Best 6551 quotes in «education quotes» category

It must never be forgotten that the general standard of learning and culture of a nation has a large part in determining its law and polity.

It must be admitted that scientists today take little interest in philosophy of science.... It is not an indication that philosophical issues are no longer relevant. Rather, it is a consequence of the increasingly specialized nature of science, and of the polarization between the sciences and humanities that characterizes the modern education system.

It often seems that we live in a bottom line society, where the final score or final grade is all that matters. Exceptional children grow to understand that the journey is everything.

I travel to know the life of great souls in the pages of a book.

It's a good day for Kokomo

It’s a great honor, m’ijo. We know that. I’m sure everyone in Ysleta is proud of you. But this is who you are," she said, for a moment scanning the dark night air and the empty street. A cricket chirped in the darkness. "God help you when you go to this ‘Havid.’ You will be so far away from us, from everything you know. You will be alone. What if something happens to you? Who’s going to help you? But you always wanted to be alone; you were always so independent, so stubborn." "Like you.

It’s all about “Priorities” There's No Such Thing as "Busy

Its all about perception in life, For some One minus One = One & for some its Zero.That's the only difference.

It's a lust for some trust we never attain. 95% of people don't know what they want out of life so ignorance is the price they'll always retain. 4% 'think' they know what to obtain and that 1% know exactly what they want out of life and take control of their domain.

It's a most serious mistake to think that learning is an activity separate from the rest of life, that people do it best when they are not doing anything else and best of all in places where nothing else is done. p.278

It’s an open debate how much education can boost innate aptitude or IQ, but the trait of “conscientiousness” does consistently predict educational and job success and also subjective happiness. Yet as access to information increases, conscientiousness will become all the more important. It will be less about whose parents could afford Harvard or who could charm the admissions officer, and more and more about who sits down and actually starts trying to master the material. And so a large part of the educational sector will be directed toward boosting conscientiousness, though not always with success.

It's easy to be complicated but very difficult to be simple.

It’s different when people who’ve been living under somebody’s boot hate the foot the boot’s on. An oppressed people can’t be racist. They can be bigots, but not racist. You have to have power to be a racist...

It’s good and just that you practice on teachers and school principals, because one day you are going to have to live in a world of lawmakers and tax collectors, and you should have some sense of how to use your freedom of speech to claim control over your life.

It's good to have a special price to pay for the future and it will pay you in return, in the exact way you would wish to be paid.

It’s hard to describe being an expatriate of sorts to people who’ve never lived overseas, but when you’re an American living in a geographically separated region within a country like Korea, you form bonds with people who you’d never associate with stateside.

It's like a malicious person lifting a photograph from the developing chemicals too early, and then pronouncing the photographer incompetent.

It's never either-or, never enjoyment versus advancement, so long as you conceive of advancement in terms of learning rather than climbing to the next rung of the professional ladder. You are getting ahead if you learn, even if you wind up staying on the same rung.

It's not about what you know, it's about what you do not know. Knowledge may be power, but the act of learning is even more powerful

It's not in the will to prove an idea to be true but in the utmost desire to disprove it, that the absolute truth emerges.

It's not the institutes that make the students great, it's the students that make an institute great.

It’s not that I had more important things to do or that I didn’t want to help with whatever problems were interfering with her students being successful—rather, it’s this horrible truth that life has taught me: misplaced hope is the most devastatingly painful thing you can give someone.

Its not your fault for not being there. Its my fault for thinking you would be

Its only by educating the youth to challenge you that you remove the chains on their minds that you have placed there RjS

It’s our(As The Stars of the Sky Foundation, Inc.) passion and joy to read to children and improve literacy, as well as teach others about charity and the impact they can have in a child’s life.

It still remains unrecognised, that to bring a child into existence without a fair prospect of being able, not only to provide food for its body, but instruction and training for its mind, is a moral crime, both against the unfortunate offspring and against society; and that if the parent does not fulfil this obligation, the State ought to see it fulfilled, at the charge, as far as possible, of the parent.

It’s quite possible that mortality is simply the result of poor education.

It takes 5 to 7 years to turn a novice into a case officer capable of working in the capitals of the world.

It strikes me as unfortunate that this approach - affording the same dignity to and investing in the same quality for a poor child as you would for your own - is so often received as provocative.

It still amazes me that we insist on teaching algebra to all students when only about 20 percent will ever use it and fail to teach anything about parenting when the vast majority of our students will become parents.

It’s when your plans look dead that God’s resurrection power begins to operate in your life in greater measure

It takes many years to lay the solid foundation for final success.

It takes persistent practice to be skilful in the act.

[I]t takes so little effort and money to get rid of malaria, to bring in clean water, to give people a chance at an education. When you don't have hope, that's when people start to do weird, horrible, violent things. That's at the bottom of it. It's just a question of prioritizing. The funds are there." (The Power of One: Belief.net Interview; July 2005)

It was a bland, tranquilized, life-adjusted, group-integrated sort of face -- the face turned out in thousands of copies every year by the educational production lines on Terra.

