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It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known but to question it.

—Jacob Bronowski

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What happens to the rat that stops running the maze? / The doctors think it's dumb when it's just disappointed.

—Mark Eitzel

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Hell on earth for a brilliant innovator is spelled s-c-h-o-o-l. . . . [Inventor] Dean Kamen . . . found himself at odds with his public-school teachers in New York's Long Island because he noted that his wrong answers weren't really wrong. For instance, when asked to select the word that didn't belong to the set "add, subtract, multiply, increase," Kamen might choose "add" because all the others had eight letters.

—Steven Levy

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To me education is a leading out of what is already there in the pupil's soul. To Miss Mackay it is a putting in of something that is not there, and that is not what I call education. I call it intrusion.

—Muriel Spark

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I went to kindergarten as if into daily battle. There was only one respite: nap time, when we stretched out in rows of cots, like Civil War wounded.

—Laura Shaine Cunningham

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We spend the first twelve months of our children's lives teaching them to walk and talk and the next twelve years telling them to sit down and shut up.

—Phyllis Diller

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When you die, the only things you leave behind are memories in the minds of those who loved you. That was how you lived on.

—Robyn Peterman in Fashionably Dead

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Love should bring joy, it should grant a person peace, but here and now, it was bringing only pain.

—Nicholas Sparks in Dear John

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Love is delicate as glass; once broken it can be fixed, but there will always be cracks.

—Georgia Cates in Shallow 

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God runs electromagnetics by wave theory on Monday, Wednesday, and Friday, and the Devil runs them by quantum theory on Tuesday, Thursday, and Saturday.

—Sir William Bragg

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Think of what would happen to us in America if there were no humorists; life would be one long Congressional Record.

—Tom Masson

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People need to be reminded more often than they need to be instructed.

—Samuel Johnson

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A complex system that works is invariably found to have evolved from a simple system that works.

—John Gaule

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complexity systems
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I used to be Snow White, but I drifted.

—Mae West

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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.

—Seymour Papert in The Children's Machine: Rethinking School in the Age of the Computer

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relationships education learning teaching schooling
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