1.
and not the pedagogic talent
2.
prove that they have the necessary pedagogic calm and
3.
I was responsible for the overall pedagogical content, including the student coursebook
4.
These accomplishments the richer citizens seem frequently to have acquired at home, by the assistance of some demestic pedagogue, who was, generally, either a slave or a freedman ; and the poorer citizens in the schools of such masters as made a trade of teaching for hire
5.
Their scientific and pedagogical approach to teaching made them irreplaceable in Silesia and West
6.
evolution of the human species, and is a pedagogical science that can apply
7.
exciting in that era of orthodox pedagogy; hence,
8.
Do you think analytics courses require any special teaching pedagogy, being a niche field that is still in its growth phase?
9.
articulate these practices in theoretical terms, my teachers were enacting a revolutionary pedagogy that was profoundly anticolonial
10.
Get it?' It occurred to Grobut that despite his attempts at being patient and pedagogic, it was a complete waste of time
11.
and social theory of pedagogy, many of our ethical structures are centuries out of date
12.
” Faithful began reading the annotated moral of the story from the How to Raise a Hero pedagogy series to hir charge
13.
If the future brings not a series, but a system of crises, what will be the values, what the pedagogy, what the dreams of young minds in times of perpetual and ubiquitous conflict? If the next generation, and if that be this one, experiences techinic singularity, what will be the students' roll, goal and game's end, and who will be the educator, designer and enforcer of this post-singularity curriculum? This is the pedagogical community's challenging dilemma: what and how do we teach unknown skills for a yet to be conceived environment? How do we delimit education so that it not only can perceive, but also conceive and begin to implement a culture of resilient and transformative sustainability? Intellectual cooperation, i
14.
At school he was, when, carefully stalking the flea gambolling upon his garments, he secured it between a moistened finger and thumb, and, waiting with the patience of the savage sure of his prey, dexterously transferred it, at the moment his master bent over his desk to assure himself of his diligence, to the pedagogue's sleeve or trouser, and then looked on with that glassy look of his while the victim, returned to his place on the platform, showed an ever increasing uneasiness culminating at last in a hasty departure and a prolonged absence
15.
The pedagogue that morning, so artlessly interested in her conversation with me as to forget he had not met her before, had manifestly revolted her
16.
[88] Pedagogy of the Oppressed, 1968, 1970
17.
My newly-born pedagogical skills still had placental blood on them
18.
The excitement was still bursting, or perhaps they did not desire it to end, but the principal had finally spoken those pedagogic closing remarks
19.
—Getonouthat, you bloody old pedagogue! the editor said in recognition
20.
Lastly at the head of the board was the young poet who found a refuge from his labours of pedagogy and metaphysical inquisition in the convivial atmosphere of Socratic discussion, while to right and left of him were
21.
My Favourite Hero or Procrastination is the Thief of Time) composed during schoolyears, seemed to him to contain in itself and in conjunction with the personal equation certain possibilities of financial, social, personal and sexual success, whether specially collected and selected as model pedagogic themes (of cent per cent merit) for the use of preparatory and junior grade students or contributed in printed form, following the precedent of Philip Beaufoy or Doctor Dick or Heblon's Studies in Blue, to a publication of certified circulation and solvency or employed verbally as intellectual stimulation for sympathetic auditors, tacitly appreciative of successful narrative and confidently augurative of successful achievement, during the increasingly longer nights gradually following the summer solstice on the day but three following, videlicet, Tuesday, 21 June (S
22.
One short, faintly stuffy, pedagogical question
23.
Why not be revenged on society by shaping his future domesticities loosely, instead of kissing the pedagogic rod of convention in this ensnaring manner?
24.
(Was incineration not a method of disposal?) His pedagogy grew erratic
25.
He could not but wish that Dorothea should think him not less happy than the world would expect her successful suitor to be; and in relation to his authorship he leaned on her young trust and veneration, he liked to draw forth her fresh interest in listening, as a means of encouragement to himself: in talking to her he presented all his performance and intention with the reflected confidence of the pedagogue, and rid himself for the time of that chilling ideal audience which crowded his laborious uncreative hours with the vaporous pressure of Tartarean shades
26.
While it is certainly important to know what the pattern should look like if it’s working, from a pedagogical standpoint it probably makes more sense to focus energy and attention on what should not happen
27.
In the end, pedagogical concerns won, and I made the decision to include some patterns that I did not actually trade
28.
Both of these models are pedagogical and are diagnostic tools more than they are guidelines for protocol development and deployment, and they do not hold up to strict comparisons of the various layers’ functions with actual protocols
29.
While reading himself this moral lesson, for there were occasions on which Marius, like all truly honest hearts, was his own pedagogue and scolded himself more than he deserved, he stared at the wall which separated him from the Jondrettes, as though he were able to make his gaze, full of pity, penetrate that partition and warm these wretched people
30.
