www.Teo-Education.Com

Teaching philosophy statements are now prepared for a variety of reasons: as part of a job application process; to be included in a promotion and tenure dossier; for a teaching award; or to foster reflection about how and why you teach. Regardless of purpose, the goal ought to be preparation of statements that reveal those beliefs and practices characteristic of an individual teacher. Writing teaching philosophy statements that accurately describe the instructional self isn’t easy, given that so many of us begin teaching careers with little training and continue them with episodic professional development. A set of resources can do much to assist the process and an impressive collection appears in the article referenced below.

Among resources included in the article are summaries of seven websites that contain a range of materials on teaching philosophy statements, including definitions, suggested formats, writing exercises, sample statements, and rubrics that can be used to assess them. It also contains a list of questions that can be answered when writing about learning goals, teaching methods, assessment of student learning, and assessment of teaching.

Several writing exercises are proposed that would not only help candidates prepare statements that might stand out, but that are wonderful ways to deepen individual reflection about teaching and learning. For example, “Think about a moment in your classroom when you and the students were having a great time. Write about that ‘great moment’ using the following series of questions: What was the topic and activity during which this great moment happened? What was the goal of the activity? How did you structure the activity? What did students do during the activity? How could you demonstrate that the activity resulted in significant student learning? How does this great moment exemplify what you value about your discipline and your personal and instructional style?” (p. 140)

This is followed by the suggestion that you write about a not-so-great moment, responding to a similar set of prompts. Or you might start with a “story” that “refers to a pivotal moment, either in your own learning or in your teaching.” (p. 140) Finally, there’s a prompt that asks you to imagine that you are being interviewed for a magazine article about effective teachers. Here are some of the questions you can expect to be asked: “What is a ‘personal best’ achievement for you as a teacher during the past year? What of your worst qualities as a teacher would you throw away? If you wrote a book about teaching, what would the title be?” (p. 141)

They also identify four areas where most teaching philosophy statements could be improved. “Many early drafts of teaching philosophy statements lack concrete evidence of student learning and assessments of teaching.” (p. 142, bold added) Here writers need to either include or write about those classroom artifacts and evidence that constitute proof of learning and good teaching.

For new teachers or teachers without much experience, it can be challenging to write about the breadth and depth of teaching experience. But if different courses and different student populations have been taught, those should be described. And whatever the teaching experience, writers can explain how an experience in one instructional setting would inform what they would do in a different setting.

by Maryellen Weimer, PhD.

Read more @ http://www.facultyfocus.com/articles/philosophy-of-teaching/strategies-for-writing-better-teaching-philosophy-statements/

Philosophy of education statement is issued by many teachers to the parents of the students, the educational institute where they are teaching, or in some cases, directly to their students. Such statements were basically issued in order to define a course of action with the help of which the teacher would conduct the lectures and enlighten the students by imparting knowledge. The tradition of issuing the statement can be traced back to the times of Plato, Aristotle and Arya Chanakya. All great teachers in the history have followed this tradition of issuing such statement. The basic objective of such a statement was very simple, the statement told the students what they were going to learn and what was expected from them as pupils. Some teachers also followed a very flexible philosophy of education. The following philosophy of education samples will help you to frame your own statement for the upcoming academic year. Know more about what makes a good teacher.

Philosophy of Education

Philosophy of education examples are countless and you can trace down conventional and unconventional philosophies that have been used by teachers and schools to dispense the wealth of knowledge to students. Philosophy of education for teachers is undoubtedly one of the most important deciding factors that helps them to deliver what they want to convey to their disciples, in a fruitful flow. The following are some ideas that you may use to put down your own philosophy and also a very pleasing statement. These philosophy of education samples will also help you to convey your good teacher qualities.

Realizing the Need of Pupils
The orbit of knowledge is the strong bond between the teachers and students. Hence the most important task of the teachers is to realize what the students need. Juan Pablo Bonet was the first person who realized the need of mute and deaf students. He developed a language based upon simple hand signs and conventions that helped teachers and deaf and mute students to communicate with each other. Though never a conventional teacher himself, Bonet was successful in realizing the the need of deaf and mute students. He published a book Reducción de las letras y arte para enseñar a hablar a los mudos which is translated as ‘Reduction of letters and art to teach the mute to speak’. Similar is the case of Braille system. Realization led to the light of knowledge.

