Best 6551 quotes in «education quotes» category

Mindfulness can play a big role in transforming our experience with pain & other difficulties; it allows us to recognize the authenticity of the distress & yet not be overwhelmed by it.

Millions of people across the world live in a state of acute environmental crises caused by the lack of access to safe and usable water resources, because of natural disasters, socio-economic conditions, wars and conflicts. At Green the Gene, we are developing extremely simple yet highly technology and data intensive solutions tailored to address extremely specific problems faced by communities.

Mind is the Alpha – Mind is the Omega. There is nothing else in the pursuit of knowledge. And more importantly, there is nothing else in education. All systems of the society should serve the mind, instead of the mind serving the systems.

Miseducation = Misdirection

Mistakes should be examined, learned from, and discarded; not dwelled upon and stored.

MISUNDERSTANDING" arises only when you see the things with Closed Eyes

Mistakes and failures are valuable experiences. With every experience, you increase in knowledge and wisdom for the ultimate success.

Mogo living brings about true freedom. When you have the inner conviction to do the most good and the least harm, you are free to say no to media, social, and peer pressures. You are free from a nagging sense that your life does not have value or meaning. You are free to imagine and then create a truly successful (in the deepest meaning on the word) life. You are free to be at peace with yourself and all those whom your life touches.

Momentous, cardinal decision — the choice of one’s work in the world; of one’s career. Few for whom the choice is early obvious and settled; few who can choose on their own. The initial responsibility is with those who are supposed to set us on the road. How often the choice, if choice it be is made for the boy — or even by him — on some fortuitous irrelevant circumstance. Or he just drifts into this or that. No conscious, serious, deliberate, reasoned effort rightly to choose. Hence the unhappiness and unsettlement of uncongenial, unsuitable occupation. Hence inefficiency and wastage in every business; in the business of the country. First requirement — an honest and determined effort to discover and understand oneself; one’s characteristics; abilities and disabilities; inclinations and disinclinations; assets and liabilities; temperament and disposition; an integration to the all-wisdom of knowing oneself. Then as to occupation. Decision not by appearance and incidental, in ignorance of what is involved in training and pursuit. Every profession and trade and calling has its special conditions, requirements, opportunities; they can easily be ascertained. Review these against the knowledge of one’s own characteristics and so the highest common factor can be determined. Too mathematical? Even if the part that conscious choice can play be exaggerated, it is better thus to err. At least it is worth the effort.

Momo would have been delighted, except that most of the newcomers had no idea how to play. All they did was sit around looking bored and sullen and watching Momo and her friends. Sometimes they deliberately broke up the other children's games and spoiled everything. Squabbles and scuffles were frequent, though these never lasted long because Momo's presence had its usual effect on the newcomers, too, so they soon started having bright ideas themselves and joining in with a will. The trouble was, new children turned up nearly every day, some of them from distant parts of the city, and one spoilsport was enough to ruin the game for everyone else. But there was another thing that Momo couldn't quite understand - a thing that hadn't happened until very recently. More and more often these days, children turned up with all kind of toys you couldn't really play with: remote-controlled tanks that trundled to and fro but did little else, or space rockets that whizzed around on strings but got nowhere, or model robots that waddled along with eyes flashing and heads swiveling but that was all. They were highly expensive toys such as Momo's friends had never owned, still less than Momo herself. Most noticeable of all, they were so complete, down to the tiniest detail, that they left nothing at all to the imagination. Their owners would spend hours watching them, mesmerized but bored, as they trundled, whizzed, and waddled along. Finally, when that palled, they would go back to the familiar old games in which a couple of cardboard boxes, a torn tablecloth, a molehill or a handful of pebbles were quite sufficient to conjure up a whole world of make believe.

Moral maturity and freedom require more than mere adherence to the law; they require an understanding of the why and wherefore of its rules and regulations- the principles that make it worthy of their allegiance.

Moral education, ought never, in any circumstances, to be rational.