"The Relationship of Selected Factors to the Educational Orientation of Andragogically and Pedagogically-Oriented Educators Teaching in Four of North Carolina's Two-Year Colleges"
31.
[Footnote 3: Means pedagogue
32.
In such a state I was, and I assume many of us are, in respect to the principle of "development" which obfuscates pedagogy, in its connection with the rudiments
33.
Bunákov and Evtushévski, as being new works, which combine all the latest deductions of German pedagogy, intended as guides for the teachers in the popular schools, and selected by the advocates of the sound method as manuals in their schools
34.
Consequently for the final choice of the best method of teaching the rudiments, it is necessary first of all to stand on theoretic soil, on the basis of previous considerations, the general conditions of which give to this or that method the actual right to be called satisfactory from the pedagogical standpoint
35.
These two conditions are put down only for beauty's sake and for the obscuration of the style, so common in pedagogical treatises, and so have no meaning whatever
36.
Bunákov and Evtushévski, nor in any other pedagogical work of the founders of this school of pedagogy, unless they be those hazy discussions of this nature, such as that every instruction must be based on the union of analysis and synthesis, and by all means on the sense of hearing, and so forth; or you will find, as in Mr
37.
After such discussions there always follows the conclusion that therefore the method advocated by the pedagogue gives that exclusive real development which it was necessary to find
38.
I advise all those who have no inclination for philosophy and therefore have no desire to verify all those deductions of the pedagogues not to be embarrassed by these words and to be assured that a thing which is not clear cannot be the basis of anything, least of all of such an important and simple thing as popular education
39.
All the pedagogues of this school, especially the Germans, the founders of the school, start with the false idea that those philosophical questions which have remained as questions for all the philosophers from Plato to Kant, have been definitely settled by them
40.
They are settled so definitely that the process of the acquisition by man of impressions, sensations, concepts, ratiocinations, has been analyzed by them down to its minutest details, and the component parts of what we call the soul or the essence of man have been dissected and divided into parts by them, and that, too, in such a thorough manner that on this firm basis can go up the faultless structure of the science of pedagogy
41.
This fancy is so strange that I do not regard it as necessary to contradict it, more especially as I have done so in my former pedagogical essays
42.
All I will say is that those philosophical considerations which the pedagogues of this school put at the basis of their theory not only fail to be absolutely correct, not only have nothing in common with real philosophy, but even lack a clear, definite expression with which the majority of the pedagogues might agree
43.
But, perchance, the theory of the pedagogues of the new school, in spite of its unsuccessful references to philosophy, has some value in itself
44.
Has the condition of the pedagogical material with which it has to do been correctly defined? The first thing that startles us is the strange relation to some imaginary children, to such as I, at least, have never seen in the Russian Empire
45.
Bunákov proposes the following questions to be put to the children: "Where can you see cats? where a magpie? where sand? where a wasp and a suslik? what are a suslik and a magpie and a cat covered with, and what are the parts of their bodies?" (The suslik is a favourite animal of pedagogy, no doubt because not one peasant child in the centre of Russia knows that word
46.
Exactly the same takes place in the instruction of arithmetic, which is based on the same pedagogical principle
47.
From a theoretical standpoint, not to mention the fact that they faultily define the aim of education, the pedagogues of this school make this essential error, that they depart from the conditions of all instruction, whether this instruction be on the highest or lowest stage of the science, in a university or in a popular school
48.
This supposition is confirmed by the fact that all the German pedagogues and their followers, among them Mr
49.
This explains why our pedagogical literature is overwhelmed with manuals for object-lessons, with manuals about how to conduct kindergartens (one of the most monstrous excrescences of the new pedagogy), with pictures and books for reading, in which are eternally repeated the same articles about the fox and the blackcock, the same poems which for some reason are written out in prose in all kinds of permutations and with all kinds of explanations; but we have not a single new article for children's reading, not one Russian, nor Church-Slavic grammar, nor a Church-Slavic dictionary, nor an arithmetic, nor a geography, nor a history for the popular schools
50.
Pedagogy is in the same condition in which a science would be that would teach how a man ought to walk; and people would try to discover rules about how to teach the children, how to enjoin them to contract this muscle, stretch that muscle, and so forth
51.
This condition of the new pedagogy results directly from its two fundamental principles: (1) that the aim of the school is development and not science, and (2) that development and the means for attaining it may be theoretically defined
52.
The most natural cause which has led pedagogy to the false path on which it now stands, is the criticism of the old order, the criticism for the sake of criticism, without positing new principles in the place of those criticized
53.
The views of the pedagogues of the new school are, above all, based on the criticism of previous methods
54.