Simplicity and Delivery
Any student, old or young, is a toddler to a particular subject. Hence, simplicity is required to make the learning process more enlightening and comprehensible. In the epic movie ‘Dead Poets Society’, a literate teacher helps his students to appreciate the beauty of free thinking of authors and poets with the help of simple experiments. For example, standing on top of the teacher’s desk, to get a different and better view of the classroom. The experiments succeed and the teacher was able to convey the love of language to his students.

Freedom, Liberty and Equity
Very few philosophies of education samples, would talk about these values. I, as a person, always believe that implication of such values makes the students good human beings. My teacher taught me these values at an early and tender age and helped us students to realize the meaning of society and civilization. Such values teach us the need and importance of loving and respecting fellow human beings.

Respect and Discipline
Conventional teachers were always viewed as disciplinarians and the modern teachers are viewed as liberals. However, the field of teaching is always stuck in a Renaissance, where revival is a task that teachers undertake every day. Hence, no teacher shall discipline the class to harassment and the boundaries of self respect would never be eroded. The same goes for respect.

Experiment and Innovate
Experiments and innovations create legends. Every teacher thus, must put an emphasis on the importance of experiments and innovations and also the risk that lies underneath it. The reason that we exist is that God wants us to experiment and innovate to give the world a better tomorrow.

The Joy of Creation and Art of Living
Mankind is intelligent and foolish. Destruction promoted by intelligence is fruitless and unwanted. The lesson of live and let live is an important one. The joy of creating and the happiness of living and letting live is something that every teacher should help their students to understand. Ruskin Bond puts this lesson before us in a short story about a boy who plants a cherry tree. The last line of the story goes ‘…is this what it feels to be God?…’. The disparity that the world suffers every day many not be ended by the teachers, but the process to end it will certainly be started by them.

by Scholasticus K.

Read more @ http://www.buzzle.com/articles/philosophy-of-education-samples.html

Teaching is the noblest vocation; teachers are responsible for mentoring the future generations. From the onset of civilization teachers are regarded as the highest, at par with God. It is therefore essential to understand the responsibility attached to this profession.

We cannot give any thing that we don’t have. Qualification of a good teacher is his knowledge beyond theories. Someone who has profound understanding of the subject matter only can teach. Someone who has realized through his experiences only can become a good teacher.

Teaching philosophy statement should be concise (one and two pages in length) including the methodology, justifications and brief examples of implementing it in the classroom, as it is demonstration of the method of teaching and learning. It’s the justification of the teacher’s concept and believes. This statement also serves as the cover page to the teaching materials that one provides for appointment on a job and when reviewed for tenure or promotion.

It is believed that teaching is an art and can be learned. The world is flooded with recourses on teaching, however history shows that a student, rather an honest and sincere explorer becomes an excellent teacher or preacher in the end. Teachers need to articulate their philosophy of teaching. Teaching philosophy statement has been recognized by many as the process of identifying a personal philosophy of teaching and continuously examining, testifying and verifying this philosophy through teaching that can lead to a change of teaching behaviors and ultimately encourage professional and personal growth. In preparing a statement of teaching philosophy, self-assessment helps to articulate the goals wished to achieve in teaching.

It is important that amidst the buildings and curriculums the main focus is not lost…the main focus of education is building of characters, which will help set new milestones in their respective fields and hence create a better society. It is essential that present gives all it has to build a sound future and it can only happen through education. It is imperative to foster critical thinking, facilitate the acquisition of life-long learning skills, preparing students to function effectively and develop problem-solving strategies. Role of a teacher in orienting students to a disciplined life is vital in character building.

A well-defined philosophy of teaching can help teachers remain focused on their teaching goals. Success in achieving these goals can mean communicating well to students and also making a difference in the lives of students. The relationships the teacher creates and maintains are essential to successful teaching. A teaching philosophy provides stability, continuity, and long-term guidance.

Learning never stops and as students are expected to be humble, a great teacher is always very humble; he is free from selfishness and ego. Goal is imperative in teaching and the answer comes only through introspection. Teachers should know whether his teaching is for demonstration of his skills and knowledge or for the benefit of his students.

