Fulton J. Sheen Quotes

What I mean is that if you really want to understand something, the best way is to try and explain it to someone else. That forces you to sort it out in your mind. And the more slow and dim-witted your pupil, the more you have to break things down into more and more simple ideas. And that's really the essence of programming. By the time you've sorted out a complicated idea into little steps that even a stupid machine can deal with, you've learned something about it yourself... The teacher usually learns more than the pupils. Isn't that true?

To teach is to learn twice.

The one exclusive sign of thorough knowledge is the power of teaching.

Teachers may think they are stuffing minds, but all they are ever affecting is the memory. Nothing can ever be forced into anyone's mind except by brainwashing, which is the very opposite of genuine teaching.

Teaching someone that doesn't know something forces you to think about almost every single aspect of it, including parts of it that you could sort of take for granted.

You've got to accept the fact that you are basically not teaching a subject, you are teaching children

Teaching might even be the greatest of the arts since the medium is the human mind and spirit.

From all these facts there emerges a very simple abstract program for the teacher to follow in keeping the attention of the child: Begin with the line of his native interests, and offer him objects that have some immediate connection with these.

The teacher that I was for decades, and that I still am in a certain way, wondered what was meant by the word education. I was truly dumbfounded at the very thought of dealing with such an essential and extensive subject.

Just as the science and art of agriculture depend upon chemistry and botany, so the art of education depends upon physiology and psychology.

There is a learning quality in all of our shows.

I majored in elementary education, and I have a passion for kids.

The most important part of teaching is to teach what it is to know.

We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

The presentation of mathematics in schools should be psychological and not systematic. The teacher, so to speak, should be a diplomat. He must take account of the psychic processes in the boy in order to grip his interest, and he will succeed only if he presents things in a form intuitively comprehensible. A more abstract presentation is only possible in the upper classes.

Wherever there are beginners and experts, old and young, there is some kind of learning going on, some kind of teaching. We are all pupils and we are all teachers.

Teachers must learn how to teach ... they need only to be taught more effective ways of teaching.

It is a well known fact that a man learns best that which he endeavors to teach others.

A child can educate just about anybody.

The principal agent is the object itself and not the instruction given by the teacher. It is the child who uses the objects; it is the child who is active, and not the teacher.

Our present culture may be largely shaped by this strange idea of isolating children's thought from adult thought. Perhaps the way our culture educates its children better explains why most of us come out as dumb as they do, than it explains how some of us come out as smart as they do.

It is sentimentalism to assume that the teaching of life can always be fitted to the child's interests, just as it is empty formalism to force the child to parrot the formulas of adult society. Interests can be created and stimulated.

Teaching is the perpetual end and office of all things. Teaching, instruction is the main design that shines through the sky and earth.

The apparent ease with which children learn is their ruin.

Obedience is the gateway through which knowledge, yes, and love, too, enter the mind of the child.