कला के सभी रूप किसी न किसी ऐसे माध्यम का इस्तेमाल करते हैं जिससे कल्पनाएँ साकार होती हैं।
All art forms employ some means through which images become real.
All art forms employ some means through which images become real.
कला दिल की साक्षरता है।
Art is literacy of the heart
Art is literacy of the heart
अगर एप्पल भविष्य की भाषा है, तो कला उसकी धड़कन है।
If apple is the language of the future, then art must be the core.
If apple is the language of the future, then art must be the core.
किसी अर्थ में हमारा उद्देश्य स्कूल को एक अकादमिक संस्थान से बदलकर एक बौद्धिक संस्थान बनाना होना चाहिए। स्कूली संस्कृति में यह बदलाव ज़ोर और दिशा दोनों के स्तर पर एक गहरा परिवर्तन लाएगा।
In some sense our aim ought to be to convert the school from an academic institution into an intellectual one. That shift in the culture of schooling would represent a profound shift in emphasis and in direction.
In some sense our aim ought to be to convert the school from an academic institution into an intellectual one. That shift in the culture of schooling would represent a profound shift in emphasis and in direction.
कला के क्षेत्र में सीखने के लिए यह ज़रूरी है कि इंसान कलाकृति के सामने बिना किसी पूर्वग्रह के समर्पण करे और जैसे-जैसे वह सामने आए, उससे पैदा होने वाली अनपेक्षित संभावनाओं को खुले मन से स्वीकार करे।
Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.
Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.
दिमाग, हमारे मस्तिष्क की तरह जन्म के साथ पूरी तरह तैयार नहीं मिलता। दिमाग सांस्कृतिक उपलब्धियों के ज़रिए गढ़ा जाता है।
Minds, unlike brains, are not entirely given at birth. Minds are also forms of cultural achievement.
Minds, unlike brains, are not entirely given at birth. Minds are also forms of cultural achievement.
स्कूलों का मक़सद बच्चों को सिर्फ आजीविका कमाना सिखाना नहीं, बल्कि उन्हें जीना सिखाना है।
Schools are not about enabling children to have a living but about children being able to have a life.
Schools are not about enabling children to have a living but about children being able to have a life.
कला वे बुनियादी माध्यम हैं जिनके ज़रिए हम दुनिया को देखते हैं, अर्थ गढ़ते हैं और अपनी बुद्धि का विकास करते हैं। शिक्षा में कला के योगदान की उपेक्षा करना — चाहे वह अपर्याप्त समय, संसाधनों के अभाव या प्रशिक्षित शिक्षकों की कमी के कारण हो — बच्चों को उनकी संस्कृति के सबसे खूबसूरत पहलुओं में से एक और उनके दिमाग को विकसित करने के सबसे ताकतवर माध्यम से वंचित करना है।
The Arts are fundamental resources through which the world is viewed, meaning is created, and the mind developed. To neglect the contribution of the Arts in education, either through inadequate time, resources, or poorly trained teachers, is to deny children access to one of the most stunning aspects of their culture and one of the most potent means for developing their minds.
The Arts are fundamental resources through which the world is viewed, meaning is created, and the mind developed. To neglect the contribution of the Arts in education, either through inadequate time, resources, or poorly trained teachers, is to deny children access to one of the most stunning aspects of their culture and one of the most potent means for developing their minds.
कला कई तरह के दृष्टिकोणों का सम्मान करती है। उसका एक बड़ा सबक यह है कि दुनिया को देखने और समझने के कई अलग-अलग रास्ते हो सकते हैं।
The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world.
The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world.
कला हमें ऐसे अनुभव देती है जो हमें किसी और ज़रिए से नहीं मिल सकते, और ऐसे अनुभवों के ज़रिए हम यह जान पाते हैं कि हम किन-किन भावनाओं को महसूस करने की क्षमता रखते हैं।
The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.
The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.
कला बच्चों को वह कहना सिखाती है जिसे शब्दों में बयान नहीं किया जा सकता। जब बच्चों को यह बयां करने के लिए कहा जाता है कि किसी कलाकृति ने उन्हें क्या महसूस कराया, तो उन्हें अपनी काव्यात्मक क्षमताओं का सहारा लेना पड़ता है ताकि वे सही शब्द ढूंढ सकें।
The arts help children learn to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job.
The arts help children learn to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job.
कला सिर्फ जानकारी नहीं देती बल्कि उद्वेलित भी करती है; वह चुनौती भी देती है और संतुष्टि भी। कला केवल गैलरी, संगीत सभाओं और थिएटर तक सीमित नहीं है। उसका घर तो वहाँ है जहाँ इंसान जीवन से जुड़कर पूरी तन्मयता से जीता है।
The arts inform as well as stimulate; they challenge as well as satisfy. Their location is not limited to galleries, concert halls and theatres. Their home can be found wherever humans chose to have attentive and vita intercourse with life itself.
The arts inform as well as stimulate; they challenge as well as satisfy. Their location is not limited to galleries, concert halls and theatres. Their home can be found wherever humans chose to have attentive and vita intercourse with life itself.
कला इस बात को साफ तौर पर सामने लाती है कि शब्दों की सीमित संख्या या उनके शाब्दिक अर्थ ही हमारे ज्ञान की सीमा नहीं तय करते। हमारी भाषा की सीमाएँ हमारी समझ या चेतना की सीमाएँ नहीं होतीं।
The arts make vivid the fact that words do not, in their literal form or number, exhaust what we can know. The limits of our language do not define the limits of our cognition.
The arts make vivid the fact that words do not, in their literal form or number, exhaust what we can know. The limits of our language do not define the limits of our cognition.
