himself. Tomorrow’s illiterate will not be the man who can’t read; he will be the man who has not learned how to learn.” ― Alvin Toffler
“The most erroneous assumption is to the effect that the aim of public education is to fill the young of the species with knowledge and awaken their intelligence, and so make them fit to discharge the duties of citizenship in an enlightened and independent manner. Nothing could be further from the truth. The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality”.― H.L. Mencken
More about ‘education’:
“What usually happens in the educational process is that the faculties are dulled, overloaded, stuffed and paralyzed so that by the time most people are mature they have lost their innate capabilities.“ —Buckminster Fuller
“Teacher effectiveness is negatively correlated with students’ evaluations.”
Braga M, et al. Evaluating students’ evaluations of professors. Economics of Education Review Volume 2014; 41:71–88.
Union freakouts are hurting the hunt for good teachers —The Washington Post.
“Averages alone are not adequate summaries of evaluation scores.”
Do student evaluations measure teaching effectiveness? Philip Stark, professor of statistics | 10/14/13 | The Berkeley Blog.
Featured Image by @PawelKuczynski