C. S. Lewis Quotes

[the difference between the old and the new education being] in a word, the old was a kind of propagation-men transmitting manhood to men; the new is merely propaganda.

Oh, sure. What's this supposed to teach me?" "Is it what the teacher teaches? Or what the students learns?" "What's the difference?" "That is, itself, a question worth considering, yes?" -Jacen & Vergere

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.'

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

I'm not sure that teaching a Core course is necessarily the best introduction to teaching.

My dad took me to a high school basketball game and this very, very famous coach in Michigan, by the name of Lofton Greene - he was a guy that my dad was familiar with. He was from our hometown. And I watched the game and I said I didn't see this guy doing a lot of coaching. And my dad told me, well, it's just like a teacher - which he was - he said if you do a good job teaching during the week, when they take the test on Friday, that's not the time you have to do a lot of demonstrative things.

Of all the excellent teachers of college English whom I have known I have never discovered one who knew precisely what he was doing. Therein have lain their power and their charm.

Education is one thing and instruction, however worthy, necessary and incidentally or monetarily educative, another.

What do they teach them at these schools?

Education should ennoble the students, but instead it is debasing them. Instead of shaping the young into diamonds, it is turning them into coals. It is not bringing transformation in them, It is not bestowing wisdom.

Are our ways of teaching students to ask some questions always correlative with our ways of teaching them not to ask - indeed, to be unconscious of - others? Does the educational system exist in order to promulgate knowledge, or is its main function rather to universalize a society’s tacit agreement about what it has decided it does not and cannot know?

The plain fact is that education is itself a form of propaganda - a deliberate scheme to outfit the pupil, not with the capacity to weigh ideas, but with a simple appetite for gulping ideas ready-made. The aim is to make 'good' citizens, which is to say, docile and uninquisitive citizens.

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

Our whole educational problem suffers from a one-sided approach to the child who is to be educated, and from an equally one-sided lack of emphasis on the uneducatedness of the educator.

A schoolteacher or professor cannot educate individuals, he educates only species.

we have not yet developed a system of education that is not a system of indoctrination.

To know psychology, therefore, is absolutely no guarantee that we shall be good teacher.

Training teaches how. Education teaches why.

Standardised tests cannot capture all, but on the other hand, students who are not capable of doing well on standardised tests are not well-equipped to thrive in today's world and so it's important for teachers to ensure that students gain the foundation necessary to meet the baseline educational standards these tests represent.

School prepares for the alienating institutionalization of life by teaching the need to be taught.

We should seek to be fellow students with the pupil, and should learn of, as well as with him, if we would be most helpful to him.

More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given

I think that any important educational goal can be realized via several routes.

When did I ever teach anything wrong from this stand? When was I ever confounded? I want to triumph in Israel before I depart hence and am no more seen. I never told you I was perfect; but there is no error in the revelations which I have taught. Must I, then, be thrown away as a thing of naught?

The secret of good teaching is to regard the child's intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination.