Best 6551 quotes in «education quotes» category

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

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.

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 be kind. Every one needs it. Practice forgiveness.

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

Always initiate a purposeful communication that can sound informative and appealing toward others around you by thinking very decisively before speaking.

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

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.

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.

Always work enthusiastically.

A man can be rich as long as he reads.

A man act according to his thoughts.

A man is born; his first years go by in obscurity amid the pleasures or hardships of childhood. He grows up; then comes the beginning of manhood; finally society's gates open to welcome him; he comes into contact with his fellows. For the first time he is scrutinized and the seeds of the vices and virtues of his maturity are thought to be observed forming in him. This is, if I am not mistaken, a singular error. Step back in time; look closely at the child in the very arms of his mother; see the external world reflected for the first time in the yet unclear mirror of his understanding; study the first examples which strike his eyes; listen to the first word which arouse with him the slumbering power of thought; watch the first struggles which he has to undergo; only then will you comprehend the source of the prejudices, the habits, and the passions which are to rule his life.

A man should never be judged by his skill, talent, colour, financial or political status, facial beauty and level of education but by the quality of his character.

A man without regrets cannot be cured.

[America]'s higher education system is excellent, both in terms of quality and accessibility. Here anybody can go to college. Many countries simply can't accommodate many students. And by the way, most people who came here in the seventies came to get an education. They didn't wake up one morning and say, 'I'm going to America to be free.' they said, 'I'll go there to get an education.' That's an important distinction. It was only after they were here for a while that they fully appreciated the freedoms we enjoy here.

Amish recognize each others' horse like we do our friends' car.

Among the papyri interpreted as fragments of books once used by teachers and students, the Psalter is better represented than any other volume of Jewish or Christian canonical Scripture, strongly suggesting that the Davidic Psalter was more used and read ‘than any book of the Old Testament, perhaps more than any book of the Bible, throughout the Christian centuries in Egypt’. A recent inventory of papyrus notebooks lists eleven items for the period between the third century and the seventh inclusive, of which eight give primarily or exclusively the texts of the psalms. Narrowing the period of the third century to the fifth gives seven papyrus items of which five contain copies of psalms. These notebooks are the best guide to what the literate slaves of larger households, grammar masters and attentive parents were teaching their infants in Egypt, both Jewish and Christian, and they suggest that the psalms were a fundamental teaching text in the social circles where men and women used writing, or aspired to it for their children. That is hardly surprising, since the psalms were ideal for teaching the young in households wealthy enough to afford the luxury of an education for an offspring. An almanac of prayer and counsel for times of good and adverse fortune, the poems of the Psalter are arranged in sense-units of moderate length by virtue of the poetic form. This makes them amenable to study, including the slow process of acquiring the skills of penmanship (Pl. 29).

An act of kindness can teach a man more than mere knowledge.

An act of violence, no matter how small, can never be justified if it can be avoided.

An authentic leader cares about producing high quality work that can benefit others with the use of strong organizational and critical thinking skills.

And as in any feudal system, the people on whom the entire system depended were robbed, as completely as possible, of their power. The students were, for the most part, unable to hold inept teachers accountable, to protest the wasting of their own time, to influence the grounds on which they would be evaluated, to demand anything, really, of substance from the institution.

An author would not compose a book that does not contain a purpose in the context of entire text. Therefore, readers should take advantage to read a fiction or nonfiction book that can educate them about a specific topic that is relevant to real life situations.

Ancient literature is a rich history.

and everybody was happy that uncle lee was able to get that scholarship even though you wondered when you could do quadratic equations in your head why you had a basketball scholarship but you always knew that you had to take what they were giving since that was all you were going to get but you never fooled yourself about either the taking or the giving or the needing or the having you just sort of said to yourself I'll have to see what is being offered

And, in the end, what will the students have learned? They will, to be sure, have learned something about whales, perhaps about navigation and map reading, most of which they could have learned just as well by other means. Mainly, they will have learned that learning is a form of entertainment or, more precisely, that anything worth learning can take the form of an entertainment, and ought to.

Andrew Ross makes sense of this sad artifice [decreasing academic pay] by explaining that academics of all ranks, along with artists, are uniquely willing to tolerate exploitation in the workplace. Ross claims that scholars' readiness "to accept a discounted wage out of 'love for their subject' has helped not only to sustain the cheap labor supply but also to magnify its strength and volume. Like artists and performers, academics are inclined by training to sacrifice earnings for the opportunity to exercise their craft." (p. 64)

And so, there in the penitentiary, Juan's education began. He didn't want to be a puto weakling, so he worked hard at learning to read. His earthly body was locked up, but his mind was set free as a young eagle soaring through the heavens.

