Quotes about Curriculum

The theory-practice dichotomy that still bedevils many a theological curriculum serves neither seminary nor church. There is a debilitating dichotomy between what Christians believe (doctrine) and how they live their lives (discipleship).

Unlike other countries, the United States is more an idea than a place, ethnicity, or race. Unfortunately, most American young people today cannot answer, What is America for? What is it about? Why was it founded? Why is it different? They can't answer these questions because they haven't been taught an answer.

When I teach the formal curriculum, I have the chance to think about it ahead of time. I can rehearse it. I can illustrate it with self-deprecating humor and humble-sounding personal disclosure. I can try to make it comes out just right.

The whole of the Trivium was, in fact, intended to teach the pupil the proper use of the tools of learning.

A simple way to address hidden curriculum issues is to spend time talking with staff and key leaders about their spiritual lives.

Knowledge (curriculum) and behavior (pedagogy) are embedded in everyone's core beliefs about the nature of God, humanity, and the world.

Academic qualifications are important and so is financial education. They're both important and schools are forgetting one of them.

There's more time spent on teaching kids about recycling than on character development in the American schools.

Our schoolbooks glorify war and conceal its horrors. They indoctrinate children with hatred. I would teach peace rather than war, love rather than hate.

The things taught in schools are not an education but the means of an education.

In those early days, God gave us wonderful experiences to confirm our faith, then sooner or later, He chose a more difficult curriculum for us. Struggles, disappointments, and misunderstandings about the nature of the Christian life threatened our fledgling faith, but the winter season provided the opportunity to go deeper and grow closer to God.

No child under the age of fifteen should receive instruction in subjects which may possibly be the vehicle of serious error, such as philosophy, religion, or any other branch of knowledge where it is necessary to take large views; because wrong notions imbibed early can seldom be rooted out, and of all the intellectual faculties, judgment is the last to arrive at maturity.