Daniel Greenberg Quotes

Education in the light of present-day knowledge and need calls for some spirited and creative innovations both in the substance and the purpose of current pedagogy.

The truth is that schools don't really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions.

I imagine a school system that recognizes learning is natural, that a love of learning is normal, and that real learning is passionate learning. A school curriculum that values questions above answers...creativity above fact regurgitation...individuality above conformity.. and excellence above standardized performance..... And we must reject all notions of 'reform' that serve up more of the same: more testing, more 'standards', more uniformity, more conformity, more bureaucracy.

Rousseau ranks among the great educational theorists of the modern era, even if he was the last man to put in charge of a classroom. Young adults, he thought, should be allowed to develop their capabilities in their distinctive way.

I didn't understand how you could be an actor if you didn't also study philosophy and study political science, astronomy. And also just go out and live life and have experiences.

School reform is not enough. The notion of schooling itself must be challenged.

I've teamed up with one of the headmasters at Eton College, and we're spearheading a kind of 'slow education movement in Britain'. It's based on this idea of moving away from the fast-food approach to learning and going to something deeper, more woolly, harder to measure.

Liberating education consists in acts of cognition, not transferrals of information.

My kid is seven years old and is learning to read and conjugate, but I don't agree with that kind of education because I feel that the concepts are not contextualized... it's interesting to try to make my kid a reflective boy, rather than just a repetitive boy, even if he doesn't agree with me.

Education is not preparation for life; education is life itself.

Participation, I think, or one of the best methods of educating.

I have learned that, although I am a good teacher, I am a much better student, and I was blessed to learn valuable lessons from my students on a daily basis. They taught me the importance of teaching to a student - and not to a test.

A child educated only at school is an uneducated child.

People should be free to find or make for themselves the kinds of educational experience they want their children to have.

We need a pedagogy free from fear and focused on the magic of children's innate quest for information and understanding.

A living art of teaching, one that rests on a true understanding of the human being, has a thread of strength running through it that stimulates individual students to participate so that it is not necessary to keep their attention through direct 'individualized' treatment.

I went to Bard College, which was a really interesting synthesis of a hippie school and a serious academic institution. It was really the perfect spot for me.

When I was in junior high, I went to a really hippy dippy Quaker school where we called our teachers by their first names and stuff.

Education has to be more than tests and formulas.

It sometimes seems as though we were trying to combine the ideal of no schools at all with the democratic ideal of schools for everybody by having schools without education.

Schools should be places to learn, not to teach.

All genuine learning is active, not passive. It involves the use of the mind, not just the memory. It is a process of discovery, in which the student is the main agent, not the teacher.

Learning results from what the student does and thinks, and only from what the student does and thinks. The teacher can advance learning only by influencing the student to learn.

The central problem of an education based upon experience is to select the kind of present experience that live fruitfully and creatively in subsequent experiences.

You know, I really don't think you learn from teachers. You learn from work. I think what you learn, really, is how to be- you have to be your own toughest critic, and you only learn that from work, from seeing work.