Best 1455 quotes in «educational quotes» category

To me, money is a vehicle; it's a tool. I could use it as a weapon to destroy things or money can create-you can create an opportunity, you can create a charity, you can create things for your family, you can go do something for your family that nobody else would ever do. You can create educational opportunities, you can feed people overseas. And there's a tremendous leverage with money, or you can destroy people with it.

Too many people view on [space exploration] as a luxury rather than as a fundamental driver to stimulate interest in science to everyone in the educational pipeline. It's vital to our prosperity and security.

To overcome our biological limitations as individuals, we have co-evolved collective systems and capacities - cultural, social, economic, political, scientific, media, educational, public relations, etc. But the flaw in all that is that we have designed them primarily for comfort, profit, power, control, and entertainment rather than for collective intelligence, sanity, and wisdom.

To place your name by gift or bequest in the keeping of an active educational institution is to...make a permanent contribution to the welfare of humanity.

To reverse the trend and reduce the role of government in our lives, and thus alleviate the government deficit and inflation pressures, is a giant educational task. The social and economic ideas that gave birth to the transfer system must be discredited and replaced with old values of individual independence and self-reliance. The social philosophy of individual freedom and unhampered private property must again be our guiding light.

To say that you have taught when students haven't learned is to say you have sold when no one has bought. But how can you know that students have learned without spending hours correcting tests and papers? . . . check students understanding while you are teaching (not at 10 o'clock at night when you're correcting papers) so you don't move on with unlearned material that can accumulate like a snowball and eventually engulf the student in confusion and despair.

To see things in the seed, that is genius.

To teach a man how he may learn to grow independently, and for himself, is perhaps the greatest service that one man can do another.

To teach how to live without certainty and yet without being paralysed by hesitation is perhaps the chief thing that philosophy, in our age, can do for those who study it.

To worship the Lord is to stand valiantly in the cause of truth and righteousness, to let our influence for good be felt in civic, cultural, educational, and governmental fields, and to support those laws and principles which further the Lord's interests on earth.

Train your staff (if you have any) to be always helpful, courteous, and knowledgeable. Most importantly, give every member of your staff enough information and power to make those small customer-pleasing decisions, so he never has to say, "I don't know, but so-and-so will be back at...

Travelling. ... when men of sober age travel, they gather knowlege which they may apply usefully for their country

True education must correspond to the surrounding circumstances or it is not a healthy growth.

True beauty lies in true education.

True education consists in the cultivation of the heart.

True knowledge is that which establishes harmony and synthesis between ience on the one hand and spirituality and ethics on the other.

Truth must be dug up from the past and presented to the circle of scholastics in scientific form and then through stories and dramatizations that will permeate our educational system.

Try to learn something about everything and everything about something.

Tyranny or slavery, born of selfishness, are the two educational methods of parents; all gradations of tyranny or slavery.

Understanding something in one way does not preclude understanding it in other ways.

Universities are no longer educational in any sense of the word that Rousseau would have recognised. Instead, they have become unabashed instruments of capital. Confronted with this squalid betrayal, one imagines he would have felt sick and oppressed.

Unequal funding resources also results in unequal educational opportunity when you consider studies that show that one half of low income students who are qualified to attend college do not attend because they can't afford to.

Unity of minds, natural love and co-operation, are the qualities we have to develop today. Education is not for securing university degrees.

Until recently, over 98 percent of teachers just got one word of feedback: Satisfactory. If all my bridge coach ever told me was that I was 'satisfactory,' I would have no hope of ever getting better.

Unless you have 100% customer satisfaction, you must improve.

Until you understand your customers - deeply and genuinely - you cannot truly serve them.

We are educated to be amazed by the infinite variety of life forms in nature. We are, I believe, only at the beginning of being flabbergasted by its unity.

Usually, being a volunteer organizer essentially means that I am part of a core base of individuals, that when we start a project - whether it be a big thing like the inauguration or whether it be something that's a longer-term, let's say, educational campaign about a foreign policy issue or a domestic issue - we sit together and we divvy up, and oftentimes it's relevant to different things we do.

Volition . . . takes place only when there are a number of conflicting systems of ideas, and depends on our having a complex field of consciousness.

Various epochs of the past have had their own characteristic struggles and interests. Each of these great epochs has left behind itself a kind of cultural deposit, like a geologic stratum. These deposits have found their way into educational institutions in the form of studies, distinct courses of study, distinct types of schools.

Violence comes in many forms and can be particularly disturbing when confronted in an educational setting if handled dismissively or in ways that blame victims.

We are reinventing ourselves as a company. Compaq is taking ownership of its customer relationships and accountability of our customer's needs.

We are not what we know but what we are willing to learn.

We are taught for the schoolroom, not for life.

We are superior to the competition because we hire employees who work in an environment of belonging and purpose. We foster a climate where the employee can deliver what the customer wants. You cannot deliver what the customer wants by controlling the employee.

We are trying to enable anyone in the world to be their own educational DJ, creating educational materials, sharing them with the world, constantly innovating on them.

We are wiser than we know.

We believe that this initiative is a critical first step in our nation s effort to provide every student with a comprehensive, content rich and complete education. These standards have the potential to support teachers in achieving NEA s purpose of preparing students to thrive in a democratic society and a diverse, changing world as knowledgeable, creative and engaged citizens and lifelong learners.

we defer therefore till this time twelve month to avail ourselves of the instruction of that place, and particularly of your kindness in the two branches of Botany and Natural history to which we wish him particularly to apply.

We can close the gap and improve what happens in the classroom by using educational technology that is the same high quality everywhere.

We continue, however, to write about important people, prize-winning people, blacks of grandeur, women of great fire, fame or wit. We do not write about ordinary people.

We do not have to get our children to learn; only to allow and encourage them in their learning. We do not have to dictate what they should learn; only to discern and respond to what it is that they are learning. Such responsiveness is at once the most educational and the most loving.

We don't focus as much in schools on educational knowledge which requires thinking and application, as we do on acquiring facts.

We do need curriculum reform. And it should happen at the state and local level. That is where educational policy belongs, because if a parent is unhappy with what their child is being taught in school, they can go to that local school board or their state legislature, or their governor and get it changed.

We don't know whether we'll be able to go to school because of budgetary constraints; that might not be bad because the schools are not doing anything of value for our children in the first place. Jesus said you can tell a tree by the fruit it bears and if the educational system of White America is good for us, where is the fruit from that system that says so?

We don't want to push our ideas on to customers, we simply want to make what they want.

We developed at the local school district level probably the best public school system in the world. Or it was until the Federal government added Federal interference to Federal financial aid and eroded educational quality in the process.

We kind of reduce our responsibility to not saying the N-word and to condemning the Klansmen, rather than saying many of our celebrated institutions are systemically racist. Many of our institutions that deal with law enforcement or controlling the bodies of Black people are systemically racist. Many of our educational institutions are systemically racist. Many of our corporate institutions are systemically racist. We don't have those conversations, so things don't change.

We forget the conditions - not only in slavery - but after slavery, when there was this purposeful locking out of African Americans from economic opportunity. Or we forget today's incarceration rates, and educational and housing discrimination; all of these things. We pretend that everything that has happened happened long ago, and then we act as if we all now just treat each other equally, everything will be fine.

We have an obligation and a responsibility to be investing in our students and our schools. We must make sure that people who have the grades, the desire and the will, but not the money, can still get the best education possible.