Learning Autonomy Quotes

Once children learn how to learn, nothing is going to narrow their mind.

Teaching is more difficult than learning because what teaching calls for is this: to let learn. The real teacher, in fact, lets nothing else be learned than learning. His conduct, therefore, often produces the impression that we properly learn nothing from him, if by "learning" we now suddenly understand merely the procurement of useful information.

Reading might not be the way that the child engages with the world, but it should be something that they all learn how to do, and that they get to have for themselves, as opposed to somebody telling them what to do and how to do it.

School, I never truly got the knack of. I could never focus on things I didn't want to learn.

Teaching is only demonstrating that it is possible. Learning is making it possible for yourself.

The aim of all education is, or should be, to teach people to educate themselves.

I still say the only education worth anything is self-education.

I always like to learn, but I don't always like to be taught.

We need to look at learning as the product of educational self-organization. It’s not about making learning happen; it’s about letting it happen.

No trace of slavery ought to mix with the studies of the freeborn man. No study, pursued under compulsion, remains rooted in the memory.

The most desirable mode of education, is that which is careful that all the acquisitions of the pupil shall be preceded and accompanied by desire . . . The boy, like the man, studies because he desires it. He proceeds upon a plan of is own invention, or by which, by adopting, he has made his own. Everything bespeaks independence and inequality.

I feel lucky in that I don't really have to go to college to study something job-specific. I just want to go to learn about what is interesting to me and learn about the classes that you don't really get to take in high school because you have to take the basics.

I hate the the word 'disempower,' because it seems kind of cliche, but I do think that we take people's ability to self-teach away by creating this idea that that someone else has to do this for you, that you have to take a course, you have to do it in some formal way.

All education must be self-education.

I don't like books that seem to want to teach me things. Which is not to say that one doesn't learn from books - but you do your own learning in your own way.

Experiments show that children in unsupervised groups are capable of answering questions many years ahead of the material they're learning in school. In fact, they seem to enjoy the absence of adult supervision, and they are very confident of finding the right answer.

In my opinion instruction is very purposeless for such individuals who do no want merely to collect a mass of knowledge, but are mainly interested in exercising (training) their own powers. One doesn't need to grasp such a one by the hand and lead him to the goal, but only from time to time give him suggestions, in order that he may reach it himself in the shortest way.

The state may not require that teaching and learning must be tailored to the principles or prohibitions of any religious sect or dogma

Freedom in education has many aspects. There is first of all freedom to learn or not to learn. Then there is freedom as to what to learn. And in later education there is freedom of opinion.

You can't make someone learn something - you really can't teach someone something - they have to want to learn it. And if they want to learn, they will.

Homeschoolers are the ultimate do-it-yourselfers. They are self-motivated and self-directed, independent-minded and creative. They are not content to turn their education of their children over to the government.

What teachers and the administration in that era never seemed to see was that the mental work of what they called daydreaming often required more effort and concentration than it would have taken simply to listen in class. Laziness is not the issue. It is just not the work dictated by the administration.

A teacher can do very little for a pupil and should only be thankful if he don't hinder him, and the greater the master, mostly the less he can say.

Too often we see that teachers and educational administrators feel threatened by self-organized learning. They, therefore, think it is not learning at all.

Education to independence demands that young people should be accustomed early to consult their own sense of propriety and their own reason. To regard study as mere receptivity and memory work is to have a most incomplete view of what instruction means.