Philip > Philip's Quotes

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  • #1
    Ken Robinson
    “If you're not prepared to be wrong, you'll never come up with anything original.”
    Ken Robinson, The Element: How Finding Your Passion Changes Everything

  • #2
    Ken Robinson
    “The fact is that given the challenges we face, education doesn't need to be reformed -- it needs to be transformed. The key to this transformation is not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions.”
    Ken Robinson, The Element: How Finding Your Passion Changes Everything

  • #3
    Ken Robinson
    “Creativity is as important as literacy”
    Ken Robinson

  • #4
    Ken Robinson
    “Human resources are like natural resources; they're often buried deep. You have to go looking for them, they're not just lying around on the surface. You have to create the circumstances where they show themselves.”
    Ken Robinson

  • #5
    Ken Robinson
    “For most of us the problem isn’t that we aim too high and fail - it’s just the opposite - we aim too low and succeed.”
    Ken Robinson, The Element: How Finding Your Passion Changes Everything

  • #6
    Ken Robinson
    “Imagination is the source of every form of human achievement. And it's the one thing that I believe we are systematically jeopardizing in the way we educate our children and ourselves.”
    Sir Ken Robinson

  • #7
    Ken Robinson
    “When my son, James, was doing homework for school, he would have five or six windows open on his computer, Instant Messenger was flashing continuously, his cell phone was constantly ringing, and he was downloading music and watching the TV over his shoulder. I don’t know if he was doing any homework, but he was running an empire as far as I could see, so I didn’t really care.”
    Ken Robinson, The Element: How Finding Your Passion Changes Everything

  • #8
    Ken Robinson
    “We have to go from what is essentially an industrial model of education, a manufacturing model, which is based on linearity and conformity and batching people. We have to move to a model that is based more on principles of agriculture. We have to recognize that human flourishing is not a mechanical process; it's an organic process. And you cannot predict the outcome of human development. All you can do, like a farmer, is create the conditions under which they will begin to flourish.”
    Ken Robinson

  • #9
    Ken Robinson
    “We have sold ourselves into a fast food model of education, and it's impoverishing our spirit and our energies as much as fast food is depleting our physical bodies.”
    Ken Robinson

  • #10
    Ken Robinson
    “Creativity is as important now in education as literacy and we should treat it with the same status.”
    Sir Ken Robinson

  • #11
    Ken Robinson
    “Curiosity is the engine of achievement.”
    Ken Robinson

  • #12
    Ken Robinson
    “Human communities depend upon a diversity of talent not a singular conception of ability”
    Sir Ken Robinson

  • #13
    Ken Robinson
    “The arts especially address the idea of aesthetic experience. An aesthetic experience is one in which your senses are operating at their peak; when you’re present in the current moment; when you’re resonating with the excitement of this thing that you’re experiencing; when you are fully alive.”
    Ken Robinson

  • #14
    Ken Robinson
    “The Element is about discovering your self, and you can't do this if you're trapped in a compulsion to conform. You can't be yourself in a swarm.”
    Ken Robinson, The Element: How Finding Your Passion Changes Everything

  • #15
    Ken Robinson
    “Public schools were not only created in the interests of industrialism—they were created in the image of industrialism. In many ways, they reflect the factory culture they were designed to support. This is especially true in high schools, where school systems base education on the principles of the assembly line and the efficient division of labor. Schools divide the curriculum into specialist segments: some teachers install math in the students, and others install history. They arrange the day into standard units of time, marked out by the ringing of bells, much like a factory announcing the beginning of the workday and the end of breaks. Students are educated in batches, according to age, as if the most important thing they have in common is their date of manufacture. They are given standardized tests at set points and compared with each other before being sent out onto the market. I realize this isn’t an exact analogy and that it ignores many of the subtleties of the system, but it is close enough.”
    Ken Robinson, The Element: How Finding Your Passion Changes Everything

  • #16
    Ken Robinson
    “We are all born with extraordinary powers of imagination, intelligence, feeling, intuition, spirituality, and of physical and sensory awareness. (p.9)”
    Ken Robinson, The Element: How Finding Your Passion Changes Everything

  • #17
    Ken Robinson
    “I believe our only hope for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our concept of the richness in human capacity.”
    Ken Robinson

  • #18
    Ken Robinson
    “You cannot predict the outcome of human development. All you can do is like a farmer create the conditions under which it will begin to flourish.”
    Sir Ken Robinson

  • #19
    Ken Robinson
    “young children are wonderfully confident in their own imaginations ... Most of us lose this confidence as we grow up”
    Ken Robinson, The Element: How Finding Your Passion Changes Everything

  • #20
    Ken Robinson
    “I asked a professor of nanotechnology what they use to measure the unthinkable small distances of nanospace? He said it was the nanometre. This didn't help me very much. A nanometre is a billionth of a metre. I understood the idea but couldn't visualise what it meant. I said, "What is it roughly?" He thought for a moment and said, "A nanometre is roughly the distance that a man's beard grows in one second". I had never thought about what beards do in a second but they must do something. It takes them all day to grow about a milllimetre. They don't leap out of your face at eight o'clock in the morning. Beards are slow, languid things and our language reflects this. We do not say "as quick as a beard" or "as fast as a bristle". We now have a way of grasping of how slow they are - about a nanometre a second.”
    Ken Robinson, Out of Our Minds: Learning to Be Creative



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