Wellsprings of Wisdom

Struggling with a longer post, I’ll try to wrong-foot my writer’s block with a series of acrostic poems in response to the WordPress Daily Prompt.

Today’s word is Elicit.


E very good teacher knows that
L earning
I sn’t something brand new you
C an just pour
I nto people but something rather older you have
T o draw out.


Image result for teaching









Image: brownsharpie.courtneygibbons.org

15 thoughts on “Wellsprings of Wisdom

  1. Nicely put, Dave.
    Education + Learning Instill: Comprehension; Insight; Thoughtfulness.
    The ability to think for yourself – to sift truth from lies – to recognise the difference between a plea to your emotions and a call to your intellect. Too much to ask?

    If your next post is going to be about Plato I for one am looking forward to it (no pressure, Dave πŸ˜ƒ). I am so ignorant about him that I was surprised at your recent comments – but am happy to bow to the thoughts of one who has a considered opinion. (In the meantime I will hie me to Wikipedia to bone up on him and his cave a bit – then you can put me right!πŸ˜ƒ).

    1. Thank you, Mike, and thanks for your reply! Your comment hits the proverbial nail on the head – “to recognise the difference between a plea to your emotions and a call to your intellect” – perfect, the very least we should expect of a system that has the brass neck to call itself educational.

      As to Plato, you’ve probably gathered I’m not a big fan – mainly because all my instincts rebel against anyone who says we can’t see clearly. And as to putting anyone right, I’m with Nietzsche who believed there was no ultimate truth but only a series of more or less intelligent stabs in the dark. My rather murky response will follow, maybe after a few more acrostics …

    1. Having read your superb book on teaching, Opher, I regard your reply as praise indeed! I sometimes think that time is running out for us old codgers – hope that’s not too blunt! – and that it doesn’t behove us to go gentle into that good night …

    1. Love it, Steve! I think the art of doing acrostics is to say something meaningful in as few words as possible, which yours does in spades. (Not so sure about the afterthought, though, suspect it might be cheating!)

  2. Yeah I really like the idea of drawing something older out. Have you read Antifragile? I just read it so it’s at the front of my mind, but it reminded me of it when you said you were against Plato and for Neitzche’s trial and error approach.

  3. Cheers, Gordon, never read it so looked it up on Wikipedia and saw this interesting quote:

    “Some things benefit from shocks; they thrive and grow when exposed to volatility, randomness, disorder, and stressors and love adventure, risk, and uncertainty. Yet, in spite of the ubiquity of the phenomenon, there is no word for the exact opposite of fragile. Let us call it antifragile. Antifragility is beyond resilience or robustness. The resilient resists shocks and stays the same; the antifragile gets better.”

    Sounds great, will check it out!

    1. The cartoon actually shows the opposite of the teaching approach I favour – talking AT the students rather than WITH them, which I prefer. A mixture of styles is probably best, though, to combine good input with active learning …

      1. My Dear Dave, I too believe, and practise, the method of talking With the Students, (do it even now!). And of course, talking to the students, for Input. …Regards. πŸ™‚

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