Best 6551 quotes in «education quotes» category

Focus on the end, not the beginning- on the beginning not the end- The process proceeds in the inner dimension.

Folklore elements of information do not speak itself to existence because nobody can prove it from conducting theoretical or practical methods of research. This shows that the components of folklore describes as a myth where it brainwashes people from understanding the aspects of reality in their daily lives.

For academically talented women, in contrast, school success does not guarantee occupational success. Even the best female college students need people who will support them, encourage them, and – most important—who will connect them to opportunities.

For a leader, courage, love, and passion for service are the virtues of life.

For all those who say its a Man world. Respect Women Its their World we are just guest here

For a lack of education, a child's future may hold no fortune.

For all students, a network of career exploration opportunities, sponsors, and mentors is a critical accompaniment to coursework.

For a happy life,it's best we should ignore &overlook things,people,incidents,affairs & matters.It is not necessary that we show a reaction to everything. Step back & ask yourself if the matter is really worth responding to.

For an educated person, intelligence is important but character is more important.

For an optimist life is beautiful, for a pessimist life is beautiful for the fool.

For every great success, diligence is desirable from the beginning to the very end.

Forcing youthful brains to become early birds will guarantee that they do not catch the worm, if the worm in question is knowledge or good grades.

For example, many students will begin an improvisation, or a scene, in a rather feeble way. It's as if they're ill, and lacking in vitality. They've learned to play for sympathy. However easy the problem, they'll use the same old trick of looking inadequate. This ploy is supposed to make the onlookers have sympathy with them if they 'fail' and it's expected to bring greater rewards if they 'win'. Actually this down-in-the-mouth attitude almost guarantees failure, and makes everyone fed up with them. No one has sympathy with an adult who takes such an attitude, but when they were children it probably worked. As adults they're still doing it. Once they've laughed at themselves and understood how unproductive such an attitude is, students who look 'ill' suddenly look 'healthy'. The attitude of the group may instantly change.

For example, there was a book that started out with four pictures: first there was a wind-up toy; then there was an automobile; then there was a boy riding a bicycle; then there was something else. And underneath each picture, it said "What makes it go?" I thought, I know what it is: They're going to talk about mechanics, how the springs work inside the toy; about chemistry, how the engine of an automobile works; and biology, about how the muscles work. It was the kind of thing my father would have talked about: "What makes it go? Everything goes because the sun is shining." And then we would have fun discussing it: "No, the toy goes becaues the spring is wound up, I would say. "How did the spring get would up" he would ask. "I wound it up" "And how did you get moving?" "From eating" "And food grows only because the sun is shining. So it's because the sun is shining that all these things are moving" That would get the concept across that motion is simply the transformation of the sun's power. I turned the page. The answer was, for the wind-up toy, "Energy makes it go." And for the boy on the bicycle, "Energy makes it go." For everything "Energy makes it go." Now that doesn't mean anything. Suppose it's "Wakalixes." That's the general principle: "Wakalixes makes it go." There is no knowledge coming in. The child doesn't learn anything; it's just a word What the should have done is to look at the wind-up toy, see that there are springs inside, learn about springs, learn about wheels, and never mind "energy". Later on, when the children know something about how the toy actually works, they can discuss the more general principles of energy. It is also not even true that "energy makes it go", because if it stops, you could say, "energy makes it stop" just as well. What they're talking about is concentrated energy being transformed into more dilute forms, which is a very subtle aspect of energy. Energy is neither increased nor decreased in these examples; it's just changed from one form to another. And when the things stop, the energy is changed into heat, into general chaos.

Forget all about ‘What if’. Believe in possibilities.

For in this Case, we are not to give Credit to the Many, who say, that none ought to be educated but the Free; but rather to the Philosophers, who say, that the Well-educated alone are free.

For I have nothing to lean on, nowhere to call my home and there is nowhere I will go for Christmas to rest my head and touch familiar walls. I have no degree to show on paper or employment to take care of my health or the reassurance that I can pay my rent. And I have no right to complain because this is the road I choose and I built it myself, not really knowing where I wanted it to lead, but I have hope in all things ahead and behind and I am learning to let myself go. Forget my own ego and believe that what I am doing is grander than my very own self.

For Jefferson, William and Mary was largely about what university life is supposed to be about: reading books, enjoying the company of like-minded, and savoring teachers who seemed to be ambassadors from other, richer, writer worlds. Jefferson believed Williamsburg "the finest school of manners and morals that ever existed in America.

Formal education enhances what you do, self-education nourishes who you are.

Formal learning is like riding a bus: the driver decides where the bus is going; the passengers are along for the ride. Informal learning is like riding a bike: the rider chooses the destination, the speed, and the route.