And the final product of our training must be neither a psychologist nor a brick mason, but a man. And to make men, we must have ideals, broad, pure, and inspiring ends of living, not sordid money-getting... The worker must work for the glory of his handiwork, not simply for pay; the thinker must think for truth, not fame.

And, substantially they hope to supplant the “disciplining of the higher faculty of the imagination” by what they call “education for democracy.” ... The very banality of the expression helps to ensure its triumph. Who could be against education? Who could be against democracy? Yet the phrase begs two questions: What do you mean by “education”? And what do you mean by “democracy”? The school of Dewey has long been fond of capturing words and turning them to their own purposes: they tried hard to capture “humanism”, and even laid siege to “religion” Now I am convinced that if, by “education,” the champions of this slogan mean merely recreation, socialization, and a kind of custodial jurisdiction over young people, then they are deliberately perverting a word with a reasonably distinct historical meaning and making it into what Mr. Richard Weaver, in his book, "Ethics of Rhetoric”, calls a "god-term"—that is, a charismatic expression drained dry of any objective significance, but remaining an empty symbol intended to win unthinking applause

And the education I can receive from an afternoon with Picasso, or from taking one of my nieces or nephews to the movies, is not at all what the state has in mind when it speaks of Education.

And when I think of my few acquisitions, I have to admit how fiercely the autodidact struggles for her education, and how incomplete that education remains. How illusory is any accumulation of knowledge!

And there you sit, atop the smoking mountain of rubble that was once your home, covered in gray dust, cradling the mangled corpse of your little girl in your arms, looking south to a Mexican people who, in solidarity with you, have stopped riding Uber.

An educated mind is a questioning mind. Or is it?

And yet their reward appear not, and their labor had no fruit: for I have gone here and there through the heathen, and I see that they flow in wealth, and think not upon thy commandments.

An eternal question about children is, how should we educate them? Politicians and educators consider more school days in a year, more science and math, the use of computers and other technology in the classroom, more exams and tests, more certification for teachers, and less money for art. All of these responses come from the place where we want to make the child into the best adult possible, not in the ancient Greek sense of virtuous and wise, but in the sense of one who is an efficient part of the machinery of society. But on all these counts, soul is neglected.

An education is truly “fitted for freedom” only if it is such as to produce free citizens, citizens who are free not because of wealth or birth, but because they can call their minds their own. Male and female, slave-born and freeborn, rich and poor, they have looked into themselves and developed the ability to separate mere habit and convention from what they can defend by argument. They have ownership of their own thought and speech, and this imparts to them a dignity that is far beyond the outer dignity of class and rank.

An educator will teach the students. An Educarer will reach the students.

An effective educator who can embrace the ever-changing teaching and learning environment, maintain resilience and strength under this pressure, dynamically participate in the development of new practices, and continue to foster a love of learning stands a greater chance of captivating students and appealing to their needs.

An enthusiastic person who is very logical with his or her own thinking process, he or she can eventually express his or her thought with delight and humor to educate and entertain his or her audiences.

An educated person is she or he who knows where or how to acquire knowledge.

An educated woman is seen as a human being with a vagina. An uneducated woman is seen as a vagina with a human being.

An education system is best belittled when the so-called educated gets hired by a company that’s owned by a so-called dropout.

Anger does not change the fact. The will to take control is everything.

A new year can be a new beginning for some people where they can either improve or worsen their status that relates to their progress of their education, financial status or the type/number of people they have a relation with.

An HBCU that is not inherently revolutionary in 2016 is irrelevant. An African American Studies class that is not inherently revolutionary in 2016 is irrelevant.

Animals are property. There are laws that supposedly protect animal interests in being treated “humanely,” but that term is interpreted in large part to mean that we cannot impose “unnecessary” harm on animals, and that is measured by what treatment is considered as necessary within particular industries, and according to customs of use, to exploit animals. The bottom line is that animals do not have any respect-based rights in the way that humans have, because we do not regard animals as having any moral value. They have only economic value. We value their interests economically, and we ignore their interests when it is economically beneficial for us to do so. At this point in time, it makes no sense to focus on the law, because as long as we regard animals as things, as a moral matter, the laws will necessarily reflect that absence of moral value and continue to do nothing to protect animals. We need to change social and moral thinking about animals before the law is going to do anything more.