I don’t think I will get married,” Polly said as she stood up. “I’m going to train to be a hero instead.
Diana Wynne JonesRead
It does not seem to me that I have the right to foist a story on people, most of whom are children who should be learning all the time, unless I am learning from it too.
Interpretation
One should not share stories or lessons with others unless they are also gaining knowledge from the experience.
Diana Wynne Jones emphasizes the reciprocal nature of storytelling and education. She suggests that sharing stories, particularly with children, carries a responsibility; the storyteller must also be engaged in a learning process, ensuring that the narrative is beneficial and insightful for both the audience and the teller. This approach fosters a mutual growth and understanding, particularly in educational settings.
In practice
During a workshop on childhood education, this quote can be used to highlight the importance of relatable and meaningful storytelling.
I don’t think I will get married,” Polly said as she stood up. “I’m going to train to be a hero instead.
Imagination doesn’t just mean making things up. It means thinking things through, solving them, or hoping to do so, and being just distant enough to be able to laugh at things that are normally painful. Head teachers would call this escapism, but they would be entirely wrong. I would call fantasy the most serious, and the most useful, branch of writing there is. And this is why I don’t, and never would, write Real Books.
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.
So many organizations have a mentoring arm, but they don't really do it. Their idea of mentoring a kid is giving them general advice. But what they need to do is read with children.
Children are wonderfully confident in their own imaginations. Most of us lose this confidence as we grow up.
There is nothing obscure about the objectives of educational exchange. Its purpose is to acquaint Americans with the world as it is and to acquaint students and scholars from many lands with America as it is-not as we wish it were or as we might wish foreigners to see it, but exactly as it is-which by my reckoning is an "image" of which no American need be ashamed.
You want people to be eager for your book; the downside is when the people forget the series even exists.
A man's grammar, like Caesar's wife, must not only be pure, but above suspicion of impurity.
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