Discover the most popular and inspiring quotes and sayings on the topic of Pedagogy. Share them with your friends on social media platforms like Facebook, Twitter, or your personal blogs, and let the world be inspired by their powerful messages. Here are the Top 100 Pedagogy Quotes And Sayings by 86 Authors including Jules Simon,Eugenie Laverne Mitchell,Elaine Richardson,Ken Robinson,Ernest Dimnet for you to enjoy and share.

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Education is the process by which one mind forms another mind, and one heart, another heart.
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The world is a classroom - life is the teacher and the subjects are learned everyday from the successes, failures, changes twists, turns, surprises and contradictions - some brought about through choices and others pre-ordained by destiny.
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A brief overview of the major theories and pedagogies of the field will show that it has struggled to come to terms with how to do right in a wrong world.
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The task of education is not to teach subjects: it is to teach students.
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Education is the methodical creation of the habit of thinking.
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Education: the path from cocky ignorance to miserable uncertainty.
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We demand to be coaxed and comforted, to be encouraged and gratified, so we choose a teacher who will give us what we crave for. We do not search out reality, but go after gratification and sensation.
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In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation.
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It is not what you teach, but what you emphasize.
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Education is implication. It is not the things you say which children
respect; when you say things, they very commonly laugh and do the opposite.
It is the things you assume which really sink into them. It is the things
you forget even to teach that they learn.
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Today much of what we call education is merely knowledge gathering and remembering. Problem solving and thinking, never strong parts of our educational system, have been downgraded in all but a few scientific subjects.
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Teacher, school administrators and parents will come away from Life-Enriching Education with skills in language, communication, and ways of structuring the learning environment that support the development of autonomy and interdependence in the classroom.
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Pedagogical romances leave the mentor disgruntled, the pupil confused.
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The child should love everything he learns. Whatever is presented to him must be made beautiful and clear. Once this love has been kindled, all problems confronting the educationalist will disappear.
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I know nothing about education except this: that the greatest and the most important difficulty known to human learning seems to lie in that area which treats how to bring up children and how to educate them.
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This is a story of an adventure in education, pursued not under the best of conditions.
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The calling of the teacher. There is no craft more privileged. To awaken in another human being powers, dreams beyond one's own; to induce in others a love for that which one loves; to make of one's inward present their future; that is a threefold adventure like no other.
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Both children and adults acquire knowledge from active participation in holistic, complex, meaningful environments organized around long-term goals. Today's school programs could hardly have been better designed to prevent a child's natural learning system from operating.
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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.
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It would be a mistake to assume that the present day educational system is unchanging. On the contrary, it is undergoing rapid change. But much of this change is no more than an attempt to refine the existent machinery, making it ever more efficient in pursuit of obsolete goals.
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We try to teach our students how to think ... how to use their brains and imagination. Individual subjects can always be learned by a man who knows how to learn. We teach them to think, and the other subjects arise by themselves ...
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critical pedagogy becomes a project that stresses the need for teachers and students to actively transform knowledge rather than simply consume it.
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In reality I was ever revolving round one and the same insoluble problem, which was: How to teach without knowing what to teach.
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In the Western tradition, we have focused on teaching as a skill and forgotten what Socrates knew: teaching is a gift, learning is a skill.
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The problem in our society and in our schools is to inclulcate, without overdoing it, the notion of education, as in the Latin educere
to lead, to bring out what is in someone rather than merely to indoctrinate him/her from the outside. (89)
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Participation, I think, or one of the best methods of educating.
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Education should no longer be most imparting of knowledge, but must take a new path, seeking the release of human potentialities.
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Today's child is bewildered when he enters the 19th century environment that still characterizes the educational establishment where information is scarce but ordered and structured by fragmented, classified patterns subjects, and schedules.
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Education ... is a painful, continual and difficult work to be done in kindness, by watching, by warning, ... by praise, but above all
by example.
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The Core: Teaching Your Child the Foundations of Classical Education.
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Let the questions be the curriculum.
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[The public school system is] usually a twelve year sentence of mind control.
Crushing creativity, smashing individualism, encouraging collectivism and
compromise, destroying the exercise of intellectual inquiry, twisting it
instead into meek subservience to authority.
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The teacher does best, not when he explains, but when he impels his pupils to seek themselves the explanation.
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The role of the educator is one of tranquil possession of certitude in regard to the teaching of not only contents but also of 'correct thinking.'
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If an educational act is to be efficacious, it will be only that one which tends to help toward the complete unfolding of life. To be thus helpful it is necessary rigorously to avoid the arrest of spontaneous movements and the imposition of arbitrary tasks.
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Too often, ideas meant to yield a certain practice are instead transported into the academy, as fare for 'enriching' a curriculum and, of course, generating jobs for the growing professoriat.
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But all these systems of 'education' lack provisions for freedom of experiment, for training and for expression of creative abilities by those who are to be taught. In this respect also all our pedagogues are behind the times.
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Education has multiple purposes, but learning how to ask essential questions and how to challenge dogma,tradition, and injustice in appropriate and constructive ways is its highest purposes.
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Education and the process of educating is a total integral, contextual situation which includes students, teachers, parents, administration and environment.
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Year after year students tumble along like the waters of a river. They flow away, and only the teacher is left behind, like some deeply buried rock at the bottom of the current.
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While we teach knowledge, we are losing that teaching which is the most important one for human development: the teaching which can only be given by the simple presence of a mature, loving person.
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The modern school without systematic lectures turns out many graduates who lack retention. No sooner has the sound of the word left their teacher's lips, the subject has been forgotten.
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Education is a slow moving but powerful force
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The world of knowledge takes a crazy turn when teachers themselves are taught to learn.
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In today's world, learning has become the key to economic prosperity, social cohesion and personal fulfillment. We can no longer afford to educate the few to think, and the many to do.
