In idling, the motor's running, but you're letting your mind take in anything. Things pop into it. Those are the gifts of subterranean conscious.
Mortimer AdlerRead
All genuine learning is active, not passive. It involves the use of the mind, not just the memory. It is a process of discovery, in which the student is the main agent, not the teacher.
Interpretation
Genuine learning requires active engagement and discovery rather than mere memorization.
This quote emphasizes that true learning is an active process where the learner takes charge in exploring, understanding, and applying knowledge. It highlights the importance of the learner's role in the educational journey, suggesting that passive reception of information is insufficient for deep understanding and personal growth.
In practice
In a seminar about educational philosophy, one might use this quote to emphasize the importance of student engagement.
In idling, the motor's running, but you're letting your mind take in anything. Things pop into it. Those are the gifts of subterranean conscious.
The only standard we have for judging all of our social, economic, and political institutions and arrangements as just or unjust, as good or bad, as better or worse, derives from our conception of the good life for man on earth, and from our conviction that, given certain external conditions, it is possible for men to make good lives for themselves by their own efforts.
A good book can teach you about the world and about yourself. You learn more than how to read better; you also learn more about life. You become wiser.
If you are reading in order to become a better reader, you cannot read just any book or article. You will not improve as a reader if all you read are books that are well within your capacity. You must tackle books that are beyond you, or, as we have said, books that are over your head. Only books of that sort will make you stretch your mind. And unless you stretch, you will not learn.
In the case of good books, the point is not to see how many of them you can get through, but how many can get through to you.
If your friend wishes to read your 'Plutarch's Lives,' 'Shakespeare,' or 'The Federalist Papers,' tell him gently but firmly, to buy a copy. You will lend him your car or your coat - but your books are as much a part of you as your head or your heart.
Most of these students are so conditioned to success that they become afraid to take risks. They have been taught from a young age by zealous parents, schools, and institutional authorities what constitutes failure and success. They are socialized to obey. They obsess over grades and seek to please professors, even if what professors teach is fatuous. The point is to get ahead, and getting ahead means deference to authority. Challenging authority is never a career advancer.
I'd obviously never heard of the group, but my ignorance in literary matters is to blame for that (every book in the world is out there waiting to be read by me).
But the issue of sexual harassment is not the end of it. There are other issues - political issues, gender issues - that people need to be educated about.
"We've devoted our lives to learning about them!" Miro said. Ender stopped. "Not from them."
We shouldn't teach great books; we should teach a love of reading. Knowing the contents of a few works of literature is a trivial achievement. Being inclined to go on reading is a great achievement.
Hairstyles change, and skirt lengths, and slang, but high school administrations? Never.
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