#pedagogy

Shorn of unattractive language about "robots" who will be producing taxes and not burglarizing homes, the general idea that schools in ghettoized communities must settle for a different set of goals than schools that serve the children of the middle class and upper middle class has been accepted widely. And much of the rhetoric of "rigor" and "high standards" that we hear so frequently, no matter how egalitarian in spirit it may sound to some, is fatally belied by practices that vulgarize the intellects of children and take from their education far too many of the opportunities for cultural and critical reflectiveness without which citizens become receptacles for other people's ideologies and ways of looking at the world but lack the independent spirits to create their own. ↗

— Jonathan Kozol

#education

This, then, is the dread that seems to lie beneath the fear of equalizing. Equity is seen as dispossession. Local autonomy is seen as liberty--even if the poverty of those in nearby cities robs them o fall meaningful autonomy by narrowing their choices to the meanest and the shabbiest of options. In this way, defendants in these cases seem to polarize two of the principles that lie close to the origins of this republic. Liberty and equity are seen as antibodies to each other. ↗

— Jonathan Kozol

#politics #equality

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 S. Peirce

#learning #pedagogy #experience

The 'polymath' had already died out by the close of the eighteenth century, and in the following century intensive education replaced extensive, so that by the end of it the specialist had evolved. The consequence is that today everyone is a mere technician, even the artist... ↗

— Dietrich Bonhoeffer

#pedagogy #education

Placing the burden on the individual to break down doors in finding better education for a child is attractive to conservatives because it reaffirms their faith in individual ambition and autonomy. But to ask an individual to break down doors that we have chained and bolted in advance of his arrival is unfair. ↗

— Jonathan Kozol

#race #education

To create a community where faith matters not just in theory but in reality, faith has to be a public value, not just a private one. ↗

— Donna Freitas

#spirituality #faith

Many suburban legislators representing affluent school districts use terms such as "sinkhole" when opposing funding for Chicago's children. "We can't keep throwing money," said Governor Thompson in 1988, "into a black hole." The Chicago Tribune notes that, when this phrase is used, people hasten to explain that it is not intended as a slur against the race of many of Chicago's children. "But race," says the Tribune, "never is far from the surface... ↗

— Jonathan Kozol

#race #money

In looking at our our individual classroom pedagogies and our isolated artistic endeavors, we must broaden the frame of analysis to consider historical, contextual and institutional assumptions. This means a constant awareness of how the micro-practices of interpersonal dialogue and embodied ways of knowing each other can provide an impetus fro structural change. ↗

— Ann Elizabeth Armstrong

#dialogue #embodiment #feminism #pedagogy #performance

School has become the world religion of a modernized proletariat, and makes futile promises of salvation to the poor of the technological age. ↗

— Ivan Illich

#deschooling-society #education #ivan-illich #pedagogic-philosophy #pedagogy

In designing tasks, the instructor should take care to ensure that the task design requires active student participation and promotes the acquisition of the task's pedagogical goals. ↗

— Abdi Kazeroni

#pedagogy #student #tasks #teaching #design