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Education must begin with the solution of the student-teacher contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.
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Years of misguided teaching have resulted in the destruction of the best in our society, in our cultures and in the environment.
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What our world most requires now is the kind of education that foster love for humankind, that develops character-that provides an intellectual basis for realization of peace and empowers learners to contribute to and improve society.
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Education is not acquisition of burdensome information regarding objects and men. It is the awareness of the immortal spirit within,, which is the spring of joy, peace and courage.
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Education is the acquisition of the art of the utilisation of knowledge.
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As education becomes inclusive, introspective, cosmic, promoting whole populations to power and privilege, it enthrones a vast, invisible, personal rule over the common mind.
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To stimulate life, leaving it then free to develop, to unfold, herein lies the first task of the teacher.
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Education is not the taming or domestication of the soul's raw passions - not suppressing them or excising them, which would deprive the soul of its energy - but forming and informing them as art ...
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First the education of the senses, then the education of the intellect.
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It matters not the subject taught, nor all the books on all the shelves, What matters most, yes most of all, is what the teachers are themselves.
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So at the request of educators I wrote the World Core Curriculum, the product of the United Nations, the meta-organism of human and planetary evolution.
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Education is a process of unlearning and learning.
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Here, class attendance is expected and students are required to take notes, which they are tested on. What is missing, it seems to me, is the use of knowledge, the practical training.
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The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity.
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A progeny of learning.
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Intellectual achievement. The exercise of skill. Human feeling.
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Education is the process of turning cocksure ignorance into thoughtful uncertainty.
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It is the supreme art of the teacher to awaken joy in creative expression and knowledge.
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Education must enable young people to effect what they have recognized to be right, despite hardships, despite dangers, despite inner skepticism, despite boredom, and despite mockery from the world ...
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Education is an atmosphere, a discipline, a life
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With the empowerment of an advanced Teacher, and your own best efforts, you will be able to explore the mysteries of knowledge that lead to completion and perfection.
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Teaching is the perpetual end and office of all things. Teaching, instruction is the main design that shines through the sky and earth.
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We teach what we need to learn. And we teach it until we get it.
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The business of both parent and teacher is to enable and to help the child to educate himself, to develop his own intellectual, moral, aesthetic and practical capacities and to grow freely as an organic being, not to be kneaded and pressured into form like an inert plastic material
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We think we learn from teachers, and we sometimes do. But the teachers are not always to be found in school or in great laboratories. Sometimes what we learn depends upon our own powers of insight.
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While parents possess the original key to their offspring's experience, teachers have a spare key. They, too, can open or close the minds and hearts of children.
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The teacher is no longer merely the-one-who-teaches, but one who is him/herself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow.
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Teachers' using grades and the fear of failure mould the brains of the young until they have lost every ounce of imagination they might once have possessed.
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School curriculum, learning activities--all educational pursuits--should be characterized by and should lead to a sense and experience of wholeness. (p25)
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Assessment is today's means of modifying tomorrow's instruction.
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What is education but a process by which a person begins to learn how to learn?
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Instruction ends in the schoolroom, but education ends only with life. A child is given to the universe to be educated.
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Teaching is an emotional practice: it activates, colors & expresses people's feelings.
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Schools have taken a robotic, assembly-line approach toward education. In doing so, they have stripped teachers' ability to tap into the essence of a student, and the ability to find out what interests them other than math and science.
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The business of education is not to make the young perfect in any one of the sciences, but so to open and dispose their minds as may best make them - capable of any, when they shall apply themselves to it.
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Teach by teaching, not by correcting
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the quality of classroom practice that a child encounters has unmatched potential with respect to influencing student learning and achievement. What teachers are doing in classes with students on a daily basis has the greatest potential to influence the academic outcome for students,
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The content of the curriculum should never exclude the realities of the very students who must intellectually wrestle with it. When students study all worlds except their own, they are miseducated.
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Teaching is what is technically known as a polymorphous activity; it quite literally takes many different forms.
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School and other education constantly proceed upon false principles, and show a clumsy apparatus pointed at a false mark; but your apparatus is simple, and the mark a true one;
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It is the business of the teacher ... to fortify reason and to make conscience sovereign.
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Education today does not impart to the students the capacity or grit to face the challenges of daily life. The educational field has become the playing ground of ignorance.
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In order to arrive to a more realistic view of society, it must be recognized that there are individual differences that cannot be eradicated by the most rigid curriculum, and that various individuals will choose different educational curricula if allowed to do so.
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Education is learning what you didn't even know you didn't know.
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The premium so often put in schools upon external "discipline," and upon marks and rewards, upon promotion and keeping back, are the obverse of the lack of attention given to life situations in which the meaning of facts, ideas, principles, and problems is vitally brought home.
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The principal art of the teacher is to awaken the joy in creation and knowledge.
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I teach in a university, and I think about where's the place in that kind of educational institution for embodied knowledge? And how do we cultivate that? And how do we trust it? But
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There is only one subject matter for education, and that is Life in all its manifestations
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The overwhelming number of teachers ... are unable to name or describe a theory of learning that underlies what they do.
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Education, or enrichment, is a dynamic, evolving, lifelong process. Every time you look, sensitively with awareness, your vision grows.
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It is because of our unassailable enthusiasm, our profound reverence for education, that we habitually demand of it the impossible. The teacher is expected to perform a choice and varied series of miracles.
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The teacher is commodified, the school is a shop, the subjects are consumer goods. To read, to think, to reflect, isn't a question of want, it's a question of need.
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The educator must believe in the potential power of his pupil, and he must employ all his art in seeking to bring his pupil to experience this power.
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We teach what we need to learn.
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I'm not an educator ... I'm a learner.