School Syllabus Quotes

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Religion is not a fractional thing that can be doled out in fixed weekly or daily measures as one among various subjects in the school syllabus. It is the truth of our complete being, the consciousness of our personal relationship with the infinite; it is the true center of gravity of our life. This we can attain during our childhood by daily living in a place where the truth of the spiritual world is not obscured by a crowd of necessities assuming artificial importance; where life is simple, surrounded by fullness of leisure, by ample space and pure air and profound peace of nature; and where men live with a perfect faith in the eternal life before them.
Rabindranath Tagore
What I envy most about you and everyone else heading back to school is the certainty of it all. You’ve got a prescribed set of requirements to guide you through the next few years. Focus your energy on the completion of those assignments and you’ll succeed. Guaranteed. Where’s my syllabus to guide me through life?
Megan McCafferty (Fourth Comings (Jessica Darling, #4))
You are yet to catch up with the real world if you've never studied any concepts outside the school syllabus or read any books beside the texts books school forced you to read. Most people are just programmed not educated
Nicky Verd
I am convinced that one can buy in Harrods of London a kit that allows an enterprising Englishman to create a British school anywhere in the third world. It comes with black robes, preprinted report cards for Michaelmas, Lent, and Easter terms, as well as hymnals, Prefect Badges, and a syllabus. Assembly required.
Abraham Verghese (Cutting for Stone)
It was these Prussian schools that introduced many of the features we now take for granted. There was teaching by year group rather than by ability, which made sense if the aim was to produce military recruits rather than rounded citizens. There was formal pedagogy, in which children sat at rows of desks in front of standing teachers, rather than, say, walking around together in the ancient Greek fashion. There was the set school day, punctuated by the ringing of bells. There was a predetermined syllabus, rather than open-ended learning. There was the habit of doing several subjects in one day, rather than sticking to one subject for more than a day. These features make sense, argues Davies, if you wish to mould people into suitable recruits for a conscript army to fight Napoleon.
Matt Ridley (The Evolution of Everything: How New Ideas Emerge)
Only a fool would let his enemy teach his children
Malcolm X
During the Government’s recent overhaul of GCSEs, I was asked to join a consultative group advising on the English Literature syllabus. It quickly became clear that the minister wanted to prescribe two Shakespeare plays for every 16-year-old in the land. I argued, to the contrary, that there should be one Shakespeare play and one play by anybody except Shakespeare. It cannot be in Shakespeare’s interest for teenagers to associate him with compulsion, for his plays and his alone to have the dreaded status of set books.
Jonathan Bate
Anyhow, high school is just…The. Worst.” “Funny that you became a high school teacher, then,” I say, and she laughs again. “Something I should talk to my therapist about. Speaking of which, you could speak to the school counselor if you want. We have a psychiatrist on staff. A life coach too.” “Seriously?” “I know, right? Finding ways to justify the tuition. Anyhow, if not them, feel free to come talk to me anytime. Students like you are the reason I chose to teach.” “Thanks.” “By the way, I look forward to your and Ethan’s ‘Waste Land’ paper. You’re two of my brightest students. I have great expectations.” Dickens is next on the syllabus. A literary pun. No wonder Mrs. Pollack was destroyed in high school. “We intend to reach wuthering heights,” I say, and as I walk by, she reaches her hand up, and I can’t help it—dorks unite! nerd power!—I give her a high five on my way out.
Julie Buxbaum (Tell Me Three Things)
But I am so pathologically obsessed with usage that every semester the same thing happens: once I've had to read my students' first set of papers, we immediately abandon the regular Lit syllabus and have a three-week Emergency Remedial Usage and Grammar Unit, during which my demeanor is basically that of somebody teaching HIV prevention to intravenous-drug users. When it merges (as it does, every term) that 95 percent of those intelligent upscale college students have never been taught, e.g., what a clause is or why a misplace 'only' can make a sentence confusing or why you don't just automatically stick in a comma after a long noun phrase, I all but pound my head on the blackboard; I get angry and self-righteous; I tell them they should sue their hometown school boards, and mean it. The kids end up scared, both of me and for me. Every August I vow silently to chill about usage this year, and then by Labor Day there's foam on my chin. I can't seem to help it. The truth is that I'm not even an especially good or dedicated teacher; I don't have this kind of fervor in class about anything else, and I know it's not a very productive fervor, nor a healthy one – it's got elements of fanaticism and rage to it, plus a snobbishness that I know I'd be mortified to display about anything else.