Morality in the general is well enough known by men, but the particular refinements of virtue are unknown by most persons; thus the majority of parents, without knowing it and without intending it, give very bad examples to their children.

More than 99.99% of facts are not and will never be useful to even a single person.

Most *educated* people would rather be called *professional* than be said to be *humane.*

Most adults are knowledgeable to a child, but ignorant for their age.

Most evangelicals have bought into the need for apparent indifference when writing about massively important things.

Most hard-hitting, truly provocative thinkers I have read will argue, of course, for intersectional advocacy and social equality, but each of them still shrouds, indiscriminately, some qualitatively-ranked mythos of ‘learning’ (or, implicitly, education) as some kind of holy grail to cultural change. But education is really, more than anything, the chronicler of cultural change and the documentarian of human developments. It is, by nature, in the business of analyzing, segmenting, and adjudicating things- hardly at all in the business of creating them to propel into the public, as if university campuses were somehow the laboratories of God.

Most Kids Are Confused Whether School Is More Important Than God Or God Is More Important.

Most of the important things in life I learned online, at work, from experience, or by talking to people. A real education barely costs anything but time and effort and sometimes heartache.

Most of the world’s problems are caused by people who made education compulsory, but personal development optional. Because of them, we have many intelligent people who lack good characters.

Most often a country is poor when its educational system is poor and individuals do not strive to become educated.

Most people can afford healthcare and education in the age group when both these things are not relevant.

Most people in the world are sacrificing their souls to the devil. Remember, any good or gold achieved by the devil and his followers has no moral and righteous tale to tell and it's always tragedy at the end. Therefore, seek the Lord and stay on the right lane. It will never seize your internal peace and quest to achieve great things.

Most people learn their trade – almost always farming – from their parents or village communities. Industrialization changed all that. People had to be able to learn to pick up new skills faster, since the economy had not only to produce but to continually grow and become more sophisticated technologically. Learning one frayed over many years would not do. People needed GENERIC skills, to which only a small amount of extra training would allow them to move around the economy, taking new jobs and responding to innovation.

Most people who were educated have become the "problems" instead of problem solvers.

Most problems of teaching are not problems of growth but helping cultivate growth. As far as I know, and this is only from personal experience in teaching, I think about ninety percent of the problem in teaching, or maybe ninety-eight percent, is just to help the students get interested. Or what it usually amounts to is to not prevent them from being interested. Typically they come in interested, and the process of education is a way of driving that defect out of their minds. But if children['s] ... normal interest is maintained or even aroused, they can do all kinds of things in ways we don't understand.

Most schooling is training for stupidity and conformity, and that's institutional, but occasionally you get a spark, somebody'll challenge your mind, make you think and so on, and that has a tremendous effect you just reach all sorts of people. Of course if you do it you may very have problems, you have to tread the narrow line. There are plenty of people who don't want students to think, they're afraid of the crisis of democracy. If people start thinking you get all these problems that I quoted before. They won't have enough humility to submit to a civil rule or they'll start trying to press their demands in the political arena and have ideas of their own, instead of beleiving what they're told. And privelage and power typically doesn't want that and so they react and the high school teacher that tries to get students to think may find oppression, firing and so on.

Mrs General had no opinions. Her way of forming a mind was to prevent it from forming opinions. She had a little circular set of mental grooves or rails on which she started little trains of other people's opinions, which never overtook one another, and never got anywhere.

Mr. Klamp laid down the law. No tardiness, no talking above 40 decibels, no untied shoelaces, no visible undergarments, no eating, no chewing gum, no chewing tobacco, no chewing betel nuts, no chewing coca leaves, no chewing out students (unless Mr. Klamp was doing the chewing out), no chewing out teachers (unless ditto), no unnecessary displays of temper (unless ditto), no unnecessary displays of affection (no exceptions), no pets over one ounce or under one ton, and no singing, except in Bulgarian. I began to think Mr Klamp wouldn't be so bad...

