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.
Ideas are only lethal if you suppress and don't discuss them. Ignorance is not bliss, it's stupid. Banning books shows you don't trust your kids to think and you don't trust yourself to be able to talk to them.
It is possible to take a population of students who are failing and whose schools are failing them, who are being written off as not being college material, and if they have the right support, they can all go to college and succeed.
It is much simpler to buy books than to read them and easier to read them than to absorb their contents.
I went to Goucher College in Maryland for the best possible reasons - to learn - but then I dropped out at 19 for the best possible reasons - to become a writer.
Our schools and colleges are turning out people who cannot feel fulfilled unless they are telling other people what to do.
From their earliest years children live on familiar terms with disrupting emotions, fear and anxiety are an intrinsic part of their everyday lives, they continually cope with frustrations as best they can. And it is through fantasy that children achieve catharsis. It is the best means they have for taming Wild Things.
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