School curriculum, learning activities--all educational pursuits--should be characterized by and should lead to a sense and experience of wholeness. (p25)

Donovan L. Graham
School curriculum, learning activities--all educational pursuits--should be characterized by and...
School curriculum, learning activities--all educational pursuits--should be characterized by and...
School curriculum, learning activities--all educational pursuits--should be characterized by and...
School curriculum, learning activities--all educational pursuits--should be characterized by and...
About This Quote

The essence of education is wholeness. Education should be concerned with something that is bigger than the individual. This is the only way to get the most out of your efforts. Education should take into account things like social issues, personal growth, and global awareness -- all of which are important parts of helping someone grow as a person. When people feel like their education has impacted them in ways that help them become better human beings, they will be more likely to return to school or look towards continuing their education later on in life.

Source: Teaching Redemptively: Bringing Grace And Truth Into Your Classroom

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More Quotes By Donovan L. Graham
  1. The educational process must again provide the opportunity for students to make choices and live with the consequences of these choices. Teaching is not simply telling people what to believe and do.

  2. The process through which any concept or subject (content) is taught becomes a part of the content. (p19)

  3. School curriculum, learning activities--all educational pursuits--should be characterized by and should lead to a sense and experience of wholeness. (p25)

  4. Most professional beliefs, especially Christian religious beliefs, are taught through formal, usually verbal, instruction. Such formal instruction may be devoid of personal experience to match the verbal teaching.. . Just as the instruction is verbal, the learner's profession of the belief is verbal.

  5. Our students sometimes use their creativity to do wrong things, and we therefore conclude that we must keep them from being creative. But evil cannot be blamed on creativity. (p31)

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