Best 6551 quotes in «education quotes» category

A life without trouble and tragedy is boring and not a plot for comedy.

A little caring, a little love, and a little kindness can give you joy and bring enduring happiness.

A little knowledge is better than a lot of ignorance.

All, all, becomes profitable. Education is of the most satisfying and available nature. I am at Smith! Which two years ago was a doubtful dream - and that fortuitous change of dream to reality has led me to desire more, and to lash myself onward - onward.

A little madness shows the way to happiness. A little kindness can heal the sadness.

All answers to why are information. All answers to how are knowledge.

All children in every school deserve an education that inspires curiosity, encourages creativity, requires critical thinking, urges collaboration, and nurtures compassion.

All civilized wo/men are prostitutes: Some sell what's between their legs; the rest sell what's between their ears.

All knowledge is born in the mind, and circumstances make them manifest.

All my pains has always increased my sense of purpose.

All my life my dad felt this need to protect his kids from a war he fought, a war I believed could never reach out and touch us, could never hurt us—and yet he fed us lies with his answers, shielding us from the truth about what he did there, about what he saw, about who he was before the war, and about what he became because of it. He lied to protect us from his memories, from his nightmares. Standing with my dad at The Wall, I knew the truth—no one could know so many names engraved in granite if he 'never was in danger.

All of us believe you belong here,” I’d said to the Elizabeth Garrett Anderson girls as they sat, many of them looking a little awestruck, in the Gothic old-world dining hall at Oxford, surrounded by university professors and students who’d come out for the day to mentor them. I said something similar anytime we had kids visit the White House—teens we invited from the Standing Rock Sioux Reservation; children from local schools who showed up to work in the garden; high schoolers who came for our career days and workshops in fashion, music, and poetry; even kids I only got to give a quick but emphatic hug to in a rope line. The message was always the same. You belong. You matter. I think highly of you. An economist from a British university would later put out a study that looked at the test performances of Elizabeth Garrett Anderson students, finding that their overall scores jumped significantly after I’d started connecting with them—the equivalent of moving from a C average to an A. Any credit for improvement really belonged to the girls, their teachers, and the daily work they did together, but it also affirmed the idea that kids will invest more when they feel they’re being invested in. I understood that there was power in showing children my regard.

All of my life God has allowed me to share prospectives with people who are different. You cannot lead people whose prospective you are not willing to understand.

All over the world there are enormous numbers of smart, even gifted, people who harbor a passion for science. But that passion is unrequited. Surveys suggest that some 95 percent of Americans are “scientifically illiterate.” That’s just the same fraction as those African Americans, almost all of them slaves, who were illiterate just before the Civil War—when severe penalties were in force for anyone who taught a slave to read. Of course there’s a degree of arbitrariness about any determination of illiteracy, whether it applies to language or to science. But anything like 95 percent illiteracy is extremely serious.

All over the world there are students, teachers and parents that face serious challenges every day. They need help with real problems that have life-altering consequences—and a group of intelligent professionals brought together to advise and educate stakeholders in need of help ought to be able to do so without behaving like a middle school drama queen.

Allow intelligent design into science textbooks, lecture halls, and laboratories, and the cost to the frontier of scientific discovery—the frontier that drives the economies of the future—would be incalculable. I don't want students who could make the next major breakthrough in renewable energy sources or space travel to have been taught that anything they don't understand, and that nobody yet understands, is divinely constructed and therefore beyond their intellectual capacity. The day that happens, Americans will just sit in awe of what we don't understand, while we watch the rest of the world boldly go where no mortal has gone before.

Allowing children to learn about what interests them is good, but helping them do it in a meaningful, rigorous way is better. Freedom and choice are good, but a life steeped in thinking, learning, and doing is better. It’s not enough to say, “Go, do whatever you like.” To help children become skilled thinkers and learners, to help them become people who make and do, we need a life centered around those experiences. We need to show them how to accomplish the things they want to do. We need to prepare them to make the life they want.

All systems of the society are meant to serve the mind, not the mind to serve the systems.

All that you seek is hidden in book.

All the answers you seek in life. It is hidden a book.

..all subjects are forms of discourse and that, therefore, almost all education is a form of language education. Knowledge of a subject mostly means knowledge of the language of that subject. Biology, after all, is not plants and animals; it is a special language employed to speak about plants and animals. History is not events that once occurred; it is a language describing and interpreting events, according to rules established by historians. Astronomy is not planets and stars but a special way of talking about planets and stars, quite different from the language poets use to talk about them.

All systems of the society should serve the mind, instead of the mind serving the systems.

