“There is no such thing as educational value in the abstract. The notion that some subjects and methods and an acquaintance with certain facts and truths possess educational value in and of themselves is the reason why traditional education reduced the material of education to a diet of predigested materials.” 

That education is not an affair of “telling” and being told, but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. Is not this deplorable situation due to the fact that the doctrine is itself merely told? It is preached; it is lectured; it is written about.” 

“It is part of the educator’s responsibility to see two things equally: First, that the problem grows out of the conditions of the experience being had in the present, and that it is within the range of the capacity of students; and, secondly, that it is such that it arouses in the learner an active quest for information and for production of new ideas. The new facts and new ideas thus obtained become the ground for further experiences in which new problems are presented.” 

“The imagination is the medium of appreciation in every field. The engagement of the imagination is the only thing that makes any activity more than mechanical. Unfortunately, it is too customary to identify the imaginative with the imaginary, rather than with a warm and intimate taking in of the full scope of a situation.” 

“Of these three words, Direction, Control, and Guidance, the last best conveys the idea of assisting through cooperation the natural capacities of the individuals guided; control conveys rather the notion of an energy brought to bear from without and meeting some resistance from the one controlled; direction is a more neutral term and suggests the fact that the active tendencies of those directed are led in a certain continuous course, instead of dispersing aimlessly.”  

“To oscillate between drill exercises that strive to attain efficiency in outward doing without the use of intelligence, and an accumulation of knowledge that is supposed to be an ultimate end in itself, means that education accepts the present social conditions as final, and thereby takes upon itself the responsibility for perpetuating them. A reorganization of education so that learning takes place in connection with the intelligent carrying forward of purposeful activities is a slow work. It can be accomplished piecemeal, a step at a time.”

Following John Dewey’s wisdom, the Terego Ideation Method™ encourages children to be audacious and direct their own thinking. It shows children how to actively discover their own ideas and continue to challenge all ideas as a means to grow. 

 

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Excerpted from my book Hybrid Learning.

Terego Training