„In every human society of which we have any record, there are those who teach and those who learn, for learning a way of life is implicit in all human culture as we know it. But the separation of the teacher's role from the role of all adults who inducted the young into the habitual behavior of the group, was a comparatively late invention. Furthermore, when we do find explicit and defined teaching, in primitive societies we find it tied in with a sense of the rareness or the precariousness of some human tradition.“

"An Anthropologist Looks at the Teacher's Role" http://varenne.tc.columbia.edu/bib/texts/med00marg42anthlook.html, in Educational Method, Vol 21, (1942) p. 219-223
1940s

Última atualização 22 de Maio de 2020. História
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Margaret Mead5
1901 - 1978

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„Complex human learning is a concept involving communication between the participant in the learning process, who commonly occupy the roles of learner and teacher.“

—  Gordon Pask British psychologist 1928 - 1996

Pask (1976) "Conversational techniques in the study and practice of education", In: British Journal of Educational Psychology, Vol 46, p. 24.

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„No science of any kind can be divorced from ethical considerations… Science is a human learning process which arises in certain subcultures in human society and not in others, and a subculture as we seen is a group of people defined by acceptance of certain common values, that is, an ethic which permits extensive communication between them.“

—  Kenneth E. Boulding British-American economist 1910 - 1993

Fonte: 1960s, Economics As A Moral Science, 1969, p. 2 cited in: John B. Davis (2011) Kenneth Boulding as a Moral Scientist http://epublications.marquette.edu/cgi/viewcontent.cgi?article=1011&context=econ_workingpapers Working paper

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„We can love what we are, without hating what — and who — we are not. We can thrive in our own tradition, even as we learn from others, and come to respect their teachings.“

—  Kofi Annan 7th Secretary-General of the United Nations 1938 - 2018

Nobel lecture (2001)
Contexto: In every great faith and tradition one can find the values of tolerance and mutual understanding. The Qur’a, for example, tells us that "We created you from a single pair of male and female and made you into nations and tribes, that you may know each other." Confucius urged his followers: "when the good way prevails in the state, speak boldly and act boldly. When the state has lost the way, act boldly and speak softly." In the Jewish tradition, the injunction to "love thy neighbour as thyself," is considered to be the very essence of the Torah.
This thought is reflected in the Christian Gospel, which also teaches us to love our enemies and pray for those who wish to persecute us. Hindus are taught that "truth is one, the sages give it various names." And in the Buddhist tradition, individuals are urged to act with compassion in every facet of life.
Each of us has the right to take pride in our particular faith or heritage. But the notion that what is ours is necessarily in conflict with what is theirs is both false and dangerous. It has resulted in endless enmity and conflict, leading men to commit the greatest of crimes in the name of a higher power.
It need not be so. People of different religions and cultures live side by side in almost every part of the world, and most of us have overlapping identities which unite us with very different groups. We can love what we are, without hating what — and who — we are not. We can thrive in our own tradition, even as we learn from others, and come to respect their teachings.

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„No one can believe in transmutation who is not profoundly convinced that all we know in paleontology is as nothing compared to what we have yet to learn“

—  Charles Lyell British lawyer and geologist 1797 - 1875

Fonte: The Geological Evidences of the Antiquity of Man (1863), Ch.20, p. 406
Contexto: No one can believe in transmutation who is not profoundly convinced that all we know in paleontology is as nothing compared to what we have yet to learn, and they who regard the record as so fragmentary, and our acquaintance with the fragments which are extant as so rudimentary, are apt to be astounded at the confidence placed by the progressionists in data which must be defective in the extreme. But exactly in proportion as the completeness of the record and our knowledge of it are overrated, in that same degree are many progressionists unconscious of the goal towards which they are drifting. Their faith in the fullness of the annals leads them to regard all breaks in the series of organic existence, or in the sequence of the fossiliferous rocks, as proofs of original chasms and leaps in the course of nature, signs of the intermittent action of the creational force, or of catastrophes which devastated the habitable surface; and they are therefore fearless of discovering any continuity of plan (except that which must have existed in the Divine mind) which would imply a material connection between the outgoing organisms and the incoming ones.

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„In some cases we learn more by looking for the answer to a question and not finding it than we do from learning the answer itself.“

—  Lloyd Alexander, livro The Book of Three

Fonte: The Chronicles of Prydain (1964–1968), Book I: The Book of Three (1964), Chapter 1
Contexto: "Why?" Dallben interrupted. "In some cases," he said, "we learn more by looking for the answer to a question and not finding it than we do from learning the answer itself."

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