David Foster Wallace
Our education system is like a money plant, which looks beautiful with big green leaves, but fails to produce any fruit or a flower. Undoubtedly, we are a home to the best doctors, scientists, poets, artists, and whatnot. But I feel, we miserably fail to evoke humanism, compassion, and tolerance in students. If we would count all the do’s and don’ts taught to us in our school, surely don’ts would exceed the number of the do's. I was forced to mug up certain things I was not interested in. Now, I understand the importance of questioning. I wish if our schools could teach us the art of questioning instead of just hunting for answers. Various facts are stuffed in delicate minds, but what about teachings on life, tutoring to never give up, and asking for students’ opinions on a subject? Yes, teaching these things would not directly increase the ‘GDP’ by creating human-machines, but would definitely create better minds and wonderful souls. I really wish our syllabus could preach to us the sheer value of knowledge, wisdom, and awareness. I wish our schools could nurture educated intellectuals, rather than literate persons. I wish we could pay more heed to the education ratio instead of just literacy ratio. We need more thinkers and fewer money makers. We are directed towards a goal already chosen for us, but not asked about our big fantasies and little dreams.
Misbah Khan (Blanks & Blues)
personal email address, too. I knew that was not the official school email he had on his revised syllabus. I studied the email for a moment and wondered what the “J” stood for in “ajstone.” The last four numbers looked like they could possibly be his birthday. That meant he was an Independence Day baby. How cute. Bringing myself out of my mental tangent, I focused back on the topic of his email. I was planning on meeting up with Maddy
Rene Folsom (Shuttered Affections (Cornerstone, #1))
John Ruskin did not go to school. Nor did Queen Victoria, nor John Stuart Mill, George Eliot or Harriet Martineau. It would be absurd to suggest that Disraeli, Dickens, Newman or Darwin, to name four very different figures, who attended various schools for short spells in their boyhood, owed very much to their schooling. Had they been born in a later generation, school would have loomed much larger in their psychological stories, if only because they would have spent so much longer there, and found themselves preparing for public examinations. It is hard not to feel that a strong ‘syllabus’, or a school ethos, might have cramped the style of all four and that in their different ways – Disraeli, comparatively rich, anarchically foppish, indiscriminately bookish; Darwin, considered a dunce, but clearly – as he excitedly learned to shoot, to fish and to bird-watch – beginning his revolutionary relationship with the natural world; Newman, imagining himself an angel; Dickens, escaping the ignominy of his circumstances through theatrical and comedic internalized role-play – they were lucky to have been born before the Age of Control. For the well-meaning educational reforms of the 1860s were the ultimate extension of those Benthamite exercises in control which had begun in the 1820s and 1830s. Having exercised their sway over the poor, the criminals, the agricultural and industrial classes, the civil service and – this was next – the military, the controllers had turned to the last free spirits left, the last potential anarchists: the children.
A.N. Wilson (The Victorians)
What school worries about the kind of civilization the children are forced to live in? The only thing officialdom is bothered about is whether or not the syllabus has been followed.
Maria Montessori (The Absorbent Mind)
Present-day worthy poets’ and writers’ writings and books should be added to the syllabus and studied in the schools, colleges and universities so that the students can taste the new ideas along with the old ones!
Ziaul Haque
Other states also reoriented their telling of regional and national history. In Maharashtra, in the rewriting of history textbooks, a drastic cut was made in the book for class 7: the chapter on the Mughal Empire under Akbar was cut down to three lines.78 Uttar Pradesh simply deleted the Mughal Empire from some of its history textbooks,79 while the University of Delhi drastically reduced the study of this period in its history curriculum.80 In the syllabus of Nagpur University, a chapter that discussed the roles of the RSS, the Hindu Mahasabha, and the Muslim League in the making of communalism has been replaced by another one titled “Rashtriya Swayamsevak Sangh (RSS) Role in Nation Building.”81 Alongside official examinations in Uttar Pradesh, the Sangh Parivar organized a test of general culture open to all schools in the state. According to the brochure designed to help students prepare for this test, which Amit Shah released in Lucknow in August 2017, India was a Hindu Rashtra, and Swami Vivekananda had defended Hindutva in Chicago in 1893.82 In Karnataka, after canceling Tipu Sultan Jayanti, the festival that the state used to organize to celebrate the birth of this eighteenth-century Muslim ruler, the BJP government also dropped the chapter dealing with this historical figure from the class 7 textbook in 2019.83 This decision was made in the context of the COVID-19 pandemic that had led the government of India to ask all states to reduce syllabi for students in classes 1 through 10 by 30 percent, in light of the learning challenges brought about by the lockdown.84 The decision of the Karnataka government, in fact, fit in with a larger picture. Under cover of the pandemic, the Central Board of Secondary Education (CBSE), India’s largest education board, decided that all over India “government-run schools no longer have to teach chapters on democratic rights, secularism, federalism, and citizenship, among other topics.”85 To foster assimilation of knowledge that amounted to propaganda, final exams have increasingly focused on the heroic deeds of Hindu icons and reforms initiated by the Modi government, even on the person of the prime minister.
