-
Notifications
You must be signed in to change notification settings - Fork 0
/
Copy pathjohn_holt.html
157 lines (132 loc) · 9.26 KB
/
john_holt.html
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
"http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
<html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en"
lang="en" dir="ltr">
<head>
<meta http-equiv="Content-Type" content="text/html; charset=utf-8" />
<title>john_holt</title>
<link rel="stylesheet" media="all" type="text/css" href="all.css" />
<link rel="stylesheet" media="screen" type="text/css" href="screen.css" />
<link rel="stylesheet" media="print" type="text/css" href="print.css" />
<link rel="stylesheet" media="all" type="text/css" href="export.css" />
</head>
<body>
<div class="dokuwiki export">
<!-- TOC START -->
<div id="dw__toc" class="dw__toc">
<h3 class="toggle">Table of Contents</h3>
<div>
<ul class="toc">
<li class="level2"><div class="li"><a href="#desiring_god">Desiring God</a></div></li>
<li class="level2"><div class="li"><a href="#renewing_of_your_mind_and_how_to_have_it">Renewing of your Mind and How to Have it</a></div></li>
<li class="level2"><div class="li"><a href="#think">Think</a></div>
<ul class="toc">
<li class="level3"><div class="li"><a href="#foreword">Foreword</a></div></li>
<li class="level3"><div class="li"><a href="#introduction">Introduction</a></div></li>
<li class="level3"><div class="li"><a href="#clarifying_the_aim_of_this_book">Clarifying the Aim of this book</a></div></li>
<li class="level3"><div class="li"><a href="#deep_help_from_a_dead_friend">Deep Help from a Dead Friend</a></div></li>
<li class="level3"><div class="li"><a href="#clarifying_the_meaning_of_thinking">Clarifying the meaning of Thinking</a></div></li>
<li class="level3"><div class="li"><a href="#chapter_4mental_adultery_is_no_escape">Chapter 4: Mental Adultery is no Escape</a></div></li>
<li class="level3"><div class="li"><a href="#chapter_5coming_to_faith_through_thinking">Chapter 5: Coming to Faith Through Thinking</a></div></li>
<li class="level3"><div class="li"><a href="#chapter_6love_for_godtreasuring_god_with_all_your_mind">Chapter 6: Love For God: Treasuring God with All Your Mind</a></div></li>
<li class="level3"><div class="li"><a href="#chapter_7jesus_meets_the_relativists">Chapter 7: Jesus Meets The Relativists</a></div></li>
<li class="level3"><div class="li"><a href="#chapter_8the_immorality_of_relativism">Chapter 8: The Immorality of Relativism</a></div></li>
<li class="level3"><div class="li"><a href="#chapter_9facing_the_challenge_of_anti-intellectualism">Chapter 9: Facing the Challenge of Anti-Intellectualism</a></div></li>
<li class="level3"><div class="li"><a href="#chapter_10you_have_hidden_these_things">Chapter 10: You Have Hidden These Things</a></div></li>
<li class="level3"><div class="li"><a href="#chapter_11in_the_wisdom_of_god_the_world_did_not_know_god_through_wisdom">Chapter 11: In The Wisdom Of God, the World did not know God through Wisdom</a></div></li>
<li class="level3"><div class="li"><a href="#chapter_12the_knowledge_that_loves">Chapter 12: The Knowledge That Loves</a></div></li>
<li class="level3"><div class="li"><a href="#chapter_13all_scholarship_is_for_the_love_of_god_and_man">Chapter 13: All Scholarship is for the Love of God and Man</a></div></li>
<li class="level3"><div class="li"><a href="#appendix_on_founding_bethlehem_institute">Appendix on Founding Bethlehem Institute</a></div></li>
</ul>
</li>
<li class="level2"><div class="li"><a href="#otha_stuff">Otha stuff</a></div></li>
</ul>
</div>
</div>
<!-- TOC END -->
<h1 class="sectionedit1" id="john_holt">John Holt</h1>
<div class="level1">
</div>
<!-- EDIT{"target":"section","name":"John Holt","hid":"john_holt","codeblockOffset":0,"secid":1,"range":"1-25"} -->
<h2 class="sectionedit2" id="instead_of_education">Instead of Education</h2>
<div class="level2">
<p>
Learning has to be useful to us in order to be remembered at all.