Nothing is original apart from the creator. All we have, our thoughts, our visions, are thought waves already present in the universe. We just catch the waves we are more sensitive to. All we have is the presentation. Teaching is a presentation of wisdom of growth of humans and its different aspects but at times great teachers visit the planet to set new standards and break the illusion.

by Ranjan Shandilya.

Read more @ http://www.buzzle.com/articles/philosophy-of-teaching-teaching-philosophy-statement.html

When we carefully think about the many teachers and professors that we have encountered in our lives, we begin to see a stark difference in everyone’s educational philosophy. Every teacher has their own unique way of delivering learning and teachings to their pupils, and this affects the intensity with which these teachings are accepted, and the fondness with which these teachers are remembered. We all have that one special teacher that we will always remember, and this is solely dependent on that individuals educational philosophy.

The philosophy of education of a teacher is a statement of purpose of sorts, which outlines this persons views on the manner in which education is supposed to be delivered. It can also be termed as a vision statement of the person, and what he/she aims to instill in the students in order to develop them on all levels. Every person will have their own individualistic style of teaching their students, and it is their philosophy in education that determines how they intend to go about it. Read about the importance of education to youths.

Educational Philosophy Statements
When an individual is preparing to become a teacher, he/she is asked to pen down their personal educational philosophy statement. This document serves as a guideline for them during the course of their teaching career, and it should also be a reference for them to stick to their principles. They need to write down what education is in their opinion, and how they plan to go about spreading education in an efficient manner.

These statements of educational philosophy should serve as a guiding light for the rest of that persons teaching career, and it should specify their broad goals and purposes of being a teacher. No matter what happens, they should always stick to their philosophy. Education is not an easy gift to impart as it involves many intricacies, and the least that is expected of teachers is to have a clear vision and purpose for doing what they do. Read more on the importance of education.

Here are some of the questions that an educational philosophy should commonly answer.

• What is the purpose of education in a broader sense, as related to the community and society on a whole?
• What is, in your opinion, the role of a teacher in a classroom?
• What are your goals and ambitions for the students you are teaching?
• What methods do you think facilitate the learning process most effectively?
• Are you convinced that all students can learn something new everyday?
• Lastly, what qualities should a good teacher possess?

If one can manage to answer all these questions and pen them down convincingly, then this qualifies as a successful educational philosophy blueprint that one should stick to for the rest of their teaching career. Read more on the best educational practices.

Educational Philosophy Examples
An individuals philosophy and education must go hand in hand with each other, and this is reflected in the statement that they create when they are applying for a teachers job. This is more than just a written page of one’s beliefs, because if the institution where one is applying is run the right way, they will definitely scrutinize one’s educational philosophy very carefully. Here are some small examples of some paragraphs of educational philosophy statements.

I believe that each student is unique and has a lot to offer and learn. What he/she needs is an amicable and encouraging environment, where they are not condemned for speaking their mind, but applauded. They should be uplifted right from the moment they step into the classroom through various ways that hold their interest. Making use of real life and related examples to explain a concept is the best way one can enable them to truly grasp a subject.

A teacher is a mere facilitator in the learning process, and should leave all prejudice and discrimination outside the classroom. They should embark on a journey with their students, and be open to learning new things as well. Ultimately, it should be the students who should enable the teacher to learn something new. Along with being humble and patient, a good teacher must know when to take the backseat and let the student develop a curiosity that enables him to explore the answers for himself. Also read about educational psychology.

This is the tone that an educational philosophy statement must take, and it should accurately depict what the teacher genuinely feels and aims to achieve.

Educational Philosophy Quotes
Here are some interesting quotes regarding educational philosophy that should inspire those who aspire to be great teachers.

We too often bind ourselves by authorities rather than by the truth. – Lucretia Mott

Education is the most powerful weapon which you can use to change the world. – Nelson Mandela

To educate a man in mind and not in morals is to educate a menace to society. – Theodore Roosevelt

Ten geographers who think the world is flat will tend to reinforce each others errors. Only a sailor can set them straight. – John Ralston Saul

Those who do nothing are never wrong. – Theodore de Bouville

My education was a prolonged and concerted attack on my individuality. – Neil Crofts

I go to school but I never learn what I want to know. – Calvin and Hobbes

There are two reasons why people learn; one because someone said you can’t, and the other because someone said you can. – Howard Wilson

by Rahul Thadani.

