If you want to see what children can do, you must stop giving them things.
I like to build things, I like to do things. I am having a lot of fun .
The child can only develop fully by means of experience in his environment. We call such experience 'work'.
Science class is traditionally taught as science history class - you learn all these facts that someone else discovered, which you need to know, but that's not really an inspiring way to learn science.
Computers force us into creating with our minds and prevent us from making things with our hands. They dull the skills we use in everyday life.
I was always into different stuff: custom cars, electrical, construction, tattooing, decor, you name it.
People are visual and hands on learners.
I like manual labor. Whenever I've got waterlogged with study, I've taken a spell of it and found it spiritually invigorating.
You know, I want to teach, but I don’t want to read?
I have a conviction that a few weeks spent in a well organized summer camp may be of more value educationally than a whole year of formal school work.
The educative value of manual activities and of laboratory exercises, as well as of play, depends upon the extent in which they aid in bringing about a sensing of the meaning of what is going on. In effect, if not in name, they are dramatizations.
Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.
Service learning connects classroom studies to real-world issues, with hands-on activities and problem solving. Youth can study biology and ecology by testing the water in their own community; or learn about statistics, calculating the food supply and usage at the local food bank.
It's really nice to have hobbies that don't involve any sort of technology.