</p>
<ul>
<li class="level1"><div class="li"> Gimmicks and tricks do not help at all.</div>
</li>
<li class="level1"><div class="li"> Children are plenty curious on their own.</div>
</li>
<li class="level1"><div class="li"> Kids really only learn when they come boldly, confidently, and eagerly to the learning.</div>
</li>
</ul>
<p>
Why can we only learn from a school, from lectures?
</p>
<p>
Why should one learn to read before they want/discover the need to? It is their own consquence if they do not.
</p>
<p>
“History is the <strong>act</strong> of asking questions about certain aspects of the past.”
</p>
<p>
Knowledge is a process in the minds of living people. It is what we do as we try to find out who and where we are, and what is going on around us.
</p>
</div>
<h4 id="berlitz_language_schools">Berlitz Language Schools</h4>
<div class="level4">
<p>
“Nor do they say that their schools are best because they are the hardest to get into”
</p>
<p>
No teacher is fired for hiding the truth from children, but many are fired for telling the truth.
</p>
<p>
Maps put up to help strangers get around in cities have on them an arrow and the words, “You are here.” Without that, the maps are useless.
</p>
<p>
A difficult art, the art of the t-eacher, of answering questions, of <strong>saying enough but not too much</strong>. <em>(Answer the question that is asked you, and no more. And be content with that, because the other person <strong>is not ready to hear more yet</strong>)</em>
</p>
<p>
This is a terrible temptation for ambitious T-eachers. They are always looking for some interest in their students to exploit for their own purposes. Even as I think about those first-graders, the thought comes, had I only been in that class a few more weeks, or months, perhaps the children, working “on their own” and helped every few days by a nudge from me, might have sailed through three, or five, or who knows how many years of the Math curriculum. What a tale that would have been! Holt the Miracle Worker! This is the seductive, dangerous vanity of the person in love with teaching…<strong>But children move into the world by great leaps here and there, spasms of exploration and activity mixed with long periods of reflection.</strong> Most likely those eager inventors and solvers of problems would have tired of their mathematical research after a while and switched to something else. And if I had begun to take too great an interest in their work, to nudge too often, they would surely have sensed this—probably before I did— and drawn back, feeling that somehow the project was no longer theirs but mine.
</p>
<p>
He regularly has them comment on each other's papers <em><encouraging them that they are good critics></em>, with this important limitation, that for the first few months of the course, until they gain confidence in themselves and each other, they can <strong>only talk about the things they like</strong>.
</p>
<p>
Very few of those who fail English in school really believe they are good writers. Very few of those who get A's believe it, either. And indeed, very few are.
</p>
<p>
As someone else put it, “There are very severe penalties for being a bad student but no penalties at all for being a bad teacher.”
</p>
<p>
If he <Illich> is going to enter into an inferior-superior relationship with another person, in which one is dependent on the other, he wants it clearly understood when, for how long, under what conditions, and for what purposes this relationship will go on. Part of what he means by the convivial society is a society in which people <strong>talk and relate as equals</strong>, <strong>except</strong> in those special situations in which they have agreed they will relate in another way.
</p>
</div>
<h4 id="giving_a_talk">Giving A Talk</h4>
<div class="level4">
<ul>
<li class="level1"><div class="li"> He only discusses things he hasn't already written down. </div>
</li>
<li class="level1"><div class="li"> He only talks about things that he wants to talk about, fee or not.</div>
</li>
<li class="level1 node"><div class="li"> He only talks to groups who genuinely want to know what he is saying. </div>
<ul>
<li class="level2"><div class="li"> But if it turns out that they want to discuss with me something that I am interested in and like to talk about, I may say, “Before we talk, <strong>there are some things I must ask you to read</strong>. There are ideas in them that I think are important for our discussion, and since they have already been written down, I don't want to take time at our meeting to talk about them. Instead, sharing those ideas, we can go on from there.”</div>
</li>
</ul>
</li>
</ul>
<p>
you can only understand a textbook when you are at the point where you almost don't need to read it, where it helps you comprehend (if it is any good) some higher-order connections among things you separately have already worked your way through or around.
</p>
<p>
The children could have learned by themselves everything he <John Holt> was trying to teach them.
</p>
<p>
The reason Acuitus does so well is that their students are confident they could figure out/learn whatever was thrown at them.
</p>
</div>
<!-- EDIT{"target":"section","name":"Instead of Education","hid":"instead_of_education","codeblockOffset":0,"secid":2,"range":"26-"} --></div></body>
</html>