We need to have an educational system that's able to embrace all sorts of minds, and where a student doesn't have to fit into a certain mold of learning.
Interpretation
Education should accommodate diverse learning styles instead of forcing students into a single approach.
James Hillman's quote emphasizes the need for an educational system that recognizes and values the variety of ways in which students learn. Instead of expecting all students to conform to a predetermined method of learning, the system should be flexible and inclusive, allowing each student to thrive in an environment that suits their individual needs and strengths.
In practice
This quote can be used in a keynote speech at an education conference to advocate for inclusive teaching methods.
Everything that everyone is afraid of has already happened: The fragility of capitalism, which we don't want to admit; the loss of the empire of the United States; and American exceptionalism. In fact, American exceptionalism is that we are exceptionally backward in about fifteen different categories, from education to infrastructure.
Mediocrity is no answer to violence. In fact, it probably invites violence. At least the mediocre and the violent appear together as in the old Western movies - the ruffian outlaw band shooting up main street and the little white church with the little white schoolteacher wringing her hands. To cool violence you need rhythm, humor, tempering; you need dance and rhetoric. Not therapeutic understanding.
Why do we focus so intensely on our problems? What draws us to them? Why are they so attractive? They have the magnet power of love: somehow we desire our problems; we are in love with them much as we want to get rid of them . . . Problems sustain us -- maybe that's why they don't go away. What would a life be without them? Completely tranquilized and loveless . . . There is a secret love hiding in each problem
Love alone is not enough. Without imagination, love stales into sentiment, duty, boredom. Relationships fail not because we have stopped loving but because we first stopped imagining.
My war - and I have yet to win a decisive battle - is with the modes of thought that and conditioned feelings that prevail in psychology and therefore also in the way we think and feel about our being. Of these conditions none are more tyrannical than the convictions that clamp the mind and heart into positivistic science (geneticism and computerism), economics (bottom-line capitalism), and single-minded faith (fundamentalism).
Instead of seeing depression as a dysfunction, it is a functioning phenomenon. It stops you cold, sets you down, makes you damn miserable.
Every day in school, we said the pledge to the flag, 'with liberty and justice for all,' and I believed all that.
You expect far too much of a first sentence. Think of it as analagous to a good country breakfast: what we want is something simple, but nourishing to the imagination. Hold the philosophy, hold the adjectives, just give us a plain subject and verb and perhaps a wholesome, nonfattening adverb or two.
When you're a biographer, you want to explore the very things that your subject didn't care to talk about.
Ah yes, the head is full of books. The hard part is to force them down through the bloodstream and out through the fingers.
You have no choice as a professional chef: you have to repeat, repeat, repeat, repeat until it becomes part of yourself. I certainly don't cook the same way I did 40 years ago, but the technique remains. And that's what the student needs to learn: the technique.
Mathematics is the art of explanation. If you deny students the opportunity to engage in this activity-- to pose their own problems, to make their own conjectures and discoveries, to be wrong, to be creatively frustrated, to have an inspiration, and to cobble together their own explanations and proofs-- you deny them mathematics itself.
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