Educators From The United States

"Administrators are another curious consequence of a bureaucracy which has forgotten its reason for being. In schools, administrators commonly become myopic as a result of confronting all of the problems the "requirements" generate. Thus they cannot see (or hear) the constituents the system ostensibly exists to serve — the students. The idea that the school should consist of procedures specifically intended to help learners learn strikes many administrators as absurd — and "impractical." …Eichmann, after all, was "just an administrator." He was merely "enforcing requirements." The idea of "full time administrators" is palpably a bad one — especially in schools — and we say to hell with it. Most of the "administration" of the school should be a student responsibility. If schools functioned according to the democratic ideals they pay verbal allegiance to, the students would long since have played a major role in developing policies and procedures guiding its operation. One of the insidious facts about totalitarianism is its seeming "efficiency." …Democracy — with all of its inefficiency — is still the best system we have so far for enhancing the prospects of our mutual survival. The schools should begin to act as if this were so."

"Conventional "requirements" …are systems of prescriptions and proscriptions intended solely to limit the physical and intellectual movements of students — to "keep them in line, in sequence, in order," etc. They shift focus of attention from the learner (check [Goodwin] Watson again) to the "course." In the process, "requirements" violate virtually everything we know about learning because they comprise the matrix of an elaborate system of punishment, that in turn, comprise a threatening atmosphere in which positive learning cannot occur. The "requirements," indeed, force the teacher — and administrator — into the role of an authoritarian functionary whose primary task becomes that of enforcing the requirements rather than helping the learner to learn. The whole authority of the system is contingent upon the "requirements.""

"The elimination of conventional tests... is necessary because, as soon as they are used as judgement-making instruments, the whole process of schooling shifts from education to training intended to produce passing grades on tests. … "Courses" turn out to be contingent upon testing. A "course" generally consists of a series of briefings for the great Trivia contest. It's a kind of rigid quiz show. And it seems to work only if the contestants value the "prize." The prize, of course, is a "grade." An appropriate grade entitles the participant to continue playing the Trivia game. All the while, let's not forget, very little, if any, substantive intellectual activity is going on."

"If every college teacher taught his courses in the manner we have suggested, there would be no needs for a methods course. Every course would be a course in methods of learning and, therefore, in methods of teaching. For example, a "literature" course would be a course in the process of learning how to read. A history course would be a course in the process of learning how to do history. And so on. But this is the most farfetched possibility of all since college teachers, generally speaking, are more fixated on the Trivia game, than any group of teachers in the educational hierarchy. Thus we are left with the hope that, if methods courses could be redesigned to be model learning environments, the educational revolution might begin. In other words, it will begin as soon as there are enough young teachers who sufficiently despise the crippling environments they are employed to supervise to want to subvert them. The revolution will begin to be visible when such teachers take the following steps (many students who have been through the course we have described do not regard these as "impractical"): 1. Eliminate all conventional "tests" and "testing." 2. Eliminate all "courses." 3. Eliminate all "requirements." 4. Eliminate all full time administrators and administrations. 5. Eliminate all restrictions that confine learners to sitting still in boxes inside of boxes. ...the conditions we want to eliminate... happen to be the sources of the most common obstacles to learning. We have largely trapped ourselves in our schools into expending almost all of our energies and resources in the direction of preserving patterns and procedures that make no sense even in their own terms. They simply do not produce the results that are claimed as their justification in the first place — quite the contrary. If it is practical to persist in subsidizing at an ever-increasing social cost a system which condemns our youth to ten or 12 or 16 years of servitude in a totalitarian environment ostensibly for the purpose of training them to be fully functioning, self-renewing citizens of democracy, then we are vulnerable to whatever criticisms that can be leveled."

"A variation of the "photographic" effect of language consists of how blurred the photograph is. "Blurring" occurs as a result of general class names, rendering distinctions among members of the class less visible. One of the most common manifestations of the lack of this kind of semantic awareness can be found in what is called "prejudice": a response to an individual is predetermined because the name of the class in which the person is included is prejudiced negatively. The most obvious and ordinary remark made in cases of this kind, "They are all alike," makes the point clear."

"A fifth kind of semantic awareness has to do with what might be called the "photographic" effects of language. We live in a universe of constant process. Everything is changing in the physical world around us. We ourselves, physically at least, are always changing. Out of the maelstrom of happenings we abstract certain bits to attend to. We snapshot these bits by naming them. Then we begin responding to the names as if they are the bits that we have named, thus obscuring the effects of change. The names we use tend to "fix" that which is named, particularly if the names also carry emotional connotations... There are some semanticists who have suggested that such phrases as "national defense" and "national sovereignty" have been... maintained beyond the date for which they were prescribed. What might have been politically therapeutic at one time may prove politically fatal at another."