Read more @ http://www.buzzle.com/articles/educational-philosophy.html

Plants are shaped by cultivation and men by education. .. We are born weak, we need strength; we are born totally unprovided, we need aid; we are born stupid, we need judgement. Everything we do not have at our birth and which we need when we are grown is given us by education. (Jean Jacques Rousseau, Emile)

I will say little of the importance of a good education; nor will I stop to prove that the current one is bad. Countless others have done so before me, and I do not like to fill a book with things everybody knows. I will note that for the longest time there has been nothing but a cry against the established practice without anyone taking it upon himself to propose a better one. The literature and the learning of our age tend much more to destruction than to edification. (Jean Jacques Rousseau, Emile)

Read more @ http://www.spaceandmotion.com/Philosophy-Education.htm

..for the object of education is to teach us to love beauty. (Plato)

‘And once we have given our community a good start,’ I pointed out, ‘ the process will be cumulative. By maintaining a sound system of education you produce citizens of good character, and citizens of sound character, with the advantage of a good education, produce in turn children better than themselves and better able to produce still better children in their turn, as can be seen with animals.’(Plato)

‘… It is in education that bad discipline can most easily creep in unobserved,’ he replied.

‘Yes,’ I agreed, ‘ because people don’t treat it seriously there, and think no harm can come of it.’

‘It only does harm,’ he said, ‘because it makes itself at home and gradually undermines morals and manners; from them it invades business dealings generally, and then spreads into the laws and constitution without any restraint, until it has made complete havoc of private and public life.’

‘And when men who aren’t fit to be educated get an education they don’t deserve, are not the thoughts and opinions they produce fairly called sophistry, without a legitimate idea or any trace of true wisdom among them?’

‘Certainly’.

‘The first thing our artist must do,’ I replied, ‘ – and it’s not easy – is to take human society and human habits and wipe them clean out, to give himself a clean canvas. For our philosophic artist differs from all others in being unwilling to start work on an individual or a city, or draw out laws, until he is given, or has made himself, a clean canvas.’

‘Because a free man ought not to learn anything under duress. Compulsory physical exercise does no harm to the body, but compulsory learning never sticks to the mind.’

‘True’

‘Then don’t use compulsion,’ I said to him, ‘ but let your children’s lessons take the form of play. You will learn more about their natural abilities that way.’ (Plato)

Read more @ http://www.spaceandmotion.com/Philosophy-Education.htm

Sample 1 : My Philosophy Statement on Education:

I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as a educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. There are three elements that I believe are conducive to establishing such an environment, (1) the teacher acting as a guide, (2) allowing the child’s natural curiosity to direct his/her learning, and (3) promoting respect for all things and all people.

When the teacher’s role is to guide, providing access to information rather than acting as the primary source of information, the students’ search for knowledge is met as they learn to find answers to their questions. For students to construct knowledge, they need the opportunity to discover for themselves and practice skills in authentic situations. Providing students access to hands-on activities and allowing adequate time and space to use materials that reinforce the lesson being studied creates an opportunity for individual discovery and construction of knowledge to occur.

Equally important to self-discovery is having the opportunity to study things that are meaningful and relevant to one’s life and interests. Developing a curriculum around student interests fosters intrinsic motivation and stimulates the passion to learn. One way to take learning in a direction relevant to student interest is to invite student dialogue about the lessons and units of study. Given the opportunity for input, students generate ideas and set goals that make for much richer activities than I could have created or imagined myself. When students have ownership in the curriculum, they are motivated to work hard and master the skills necessary to reach their goals.

Helping students to develop a deep love and respect for themselves, others, and their environment occurs through an open sharing of ideas and a judicious approach to discipline. When the voice of each student is heard, and environment evolves where students feel free to express themselves. Class meetings are one way to encourage such dialogue. I believe children have greater respect for their teachers, their peers, and the lessons presented when they feel safe and sure of what is expected of them. In setting fair and consistent rules initially and stating the importance of every activity, students are shown respect for their presence and time. In turn they learn to respect themselves, others, and their environment.

For myself, teaching provides an opportunity for continual learning and growth. One of my hopes as an educator is to instill a love of learning in my students, as I share my own passion for learning with them. I feel there is a need for compassionate, strong, and dedicated individuals who are excited about working with children. In our competitive society it is important for students to not only receive a solid education, but to work with someone who is aware of and sensitive to their individual needs. I am such a person and will always strive to be the best educator that I can be.