The chief point of departure is the criticism of the old methods and the concoction of new ones to be as diametrically opposed to the old as possible, but by no means the positing of new foundations of pedagogy, from which new methods might result
55.
I say "without building any new foundation," because there are only two permanent foundations of pedagogy:
56.
The real, peremptory question of pedagogy, which fifteen years ago I vainly tried to put in all its significance, "Why ought we to know this or that, and how shall we teach it?" has not even been touched
57.
I was then abroad, and I remember how I everywhere came across messengers roving all over Europe in search of a new faith, that is, officials of the ministry, studying German pedagogy
58.
Having observed this, the new pedagogues try to teach only the solving of puzzles with small numbers, that is, what cannot form the subject of instruction and is only the work of life
59.
These practical results, which are repeated everywhere, should, it seems, prove the incorrectness of the method itself; but among the pedagogues, those that write manuals and prescribe rules, there exists such a complete ignorance of and aversion to the knowledge of the masses and their demands that the relation of reality to these methods does not in the least impair the progress of their business
60.
It is hard to imagine the conception about the masses which exists in this world of the pedagogues, and from which result their method and all the consequent manner of instruction
61.
The ignorance about the masses is so complete in this world of the pedagogues that they boldly say that to the peasant school come little savages, and therefore boldly teach them what is down and what up, that a blackboard is placed on a stand, and that underneath it there is a groove
62.
How many oxen, cows, and calves are there?) The pedagogues of the German school do not even suspect that quickness of perception, that real vital development, that contempt for everything false, that ready ridicule of everything false, which are inherent in every Russian peasant boy,—and only on that account so boldly (as I myself have seen), under the fire of forty pairs of intelligent youthful eyes, perform their tricks at the risk of ridicule
63.
This last cause has led the pedagogues of the new school to this, that, in spite of the extreme external difference of the new method from the old, it is identical with it in its foundation, and, consequently, in the methods of instruction and in the results
64.
The pedagogue of the ancient school, which for briefness' sake I shall call the church school, knows firmly and absolutely that he must teach from the prayer-book and the psalter by making the children learn by rote, and he admits no alterations in his methods; in the same manner the teacher of the new, the German, school knows firmly and absolutely that he must teach according to Bunákov and Evtushévski, begin with the words "whisker" and "wasp," ask what is up and what down, and tell about the favourite suslik, and he admits no alterations in his method
65.
In order to elucidate in what I find these unquestionable foundations of every pedagogical activity, I shall be compelled to repeat myself, that is, to repeat what I said fifteen years ago in the pedagogical periodical, Yásnaya Polyána, which I then published
66.
This repetition will not be tedious for the pedagogues of the new school, because what I then wrote is not exactly forgotten, but has never been considered by the pedagogues,—and yet I still think that just what was expressed by me at that time might have placed pedagogy, as a theory, on a firm foundation
67.
After having read what had been written on the subject and having made the personal acquaintance of the so-called best representatives of the pedagogical science in Europe, I not only failed to find anywhere an answer to the question I was interested in, but I convinced myself that this question does not even exist for pedagogy, as a science; that every pedagogue of any given school firmly believed that the methods which he used were the best, because they were based on absolute truth, and that it would be useless for him to look at them with a critical eye
68.
Should I teach the psalter by heart, or the classification of the organisms? Should I teach according to the sound alphabet, translated from the German, or from the prayer-book? In the solution of this question I was aided by a certain pedagogical tact, with which I am gifted, and especially by that close and impassioned relation in which I stood to the matter
69.
From these experiments it appeared to me and to those teachers who instructed with me at Yásnaya Polyána and in other schools on the same principle of freedom, that nearly everything which in the pedagogical world was written about schools was separated by an immeasurable abyss from reality, and that many of the proposed methods, such as object-lessons, the natural sciences, the sound method, and others, called forth contempt and ridicule, and were not accepted by the pupils
70.
This question both then and now has appeared to me as a corner-stone of the whole pedagogy, and to the solution of this question I devoted the publication of the pedagogical periodical Yásnaya Polyána
71.
At that time I found no sympathy in all the pedagogical literature, not even any contradiction, but the most complete indifference to the question which I put
72.
Fifteen years ago no attention was paid to it, and the pedagogues of every school, convinced that everybody else was talking to the wind and that they were right, most calmly prescribed their laws, basing their principles on philosophies of a very doubtful character, which they used as a substratum for their wee little theories
73.
"The only criterion of pedagogy is freedom, the only method—experience
74.
Bunákov and the German pedagogues adduce
75.
With the idea that for successful instruction not compulsion is wanted, but the rousing of the pupil's interest, all the pedagogues of the school which is opposed to me agree
76.