Christophe Jaffrelot (Modi's India: Hindu Nationalism and the Rise of Ethnic Democracy)
One other thing—two men are about four times as effective as one man. There’s actually a study about it. ‘Non-Linear Tactical Factors In Small-Unit Engagements,’ I think the title is. It’s part of the syllabus at Recon School.” “Marines really do know how to read, eh?
Tom Clancy (The Teeth of the Tiger (Jack Ryan, Jr., #1))
Asoka World School is a reputed international school in Kochi affiliated with CBSE. We have a student-friendly environment and has a very interesting syllabus. The STEM enriched curriculum helps to provide an in-depth learning experience for the students. We have a wide range of extracurricular activities for nurturing and developing a child’s creativity and imagination. Asoka World School can be an ideal option for your child. Here are some key reasons why Asoka World School is the best for your kid. Individualized attention in classes: Our student-teacher ratio arrangement is standardised in such a way that teachers are able to give individual attention to each child. Our teachers are well educated, experienced and constantly inspires their students. We follow the golden teacher-student ratio of 1:20. This helps students to gain the concepts of each subject easily hence they become more confident. This also enriches their knowledge, and they get more quality time to interact with their teachers. image Child Safe Environment: At Asoka World School, you will find your child is in extremely safe hands. Our classrooms are aesthetically designed and technologically equipped to disseminate learning through very many fun ways. Asoka World School has a world-class building design, infrastructure, fully integrated wireless network, climate-controlled smart classrooms, security features and no compromise hygiene and safeguarding policy that offers everything you have been dreaming for your child. Updated Curriculums: We have 4 levels of programmes prepared for our children. Foundational - KG - IInd Preparatory - IIIrd - Vth Middle School - VIth - VIIIth Senior School - IXth - XIIth These programs are framed by our school to focus on developing various vital skills in the students. Our teachers adopt a customised teaching approach that can help students of every category. Our flexible curriculum enhances the communication between the teachers and students to a great extent. Our school has result-oriented teaching methods, qualified and responsible teaching staff to help facilitate a learning environment that is both safe and nurturing. As the best CBSE school in Kochi, Asoka World School is a leader in its sector and we hope to continue rising and come out as the best school in Kochi.
AWS Kochi
The first couple of days of school are always throwaway days of handing out books and syllabuses and figuring out where you're sitting and who you're sitting with. Now is when school really begins.
Jenny Han (To All the Boys I've Loved Before (To All the Boys I've Loved Before, #1))
How to Pass 10th & 12th Class from Nios Open school in gurugram, sohna, manesar To pass 10th and 12th class from an open school, you can follow these general steps: Choose a recognized open school: Research and identify a recognized open school or board in your country or region that offers the 10th and 12th class examinations. Some well-known open school boards include the National Institute of Open Schooling (NIOS) in India and the Open Schooling System in many countries. Enroll in the open school: Contact the open school or board and inquire about the enrollment process. They will provide you with the necessary information and forms to complete the registration. Typically, you will need to submit personal details, educational history, and any required documentation. Understand the curriculum: Obtain the curriculum and syllabus provided by the open school for the 10th and 12th classes. Familiarize yourself with the subjects and topics that you will be studying. It’s important to understand the course requirements to plan your studies effectively. Self-study and prepare: Since open schools provide flexibility, you will primarily be responsible for self-studying. Create a study schedule and allocate sufficient time to each subject. Utilize textbooks, online resources, and study materials provided by the open school. Take advantage of any tutoring or coaching options available to you. Attend contact classes (if available): Some open schools offer optional contact classes or tutorials to provide additional support to students. These classes are conducted by experienced teachers who can clarify doubts and provide guidance. If such classes are available, consider attending them to enhance your understanding of the subjects. Complete assignments and practicals: Open schools often require students to complete assignments, projects, and practical examinations alongside the theoretical exams. Pay attention to the guidelines provided by the open school and complete these tasks within the given deadlines. Take the examinations: Open schools have their own examination schedules. Register for the exams as per the instructions provided by the open school. Adhere to the examination timetable and make sure to reach the examination center on time. Prepare well and give your best during the exams. Results and certification: After the completion of exams, the open school will announce the results within a specific timeframe. Once you pass the exams, you will receive a passing certificate or mark sheet from the open school board. This certificate is recognized and holds the same value as certificates obtained from traditional schools. Remember, the specific process may vary depending on the open school or board you choose. It is important to closely follow the guidelines and instructions provided by the open school throughout the process. Contact for Admission: For more information for admission & and guidance please contact us on +91 9716451127, 9560957631
