Traditional Education Quotes

The things that have been most valuable to me I did not learn in school.

The jobs are there, but, particularly for working adults, traditional education just isnt going to cut it. New ways for training that meet the real-life requirements for adults are critically important.

The greatest danger of traditional education is that learning may remain purely verbal.

The land is the appointed remedy for whatever is false and fantastic in our culture. The continent we inhabit is to be physic andfood for our mind, as well as our body. The land, with its tranquilizing, sanative influences, is to repair the errors of a scholastic and traditional education, and bring us to just relations with men and things.

Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught. However, most of what we learn before, during, and after attending schools is learned without its being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. Adults learn most of what they use at work or at leisure while at work or leisure. Most of what is taught in classroom settings is forgotten, and much or what is remembered is irrelevant.

The things that have been most valuable to me I did not learn in school. Traditional education is based on facts and figures and passing tests - not on a comprehension of the material and its application to your life.

The evidence would suggest that there are some great alternative certification programmes and some lousy ones. There are some wonderful traditional education schools, and some that aren't so effective. What's important is less the pathway than the impact on students.

There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his [sic] activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.

There is no such thing as educational value in the abstract. The notion that some subjects and methods and that acquaintance with certain facts and truths possess educational value in and of themselves is the reason why traditional education reduced the material of education so largely to a diet of predigested materials.