Pedagogical Approaches Quotes

Many people approach Tolstoy with mixed feelings. They love the artist in him and are intensely bored by the preacher; but at the same time it is rather difficult to separate Tolstoy the preacher from Tolstoy the artist—it is the same deep slow voice, the same robust shoulder pushing up a cloud of visions or a load of ideas. What one would like to do, would be to kick the glorified soapbox from under his sandalled feet and then lock him up in a stone house on a desert island with gallons of ink and reams of paper—far away from the things, ethical and pedagogical, that diverted his attention from observing the way the dark hair curled above Anna's white neck. But the thing cannot be done : Tolstoy is homogeneous, is one, and the struggle which, especially in the later years, went on between the man who gloated over the beauty of black earth, white flesh, blue snow, green fields, purple thunderclouds, and the man who maintained that fiction is sinful and art immoral—this struggle was still confined within the same man. Whether painting or preaching, Tolstoy was striving, in spite of all obstacles, to get at the truth. As the author of Anna Karenin, he used one method of discovering truth; in his sermons, he used another; but somehow, no matter how subtle his art was and no matter how dull some of his other attitudes were, truth which he was ponderously groping for or magically finding just around the corner, was always the same truth — this truth was he and this he was an art. What troubles one, is merely that he did not always recognize his own self when confronted with truth. I like the story of his picking up a book one dreary day in his old age, many years after he had stopped writing novels, and starting to read in the middle, and getting interested and very much pleased, and then looking at the title—and seeing: Anna Karenin by Leo Tolstoy. What obsessed Tolstoy, what obscured his genius, what now distresses the good reader, was that, somehow, the process of seeking the Truth seemed more important to him than the easy, vivid, brilliant discovery of the illusion of truth through the medium of his artistic genius. Old Russian Truth was never a comfortable companion; it had a violent temper and a heavy tread. It was not simply truth, not merely everyday pravda but immortal istina—not truth but the inner light of truth. When Tolstoy did happen to find it in himself, in the splendor of his creative imagination, then, almost unconsciously, he was on the right path. What does his tussle with the ruling Greek-Catholic Church matter, what importance do his ethical opinions have, in the light of this or that imaginative passage in any of his novels? Essential truth, istina, is one of the few words in the Russian language that cannot be rhymed. It has no verbal mate, no verbal associations, it stands alone and aloof, with only a vague suggestion of the root "to stand" in the dark brilliancy of its immemorial rock. Most Russian writers have been tremendously interested in Truth's exact whereabouts and essential properties. To Pushkin it was of marble under a noble sun ; Dostoevski, a much inferior artist, saw it as a thing of blood and tears and hysterical and topical politics and sweat; and Chekhov kept a quizzical eye upon it, while seemingly engrossed in the hazy scenery all around. Tolstoy marched straight at it, head bent and fists clenched, and found the place where the cross had once stood, or found—the image of his own self.

I believe that science is not simply a matter of exploring new horizons. One must also make the new knowledge readily available .. of such a pedagogical effort.

Research on comprehension-based approaches to second language acquisition shows that learners can make considerable progress if they have sustained exposure to language they understand. The evidence also suggests, however, that comprehension-based activities may best be seen as an excellent way to begin learning and as a supplement to other kinds of learning for more advanced learners. Comprehension of meaningful language is the foundation of language acquisition. Active listening and reading for meaning are valuable components of classroom teachers’ pedagogical practices. Nevertheless, considerable research and experience challenge the hypothesis that comprehensible input is enough. VanPatten’s research showed that forcing students to rely on specific linguistic features in order to interpret meaning increased the chances that they would be able to use these features in their own second language production. Another response to comprehension-based approaches is Merrill Swain’s (1985) comprehensible output hypothesis. She argues that it is when students have to produce language that they begin to see the limitations of their interlanguage (see Chapter 4). However, as we will see in the discussion of the ‘Let’s talk’ proposal, if learners are in situations where their teachers and classmates understand them without difficulty, they may need additional help in overcoming those limitations.

started to make sense and I began to notice the same grammatical formulas elsewhere – and could even pick them up in conversation. All in all, this suggests that the learner needs to assemble as big a lexicon as possible, and as soon as possible – even if this means putting other areas of language learning, such as the learning of grammar, ‘on hold’. The idea is not new. Over two decades ago, Henry Widdowson (1990: 95) challenged the then current (and still current) pedagogical approach whereby grammatical structures are taught first, and vocabulary is slotted into them: ‘I would suggest that the more natural and more effective approach would be to reverse this traditional pedagogic dependency,

As a pedagogical approach, disability studies provides ways of legitimating the lives of those occupying peripheral embodiments as offering insightful alternative modes of nonnormative being-in-the-world. These two disability-centered approaches dovetail into what we call curricular cripistemologies. SONG

When learners follow a strategic approach to learning, they probably engage intellectually on learning in a narrow sense while obtaining higher grades, but it does not yield the best learning outcomes based on sound pedagogical principles; the learners may struggle to see the relationships between different bodies of knowledge as a consequence of not investing some quality time on reflecting and conceptualising, apply their knowledge in different contexts, and may not retain the knowledge long after sitting the examinations.

Educational technology integration requires a holistic approach that considers not only the tools and platforms used but also the pedagogical practices and learning outcomes that drive student engagement and achievement.

The tendency of the whole of contemporary culture to become healthy and virtuous again, to recover its intellectual morality, to revive a pedagogic approach to science, history and democracy. The breach opened up by the years 1960-80 is closing; everyone is gearing up for a high-efficiency perspective which is merely an abreactive defence against the imminence of the year 2000. The long period of blackmail by threat of crisis has begun - intellectually too. Back, back to the middle ground, an end to centrifugal passions. What we had dismantled and destroyed in joy, we are rebuilding in sorrow.