Active+learning

===Below are the quote choices for the Active Learning Section of the book. Feel free to add additional quotes. We've noted which quotes have been selected within the table. If you see a quote you would like to use that has not been selected, then please put your name in the respondent column and then email us to let us know which quote you have selected. Thank you.===

Current number of additional entries possible in this section: **5**
**Active Learning**
 * **Item** || **Quote** || **Source** || **Respondent** ||
 * AL1 || Why is it, in spite of the fact that teaching by pouring in, learning by passive absorption, are universally condemned, that they are still so intrenched in practice? That education is not an affair of “telling” and being told, but an active and constructive process is a principle almost as generally violated in practice as conceded in theory. || //Democracy and Education// p. 38 ||  ||
 * AL2 || Learning is active. It involves reaching out of the mind. It involves organic assimilation starting from within. || //The Child and the Curriculum//, p. 187 || AG Rud ||
 * AL3 || The child is already intensely active, and the question of education is the question of taking hold of his activities, or giving them direction. Through direction, through organized use, they tend toward valuable results, instead of scattering of being left to merely impulsive expression. || //The School and Society//, p. 36 ||  ||
 * AL4 || To put one’s hand in the fire that consumes it is not necessarily to have an experience. The action and its consequences must be joined in perception. This relationship is what gives meaning; to grasp it is the objective of all intelligence. || //Art as Experience//, p. 44 ||  ||
 * AL5 || There is very little place in the traditional schoolroom for the child to work. || //The School and Society//, p. 32 || D. Breault ||
 * AL6 || Constant and effective interaction of knowledge and practice is something quite different from an exaltation of activity for its own sake. Action, when directed by knowledge, is method and means, not an end. The aim and end is the securer, freer, and more widely shared embodiment of values in experience by means of that active control of objects which knowledge alone makes possible. || //The Quest for Certainty//, p. 30 ||  ||


 * **Item** || **Quote** || **Source** || **Respondent** ||
 * AL7 || We do not have to draw out or educe positive activities from a child, as some educational doctrines would have it. Where there is life, there are already eager and impassioned activities. Growth is not something done to them; it is something they do. || //Democracy and Education//, p. 42 ||  ||
 * AL8 || But the process of living is continuous; it possesses continuity because it is an everlastingly renewed process of acting upon the environment and being acted upon by it together with institution of relations between what is done and what is undergone. || //Art as Experience//, p. 104 ||  ||
 * AL9 || There cannot be complete quietude in a laboratory or workshop. The non-social character of the traditional school is seen in the fact that it erected silence into one of its prime virtues. || //Experience and Education//, p. 72 ||  ||
 * AL10 || Mere activity does not constitute experience. || //Democracy and Education//, p. 139 || Schubert ||
 * AL11 || It is as if the child were forever tasking and never eating; always having his palate tickled upon the emotional side, but never getting the organic satisfaction that comes only with the digestion of food and the transformation of it into working power. || //The Child and the Curriculum//, p. 194 || Goeken-Galliar t ||
 * AL12 || The problem of the educator is to engage pupils in these activities in such ways that while manual skill and technical efficiency are gained and immediate satisfaction found in the work, together with preparation for later usefulness, these things shall be subordinated to //education// – that is, to intellectual results and the forming of a socialized disposition. || //Democracy and Education//, p. 196-197 ||  ||
 * AL13 || When we confuse a physical with an educative result, we always lose the chance of enlisting the person’s own participating disposition in getting the result desired and thereby of developing within him an intrinsic and persisting direction in the right way. || //Democracy and Education//, p. 27 ||  ||

"The Teacher who leaves the professional schools with power in managing a class of children. . . . Unless a teacher is such a student, he may continue to improve the mechanics of school management, but he can not grow as a teacher." (The Relation of Theory to Practice in Education, MW 3:256) Bullough
 * **Item** || **Quote** || **Source** || **Respondent** ||
 * AL14 || Experience is no slipping along in a path fixed by inner consciousness. Private consciousness is an incidental outcome of experience of a vital objective sort; it is not its source. Undergoing, however, is never mere passivity. || //The Need for a Recovery of Philosophy//, p. 49 ||  ||
 * AL15 || Will the proposed activity give that sort of expressing to these impulses that will carry the child on to a higher plan of consciousness and action, instead of merely exciting him and then leaving him just where he was before, plus a certain amount of nervous exhaustion and appetite for more excitement in the future? || //The School and Society//, p. 120 || R. Breault ||