Sample 2 : Philosophy Statement:

I believe the children are our future…
I believe each and every child has the potential to bring something unique and special to the world. I will help children to develop their potential by believing in them as capable individuals. I will assist children in discovering who they are, so they can express their own opinions and nurture their own ideas. I have a vision of a world where people learn to respect, accept, and embrace the differences between us, as the core of what makes life so fascinating.

Teach them well and let them lead the way…
Every classroom presents a unique community of learners that varies not only in abilities, but also in learning styles. My role as a teacher is to give children the tools with which to cultivate their own gardens of knowledge. To accomplish this goal, I will teach to the needs of each child so that all learners can feel capable and successful. I will present curriculum that involves the interests of the children and makes learning relevant to life. I will incorporate themes, integrated units, projects, group work, individual work, and hands-on learning in order to make children active learners. Finally, I will tie learning into the world community to help children become caring and active members of society.

Show them all the beauty they possess inside. Give them a sense of pride…
My classroom will be a caring, safe, and equitable environment where each child can blossom and grow. I will allow children to become responsible members of our classroom community by using strategies such as class meetings, positive discipline, and democratic principles. In showing children how to become responsible for themselves as well as their own learning, I am giving them the tools to become successful in life, to believe in themselves, and to love themselves.

Let the children’s laughter remind us how we used to be…
Teaching is a lifelong learning process of learning about new philosophies and new strategies, learning from the parents and community, learning from colleagues, and especially learning from the children. Children have taught me to open my mind and my heart to the joys, the innocence, and the diversity of ideas in the world. Because of this, I will never forget how to smile with the new, cherish the old, and laugh with the children.

Read more @ http://oregonstate.edu/instruct/ed416/sample.html

Quotations from Confucius, Aristotle, Euripides, Seneca, Cicero, Horace, William James, Friedrich Nietzsche, Sigmund Freud, John Fowles, George Bernard Shaw

Study the past if you would define the future.
I am not one who was born in the possession of knowledge; I am one who is fond of antiquity, and earnest in seeking it there.
Learning without thought is labor lost; thought without learning is perilous. (Confucius, Analects)

Those who educate children well are more to be honored than parents, for these gave only life, those the art of living well. (Aristotle, In Education)

The educated differ from the uneducated as much as the living from the dead. (Aristotle, In Education)

All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth. (Aristotle)

Learned we may be with another man’s learning: we can only be wise with wisdom of our own:
[I hate a sage who is not wise for himself] (Euripides)

What use is knowledge if there is no understanding? (Stobaeus)

‘non vitae sed scholae discimus’. [We are taught for the schoolroom not for life] (Seneca)

Now we are not merely to stick knowledge on to the soul: we must incorporate it into her; the soul should not be sprinkled with knowledge but steeped in it. (Seneca)

And if knowledge does not change her and make her imperfect state better then it is preferable just to leave it alone. Knowledge is a dangerous sword; in a weak hand which does not know how to wield it it gets in its master’s way and wounds him, ‘ut fuerit melius non didicisse’ [so that it would have been better not to have studied at all] (de Montaigne quoting Cicero)

She (philosophy) is equally helpful to the rich and poor: neglect her, and she equally harms the young and old. (Horace)

‘As a man who knows how to make his education into a rule of life not a means of showing off; who can control himself and obey his own principles.’ The true mirror of our discourse is the course of our lives. (de Montaigne quoting Cicero)

THE TEACHER AS A NECESSARY EVIL. Let us have as few people as possible between the productive minds and the hungry and recipient minds! The middlemen almost unconsciously adulterate the food which they supply. It is because of teachers that so little is learned, and that so badly. (Nietzsche, 1880)

What a distressing contrast there is between the radiant intelligence of the child and the feeble mentality of the average adult. (Sigmund Freud)

To teach how to live without certainty, and yet without being paralysed by hesitation, is perhaps the chief thing that philosophy, in our age, can do for those who study it. (Bertrand Russell, The History of Western Philosophy)

