Best 6551 quotes in «education quotes» category

No matter what goals you set to accomplish always remember there is a thing known as Life which you should never forget to live and enjoy

No matter how much struggle you face in your journey towards success, someday you will look back and realize your struggles changed your life for the better.

No one cultivates in a stony-ground, instead he cultivates in a soft-rich ground. Do not expect people to invest in you if you're a lazy type.

No one graduates from the University of Life.

No one ever pays to learn the most important things.

No one was born a reader; we learn to build the habit of reading.

No one likes to feel used. When the perceived focus becomes the content over the person, people feel used. When teachers are valued only for the test scores of their students, they feel used. When administrators are "successful" only when they achieve "highly effective school" status, they feel used. Eventually, "used" people lose joy in learning and teaching. Curriculum does not teach; teachers do. Standards don't encourage; administrators do. Peaceable schools value personnel and students for who they are as worthy human beings. ... If your mission statement says you care, then specific practices of care should be habits within your school.

No reproach for a person willing to give honorable service in the passion to become wise.

Normal' is a concept formed by averages but it changes with education and tolerance.

Not all statements that are truthful are useful.

No teacher has the right to cure a child of making noises on a drum. The only curing that should be practiced is the curing of unhappiness.

Not enough books focus on how a culture responds to radically new ideas or discovery. Especially in the biography genre, they tend to focus on all the sordid details in the life of the person who made the discovery. I find this path to be voyeuristic but not enlightening. Instead, I ask, After evolution was discovered, how did religion and society respond? After cities were electrified, how did daily life change? After the airplane could fly from one country to another, how did commerce or warfare change? After we walked on the Moon, how differently did we view Earth? My larger understanding of people, places and things derives primarily from stories surrounding questions such as those.

Not all readers become leaders, but all leaders must be readers.

Not everyone in school is learning. Not everyone learning is in school

Not everything has to have a reason. You can do things simply because it’s fun or out of curiosity.

Nothing can be rightly known, if God be not known; nor is any study well managed, nor to any great purpose, if God is not studied. We know little of the creature, till we know it as it stands related to the Creator: single letters, and syllables uncomposed, are no better than nonsense. He who overlooketh him who is the 'Alpha and Omega, the beginning and the ending,' and seeth not him in all who is the All of all, doth see nothing at all. All creatures, as such, are broken syllables; they signify nothing as separated from God. Were they separated actually, they would cease to be, and the separation would be annhiliation; and when we separate them in our fancies, we make nothing of them to ourselves. It is one thing to know the creatures as Aristotle, and another thing to know them as a Christian. None but a Christian can read one line of his Physics so as to understand it rightly. It is a high and excellent study, and of greater use than many apprehend; but it is the smallest part of it that Aristotle can teach us.

Nothing can replace confidence and single-minded pursuit of purpose.

Nothing gets easy. It is just that you understand how it is and how it works. Nothing its difficult its just that you dont understand it and dont know how it works. Understanding something it means taking time to learn it and practising it.

nothing contributes so much to tranquilize the mind as a steady purpose

Nothing great was ever achieved without 100% dedication, discipline and determination.

Nothing great was ever achieved without a personal sacrifice. You have to pay the price to realize your goals.

Nothing threatens a corrupt system like a free mind.

Nothing succeeds like success; children who opt out of school have had a continued record of failure, and it would be difficult to blame the children themselves for voting with their feet and playing truant as much as possible. This failure is not necessary; it is imposed on the children by inappropriate methods of teaching which do not take into account the innate patterns of abilities of these children. A return to sanity is long overdue; we must pay close attention to the genetic basis of our children`s abilities.

nothing that is worth knowing can be taught

Not knowing how to get what you want is better than knowing how to get what you do not want.

Not one thought entered my head that did not seem disloyal. I was ashamed, seeing their pride close up, as if for the first time, at how little I had accomplished, how much I had failed to do at St. Paul's. Somewhere in the last two years I had forgotten my mission. What had I done, I kept thinking, that was worthy of their faith? How had I helped my race? How had I prepared myself for a meaningful future? ... They were right: only a handful of us got this break. I wanted to shout at them that I had squandered it. Now that it's all over, hey, I'm not your girl! I couldn't do it.

Not long after the book came out I found myself being driven to a meeting by a professor of electrical engineering in the graduate school I of MIT. He said that after reading the book he realized that his graduate students were using on him, and had used for the ten years and more he had been teaching there, all the evasive strategies I described in the book — mumble, guess-and-look, take a wild guess and see what happens, get the teacher to answer his own questions, etc. But as I later realized, these are the games that all humans play when others are sitting in judgment on them.

