Best 43 quotes in «higher education quotes» category

The United States has, overall, the most effective system of higher education the world has ever known.

It is no longer higher education, it is higher 'indoctrination '

The Internet will save higher education, but it may kill your alma mater.

Poorer students take out larger loans and will have to contribute more to the cost of higher education.

We're going to school for higher education in higher numbers, but the numbers still show we're not breaking though the glass ceiling. For every Nancy Pelosi and Hillary Clinton there are millions of women stuck in cement on the floor that are not getting up.

A definition of a term indicates its original meaning from the language the person reads, writes and speaks in daily life settings. However, an intellectual persons interpretation and perspective can modify its context so he or she can sound creative and compelling when he or she educates his or her audience by forming a connection with a particular vocabulary word scholars/ innovative thinkers would use specifically in a particular field of study.

5 Ways To Build Your Brand on Social Media: 1 Post content that add value 2 Spread positivity 3 Create steady stream of info 4 Make an impact 5 Be yourself

Apparently, unlike Portnov, not all of the professors here had manners worthy of the Spanish Inquisition.

A PhD does not automatically denote wisdom. Merely perseverance.

Bring 'em in stupid, send them away clever, that's the UU way!

College towns [are] all the same in that way; same burger, different wrapper.

Campuses are bubbles, artificial environments that insulate students from the life of the competitive marketplace. The more exact truth is that our campuses offer students the privileges of liberty without the corresponding responsibilities.

Many contemporary critics of higher education similarly posit a Golden Age; but no one knows when it was supposed to exist.

If students merely recite academic concepts from books and their instructors' verbal lectures, it will not help them to clearly understand course material contents because there was no application of critical thinking strategies.

If you are in a position where you can reach people, then use your platform to stand up for a cause. HINT: social media is a platform.

It’s time to ask why [the United States] is the only country in the world where we permit our children to be saddled with tens — sometimes hundreds — of thousands of dollars of debt before they begin to earn a penny.

Education is political.

Graduation is not the terminus of your experience; it is the terminal of your success.

If only we were all better educated. If then, higher education would at last be a journey for skill and knowledge rather than for power and status.

If you are on social media, and you are not learning, not laughing, not being inspired or not networking, then you are using it wrong.

Schools and universities are (as in a body) the noble and vital parts, which being vigorous and sound send good blood and active spirits into the veins and arteries, which cause health and strength; or, if feeble or ill-affected, corrupt all the vital parts; whereupon grow diseases, and in the end, death itself.

Nobody should pay for attaining an education because it can help us boost our cognitive and emotional intelligence which is extremely essential for our survival.

Old English, the heart and soul of the old regime at Oxford, ceased to be a required course only as of 2002.

Oxford was in love with the idea of Christian perfection.

That is the Proctor. He is our Cerberus; he has to keep all undergraduates in good order." "What a task! He ought to have three heads.

Take the challenge of your life. Reach out to your goals. There is no limit to what you can achieve.

The rest of the place was so dilapidated-but-trying that some of its offices and classrooms were still housed in old buildings abandoned by the neighboring State Mental Hospital, unfit for the mentally challenged but perfetly fine for "educating" the parated of probably-ought-to-major-in-business willfully ignorant know-nothings that rotated in and out of its former cells for a couple of months each semester before dropping out.

The fashion now is to think of universities as industries or businesses. University presidents, evidently thinking of themselves as CEO's, talk of "business plans" and "return on investment," as if the industrial economy could provide an aim and a critical standard appropriate either to education or to research. But this is not possible. No economy, industrial or otherwise, can supply an appropriate aim or standard. Any economy must be either true or false to the world and to our life in it. If it is to be true, then it must be made true, according to a standard that is not economic. To regard the economy as an end or as the measure of success is merely to reduce students, teachers, researchers, and all they know or learn to merchandise. It reduces knowledge to "property" and education to training for the "job market." If, on the contrary, [Sir Albert] Howard was right in his belief that health is the "one great subject," then a unifying aim and a common critical standard are clearly implied. Health is at once quantitative and qualitative; it requires both sufficiency and goodness. It is comprehensive (it is synonymous with "wholeness"), for it must leave nothing out. And it is uncompromisingly local and particular; it has to do with the sustenance of particular places, creatures, human bodies, and human minds. If a university began to assume responsibility for the health of its place and its local constituents, then all of its departments would have a common aim, and they would have to judge their place and themselves and one another by a common standard. They would need one another's knowledge. They would have to communicate with one another; the diversity of specialists would have to speak to one another in a common language. And here again Howard is exemplary, for he wrote, and presumably spoke, a plain, vigorous, forthright English-- no jargon, no condescension, no ostentation, no fooling around.

Then, too, I am constantly confronted by students, some of whom have already rejected all ways but the scientific to come to know the world, and who seek only a deeper, more dogmatic indoctrination in that faith (although the world is no longer in their vocabulary). Other students suspect that not even the entire collection of machines and instruments at MIT can significantly give meaning to their lives. They sense the presence of a dilemma in an education polarized around science and technology, an education that implicitly claims to open a privileges access-path to fact, but that cannot tell them how to decide what to count as fact. Even while they recognize the genuine importance of learning their craft, they rebel at working on projects that appear to address themselves neither to answering interesting questions of fact nor to solving problems in theory.

Think before you click. If people do not know you personally and if they cannot see you as you type, what you post online can be taken out of context if you are not careful in the way your message is delivered.

This institution of higher education had no such concept as mercy.

Who needs a love life when you've got the Life of the Mind?

This is the generation that thinks of itself as global citizens but knows little about the world and acts locally. It is the most diverse generation in collegiate history with the strongest relationships between races but they have limited interest in talking about race or reaching across political or generational divides.

When we introduce new technologies into our classrooms we are teaching our students twice.

Understanding proximate cause is also like understanding your mother: It can take years and then, just when you think you have her figured out, she surprises you.

We find that in the absence of demonstrable truth, the best we can do is to exercise the greatest diligence, humility, insight, intelligence, and industry in trying to arrive at the nearest values to truth. I hope, of course, to argue convincingly that having done this, we have an inescapable duty to seek to inculcate others with these values.

You have no idea how many men are spoiled by what is called education. For the most part, colleges are places where pebbles are polished and diamonds are dimmed. If Shakespeare had graduated at Oxford, he might have been a quibbling attorney, or a hypocritical parson.

You see, at Rugby I was rather a great man. There one had a share in the ruling of 300 boys, and a good deal of responsibility; but here one has only just to take care of oneself, and keep out of scrapes; and that's what I never could do.

Decisions. Where, what, why. Can't handle them. So I'm prolonging the indecision with higher education.

You start to live when you commit your life to cause higher than yourself. You must learn to depend on divine power for the fulfillment of a higher calling.

Adelaide is becoming a hub for higher education.

Education, particularly higher education, will take Africa into the mainstream of globalization.

In general, higher education does not know how to speak for its interests. It offers a stance that is defensive, cowardly and likely to be ineffective.