स्कूली पाठ्यक्रम में कला का स्थान बच्चों को यह संदेश देता है कि वयस्क किसे महत्वपूर्ण मानते हैं।
The Arts' position in the school curriculum symbolizes to the young what adults believe is important.
The Arts' position in the school curriculum symbolizes to the young what adults believe is important.
कला बच्चों को सिखाती है कि समस्या-समाधान के जटिल रूपों में उद्देश्य पहले से तय नहीं होते, बल्कि वे परिस्थितियों और अवसरों के साथ बदलते रहते हैं।
The arts teach children that in complex forms of problem-solving, purposes are seldom fixed, but change with circumstance and opportunity.
The arts teach children that in complex forms of problem-solving, purposes are seldom fixed, but change with circumstance and opportunity.
कला बच्चों को सिखाती है कि किसी समस्या का एक से ज़्यादा समाधान हो सकता है और सवालों के एक से ज़्यादा जवाब हो सकते हैं।
The arts teach children that problems can have more than one solution and that questions can have more than one answer.
The arts teach children that problems can have more than one solution and that questions can have more than one answer.
कला बच्चों को गुणात्मक संबंधों के बारे में सही निर्णय लेना सिखाती है। पाठ्यक्रम के उन हिस्सों के विपरीत जहाँ सही उत्तर और नियम हावी होते हैं, कला में नियमों की जगह विवेक और निर्णय की क्षमता सर्वोपरि होती है।
The arts teach children to make good judgments about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts it is judgment rather than rules that prevail.
The arts teach children to make good judgments about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts it is judgment rather than rules that prevail.
कला विद्यार्थियों को यह सिखाती है कि छोटे-छोटे अंतर भी बड़े प्रभाव डाल सकते हैं। कला सूक्ष्मताओं का खेल है।
The arts teach students that small differences can have large effects. The arts traffic in subtleties.
The arts teach students that small differences can have large effects. The arts traffic in subtleties.
जीवन भर सीखते रहने का स्वभाव विकसित करना शायद उन सबसे महत्वपूर्ण योगदानों में से एक है जो स्कूल किसी व्यक्ति के विकास में दे सकते हैं।
The disposition to continue to learn throughout life is perhaps one of the most important contributions that schools can make to an individual's development.
The disposition to continue to learn throughout life is perhaps one of the most important contributions that schools can make to an individual's development.
शिक्षा के महत्वपूर्ण परिणामों में न केवल नए वैचारिक उपकरण, परिष्कृत संवेदनाएँ, विकसित कल्पना और नई तकनीकें हासिल करना शामिल है, बल्कि नए दृष्टिकोण और आदतें भी शामिल हैं। जीवन भर सीखते रहने का स्वभाव विकसित करना शायद स्कूल द्वारा किसी व्यक्ति के विकास में दिए जाने वाले सबसे बड़े योगदानों में से एक है।
The important outcomes of schooling include not only the acquisition of new conceptual tools, refined sensibilities, a developed imagination, and new routines and techniques, but also new attitudes and dispositions. The disposition to continue to learn throughout life is perhaps one of the most important contributions that schools can make to an individual's development.
The important outcomes of schooling include not only the acquisition of new conceptual tools, refined sensibilities, a developed imagination, and new routines and techniques, but also new attitudes and dispositions. The disposition to continue to learn throughout life is perhaps one of the most important contributions that schools can make to an individual's development.
हम जिस तरह के जाल बुनना जानते हैं, उसी तरह के जाल हम पानी में फेंकते हैं। और जैसे जाल होते हैं, वैसे ही मछलियाँ हमारे हाथ लगती हैं।
The kinds of nets we know how to weave determine the kinds of nets we cast. These nets, in turn, determine the kinds of fish we catch.
The kinds of nets we know how to weave determine the kinds of nets we cast. These nets, in turn, determine the kinds of fish we catch.
हमारी भाषा की सीमाएं हमारी समझ या सोच की सीमाएं तय नहीं करतीं।
The limits of our language do not define the limits of our cognition.
The limits of our language do not define the limits of our cognition.
किशोरावस्था में बच्चों की ज़रूरतें बहुत खास और गहरी होती हैं। उन्हें अपनी पहचान बनाने और समूह में स्वीकार किए जाने से मिलने वाली सुरक्षा की भावना को बनाए रखने के अवसर की आवश्यकता होती है।
The needs of children during adolescence are particular and acute. They need an opportunity to develop a sense of identity and to maintain the sense of security that emanates from group acceptance.
The needs of children during adolescence are particular and acute. They need an opportunity to develop a sense of identity and to maintain the sense of security that emanates from group acceptance.
शिक्षा का मुख्य उद्देश्य व्यक्ति को अपनी शिक्षा का निर्माता स्वयं बनना सिखाना है, और उस प्रक्रिया के माध्यम से खुद को लगातार नया रूप देना है।
The ultimate aim of education is to enable individuals to become the architects of their own education and through that process to continually reinvent themselves.
The ultimate aim of education is to enable individuals to become the architects of their own education and through that process to continually reinvent themselves.
हमने अनजाने में एक ऐसी व्यवस्था बना ली है जहाँ एक शिक्षक के रूप में अच्छा काम करने पर औपचारिक रूप से कोई पुरस्कार नहीं मिलता, जबकि खराब काम करने पर न तो शायद ही कभी सुधार किया जाता है और न ही दंडित किया जाता है।
We have inadvertently designed a system in which being good at what you do as a teacher is not formally rewarded, while being poor at what you do is seldom corrected nor penalized.
We have inadvertently designed a system in which being good at what you do as a teacher is not formally rewarded, while being poor at what you do is seldom corrected nor penalized.