Oliver Heaviside Quotes

I love teaching; I love little kids.

Now being in such grace and favor by reason I learned him some points of geometry and understanding of the art of mathematics with other things, I pleased him so that what I said he would not contrary.

There should be no such thing as boring mathematics.

And they're also very good at math, these super boogers, and so they teach Billy the ways of mathematics.

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

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 task is simple. We will organize children and teach them in a perfect way the things their fathers and mothers are doing in an imperfect way.

A child can educate just about anybody.

Since philosophy is the art which teaches us how to live, and since children need to learn it as much as we do at other ages, why do we not instruct them in it? .. But in truth I know nothing about the philosophy of education except this: that the greatest and the most important difficulty known to human learning seems to lie in that area which treats how to bring up children and how to educate them.

The reason teaching has to go on is that children are not born human; they are made so.

There is no such thing as education. The thing is merely a loose phrase for the passing on to others of whatever truth or virtue we happen to have ourselves. It is typical of our time that the more doubtful we are about the value of philosophy, the more certain we are about the value of education. That is to say, the more doubtful we are about whether we have any truth, the more certain we are (apparently) that we can teach it to our children.

At the age of eleven, I began Euclid, with my brother as my tutor. ... I had not imagined that there was anything so delicious in the world. After I had learned the fifth proposition, my brother told me that it was generally considered difficult, but I had found no difficulty whatsoever. This was the first time it had dawned on me that I might have some intelligence.

I love teaching. It's a job that lasts forever. Whatever you teach children today travels with them far into the future.

That's what education should be," I said, "the art of orientation. Educators should devise the simplest and most effective methods of turning minds around. It shouldn't be the art of implanting sight in the organ, but should proceed on the understanding that the organ already has the capacity, but is improperly aligned and isn't facing the right way.

I do not teach children, I give them joy.

You teach best that which you need most to learn.

Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only the particular thing he is studying at the time.

I'm not a fan of technology . I'm a fan of pedagogy, of understanding how people learn and the most effective learning methods. But technology enables some exciting changes.

There is a brilliant child locked inside every student.

So what should we say when children complete a task—say, math problems—quickly and perfectly? Should we deny them the praise they have earned? Yes. When this happens, I say, “Whoops. I guess that was too easy. I apologize for wasting your time. Let’s do something you can really learn from!

All practical teachers know that education is a patient process of mastery of details, minute by minute, hour by hour, day by day.

Pedagogically, we need definitions and borders. They help us get our heads around what we're talking about.

Our aim is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core.

Education is suffering from narration sickness.

Children are the most learning-hungry beings in the world.