„The learner has to realize that he or she is the one who sets the objective, the learning tasks and the stage for success.“

Education helps reduce social problems and improves quality of life

Teacher

Teacher

Quelle: The Count of Monte Cristo

Teaching as a Subversive Activity (1969)
Kontext: Conventional "requirements" …are systems of prescriptions and proscriptions intended solely to limit the physical and intellectual movements of students — to "keep them in line, in sequence, in order," etc. They shift focus of attention from the learner (check [Goodwin] Watson again) to the "course." In the process, "requirements" violate virtually everything we know about learning because they comprise the matrix of an elaborate system of punishment, that in turn, comprise a threatening atmosphere in which positive learning cannot occur. The "requirements," indeed, force the teacher — and administrator — into the role of an authoritarian functionary whose primary task becomes that of enforcing the requirements rather than helping the learner to learn. The whole authority of the system is contingent upon the "requirements."

Introduction
The Acts of King Arthur and His Noble Knights (1976)

Pask (1976) "Conversational techniques in the study and practice of education", In: British Journal of Educational Psychology, Vol 46, p. 24.

The Learner

An Old Man's Thoughts on Many Things, Of Education I

Quelle: The Reader's digest vol. 140, no. 837-842 (1992), p. 159

Growing Without Schooling magazine, no. 40 (1984).

"The Pampas" (p. 41)
Private Lives in the Imperial City (1979)

Variante: Success is not measured by the position one has reached in life, rather by the obstacles one overcomes while trying to succeed
Quelle: 1900s, Up From Slavery (1901), Chapter II: Boyhood Days
Quelle: Up From Slavery: An Autobiography
Kontext: I have learned that success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome while trying to succeed. Looked at from this standpoint, I almost reached the conclusion that often the Negro boy's birth and connection with an unpopular race is an advantage, so far as real life is concerned. With few exceptions, the Negro youth must work harder and must perform his tasks even better than a white youth in order to secure recognition. But out of the hard and unusual struggle through which he is compelled to pass, he gets a strength, a confidence, that one misses whose pathway is comparatively smooth by reason of birth and race.

Quelle: Trauma and Recovery: The Aftermath of Violence - From Domestic Abuse to Political Terror

Sakharov Prize for Freedom of Thought Acceptance Speech (2013)
Kontext: Freedom of thought,…freedom of thought is essential to human progress. If we stop freedom of thought, we stop progress in our world. Because of this it is so important that we teach our children, our young people, the importance of freedom of thought. Freedom of thought begins with the right to ask questions. And this right our people in Burma have not had for so long that some of our young people do not quite know how to ask questions. One of the tasks we have set ourselves, in my party, the National League for Democracy is to teach our people to ask questions, not to accept everything that is done to them without asking why.

Quelle: Short fiction, Hardfought (1983), p. 76

Technopoly: the Surrender of Culture to Technology (1992)
Kontext: Who knows what schools will be like twenty-five years from now? Or fifty? In time, the type of student who is currently a failure may be considered a success. The type who is now successful may be regarded as a handicapped learner — slow to respond, far too detached, lacking in emotion, inadequate in creating mental pictures of reality. Consider: what Thamus called the "conceit of wisdom" — the unreal knowledge acquired through the written word — eventually became the pre-eminent form of knowledge valued by the schools. There is no reason to suppose that such a form of knowledge must always remain so highly valued.

O destino não é só dramaturgo, é também o seu próprio contra-regra, isto é, designa a entrada dos personagens em cena, dá-lhes as cartas e outros objetos, e executa dentro os sinais correspondentes ao diálogo, uma trovoada, um carro, um tiro.
Quelle: Dom Casmurro (1899), Ch. 73, pp. 159-60.