Ayush Sinha > Ayush's Quotes

“But the interesting cases are those where the conflict remains obstinately in place however much we ponder the problem. These are the cases where we are tempted to conclude that "intuition cannot be trusted." In these situations we need to improve our intuition, to debug it, but the pressure on us is to abandon intuition and rely on equations instead.”
― Seymour Papert

“It is 100 years since John Dewey began arguing for the kind of change that would move schools away from authoritarian classrooms with abstract notions to environments in which learning is achieved through experimentation, practice and exposure to the real world. I, for one, believe the computer makes Dewey’s vision far more accessible epistemologically. It also makes it politically more likely to happen, for where Dewey had nothing but philosophical arguments, the present day movement for change has an army of agents. The ultimate pressure for the change will be child power.”
― Seymour Papert

“Progressive teachers knew very well how to use the computer for their own ends as an instrument of change; School knew very well how to nip this subversion in the bud.”
― Seymour Papert, The Children's Machine: Rethinking School In The Age Of The Computer

“Nothing bothers me more than when people criticize my criticism of school by telling me that schools are not just places to learn maths and spelling, they are places where children learn a vaguely defined thing called socialization. I know. I think schools generally do an effective and terribly damaging job of teaching children to be infantile, dependent, intellectually dishonest, passive and disrespectful to their own developmental capacities.”
― Seymour Papert

“It’s all right to tell a man to lift himself by his own bootstraps, but it is cruel jest to say to a bootless man that he ought to lift himself by his own bootstraps.”
― Martin Luther King Jr.

“Creative activity is a type of learning process where the teacher and pupil are located in the same individual.”
― Arthur Koestler, Drinkers of Infinity: Essays 1955-1967

“Normal is the greatest enemy with regard to creating the new. And the way of getting around this is you have to understand normal not as reality, but just a construct. And a way to do that, for example, is just travel to a lot of different countries and you'll find a thousand different ways of thinking the world is real, all of which are just stories inside of people's heads. That's what we are too. Normal is just a construct, and to the extent that you can see normal as a construct in yourself, you have freed yourself from the constraints of thinking this is the way the world is. Because it isn't. This is the way we are.”
― Alan Kay

“Leaders are not, as we are often led to think, people who go along with huge crowds following them. Leaders are people who go their own way without caring, or even looking to see, whether anyone is following them. "Leadership qualities" are not the qualities that enable people to attract followers, but those that enable them to do without them. They include, at the very least, courage, endurance, patience, humor, flexibility, resourcefulness, stubbornness, a keen sense of reality, and the ability to keep a cool and clear head, even when things are going badly. True leaders, in short, do not make people into followers, but into other leaders.”
― John Holt , Teach Your Own: The John Holt Book Of Homeschooling

“We destroy the love of learning in children, which is so strong when they are small, by encouraging and compelling them to work for petty and contemptible rewards, gold stars, or papers marked 100 and tacked to the wall, or A's on report cards, or honor rolls, or dean's lists, or Phi Beta Kappa keys, in short, for the ignoble satisfaction of feeling that they are better than someone else.”
― John Holt

“We can best help children learn, not by deciding what we think they should learn and thinking of ingenious ways to teach it to them, but by making the world, as far as we can, accessible to them, paying serious attention to what they do, answering their questions -- if they have any -- and helping them explore the things they are most interested in.”
― john holt

“To trust children we must first learn to trust ourselves...and most of us were taught as children that we could not be trusted.
”
― John Holt

“This idea that children won't learn without outside rewards and penalties, or in the debased jargon of the behaviorists, "positive and negative reinforcements," usually becomes a self-fulfilling prophecy. If we treat children long enough as if that were true, they will come to believe it is true. So many people have said to me, "If we didn't make children do things, they wouldn't do anything." Even worse, they say, "If I weren't made to do things, I wouldn't do anything."

It is the creed of a slave.”
― John Holt, How Children Fail

“What is most important and valuable about the home as a base for children's growth into the world is not that it is a better school than the schools, but that it isn't a school at all.”
― John Holt

“For many years I have been asking myself why intelligent children act unintelligently at school. The simple answer is, "Because they're scared." I used to suspect that children's defeatism had something to do with their bad work in school, but I thought I could clear it away with hearty cries of "Onward! You can do it!" What I now see for the first time is the mechanism by which fear destroys intelligence, the way it affects a child's whole way of looking at, thinking about, and dealing with life. So we have two problems, not one: to stop children from being afraid, and then to break them of the bad thinking habits into which their fears have driven them.