"Scientific language, which Korzybski used as his model of sane language, is almost exclusively extensional and denotative, or at least tries to be. The language of the mentally ill, most obviously "un-sane," is almost totally intentional and connotative. This is the language that does not correspond to anything "out there," and this is, in fact, how and perhaps even why the user is mentally ill. Korzybski's concern with keeping the conscious "connection" or correspondence between language and verifiable referents is, for all practical purposes, paralleled by the process of psychotherapy. In this process, which is largely "just talk," the purpose is to foster closer and more accurate correspondence between the patient's language and externally verifiable meanings. As a semanticist would say, the process of psychotherapy is aimed at shifting the patient's word choices from those having a highly intentional, connotative meanings to others carrying more denotative meanings. A person suffering from paranoid schizophrenia might use perfectly "correct" English in an unassailably "logical" way, but the problem with his language is that it does not correspond to anything "out there.""

"A third kind of semantic awareness is an extension of the consciousness of abstracting, namely an awareness of varying levels of abstraction. Words vary in the degree to which they correspond to verifiable referents. Some words are relatively more abstract or general, and some words are relatively more concrete or specific. Related to this fact is a fourth kind of semantic awareness, which might be called the "direction of meaning." That is, with increasingly abstract or general words, (i.e., those farther removed from operationally verifiable referents), the direction of meaning shifts accordingly from "outside" to "inside." With increasingly concrete or specific words (i.e., those whose referents can be more easily verified operationally), the direction of meaning shifts accordingly from "inside" to "outside." The conventional semantic terminology for these directions of meaning are intentional (internal or inside) and extensional (external or outside). Closely bound to these directions of meaning are, of course, different kinds of meaning. The primary semantic distinction made in kinds of meaning is between connotation (intentional, subjective, personal meaning) and denotation (extensional, objective, social meaning)."

"What can be called "consciousness of the process of abstraction." That is, consciousness of the fact that out of a virtually infinite universe of possible things to pay attention to, we abstract only certain portions, and those portions turn out to be the ones for which we have verbal labels and categories. What we abstract, i.e., "see," and how we abstract it, or see it, or see it or think about it, is for all practical purposes inseparable from how we talk about it."

"These questions are not intended to represent a catechism for the new education. These are samples and illustrations of the kind of questions we think worth answering. Our set of questions is best regarded as a metaphor of our sense of relevance. If you took the trouble to list your own questions, it is quite possible that you prefer many or them to ours. Good enough. The new education is a process and will not suffer from the applied imaginations of all who wish to be a part of it. But in evaluating your own questions, as well as ours, bear in mind that there are certain standards that must be used. These standards must also be stated in the form of questions:"

"Reflect on these questions — and others that these can generate. Please do not merely react to them."

"We have framed... some questions which in our judgement, are responsive to the actual and immediate as against the fancied and future needs of learners in the world as it is (not as it was). … There seemed to be little doubt that, from the point of view of the students, these questions made much more sense than the ones they usually have to memorize the right answers to in school. Contrary to conventional school practice, what that means is that we want to elicit from the students the meanings that they have already stored up so that they may subject these meanings to a testing and verifying, reordering and reclassifying, modifying and extending process. In this process the student is not a passive "recipient"; he becomes an active producer of knowledge. The word "educate" is closely related to the word "educe." In the oldest pedagogic sense of the term, this meant a drawing out of a person something potential or latent. We can after all, learn only in relation to what we already know. Again, contrary to common misconceptions, this means that, if we don't know very much, our capability for learning is not very great. This idea — virtually by itself — requires a major revision in most of the metaphors that shape school policies and procedures."

"We can justify the list we will submit on several grounds. First, many of these questions have literally been asked by children and adolescents when they are permitted to respond freely to the challenge of "What's Worth Knowing?" Second, some of these questions are based on careful listening to students, even though they were not at the time asking questions. Very often children make declarative statements about things when they really mean only to elicit an informative response. In some cases, they do this because they have learned from adults that it is "better" to pretend that you know than to admit that you don't. (An old aphorism describing this process goes: Children enter school as question marks and leave as periods.) In other cases they do this because they do not know how to ask certain kinds of questions. In any event, a simple translation of their declarative utterances will sometimes produce a great variety of deeply felt questions."

"Suppose all of the syllabi and curricula and textbooks in the schools disappeared. Suppose all of the standardized tests — city-wide, state-wide, and national — were lost. In other words, suppose that the most common material impeding innovation in the schools simply did not exist. Then suppose that you decided to turn this "catastrophe" into an opportunity to increase the relevance of schools. What would you do? We have a possibility for you to consider: suppose that you decide to have the entire "curriculum" consist of questions. These questions would have to be worth seeking answers to not only from your point of view but, more importantly, from the point of view of the students. In order to get still closer to reality, add the requirement that the questions must help the students to develop and internalize concepts that will help them to survive in the rapidly changing world of the present and future. ...What questions would you have on your list? Take a pencil and list your questions..."

