There are perhaps two ways of describing teaching and learning in an appropriate
manner. The one is that of begetting and conceiving. The word of the teacher
acts as the form which in-forms the material of the learner's soul, in-forms the
capability this soul has, and transforms it into a knowing soul. This is, on the
whole, the Aristotelian view. The process of learning and teaching is a
generative one, and a great deal depends not only on the activity and
effectiveness of the teacher's word, but also on the receptivity and
potentiality of the learner's soul. The other way of describing teaching and
learning is that of soliciting and gaining insight from within. Through
questioning and arguing the teacher compels the learner to pull out of himself,
as it were, something slumbering in him at all times. This is, on the whole, the
Socratic and Platonic view. Here again a great deal depends on the quality of
the teacher's questions and on the quality of the learner's soul. But just as
questioning has its place in the Aristotelian scheme, begetting is an important
element in Socrates' practice. Learning from books, by images, through
associations, and whatever other ways of learning may be mentioned, falls easily
into the patterns of those two fundamental views. I doubt whether modern
psychologies of learning have added anything to them.

-Jacob Klein, On Liberal Education, a lecture delivered March 25, 1965

If I've ever read anything more tragically stupid, I'm sure I read it in another St. John's lecture.