Not only is this teacher educating her children in violence, she also has to continuously escalate her own violence to keep control. Her method of teaching breeds disrespect and prejudice. Her students have been dehumanized.

Not only should we encourage kids to daydream, but also to jump-in and build those dreams. Dreaming is largely lost among adults drowning in self-imposed realities.

Not the action, but the expectation creates results.

Not with whom you are born, but with whom you are bred.

Nowadays, focusing on transferring applicable knowledge is a very challenging task that all teachers face.

Not to know what happened before one was born is always to be a child. Cicero

Not the sadness, but the happiness, is the ultimate purpose of life.

Now hear of the new judgement. You are judged many times more by what you do in groups than for what you do as individuals.

No wonder so many adults long to return to university, to all those deadlines--ahhh, that structure! Scaffolding to which we may cling! Even if it is arbitrary, without it, we're lost, wholly incapable of separating the Romantic from the Victorian in our sad, bewildering lives...

Now the line is: Forget the classics, concentrate on an education for the 21st century! Which apparently means knowing how to operate electronic devices and figure out a spreadsheet. That's not education, it's vocational training. What once were means seem to have become ends in education. And our more with-it "educators" shift with every passing wind, clutching at the latest gimmick the way drowning men do at straws.

Now you tell your father not to teach you any more. It's best to begin reading with a fresh mind. You tell him I'll take over from here and try to undo the damage--

Now the common human perception about the purpose of academic institutions, is that, they are meant to put a stamp of approval on the students, so that later on the students can show off their stamp in order to make a living. The parents invest money to get the stamp, and the child uses that stamp to make more money. Where is the element of education in this whole process!

Now, Woolf calls her fictional bastion of male privilege Oxbridge, so I'll call mine Yarvard. Even though she cannot attend Yarvard because she is a woman, Judith cheerfully applies for admission at, let's call it, Smithcliff, a prestigious women's college. She is denied admission on the grounds that the dorms and classrooms can't accommodate wheelchairs, that her speech pattern would interfere with her elocution lessons, and that her presence would upset the other students. There is also the suggestion that she is not good marriage material for the men at the elite college to which Smithcliff is a bride-supplying "sister school." The letter inquires as to why she hasn't been institutionalized. When she goes to the administration building to protest the decision, she can't get up the flight of marble steps on the Greek Revival building. This edifice was designed to evoke a connection to the Classical world, which practiced infanticide of disabled newborns.

Now, when I read constantly about the way in which library funds are being cut and cut, I can only think that the door is closing and that American society has found one more way to destroy itself.

Obciously, it ought to be the oldest things that are taught to the youngest people; the assured and experienced truths that are put first to the baby. But in a school today the baby has to submit to a system that is younger than himself.

Observe & accept what ever arises & know that everything is as it needs to be.

Number me the things that are not yet come- gather me together the dross that are scattered abroad- make me the flowers green again that are withered- Open me the places that are closed, and bring me forth the winds that in them are shut up- shew me the image of a voice: and then I will declare to thee the thing that thou labor to know.

Nurture your great spirit for a great self.

Observing your thoughts, feelings & sensations is the grist of the practice.

Of course, even before Flaubert, people knew stupidity existed, but they understood it somewhat differently: it was considered a simple absence of knowledge, a defect correctable by education. In Flaubert's novels, stupidity is an inseparable dimension of human existence. It accompanies poor Emma throughout her days, to her bed of love and to her deathbed, over which two deadly agélastes, Homais and Bournisien, go on endlessly trading their inanities like a kind of funeral oration. But the most shocking, the most scandalous thing about Flaubert's vision of stupidity is this: Stupidity does not give way to science, technology, modernity, progress; on the contrary, it progresses right along with progress!

Of all the social problems I have witnessed in the United States, and there are many, I have yet to see one that couldn't be solved or ameliorated by creating access to affordable or free education.

Of course present knowledge of psychology is nearer to zero than to complete perfection, and its applications to teaching must therefore be often incomplete, indefinite, and insecure. The application of psychology to teaching is more like that of botany and chemistry to farming than like that of physiology and pathology to medicine. Anyone of good sense can farm fairly well without science, and anyone of good sense can teach fairly well without knowing and applying psychology. Still, as the farmer with the knowledge of the applications of botany and chemistry to farming is, other things being equal, more successful than the farmer without it, so the teacher will, other things being equal, be the more successful who can apply psychology, the science of human nature, to the problems of the school. (pp. 9-10)

Od nejranějšího dětství jsou děti uváděny do světa konzumního trhu a je očekáváno, že se svým dětským vozíkem budou mít v supermarketech maximální konzumní radost.