Kingsley Amis Quotes

[T]eaching has been for me an education (Lord knows what it has been for my students).

Anything that is worth teaching can be presented in many different ways. These multiple ways can make use of our multiple intelligences.

Everyone who remembers his own education remembers teachers, not methods and techniques. The teacher is the heart of the educational system.

The mere imparting of information is not education.

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.

We can teach only if we are willing to learn.

The eight laws of learning are explanation, demonstration, imitation, repetition, repetition, repetition, repetition, repetition.

Teaching is more difficult than learning because what teaching calls for is this: to let learn. The real teacher, in fact, lets nothing else be learned than learning. His conduct, therefore, often produces the impression that we properly learn nothing from him, if by "learning" we now suddenly understand merely the procurement of useful information.

Teaching is only demonstrating that it is possible. Learning is making it possible for yourself.

Teaching may be compared to selling commodities. No one can sell unless somebody buys.

The truth is, when all is said and done, one does not teach a subject, one teaches a student how to learn it.

The role of the educator is one of tranquil possession of certitude in regard to the teaching of not only contents but also of 'correct thinking.'

School is an institution built on the axiom that learning is the result of teaching. And institutional wisdom continues to accept this axiom, despite overwhelming evidence to the contrary.

I can easier teach twenty what were good to be done, than be one of the twenty to follow mine own teaching.

Education of youth is not a bow for every man to shoot in that counts himself a teacher; but will require sinews almost equal to those which Homer gave to Ulysses.

I enjoyed teaching. I liked the students. Having to formulate my ideas about literature made them clearer. I did not particularly enjoy the more bureaucratic aspects of the job. However, if you are teaching fervently, your energy and time are used up at a great rate.

INSTRUCTORS CAN impart a fraction of the teaching. It is through your own devoted practice that the mysteries of the Art of Peace are brought to life.

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

I don't think that it is necessary to rethink curricular goals. But it is certainly worth thinking about whether these goals can be reached in multiple ways.

The greatest educational dogma is also its greatest fallacy: the belief that what must be learned can necessarily be taught.

Nobody can be taught faster than he can learn.

Teaching is of more importance than urging.

In the Western tradition, we have focused on teaching as a skill and forgotten what Socrates knew: teaching is a gift, learning is a skill.

The child learns so easily because he has a natural gift, but adults, because they are tyrants, ignore natural gifts and say that children must learn through the same process that they learned by. We insist upon forced mental feeding and our lessons