To begin with our knowledge grows in spots. ..What you first gain, … is probably a small amount of new information, a few new definitions, or distinctions, or points of view. But while these special ideas are being added, the rest of your knowledge stands still, and only gradually will you line up your previous opinions with the novelties I am trying to instill, and to modify to some slight degree their mass. ..Your mind in such processes is strained, and sometimes painfully so, between its older beliefs and the novelties which experience brings along. (William James, Pragmatism)

Chess permits freedom of permutations within a framework of set rules and prescribed movements. Because a chess player cannot move absolutely as he likes, either in terms of the rules or in terms of the exigencies of the particular game, has he no freedom of move? The separate games of chess I play with existence has different rules from your and every other game; the only similarity is that each of our games always has rules. The gifts, inherited and acquired, that are special to me are the rules of the game; and the situation I am in at any given moment is the situation of the game. My freedom is the choice of action and the power of enactment I have within the rules and situation of the game. (Fowles, 1964. The Aristos)

Our present educational systems are all paramilitary. Their aim is to produce servants or soldiers who obey without question and who accepts their training as the best possible training. Those who are most successful in the state are those who have the most interest in prolonging the state as it is; they are also those who have the most say in the educational system, and in particular by ensuring that the educational product they want is the most highly rewarded. (Fowles, 1964. The Aristos)

Every serious student of the subject knows that the stability of a civilisation depends finally on the wisdom with which it distributes its wealth and allots its burdens of labour, and on the veracity of the instruction it provides for its children. We do not distribute the wealth at all: we throw it into the streets to be scrambled for by the strongest and the greediest who will stoop to such scrambling, after handing the lion’s share to the professional robbers politely called owners. We cram our children with lies, and punish anyone who tries to enlighten them. Our remedies for the consequences of our folly are tariffs, inflation, wars, vivisections and inoculations – vengeance, violences, black magic. (George Bernard Shaw)

Read more @ http://www.spaceandmotion.com/Philosophy-Education.htm

I would like to suggest that our minds are swamped by too much study and by too much matter just as plants are swamped by too much water or lamps by too much oil; that our minds, held fast and encumbered by so many diverse preoccupations, may well lose the means of struggling free, remaining bowed and bent under the load; except that it is quite otherwise: the more our souls are filled, the more they expand; examples drawn from far-off times show, on the contrary, that great soldiers ad statesmen were also great scholars. (de Montaigne)

I think it better to say that the evil arises from their tackling the sciences in the wrong manner and that, from the way we have been taught, it is no wonder that neither master nor pupils become more able, even though they do know more. In truth the care and fees of our parents aim only at furnishing our heads with knowledge: nobody talks about judgement or virtue. When someone passes by, try exclaiming, ‘Oh, what a learned man!’ Then, when another does, ‘Oh, what a good man!’ Our people will not fail to turn their gaze respectfully towards the first. There ought to be a third man crying, ‘Oh, what blockheads!’ (de Montaigne)

We readily inquire, ‘Does he know Greek or Latin?’ ‘Can he write poetry and prose?’ But what matters most is what we put last: ‘Has he become better and wiser?’ We ought to find out not who understands most but who understands best. We work merely to fill the memory, leaving the understanding and the sense of right and wrong empty. Just as birds sometimes go in search of grain, carrying it in their beaks without tasting it to stuff it down the beaks of their young, so too do our schoolmasters go foraging for learning in their books and merely lodge it on the tip of their lips, only to spew it out and scatter it on the wind. (de Montaigne)

Their pupils and their little charges are not nourished and fed by what they learn: the learning is passed from hand to hand with only one end in view: to show it off, to put into our accounts to entertain others with it, as though it were merely counters, useful for totting up and producing statements, but having no other use or currency. ‘Apud alios loqui didicerunt, non ipsi secum’ [They have learned how to talk with others, not with themselves] (de Montaigne)

Whenever I ask a certain acquaintance of mine to tell me what he knows about anything, he wants to show me a book: he would not venture to tell me that he has scabs on his arse without studying his lexicon to find out the meaning of scab and arse.
All we do is to look after the opinions and learning of others: we ought to make them our own. We closely resemble a man who, needing a fire, goes next door to get a light, finds a great big blaze there and stays to warm himself, forgetting to take a brand back home. What use is it to us to have a belly full of meat if we do not digest it, if we do not transmute it into ourselves, if it does not make us grow in size and strength? (de Montaigne)