All that has been said of the importance of individuality of character, and diversity in opinions and modes of conduct, involves, as of the same unspeakable importance, diversity of education. A general State education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body. An education established and controlled by the State should only exist, if it exist at all, as one among many competing experiments, carried on for the purpose of example and stimulus, to keep the others up to a certain standard of excellence.

All the gifts which fortune bestows she can easily take away; but education, when combined with intelligence, never fails, but abides steadily on to the very end of life.

All the labour of man is for his mouth, and yet the appetite is not filled.

All the beliefs, habits, tastes, emotions, mental attitudes that characterize our time are really designed to sustain the mystique of the party and prevent the true nature of present-day society from being perceived. Physical rebellion, or any preliminary move toward rebellion, is at present not possible. From the proletarians nothing is to be feared. Left to themselves, they will continue from generation to generation and century to century, working, breeding, and dying, not only without the power of grasping that the world could be other than it is. They could only become dangerous if the advance of industrial technique made it necessary to educate them more highly; but since military and commercial rivalry are no longer important, the level of popular education is actually declining. What opinions the masses hold,or do not hold, is looked on as matter of indifference. They can me granted intellectual liberty because they have no intellect.

All the failures in my life freed me from all my fears so that I can succeed.

All the good things on this earth are trophy cups. The strong win them. The weak lose them. from a speech by the Nazi Minister of Education

All the makeup in this world can never cover up an empty brain.

All the calculus, quantum mechanics and languages in the world are worthless pieces of information, if they are not brought to the service of the society.

All the games were selected for them by supervisors and had to have some useful, educational purpose. The children learned these new games but unlearned something else in the process: they forgot to be happy, how to take pleasure in little things and last, but not least, how to dream

All the interaction has been my learning bed for understanding life and people. Truly, workplace is a learning bed of life.

All the studies and all the research in the field of criminology affirm that prison education is the least expensive and most effective solution to overcrowding and strain on the budget caused by recevidism.

All this have I proved by wisdom: I said, I will be wise; but it was far from me. That which is far off, exceeding deep, who can find it out?

All things are full of labour; man cannot utter it; the eye is not satisfied with seeing, nor the ear filled with hearing.

All thought is a feat of association.

All topics should be studied through the lens of the Gospel.

A lot of pain that we are dealing with are really only THOUGHTS.

A long list of propositions does not necessarily make a coherent argument

Also, even if technocrats provide reasonable estimates of a risk, which itself is an iffy enterprise, they cannot dictate what level of risk people ought to accept. People might object to a nuclear power plant that has a minuscule risk of a meltdown not because they overestimate the risk, but because they feel that the cost of a catastrophe, no matter how remote, are too dreadful. And of course any of these trade-offs may be unacceptable if people perceive that the benefits would go to the wealthy and powerful while they themselves absorb the risks. Nonetheless, understanding the difference between our best science and our ancient ways of thinking can only make our individual and collective decisions better informed. It can help scientists and journalists explain a new technology in the face of the most common misunderstandings. And it can help all of us understand the technology so that we can accept or reject it on grounds that we can justify to ourselves and to others.

Although any help is genuinely welcomed, it is more important to be a supportive, proactive parent than it is to be a supportive parent after academic failure and negative behaviors occur.

Although, by todays standards, he set a vast amount of work, he believed as he told Mrs Ashley, that 'If you pour much drink into a goblet, the most part will dash out and run over'. In Ascham's view, it was the carrot, and not the stick, that worked.

Always follow your dreams with confidence and conviction, don’t fall for the trap of dream killers

Always be kind. Every one needs it. Practice forgiveness.

Always follow your bliss; bliss is heavenly. Life will be divinely beautiful and grow spiritually. Life will be beautiful, peaceful, blissful, and divine.

Although the terms teaching and learning are typically paired, those of us who teach know that students don't always learn. When I complained about this early in my teaching career, a colleagues chided me: "Saying 'I thaught the students something, they just didn't learn it' is akin to saying 'I sold them the car, they just didn't but it'".

Always choose the most difficult way, there you will not meet competitors.

Always praise your kid even if he/she is unresponsive to learning. By insulting them or constantly criticizing them, you will only push them away and make them feel inadequate around other kids. Have faith that your child's brain is an evolving planet that rotates at its own speed. It will naturally be attracted to or repel certain subjects. Be patient. Just as there are ugly ducklings that turn into beautiful swans, there are rebellious kids and slow learners that turn into serious innovators and hardcore intellectuals.

A man act according to his thoughts.

Always Sami. I was tethered to her somehow. To that scared little girl I’d found on the staircase nearly a year earlier; to the past, when teaching was simpler and I could care about everyday problems, when being relentless meant running two extra laps, not waiting for an MP to search the undercarriage of a bus for bombs before letting students approach it.