Sir Winston Leonard Spencer-Churchill, (30 November 1874 – 24 January 1965) was a British politician, army officer, and writer. He was Prime Minister of the United Kingdom from 1940 to 1945, when he led Britain to victory in the Second World War, and again from 1951 to 1955. Churchill represented five constituencies during his career as a Member of Parliament (MP). Ideologically an economic liberal and imperialist, for most of his career he was a member of the Conservative Party, which he led from 1940 to 1955, but from 1904 to 1924 was instead a member of the Liberal Party.
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I would agree that learning is a natural act if we are talking about the kind of learning that happens in a healthy relationship between a mother and her baby or between two people getting to know each other. But schooling is not a natural act. Quite the contrary: The institution of School, with its daily lesson plans, fixed curriculum, standardized tests, and other such paraphernalia tends constantly to reduce learning to a series of technical acts and the teacher to the role of a technician. Of course, it never fully succeeds, for teachers resist the role of technician and bring warm, natural human relationships into their classrooms. But what is important for thinking about the potential for megachange is that this situation places the teacher in a state of tension between two poles: School tries to make the teacher into a technician; in most cases a sense of self resists, though in many the teacher will have internalized School's concept of teaching. Each teacher is therefore somewhere along the continuum between technician and what I dare call a true teacher.