What is most surprising of all is how much fear there is in school. Why is so little said about it. Perhaps most people do not recognize fear in children when they see it. They can read the grossest signs of fear; they know what the trouble is when a child clings howling to his mother; but the subtler signs of fear escaping them. It is these signs, in children's faces, voices, and gestures, in their movements and ways of working, that tell me plainly that most children in school are scared most of the time, many of them very scared. Like good soldiers, they control their fears, live with them, and adjust themselves to them. But the trouble is, and here is a vital difference between school and war, that the adjustments children make to their fears are almost wholly bad, destructive of their intelligence and capacity. The scared fighter may be the best fighter, but the scared learner is always a poor learner.”
― John Holt, How Children Fail

“Over the years, I have noticed that the child who learns quickly is adventurous. She's ready to run risks. She approaches life with arms outspread. She wants to take it all in. She still has the desire of the very young child to make sense out of things. She's not concerned with concealing her ignorance or protecting herself. She's ready to expose herself to disappointment and defeat. She has a certain confidence. She expects to make sense out of things sooner or later. She has a kind of trust.”
― John Holt

“It's not that I feel that school is a good idea gone wrong, but a wrong idea from the word go. It's a nutty notion that we can have a place where nothing but learning happens, cut off from the rest of life.”
― John Holt

“The idea of painless, nonthreatening coercion is an illusion. Fear is the inseparable companion of coercion, and its inescapable consequence. If you think it your duty to make children do what you want, whether they will or not, then it follows inexorably that you must make them afraid of what will happen to them if they don’t do what you want. You can do this in the old-fashioned way, openly and avowedly, with the threat of harsh words, infringement of liberty, or physical punishment. Or you can do it in the modern way, subtly, smoothly, quietly, by withholding the acceptance and approval which you and others have trained the children to depend on; or by making them feel that some retribution awaits them in the future, too vague to imagine but too implacable to escape.”
― John Holt, How Children Fail

“Children learn from anything and everything they see. They learn wherever they are, not just in special learning places.”
― john holt, Learning All the Time

“It is hard not to feel that there must be something very wrong with much of what we do in school, if we feel the need to worry so much about what many people call 'motivation'. A child has no stronger desire than to make sense of the world, to move freely in it, to do the things that he sees bigger people doing.”
― John Holt

“It is not the teacher's proper task to be constantly testing
and checking the understanding of the learner. That's the learner's task, and
only the learner can do it. The teacher's job is to answer questions when
learners ask them, or to try to help learners understand better when they ask
for that help.”
― John Holt, How Children Fail

“When children are very young, they have natural curiosities about the world and explore them, trying diligently to figure out what is real. As they become "producers " they fall away from exploration and start fishing for the right answers with little thought. They believe they must always be right, so they quickly forget mistakes and how these mistakes were made. They believe that the only good response from the teacher is "yes," and that a "no" is defeat.”
― John Holt, How Children Fail

“Learning is not the product of teaching. Learning is the product of the activity of learners.”
― John Holt

“Not long after the book came out I found myself being driven to a meeting
by a professor of electrical engineering in the graduate school I of MIT. He said that after reading the book he realized that his graduate students were using on him, and had used for the ten years and more he had been teaching there, all the evasive strategies I described in the book — mumble, guess-and-look, take a wild guess and see what happens, get the teacher to answer his own questions, etc.

But as I later realized, these are the games that all humans play when others
are sitting in judgment on them.”
― John Holt, How Children Fail

“But the greatest difference between children and adults is that most of the children to whom I offer a turn on the cello accept it, while most adults, particularly if they have never played any other instrument, refuse it.”
― John Holt, How Children Learn

“I don't wish to give the impression that the cruelty of S-chools is a kind of bad or careless habit of which they might be cured, if people really wanted to cure them. Compulsory and competitive schools are cruel by their very nature.”
― John Holt, Instead of Education: Ways to Help People Do Things Better: Way to Help People Do Things Better

“Incompetence has one other advantage. Not only does it reduce what others expect and demand of you, it reduces what you expect or even hope for yourself. When you set out to fail, one thing is certain-you can't be disappointed. As the old saying goes, you can't fall out of bed when you sleep on the door.”
― John Holt, How Children Fail

“Scratch the surface in a typical boardroom and we're all just cavemen with briefcases, hungry for a wise person to tell us stories.”
― Alan Kay

“The Internet was done so well that most people think of it as a natural resource like the Pacific Ocean, rather than something that was man-made. When was the last time a technology with a scale like that was so error-free? The Web, in comparison, is a joke. The Web was done by amateurs.”
― Alan Kay

“In natural science, Nature has given us a world and we’re just to discover its laws. In computers, we can stuff laws into it and create a world.”
― Alan Kay

“Most people have managed to get by without being educated…because, in order to make education more user-friendly, they managed to forget about the changes in people’s brains that are supposed to happen.”
― Alan Kay