“When it comes to thinking about learning, nearly all of us have a School side of the brain, which thinks that school is the only natural way to learn, and a personal side that knows perfectly well that it’s not.”
A lead-pencil has a point, an argument may have a point, remarks may be pointed, and a man who wants to borrow five pounds from you only comes to the point when he asks you for the fiver. Lots of things have points: especially weapons. But where is the point to life? Where is the point to love? Where, if it comes to the point, is the point to a bunch of violets? There is no point. Life and love are life and love, a bunch of violets is a bunch of violets, and to drag in the idea of a point is to ruin everything. Live and let live, love and let love, flower and fade, and follow the natural curve, which flows on, pointless.
D. H. LAWRENCE (1885–1930)
There is simply too much to think about. It is hopeless — too many kinds of special preparation are required. In electronics, in economics, in social analysis, in history, in psychology, in international politics, most of us are, given the oceanic proliferating complexity of things, paralyzed by the very suggestion that we assume responsibility for so much. This is what makes packaged opinion so attractive.
SAUL BELLOW, “There Is Simply Too Much to Think About,”
“Genius is only a greater aptitude for patience”
George-Louis Leclerc de Buffon
I would welcome the chance to work in a school characterised by a high level of collegiality, a place teeming with frequent, helpful personal and professional interactions.
I would become excited about life in a school where a climate of risk taking is deliberately fostered and where a safety net protects those who may risk and stumble.
I would like to go each day to a school to be with other adults who genuinely wanted to be there, who really chose to be there because of the importance of their work to others and to themselves.
I would not want to leave a school characterised by a profound respect for, and encouragement of, diversity, where important differences among children and adults were celebrated rather than seen as problems to remedy.
For 190 days each year, I would like to attend an institution that accorded a special place to philosophers who constantly examine and question and frequently replace embedded practices by asking ‘why’ questions.
And I could even reside for a while in a laundry dryer if accompanied by a great deal of humour that helps bond the community by assisting everyone through tough moments.
I’d like to work in a school that constantly takes note of the stress and anxiety level on the one hand and standards on the other, all the while searching for the optimal relationship of low anxiety and high standards.
via John Tomsett
The trouble with the world is that the stupid are cocksure and the intelligent are full of doubt.