It was a small but life-changing move. I didn't stop to ask myself then what would happen to all the kids who'd been left in the basement with the teacher who couldn't teach. Now that I'm an adult, I realize that kids know at a very young age when they're being devalued, when adults aren't invested enough to help them learn. Their anger over it can manifest itself as unruliness. It's hardly their fault. They aren't "bad kids." They're just trying to survive bad circumstances.

It's what we think we know that keeps us from learning.

It was a time when a degree was expected but not much respected.

It was common for my father to sit my sisters down and tell them things like, "I saw a girl working in the bank in town, and she was a girl just like you." My parents had never completed primary school. They couldn't speak English or even read that well. My parents only knew the language of numbers, buying and selling, but they wanted more for their kids. That's why my father had scraped the money together and kept Annie in school, despite the famine and other troubles.

It was music first of all that brought us together. Without being professionals or virtuosos, we were all passionate lovers of music; but Serge dreamed of devoting himself entirely to the art. All the time he was studying law along with us, he took singing lessons with Cotogni, the famous baritone of the Italian Opera; while for musical theory, which he wanted to master completely so as to rival Moussorgsky and Tchaikovsky, he went to the very source and studied with Rimsky-Korsakov. However, our musical tastes were not always the same. The quality our group valued most was what the Germans call Stimmung, and besides this, the power of suggestion and dramatic force. The Bach of the Passions, Gluck, Schubert, Wagner and the Russian composers – Borodin in ‘Prince Igor’, Rimsky and, above all, Tchaikovsky, were our gods. Tchaikovsky’s ‘Queen of Spades’ had just been performed for the first time at the Opera of St Petersburg, and we were ecstatic about its Hoffmannesque element, notably the scene in the old Countess’s bedroom. We liked the composer’s famous Romances much less, finding them insipid and sometimes trivial. These Romances, however, were just what Diaghilev liked. What he valued most was broad melody, and in particular whatever gave a singer the chance to display the sensuous qualities of his voice. During the years of his apprenticeship he bore our criticisms and jokes with resignation, but as he learned more about music – and about the history of art in general – he gained in self-confidence and found reasons to justify his predilections. There came a time when not only did he dare to withstand our attacks but went on to refute our arguments fiercely.

It was much more than bricks and stone - It was an idea.

It was my assumption that skilled teachers spent their days imparting important and meaningful knowledge to eager students. I also believed, as many of you do, that I didn’t remember or wasn’t good at the things we learned in high school because I didn’t pay close enough attention or didn’t work hard enough.

It was my teacher's genius, her quick sympathy, her loving tact which made the first years of my education so beautiful. It was because she seized the right moment to impart knowledge that made it so pleasant and acceptable to me. She realized that a child's mind is like a shallow brook which ripples and dances merrily over the stony course of its education and reflects here a flower, there a bush, yonder a fleecy cloud; and she attempted to guide my mind on its way, knowing that like a brook it should be fed by mountain streams and hidden springs, until it broadened out into a deep river, capable of reflecting in its placid surface, billowy hills, the luminous shadows of trees and the blue heavens, as well as the sweet face of a little flower. Any teacher can take a child to the classroom, but not every teacher can make him learn. He will not work joyously unless he feels that liberty is his, whether he is busy or at rest; he must feel the flush of victory and the heart-sinking of disappointment before he takes with a will the tasks distasteful to him and resolves to dance his way bravely through a dull routine of textbooks. My teacher is so near to me that I scarcely think of myself apart from her. How much of my delight in all beautiful things is innate, and how much is due to her influence, I can never tell. I feel that her being is inseparable from my own, and that the footsteps of my life are in hers. All the best of me belongs to her--there is not a talent, or an aspiration or a joy in me that has not been awakened by her loving touch.

It was too late to pray, though. The sky was clear. The helicopters were gone. Too late for so many things. My fists hit the floor. My head hit the floor. My heart broke, hardened, and I lost my faith. That’s when the killing thoughts came. When it felt right to punish everyone who let this happen. I could start with Angel’s dad—but where would it stop?

It were better that we were not at all, than that we should live still in wickedness, and to suffer, and not to know wherefore.

It would be better to have no school at all than the schools we now have. Encouraged, instead of frightened, children could learn several languages before reaching age of four, at that age engaging in the invention of their own languages. Play'd be play instead of being, as now, release of repressed anger.

It would be rash […] to assume that the dwindling of family authority in present society automatically constitutes an element of progress and liberation. On the one hand, the individual’s most productive powers flourish in a living and direct confrontation with his family, and these powers are now deprived of their target, so to speak; on the other hand, the immediately palpable domination of the individual by society, without any intermediary, is so profound that in a deeper layer of its consciousness, the child growing up ‘authorityless’ is probably even more fearful than it ever was in the good old days of the Oedipus complex. It is precisely this side of the situation that is often overlooked by progressive educators.

I urge you to be teachers so that you can join with children as the co-collaborators in a plot to build a little place of ecstasy and poetry and gentle joy

I used my history degree about twice a year whether I needed to or not.

I've been wondering if in fact ideal platonic love isn't just an intensely concentrated form of what inspires the best teachers.