Grade School

Introduction

Guiding Quotations For Pedagogy

Our classrooms ought to be nurturing and thoughtful and just all at once; they ought to pulsate with multiple conceptions of what it is to be human and alive. They ought to resound with the voices of articulate young people in dialogues always incomplete because there is always more to be discovered and more to be said. We must want our students to achieve friendship [and citizenship] as each one stirs to wide-awakeness, to imaginative action, and to renewed consciousness of possibility.
Releasing the Imagination

by Maxine Greene, Ph.D.

Open-mindedness is not the same as empty-mindedness. To hang out a sign saying "Come right in; there is no one at home" is not the equivalent of hospitality. But there is a kind of passivity, willingness to let experiences accumulate and sink in and ripen, which is an essential of development. Results (external answers and solutions) may be hurried; processes may not be forced. They take their own time to mature. Were all instructors to realize that the quality of mental process, not the production of correct answers, is the measure of educative growth, something hardly less than a revolution in teaching would be worked.
Democracy and Education

by John Dewey, Ph.D.

Children learn by what they do,' I tell my clients gently. ‘If you want your children to thrive as happy and well-integrated beings, you must show them how. You must create an environment in your home [and school] that honours their fullest flowering.
The Wise Child

by Sonia Choquette, Ph.D.

One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.
Dr. Carl Jung

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