jpinstitute
education C.S. Lewis makes many references to education in his fiction. Experiment House*, for instance, in The Voyage of the “Dawn Treader”*, embodies his dislike of modern educational methods. In his opinion Mark Studdock*, in That Hideous Strength*, is characteristic of many of Lewis’s contemporary intelligensia – uneducated by classical standards. Judged only by his satire, however, Lewis would seem intensely prejudiced. This is misleading. His powerful essay The Abolition of Man* suggested that anti-human values were being unwittingly embodied in some typical school textbooks of his time. Lewis nowhere more clearly put forward his vision of education than in his early essay “Our English Syllabus” in Rehabilitations and Other Essays*. He confesses: “Human life means to me the life of beings for whom the leisured activities of thought, art, literature, conversation are the end, and the preservation and propagation of life merely the means. That is why education seems to me so important: it actualizes that potentiality for leisure, if you like for amateurishness, which is man’s prerogative... Man is the only amateur animal; all the others are professionals… The lion cannot stop hunting, nor the beaver building dams… When God made the beasts dumb He saved the world from infinite boredom…
Colin Duriez (The A-Z of C.S. Lewis: An encyclopaedia of his life, thought, and writings)
When you go to rake school, is driving a high perch one of the examinations?” she asked lightly. “Oh yes.” He immediately seemed to understand the game. “As is how to find secluded spots for seduction, cheat at cards and hold your drink. It’s a very comprehensive syllabus.
Eve Pendle (Falling for a Rake (Fallen, #1))
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jp institute of education
This was my dream right from the time I got into medical school 6 years back. The enthusiasm for learning, the zeal for finding the answer, the quest for the best of the best materials, and the devotion to excellence was a never-ending journey. This all started in the first year of medical school when I started creating study materials and solutions along with my study for students in my medical school. This left a trail of meaning and I received countless feedbacks on the same. While I am on the other side of the road, helping my fellow medical students in any way possible was a no-brainer. NMCLE has been a result of heartbreak for many new doctors. After I completed my MBBS and licensing examination, I felt an irresistible urge to convert all my quest for excellence into a single book. This book is a result of my 6 years of struggle in medical school.
Dr. Aryan (NMCLE in a Nutshell)
What remained of that Baghdad, I wondered? The Baghdad of fountains of knowledge. The Baghdad at the centre, the fulcrum of a globalized culture that went on to humanize Europe: the Baghdad that taught Europe the distinction between civil society and barbarism, the difference between medicine and magic, and the importance of experimental method; the Baghdad that trained the West in scholastic and philosophic method, drilled it in making surgical instruments, told it how to establish and run hospitals and provided it with the model of a university complete with curriculum and syllabus, terminology and administrative structure; the Baghdad that schooled Europe in the importance of biography, the novella, the history of cities and historical and textual criticism. In short, the Baghdad that gave Europe its most prized possession: liberal humanism. By what intellectual conjuring trick had Europe self-servingly made the reality of its cultural debt disappear into a fairy-tale dream of Sinbad, Aladdin, harem ladies in diaphanous veils, the subject matter of pantomime and other such dissembling misrepresentations?
Ziauddin Sardar (Desperately Seeking Paradise: Journeys of a Sceptical Muslim)
This is true in my own case, at any rate — plus also the “uncomfortable” part. I teach college English part-time. Mostly Lit, not Composition. But I am so pathologically obsessed with usage that every semester the same thing happens: once I’ve had to read my students’ first set of papers, we immediately abandon the regular Lit syllabus and have a three-week Emergency Remedial Usage and Grammar Unit, during which my demeanor is basically that of somebody teaching HIV prevention to intravenous-drug users. When it emerges (as it does, every term) that 95 percent of these intelligent upscale college students have never been taught, e.g., what a clause is or why a misplaced only can make a sentence confusing or why you don’t just automatically stick in a comma after a long noun phrase, I all but pound my head on the blackboard; I get angry and self-righteous; I tell them they should sue their hometown school boards, and mean it. The kids end up scared, both of me and for me. Every August I vow silently to chill about usage this year, and then by Labor Day there’s foam on my chin. I can’t seem to help it. The truth is that I’m not even an especially good or dedicated teacher; I don’t have this kind of fervor in class about anything else, and I know it’s not a very productive fervor, nor a healthy one — it’s got elements of fanaticism and rage to it, plus a snobbishness that I know I’d be mortified to display about anything else.
David Foster Wallace (Consider the Lobster and Other Essays)