If our souls do not move with a better motion and if we do not have a healthier judgement, then I would just as soon that our pupil should spend his time playing tennis: at least his body would become more agile. But just look at him after he has spent some fifteen or sixteen years studying: nothing could be more unsuited for employment. The only improvement you can see is that his Latin and Greek have made him more conceited and more arrogant than when he left home. He ought to have brought back a fuller soul: he brings back a swollen one; instead of making it weightier he has merely blown wind into it. (de Montaigne)

And I loathe people who find it harder to put up with a gown askew than with a soul askew and who judge a man by his bow, his bearing and his boots. (de Montaigne)

Learning is a good medicine: but no medicine is powerful enough to preserve itself from taint and corruption independently of defects in the jar that it is kept in. One man sees clearly but does not see straight: consequently he sees what is good but fails to follow it; he sees knowledge and does not use it. (de Montaigne)

.. since it was true that study, even when done properly, can only teach us what wisdom, right conduct and determination consist in, they wanted to put their children directly in touch with actual cases, teaching them not by hearsay but by actively assaying them, vigorously molding and forming them not merely by word and precept but chiefly by deeds and examples, so that wisdom should not be something which the soul knows but the soul’s very essence and temperament, not something acquired but a natural property. (de Montaigne)

But in truth I know nothing about education except this: that the greatest and the most important difficulty known to human learning seems to lie in that area which treats how to bring up children and how to educate them. (de Montaigne)

Socrates and then Archesilaus used to make their pupils speak first; they spoke afterwards. ‘Obest plerumque iss discere volunt authoritas eorum qui docent.’ [For those who want to learn, the obstacle can often be the authority of those who teach] (de Montaigne)

Those who follow our French practice and undertake to act as schoolmaster for several minds diverse in kind and capacity, using the same teaching and the same degree of guidance for them all, not surprisingly can scarcely find in a whole tribe of children more than one or two who bear fruit from their education.
Let the tutor not merely require a verbal account of what the boy has been taught but the meaning and substance of it: let him judge how the boy has profited from it not from the evidence of his memory but from that of his life. Let him take what the boy has just learned and make him show him dozens of different aspects of it and then apply it to just as many different subjects, in order to find out whether he has really grasped it and made it part of himself, judging the boy’s progress by what Plato taught about education. Spewing food up exactly as you have swallows it is evidence of a failure to digest and assimilate it; the stomach has not done its job if, during concoction, it fails to change the substance and the form of what it is given. (de Montaigne)

The profit we possess after study is to have become better and wiser. (de Montaigne)

Nor is it enough to toughen up his soul; you must also toughen up his muscles. (de Montaigne)

Teach him a certain refinement in sorting out and selecting his arguments, with an affection for relevance and so for brevity. Above all let him be taught to throw down his arms and surrender to truth as soon as he perceives it, whether the truth is born at his rival’s doing or within himself from some change in his ideas. (de Montaigne)

As for our pupils talk, let his virtue and his sense of right and wrong shine through it and have no guide but reason. Make him understand that confessing an error which he discovers in his own argument even when he alone has noticed it is an act of justice and integrity, which are the main qualities he pursues; stubbornness and rancour are vulgar qualities, visible in common souls whereas to think again, to change one’s mind and to give up a bad case on the heat of the argument are rare qualities showing strength and wisdom. (de Montaigne)

In his commerce with men I mean him to include- and that principally- those who live only in the memory of books. By means of history he will frequent those great souls of former years. If you want it to be so, history can be a waste of time; it can also be, if you want it to be so, a study bearing fruit beyond price. (de Montaigne)

The first lessons with which we should irrigate his mind should be those which teach him to know himself, and to know how to die … and to live. (de Montaigne)

Since philosophy is the art which teaches us how to live, and since children need to learn it as much as we do at other ages, why do we not instruct them in it? (de Montaigne)

Any time and any place can be used to study: his room, a garden, is table, his bed; when alone or in company; morning and evening. His chief study will be Philosophy, that Former of good judgement and character who is privileged to be concerned with everything.
(de Montaigne)

For among other things he had been counseled to bring me to love knowledge and duty by my own choice, without forcing my will, and to educate my soul entirely through gentleness and freedom. (de Montaigne)

Learning must not only lodge with us: we must marry her. (de Montaigne)

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