Contextual Learning Quotes

A teacher is never too smart to learn from his pupils. But while runners differ, basic principles never change. So it's a matter of fitting your current practices to fit the event and the individual. See, what's good for you might not be worth a darn for the next guy.

When you learn through coding, [you're] coding to learn. You're learning it in a meaningful context, and that's the best way of learning things.

To discover the various use of things is the work of history.

Children learn and remember at least as much from the context of the classroom as from the content of the coursework.

National education to be truly national must reflect the national condition for the time being.

You make knowledge relevant to life and you make it important for children to learn things that will really relate to things going on in their lives, and not abstract.

If there is an art of living, it is not something that can be taught timelessly. We have lessons to learn from Aristotle et al, for sure, but not if we simply uproot them from their epoch and stamp them into 21st-century soil.

When I look at jobs, one of the most relevant questions I ask is, 'Is this something I've done before, or is it a chance to experience a new context, tone and relationship?' I also ask if it's a story worth telling and a character with a reason to exist... someone who reflects the human condition.

Tthe first rule is that you can't really know anything if you just remember isolated facts and try and bang 'em back. If the facts don't hang together on a latticework of theory, you don't have them in a usable form.... You may have noticed students who just try to remember and pound back what is remembered. Well, they fail in school and in life.

Education and the process of educating is a total integral, contextual situation which includes students, teachers, parents, administration and environment.

We must also teach science not as the bare body of fact, but more as human endeavor in its historic context-in the context of the effects of scientific thought on every kind of thought. We must teach it as an intellectual pursuit rather than as a body of tricks.

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

Smell is the most powerful trigger to the memory there is. A certain flower, or a-a whiff of smoke can bring up experiences long forgotten. Books smell musty and-and-and rich. The knowledge gained from a computer is a... it, uh, it has no-no texture, no-no context. It's-it's there and then it's gone. If it's to last, then-then the getting of knowledge should be, uh, tangible. It should be, um, smelly.

... teaching cannot be a process of transference of knowledge from the one teaching to the learner. This is the mechanical transference from which results machinelike memorization, which I have already criticized. Critical study correlates with teaching that is equally critical, which necessarily demands a critical way of comprehending and of realizing the reading of the word and that of the world, the reading of text and of context.

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.

And while you bring all countries with you, you come with a purpose of leaving all other countries behind you - bringing what is best of their spirit, but not looking over your shoulders and seeking to perpetuate what you intended to leave behind in them.

You can learn as much about the history from reading about the present as you can vice versa, that is learning about the present through history, which is what I do for a living.

History without the history of science, to alter slightly an apothegm of Lord Bacon, resembles a statue of Polyphemus without his eye-that very feature being left out which most marks the spirit and life of the person. My own thesis is complementary: science taught ... without a sense of history is robbed of those very qualities that make it worth teaching to the student of the humanities and the social sciences.

I think you learn more from looking at how things occurred and what happened afterward, not just at the event.

I think there's so much negative influence on children in school settings. It becomes learning by rote to pass a test. It's not contextualized.

I found that it was easiest to convey the information in the context of the life of the scientist or in the context of our own personal experience, and there was no idea that was too complicated that couldn't be explained clearly and directly.

My desire is to set up a situation to which I take you and let you see. It becomes your experience.

Instead of isolating our school and our many subjects from the every day world, we intend to plant it not merely in the French capital, but in what for next summer at least will be the focal point, the capital of the entire civilized world.

You don't understand anything until you learn it more than one way.

We have need of history in its entirety, not to fall back into it, but to see if we can escape from it.