We don't focus as much in schools on educational knowledge which requires thinking and application, as we do on acquiring facts.
If we had in this room a hundred teachers, good teachers from good schools, and asked them to define the word education, there would be very little general agreement.
We can pay teachers a hundred thousand dollars a year, and we'll do nothing to improve our schools as long as we keep the A, B, C, D, F grading system.
Told that the passing grade is a B or competence and that we will help you to get there, students do competent work. The lowest passing grade in the real world is competence. Why do schools accept so much less?
Without pay, no human being will work up to their ability if he or she is not cared for and respected.
If everyone could learn that what is right for me does not make it right for anyone else, the world would be a much happier place.
It is almost impossible for anyone, even the most ineffective among us, to continue to choose misery after becoming aware that it is a choice.
The faster you go, the more students you leave behind. It doesn't matter how much or how fast you teach. The true measure is how much students have learned.
There are only two places in the world where time takes precedence over the job to be done. School and prison.
I think education is both using and improving knowledge and that changes the whole picture.
We are driven by five genetic needs: survival, love and belonging, power, freedom, and fun.
In any place work is done, you cannot accept anything less than competence if you want high quality.
We may be up against a stone wall, but we don't have to bloody our heads against it unless we choose to.
Education is the process in which we discover that learning adds quality to our lives. Learning must be experienced.
Effective teaching may be the hardest job there is.
Since there will be no one left to talk peace after the next war, it makes good sense to break with tradition and hold the peace conference first.
Don't marry someone you would not be friends with if there was no sex between you.
What happened in the past that was painful has a great deal to do with what we are today, but revisiting this painful past can contribute little or nothing to what we need to do now.
To counter the avoidance of intellectual challenge and responsibility, we must reduce the domination of certainty in education.
Too many of us fail to fulfill our needs because we say no rather than yes, or perhaps later in life, yes when we should say no.
When we label anyone 'bad', we will have more trouble dealing with him than if we could have settled for a lesser label.
You can acquire a lot of knowledge without ever going to school.
We Learn . . .10 of what we read20 of what we hear30 of what we see50 of what we see and hear70 of what we discuss80 of what we experience95 of what we teach others.
We can teach a lot of things, but if the teacher can't relate by talking to a group of friendly students, he'll never be a competent teacher.
Sex is on the minds of most people, especially those who shouldn't be having it.
What students lack in school is an intellectual relationship or conversation with the teacher.
If we are to persuade all students to do quality work, we must involve them deeply in the process of evaluating their own work as they do it This is concurrent evaluation.
I think it is totally wrong and terribly harmful if education is defined as acquiring knowledge.
This is at the heart of all good education, where the teacher asks students to think and engages them in encouraging dialogues, constantly checking for understanding and growth.
If you want to change attitudes, start with a change in behavior.
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Viktor E. Frankl - Sigmund Freud - Carl Jung - Abraham Maslow - Philip Zimbardo - M. Scott Peck - Kurt Lewin - Emile Coue - B. F. Skinner - Daniel Goleman