Every progress of pedagogy, if we attentively consider the history of this matter, consists in an ever increasing approximation toward naturalness of relations between teacher and pupil, in a lessened compulsion, and in a greater ease of instruction
77.
If a teacher according to the new German fashion wants to go ahead and perfect himself, he has to follow the pedagogical literature, that is, to read all those new inventions about the conversations about the suslik and about the transposition of the squares
78.
Thus, in relation to the administrative side of the schools I have again to put a third question, on the same basis of freedom: Why do we know how best to arrange a school? To this question German pedagogy gives an answer which is quite consistent with its whole system
79.
And yet the so-called science of pedagogy is in this matter indissolubly connected with power; both in Germany and with us there are prescribed certain ideal one-class, two-class schools, and so forth; and the pedagogical and the administrative powers do not wish to know the fact that the masses would like to attend to their own education
80.
The ministerial department cannot admit that the teacher (that educated pedagogue who is assumed for the masses) would lower himself to such an extent as to be willing to go, like a tailor, from hut to hut, or to teach in a smoky house
81.
But the chief difference in this respect between the view of the Communes and that of the County Council consists in this: the County Council has only one type,—the teacher who has attended pedagogical courses, who has finished a course in a seminary or school, at two hundred roubles; but with the masses, who do not exclude this teacher and appreciate him, if he is good, there are gradations of all kinds of teachers
82.
On the building of schools seven hundred roubles are spent, and on the pedagogical courses twelve hundred roubles have been used in one year
83.
But let us suppose that the County Council will act quite simply and sensibly, and will not waste money on pedagogical courses and other trifles; let us suppose that all peasants will pay the new school tax of fifteen kopeks, what will the future of this matter be? From the peasants six thousand, from the County Council three thousand, in all nine thousand
84.
Do we not see that now, when the simplest arithmetical calculation shows that the only means for the success of the schools is the simplification of methods, the simplicity and cheapness of the arrangement of the school,—the pedagogues are busy, as though having made a wager to concoct a most difficult, most complicated, and expensive (and, I must add, most bad) instruction? In the manuals of Messrs
85.
All they talk about in pedagogical circles is how to prepare improved teachers in the seminaries, so that a village might not be able to get them even for four hundred roubles
86.
On that road of perfection, on which pedagogy stands, it is quite apparent to me that if 120,000 roubles were collected in a county, the pedagogues would find use for them all in twenty schools, with adjustable tables, seminaries for teachers, and so forth
87.
But how are they to be controlled, watched, and taught, if they breed by the hundred in each county? In my opinion the work of the County Council and school council ought to consist in nothing but watching the pedagogical side of the business, and that is feasible, if these means will be taken: in every County Council, which has taken upon itself the duty of the dissemination of popular education, or the coöperation with it, there ought to be one person—whether it be an unpaid member of the school council, or a man at a salary of not less than one thousand roubles, hired by the County Council—who is to attend to the pedagogical side of the business in the county
88.
That person ought to have a general, fresh education within the limits of a gymnasium course, that is, he must know Russian thoroughly and Church-Slavic partly, arithmetic and algebra thoroughly, and be a teacher, that is, know the practice of pedagogy
89.
This person must by all means be a teacher himself in the same locality, in order that in his demands and instructions he may always have in view that pedagogical material with which the other teachers have to deal, and that he may sustain in himself that live relation to reality which is the chief preservative against error and delusion
90.
The same applies to the activity of scientific teachers,—the pedagogues
91.
The advocates of science say, “Pedagogy is even now of use for the people; but let it develop, then it will be still better
92.
The same is the case with the activity of the teachers of science,—pedagogical teachers
93.
And this cannot be otherwise, because a school built on a model plan (as a general rule, the more scientifically built the school, the more costly it is), with pivot chains, and globes, and maps, and library, and petty text-books for teachers and scholars and pedagogues, is a sort of thing for which it would be necessary to double the taxes in every village
94.
Defenders of science say: “Pedagogy is even now proving of advantage to the people, but give it a chance to develop, and then it will do still better
95.
To deprive her, to deprive them both, of everything, all on account of those hated people? But now—it should never be! On no account! Your down-at-the-heel pedagogue shall not strut about in peacock's feathers! Olga and I
96.
Are we to forget, as chimerical, our notions of this institution, which we imbibed from our very cradles, which are imprinted on our Bills of Rights and Constitutions, which we avowed under the reign of John Adams? Are they to be scourged out of us by the birch of the unfledged political pedagogues of the day? If he were the enemy of this Government, could he reconcile it to his principles, he would follow the example set him in another quarter, and say to the majority, go to your inevitable destruction! He likened the people under this joint operation of the two parties, Ministerial and Federal, to the poor client between two lawyers, or the cloth between the tailor's shears
