C. S. Lewis Quotes

I have maintained a passionate interest in education, which leads me occasionally to make foolish and ill-considered remarks alleging that not everything is well in our schools.

If we had in this room a hundred teachers, good teachers from good schools, and asked them to define the word education, there would be very little general agreement.

And just because you have colleges and universities doesn't mean you have education.

I am inclined to think that one's education has been in vain if one fails to learn that most schoolmasters are idiots.

The teacher usually learns more than the pupils. Isn't that true? "It would be hard to learn much less than my pupils," came a low growl from somewhere on the table, "without undergoing a pre-frontal lobotomy."

We can teach only if we are willing to learn.

When you teach, you learn.

Whatever you want to teach, be brief.

School is an institution built on the axiom that learning is the result of teaching. And institutional wisdom continues to accept this axiom, despite overwhelming evidence to the contrary.

We have always believed that our people can stand on no higher ground than the school ground, or can enter any more hopeful room than the classroom. We blend time and faith and knowledge in our schools - not only to create educated citizens, but also to shape the destiny of this great Republic.

Educated fools; from uneducated schools.

Testing is not a substitute for curriculum and instruction. Good education cannot be achieved by a strategy of testing children, shaming educators, and closing schools.

Teaching school is but another word for sure and not very slow destruction.

The problem with education is school.

I love the classroom.

Nothing in education is so astonishing as the amount of ignorance it accumulates in the form of inert facts.

My mother, who was professional schoolteacher, was particularly concerned about our formal education and even went so far as to start a private school together with some other parents so that our intellectual needs would be met.

Something I've really enjoyed learning more about is course design.

Education in the past has been too much inspiration and too little information.

It's important that kids learn, but I really don't like all the testing, testing, testing.

I studied secondary education.

In the drive to improve reading and mathematics, the schools have not just put history on the back burner. They have taken it off the stove.

We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

As one who has taught mathematics at all levels of university instruction, I am well aware of the negative attitude of so many students toward the subject. There are many reasons for this, one of them no doubt being the esoteric, dry way in which we teach the subject. We tend to overwhelm our students with formulas, definitions, theorems, and proofs, but we seldom mention the historical evolution of these facts, leaving the impression that these facts were handed to us, like the Ten Commandments, by some divine authority.

I'd aspired to give people a profound education - to teach them something substantial. But the data was at odds with this idea.