“Educators also need to be ensured about what are the fundamental aims of education. They should have the power to create educational practice based on their conscience and perform their professionalism”

Lipman (2009)


“If childhood were properly valued by society, education reform
would follow”

Rathunde (2001)

Sometimes you were close to someone and felt like you understand that person. But when you meet that person again, he/she turns out to be a totally different person who you don’t recognize anymore.

On the other hand, you can meet a person who used to be a stranger but it feels like that person has been there the whole time.

Jun 24, 2013

“The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. the more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them.”


“Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.”

John Dewey

My take: People are learning creatures. We are learning all the time, in everything that we do and experience. Problems only arise if what surrounds us is negative, and if we haven’t been equipped (by others, by past experiences) to deal with that in a positive way. If the things we are adapting to, learning from and learning about are problematic, then we will develop problematic ideas and habits.

So if we’re interested in trying to ensure that learners have certain skills and understandings, we need to think about creating environments and activities that compel learners to make certain connections and develop certain skills over others. Instead of enumerating what we want them to know and trying to teach those things directly (rarely as effective as most people think), we should be designing learning environments where they can do things that will demand the kind of thinking (and eventually, learning) we want.