For kids who are exposed to books at home, the loss of a library is sad. But for kids who come from environments where people don't read, the loss of a library is a tragedy hat might keep them from ever discovering the joys of reading-or from gathering the kind of information that will decide their lot in life.

For me, it does not 'miss' if (the Potteries Thinkbelt study) goes into the archive, not as an example of how railway carriages can be used for teaching, but as one of the most powerful question marks ever placed against the architecture of university education.

For like as the ground is given unto the wood, and the sea to his floods: even so they that dwell upon the earth may understand nothing but that which is upon the earth: and he that dwell above the heavens may only understand the things that are above the height of the heavens.

For many Jews during Talmudic times, conversion to Christianity prob- ably did not appear as a major change: Christianity looked like a slightly di erent version of the Jewish religion, with the same core belief in one God and the Torah but with fewer demanding requirements. For many Jewish households that earned their living from farming—and especially the poorer ones that struggled to support their families and, as illiterate, were made to feel like outcasts (ammei ha-aretz) by the local rabbis and lit- erate Jews—Christianity probably seemed a welcome change: it enabled them to believe in the same God without having to obey several costly norms, including the one that required fathers to educate their sons.

For me, education—both teaching and learning—is about building relationships and developing rapport with students, with parents, and with faculty.

For minority students, as for women and working-class white valedictorians, superior college grades did not lead smoothly to high-level satisfying work.

Formal education opens the world to you; contemplation and reflection open yourself to you.

For me, all those systematic Bureaucracies of traditional schools jaded me. For me, I still I couldn’t understand why we have to have a factory style education for children living in the 21st century. Why hold them in place, asking them to read and repeat and giving them a number of tasks to finish? I still have no idea how exams and objective assessments could measure human behavior or intelligence. Is it some kind of barcoding human aptitude? Is it ethical anyway?

For many years I have been asking myself why intelligent children act unintelligently at school. The simple answer is, "Because they're scared." I used to suspect that children's defeatism had something to do with their bad work in school, but I thought I could clear it away with hearty cries of "Onward! You can do it!" What I now see for the first time is the mechanism by which fear destroys intelligence, the way it affects a child's whole way of looking at, thinking about, and dealing with life. So we have two problems, not one: to stop children from being afraid, and then to break them of the bad thinking habits into which their fears have driven them. What is most surprising of all is how much fear there is in school. Why is so little said about it. Perhaps most people do not recognize fear in children when they see it. They can read the grossest signs of fear; they know what the trouble is when a child clings howling to his mother; but the subtler signs of fear escaping them. It is these signs, in children's faces, voices, and gestures, in their movements and ways of working, that tell me plainly that most children in school are scared most of the time, many of them very scared. Like good soldiers, they control their fears, live with them, and adjust themselves to them. But the trouble is, and here is a vital difference between school and war, that the adjustments children make to their fears are almost wholly bad, destructive of their intelligence and capacity. The scared fighter may be the best fighter, but the scared learner is always a poor learner.

For self-educated scientists and thinkers such as Charles Darwin, Srinivasa Ramanujan, Leonardo-da-Vinci, Michael Faraday, myself and many others, education is a relentless voyage of discovery. To us education is an everlasting quest for knowledge and wisdom.

For my part, the more I went forward in the study of letters, and ever more easily, the greater became the ardour of my devotion to them, until in truth I was so enthralled by my passion for learning that, gladly leaving to my brothers the pomp of glory in arms, the right of heritage and all the honours that should have been mine as the eldest born, I fled utterly from the court of Mars that I might win learning in the bosom of Minerva. And -- since I found the armory of logical reasoning more to my liking than the other forms of philosophy, I exchanged all other weapons for these, and to the prizes of victory in war I preferred the battle of minds in disputation.

For reasons we've explored, children struggling to read aren't going to be helped by the one-size-fits-all approach that is typical in so many schools. Rather, we need teachers who are trained to use a toolbox of principals that they can apply to different types of children.

For Socrates, all virtues were forms of knowledge. To train someone to manage an account for Goldman Sachs is to educate him or her in a skill. To train them to debate stoic, existential, theological, and humanist ways of grappling with reality is to educate them in values and morals. A culture that does not grasp the vital interplay between morality and power, which mistakes management techniques for wisdom, which fails to understand that the measure of a civilization is its compassion, not its speed or ability to consume, condemns itself to death. Morality is the product of a civilization, but the elites know little of these traditions. They are products of a moral void. They lack clarity about themselves and their culture. They can fathom only their own personal troubles. They do not see their own bases or the causes of their own frustrations. They are blind to the gaping inadequacies in our economic, social, and political structure and do not grasp that these structures, which they have been taught to serve, must be radically modified or even abolished to stave off disaster. They have been rendered mute and ineffectual. “What we cannot speak about” Ludwig Wittgenstein warned “we must pass over in silence.

For success, attitude is often more important than education.

