I am not afraid of being sued by white businessmen. In fact, I should welcome such a law suit.
Carter G. WoodsonRead
The mere imparting of information is not education.
Interpretation
Education goes beyond just sharing information; it involves deeper understanding and learning.
Carter G. Woodson emphasizes that true education requires more than just the transmission of facts and figures. It involves critical thinking, comprehension, and the ability to connect information to real-world contexts, thereby fostering a deeper understanding of knowledge rather than rote memorization.
In practice
In a workshop about teaching methods, you might use this quote to stress the importance of interactive learning.
I am not afraid of being sued by white businessmen. In fact, I should welcome such a law suit.
If Liberia has failed, then, it is no evidence of the failure of the Negro in government. It is merely evidence of the failure of slavery.
If the Negroes are to remain forever removed from the producing atmosphere, and the present discrimination continues, there will be nothing left for them to do.
Those who have no record of what their forebears have accomplished lose the inspiration which comes from the teaching of biography and history.
The different ness of races, moreover, is no evidence of superiority or of inferiority. This merely indicates that each race has certain gifts which the others do not possess.
This assumption of Negro leadership in the ghetto, then, must not be confined to matters of religion, education, and social uplift; it must deal with such fundamental forces in life as make these things possible.
Seldom ever was any knowledge given to keep, but to impart; the grace of this rich jewel is lost in concealment.
If you don't give your kid freedom to make choices with money, including stupid choices, he'll make plenty when he gets to college.
My father was a great sympathizer of Ahad Ha'am. Every Friday night we would read Hebrew together, and often the reading was Ahad Ha'am's essays.
I was taught that if you're going to study something, you must understand it deeply and be familiar with primary sources. But if you write a history of the whole world, you can't do this. That's the trade-off.
This passion, so unordered and yet so potent, explains the capacity for teaching that one frequently observes in scientific men of high attainments in their specialties-for example, Huxley, Ostwald, Karl Ludwig, Virchow, Billroth, Jowett, William G. Sumner, Halsted and Osler-men who knew nothing whatever about the so-called science of pedagogy, and would have derided its alleged principles if they had heard them stated.
Education from the lowest to the highest form must have for its object the training of the individual so that, in seeking the fullest satisfaction of his own nature, he will harmoniously perform his function as a member of a corporate society.
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