Much of what we call History is the success stories of madmen.

Much of education today focuses on obedience skills rather than critical thinking skills.

Museum education has the power and the responsibility to do the challenging inner work of tackling tough topics and turning them into teachable moments.

Music is the language of the universe, which everyone, including all animals, can understand.

Mundane education is regrettably prosaic," - Jace Lightwood-Herondale

Music is the sweetest language for hearts, kindest prayer for souls, peaceful breeze for minds, and a magical sail for imaginations.

Muslim identity and thought in Nigeria derive from the Sufi brotherhoods of Qadiriyya and Tijaniyya, primarily as a result of the historical role of the Kanem-Borno and Sokoto caliphates in the spread of Islam. The Sufi orders and the Izalatul Bidi’a wa Ikhamatis Sunnah (People Committed to the Removal of Innovations in Islam; hereafter Izala) are the two dominant contemporary Muslim foci of identity. The disdain towards and fear of boko (Western education) arose from its historically close association with the colonial state and Christian missionaries. This also suited colonial educational policy well, as the British had no intention of widespread education anyway. The aim of colonial education, particularly in northern Nigeria, was to maintain the existing status quo by “imparting some literacy to the aristocratic class, to the exclusion of the commoner classes” (Tukur 1979: 866). By the 1930s, colonial education had produced a limited cadre of Western-educated elite, who were conscious of their education and were yearning to play a role in society. Mainly children of the aristocratic class, the type of education they received was “different from the traditional education in their various societies, and this by itself was enough to mark them out as a group” (Kwanashie 2002: 50). This new education enabled them to climb the social and economic ladder over and above their peers who had a different kind of education, Quranic education. This was the origin of the animosity and distrust between the traditionally educated and Western-educated elite in northern Nigeria. Though subordinate to the Europeans, these educated elite were perceived as collaborators by their Arabic-educated fellows. Thus the antagonism towards Western education continues in many northern Nigerian communities, which have defied government campaigns for school enrollment to this day.

My advice for those of you who felt being marginalised, undervalued and taken for granted; guess what? That is the Arena where God creates Leaders.

My 11 #books come without pomp n frills, for all seeking #true #meaning & unafraid of overcoming past conditioning. #Rewards are infinite

My desire is to embrace, to explore, to dance, to hug, to inspire, to know, to learn, to love, to read, to search, to seek, to share, to write……!

My dad once told me that his biggest challenge after returning from Vietnam had been coming to terms with his own callousness. He’d made a deal with the war and traded his humanity for a ticket home.

My father told me that it is only a mad man that keeps bushy hairs. I asked him, "what about the great men with bushy hairs?". He replied, "education had made them mad, so study to be wise and sane.

My expectations from the university were perhaps too idealistic. I had dreams of learning things about innovation and discovery in the field of technology, but all of it hit the ground hard, when I faced with the pathetic reality of the so-called higher education system. To my surprise, I found myself stuck behind the walls of meaningless facts, figures and rankings. It occurred to me that, it was not actually a place for education, rather it was a place where you go to get your head filled with useless undigested information, that you’d probably never use throughout your entire life. It was not education, and moreover, it was definitely not science.

My education taught me a lot, but nothing I needed to learn.

My faith gives me the ability to say, whatever is next, I'm ready. If it is Hillary or Trump I am ready because they might sit on the desk but they do not sit on the throne.

My father was a slave to capitalist ideology. He didn't know what he was doing." "You mean you went to an expensive school?

My happiness comes from the donation of my life in many ways for the current and for the future generations.

My heart was burning for home. For a moment I felt like crying out, but at the moment of greater pain my mother's voice came back to me. It was as if she was here and talking, Stay and take an education, boy. Take it in, That's the main thing.

My grandma, Mrs Grace Ayorkor Acquah said 'Educating the child is everybody's business.

My grief were thoroughly weighed, and my calamity laid in the balances together! For now it would be heavier than the sand of the desert.