For the first 30years of life, you keep learning. The rest of your life you keep unlearning what you had learnt

For the first time, a whole generation had the economic & educational opportunity to turn their backs on the dead end factory jobs of their parents, who, traumatized by two world wars, had responded by creating a safety blanket of conformity.

For the first time on Planet Earth (in 1964 America), a nation was made up of more college students than farmers. An unheard-of 42% of high school graduates sought higher education.

For the first time in a decade I felt a voice rising from deep inside my soul. It cried out ‘what will you be today?’ and I heard ‘relentless’ booming from the rafters inside an old gym as Sami and a group of young men chased dreams and trophies while their fathers went to war.

For the most part school science was textbook learning: memorising names and arrangements of human organs or plant parts. Experiments were essentially like following recipes, trying to make the results come out the way you knew they were supposed to. The subject may have been science, but the process wasn't.

For the most part, people strenuously resist any redefinition of morality, because it shakes them to the very core of their being to think that in pursuing virtue they may have been feeding vice, or in fighting vice they may have in fact been fighting virtue.

For those of us who do find ourselves still sitting in classrooms come the age of nineteen- those of us who are the lucky, the often unwilling, the privileged few- we are met with the opposite of the undergraduate apathy we were taught to endure. We find that learning cannot survive without passion, that evolution cannot exist without chaos, and that self-betterment cannot occur without humility. In fact, if we wish to learn virtually anything at all, we cannot do so without a fundamental level of self-betterment which pervades even our deepest unconscious. If we continue to learn, we realize that this means that our most precious beliefs about the nature of reality itself will be questioned, and everything we know and love and held on to for dear life will be held at gunpoint by the throat by contraposing ideology which threatens our beliefs about existence itself. We will realize that the world as we knew it was incomplete, we will realize the finitude of our own minds, we will realize the complexity and wonder of a rich and multifaceted world that is both more beautiful and more horrifying than we ever knew nor could have dreamed- and we will run in fear, or we will love it. It is a visceral, instinctual reaction, one which equivocates to either shock or awe, and one which likely embodies both. It is a reaction all beings share when faced with something utterly new- the defamiliarizing threat and thrill of the sublime. It is both inexplicably gratifying and deeply uncomfortable to become aware of your own beauty, of the utter, tantalizing, inexplicable divinity of every second of your life- your paralysis in the face of God is a synthesis of both the person you once were, which society has crafted you to believe you are, and the personhood you have always possessed and shared with the universe itself, a personhood which is deeper and richer than all knowledge or any issue which corrupts our class or economics or cripples the politics of our time.

For the immense extension of the scale of education and its ramification into a hundred specialisms and technical disciplines has left the state as the only unifying element in the whole system. In the past the traditional system of classical education provided a commo intellectual background and a common scale of values which transcended national and political frontiers and formed the European or Western republic of letters of which every scholar was a citizen.

For truth to tell, dancing in all its forms cannot be excluded from the curriculum of all noble education: dancing with the feet, with ideas, with words, and, need I add that one must also be able to dance with pen- that one must learn how to write

Fortunately, our colleges and universities are fully cognizant of the problems I have been delineating and take concerted action to address them. Curricula are designed to give coherence to the educational experience and to challenge students to develop a strong degree of moral awareness. Professors, deeply involved with the enterprise of undergraduate instruction, are committed to their students' intellectual growth and insist on maintaining the highest standards of academic rigor. Career services keep themselves informed about the broad range of postgraduate options and make a point of steering students away from conventional choices. A policy of noncooperation with U.S. News has taken hold, depriving the magazine of the data requisite to calculate its rankings. Rather than squandering money on luxurious amenities and exorbitant administrative salaries, schools have rededicated themselves to their core missions of teaching and the liberal arts. I'm kidding, of course.

For those of you who are begging God for a breakthrough, this is not the way of getting something from your heavenly father, you don't have to beg him for what He already bought for you, you don't have to beg Him for what He died to give you. You don't have to convince people, you don't have to convince anybody if God likes to do a work in your life, it is done.

For those of you who may be homeschooled: high school is that four-year asylum where they put teenagers because we have no idea what else to do with them.

For those of you who think that I have my life altogether, I definitely do not. Every season brings new challenges. For example, since I had my fifth child, I am notoriously 5-10 minutes late everywhere no matter how hard I try to be on time. I would like to say that I am 'fashionably' late, but that isn't the truth either. Running in a mad dash in a parking lot (all holding hands of course) to make it somewhere 5 minutes late (instead of 6 minutes cause that makes a big difference) while one child is missing shoes and my hair is going in every direction. Yep, that is my family.

For your own security it’s imperative you blend in with the native population.

Francie, huddled with other children of her kind, learned more that first day than she realized. She learned of the class system of a great Democracy.

Free and quality education is a fundamental liberty