There is only one justification for universities, as distinguished from trade schools. They must be centers of criticism.
Robert M. HutchinsRead
Education is a kind of continuing dialogue, and a dialogue assumes different points of view.
Interpretation
Education thrives on open conversation and the exchange of diverse perspectives.
This quote emphasizes the importance of dialogue in education, suggesting that learning is not a one-sided process but rather a collaborative exchange of ideas. It highlights that true education involves respecting and understanding differing viewpoints, which enriches the learning experience and promotes critical thinking.
In practice
This quote would be suitable to introduce a seminar on collaborative learning.
There is only one justification for universities, as distinguished from trade schools. They must be centers of criticism.
Equality and justice, the two great distinguishing characteristics of democracy, follow inevitably from the conception of men, all men, as rational and spiritual beings.
Every act of every man is a moral act, to be tested by moral, and not by economic criteria.
A student can win twelve letters at a university without learning how to write one.
A civilization in which there is not a continuous controversy about important issues is on the way to totalitarianism and death
America's experiment with government of the people, by the people, and for the people depends not only on constitutional structure and organization but also on the commitment, person to person, that we make to each other.
Books transmit values. They explore our common humanity. What is the message when some children are not represented in those books?
I think people make certain assumptions about what they're interested in reading or what others would be interested in reading, and when they think of poor black people in the South, they don't think people are interested in reading about those people.
Books won't stay banned. They won't burn. Ideas won't go to jail.
As the growth mindset has become more popular and taken hold, we are beginning to find that there are pitfalls. Many educators misunderstand or misapply the concepts.
I can speak of my own criterion for judging whether or not a book is good or bad. I ask of it a single question, From how deep and true an impulse did it spring? Was it written merely to shock? Only to make money? Or was it written to create something more perfect and more lasting than the life experience from which it came?
There's nothing in the world like getting up in front of a high-school classroom in New York City. They won't give you a break if you don't hold them. There's no escape.
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