"In plain, what passes for a curriculum in today's schools is little else than a strategy of distraction... It is largely defined to keep students from knowing themselves and their environment in any realistic sense; which is to say, it does not allow inquiry into most of the critical problems that comprise the content of the world outside the school (...one of the main differences between the "advantaged" student and the "disadvantaged" is that the former has an economic stake in giving his attention to the curriculum while the latter does not. In other words, the only relevance of the curriculum for the "advantaged" student is that, if he does what he is told, there will be a tangible payoff.)"

"In order to understand what kind of behaviors classrooms promote, one must become accustomed to observing what, in fact, students actually do in them. What students do in a classroom is what they learn (as Dewey would say), and what they learn to do is the classroom's message (as McLuhan would say). Now, what is it that students do in the classroom? Well, mostly they sit and listen to the teacher. Mostly, they are required to believe in authorities, or at least pretend to such belief when they take tests. Mostly they are required to remember. They are almost never required to make observations, formulate definitions, or perform any intellectual operations that go beyond repeating what someone else says is true. They are rarely encouraged to ask substantive questions, although they are permitted to ask about administrative and technical details. (How long should the paper be? Does spelling count? When is the assignment due?) It is practically unheard of for students to play any role in determining what problems are worth studying or what procedures of inquiry ought to be used. Examine the types of questions teachers ask in classrooms, and you will find that most of them are what might technically be called "convergent questions," but what might more simply be called "Guess what I am thinking " questions."

"Even when the problem of the access to technology is solved so that anyone who wishes can have access to technology, there still remains a problem. For example, just about anyone has access to a public library (at least in America). In that library we find the greatest, most profound, most illuminating literature that human beings have so far produced. Do most people read these books? Have you read Cervantes? Have you read the sonnets of Shakespeare? Have you read Hegel or Nietzsche? Their books are in the library, you have access to them, why have you not familiarized yourself with this literature? (Even if you have, I think you will agree that most people have not. Why?)"

"Someone needs to mention what may be lost. Of course, one of the problems is that what I would judge to be a negative consequence, someone else might see as a positive consequence. For example, telephones in automobiles seem to me a very bad idea. So does spending a lot of hours "communicating" on the Internet when one could use that time reading Cervantes' Don Quixote."

"I don't think any of us can do much about the rapid growth of new technology. A new technology helps to fuel the economy, and any discussion of slowing its growth has to take account of economic consequences. However, it is possible for us to learn how to control our own uses of technology. The "forum" that I think is best suited for this is our educational system. If students get a sound education in the history, social effects and psychological biases of technology, they may grow to be adults who use technology rather than be used by it."

"There is a difference between rape and seduction, technology can rape a culture or be forced to seduce it."

"The key to all fanatical beliefs is that they are self-confirming....(some beliefs are) fanatical not because they are "false", but because they are expressed in such a way that they can never be shown to be false."

"A definition is the start of an argument, not the end of one."

"I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, a child humanized or de-humanized."

"Treat a child as though he already is the person he's capable of becoming."

"Children are like wet cement. Whatever falls on them makes an impression."

"Teachers are expected to reach unattainable goals with inadequate tools. The miracle is that at times they accomplish this impossible task."

"Intelligence test scores and marks in school are not always true indicators of the worth of a student, nor even the power of his intellect."

"Too often secondary school counselors seem to press academically talented students toward an early vocational choice. We believe more mistakes are made by an early vocational decision than a delayed decision, especially by students who are intellectually gifted and who possess wide interests."

"Only the curious will learn and only the resolute overcome the obstacles to learning. The Quest Quotient has always interested me more than the Intelligence Quotient."

"Educators everywhere must seek new ways to promote the idea that learning is something a student does with books and materials, and a teacher who cares; that learning can happen in college and outside; and that a student's intellectual growth depends far less on geography (which college) than on what advantage he takes of the opportunities which surround him wherever he is."

"For generations prior to the last war, the central problem of admissions at Amherst and similar institutions had been one of recruitment—finding enough qualified candidates to fill each entering class. Since 1946, however, the central problem of admissions has increasingly been one of selection— picking the "best" candidates from a great excess of qualified applicants."

"Let's build us a happy, little cloud that floats around the sky."

"Happy painting and God Bless, my friend."

"Absolutely have to have dark in order to have light. [...] Gotta have opposites – dark and light, light and dark – continually in a painting. If you have light on light, you have nothing. If you have dark on dark, you basically have nothing. [...] You know, it's like in life: you've gotta have a little sadness once in a while, so you know when the good times come. I'm waiting on the good times now."

