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To counter the avoidance of intellectual challenge and responsibility, we must reduce the domination of certainty in education.

William Glasser

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William Glasser
Age: 88 †
Born: 1925
Born: May 11
Died: 2013
Died: August 23
Psychiatrist
Psychologist
Cleveland
Ohio
Intellectual
Challenges
Avoidance
Responsibility
Counter
Education
Domination
Must
Reduce
Certainty
Challenge

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We almost always have choices, and the better the choice, the more we will be in control of our lives.
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We don't focus as much in schools on educational knowledge which requires thinking and application, as we do on acquiring facts.
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We learn... 10% of what we read 20% of what we hear 30% of what we see 50% of what we both hear and see 70% of what is discussed 80% of what we experience personally 95% of what we teach to someone else
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Don't marry someone you would not be friends with if there was no sex between you.
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There are only two places in the world where time takes precedence over the job to be done. School and prison.
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As long as acquiring knowledge is the educational goal of schools, educational opportunities will be limited, as they are now, to affluent families.
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To focus on discipline is to ignore the real problem: We will never be able to get students (or anyone else) to be in good order if, day after day, we try to force them to do what they do not find satisfying.
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Since there will be no one left to talk peace after the next war, it makes good sense to break with tradition and hold the peace conference first.
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Education is the process in which we discover that learning adds quality to our lives. Learning must be experienced.
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To be depressed or neurotic is passive. It happened to us we are its victim, and we have no control over it.
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Good or bad, everything we do is our best choice at that moment.
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Every single major push in education has made it worse and right now it's really bad because everything we've done is de-humanizing education. It's destroying the possibility of the teacher and the student having a warm, friendly, intellectual relationship.
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Without pay, no human being will work up to their ability if he or she is not cared for and respected.
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When you study great teachers... you will learn much more from their caring and hard work than from their style.
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If you improve education by teaching for competence, eliminating schooling, and connecting with students, the test scores will improve.
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When we depress, we believe we are the victims of a feeling over which we have no control.
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The faster you go, the more students you leave behind. It doesn't matter how much or how fast you teach. The true measure is how much students have learned.
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The answer lies in preventing these failures, not in looking for better ways to fix the people who are failing.
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What students lack in school is an intellectual relationship or conversation with the teacher.
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I think education is both using and improving knowledge and that changes the whole picture.
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