"Talent is a pursued interest. In other words, anything that you're willing to practice, you can do."

"We don't make mistakes; we just have happy accidents. And that's when you really experience the joy of painting."

"I've never claimed that this is investment art. When we first started out, all the art colleges and universities across the country would sort of badmouth what we were doing. It's funny that a lot of them now are sending us letters saying, 'We may not totally agree with the way you paint, but we appreciate what you're doing, because you're sending literally thousands of people into art colleges.'"

"Traditionally, art has been for the select few. We have been brainwashed to believe that Michaelangelo had to pat you on the head at birth. Well, we show people that anybody can paint a picture that they're proud of. It may never hang in the Smithsonian, but it will certainly be something that they'll hang in their home and be proud of. And that's what it's all about."

"I have to paint fast on television because of the limited time, but I don't want people to see what I'm showing them as work, something to worry and fret over. This is supposed to be fun."

"Within one hour of touching the brush to canvas for the first time, my students have a total, complete painting."

"People have success with this method and it gets them excited. It gets them hooked. You can put layers of thick paint on thin paint and that allows you to complete a painting in one sitting."

"I started painting as a hobby when I was little. I didn't know I had any talent. I believe talent is just a pursued interest. Anybody can do what I do."

"In painting, you have unlimited power. You have the ability to move mountains. You can bend rivers. But when I get home, the only thing I have power over is the garbage."

"Little more black, little more blue. And we'll just put that in using little crisscross strokes or--or little X's, whatever you want to call them. Whatever."

"When conspiracies have governmental powers, they can usually cover up their guilt at the time and they often destroy evidence so thoroughly that later generations are left with a puzzle they can solve only partially or tentatively. We now know only that the assassination of Abraham Lincoln was arranged by a conspiracy for the dual purpose of eliminating a political figure who was no longer useful and of exciting fresh animosity against the Southerners who had been conquered, and whose country had been destroyed, in the unconscionable war of aggression of which he had been the ostensible leader; but, aside from a few hirelings, the only person whom we can positively identify as a member of the conspiracy is Stanton, who was the Secretary of War in Lincoln’s cabinet, arranged many of the practical details, and was able, after the event, to silence key witnesses, although we can only guess what it was they knew that made it necessary to have them judicially murdered. And Stanton seems to have been only a local manager for principals whose identity we can only surmise."

"History, in other words, is just a device to be used by well-paid boobherds to drive the American cattle in bovine content to their pastures or to the abattoir."

"Experience has shown that the mass-armies of “democratic” states fight with greater zeal when they are animated by hatred and supported by a hate-crazed populace that fancies it is fighting a holy war. Lies have therefore become military equipment, a kind of mental logistics; but it is the essence of such propaganda that its spuriousness is known only to the persons who manufacture it. The model of such operations is the famous lie-factory managed by Lord Bryce during the First World War, in which a corps of expert technicians forged photographs, while expert liars, including Arnold Toynbee, concocted stories, of “atrocities,” to inspire the emotionally overwrought British with a fanatical hatred of the incredibly bestial Germans and with a noble Christian ardor to kill them."

"Not long ago the head of what should be a strictly scientific department in one of the major universities commented on the odd (and ominous) phenomenon that persons who can claim to be scientists on the basis of the technical training that won them the degree of Ph.D. are now found certifying the authenticity of the painted rag that is called the "Turin Shroud" or adducing "scientific" arguments to support hoaxes about the "paranormal" or an antiquated religiosity. "You can hire a scientist [sic]," he said, "to prove anything." He did not adduce himself as proof of his generalization, but he did boast of his cleverness in confining his own research to areas in which the results would not perturb the Establishment or any vociferous gang of shyster-led fanatics. If such is indeed the status of science and scholarship in our darkling age, Send not to ask for whom the bell tolls."

"Talk about a "higher consciousness" superior to reason naturally comforts persons who find mental exertion painful, and notions about transcendental powers naturally console persons who do not have the courage or stamina to confront the realities of a universe that was not made for man. These ideas, in the form in which they are peddled by Uspenski and Orage, are derived from the early Hindu mystics of the Vedas and Upanishads. They did reach a state of exalted consciousness -- by the use of what they called soma, which, as R. G. Weston has shown, was simply the Amanita muscaria, a mushroom that has been for millennia a prime source of religiosity."

"The struggle for existence in a universe we did not choose, and the burden of being a member of the only race which values objective, verifiable truth as an end in itself, makes us sometimes long for escape from reality -- in some cases through a literature of the fantastic, of marvelous dream worlds, of free-ranging fantasy. But we must not confuse that necessary escape with what is real. Permit me to suggest to the reader that it is a waste of his time and energy to play with fantasies that lack the literary and aesthetic charm of poetry and imaginative prose fiction."