Best 6551 quotes in «education quotes» category

The knowledge of the Holy One is the key to all knowledge.

The known is finite, the unknown is infinite; intellectually we stand on an islet in the midst of an illimitable ocean of inexplicability. Our business in every generation is to claim a little more land.

The lack of knowledge on the part of followers perpetuates a culture of abuse by bad leadership. Every day, issues are being endorsed in the name of standing for the ignorant masses, only to benefit those who sponsor the agendas. Priorities are set and resources allocated, never to benefit or reach those cited as the underlying justification for sourcing the funds or setting the priorities.

The leaders and followers of the Harlem Renaissance were every bit as intent on using Black culture to help make the United States a more functional democracy as they were on employing Black culture to 'vindicate' Black people.

The last two days I’ve been on long bus rides, driven through the countryside on the back of a motorbike, and crossed rivers on wooden boats, traversing currents into a different century. It’s late and dark, but I’m so close now. My uncle died five kilometers from here.

The life of the spirit is enfold in great literature.

The longest path leads to the destiny destination.

The look of a smug teacher is priceless.

The love for literature is the key to knowledge.

The lowest wisdom is worth more than the highest knowledge.

the magnitude of our relationship with others depends on the lattitude of our actions...quote for today

The main element of true reconciliation is the public education system.

The magic of love is that it becomes our memory which we never can forget.

The main vehicle for nineteenth-century socialization was the leading textbook used in elementary school. They were so widely used that sections in them became part of the national language. Theodore Roosevelt, scion of an elite New York family, schooled by private tutors, had been raised on the same textbooks as the children of Ohio farmers, Chicago tradesman, and New England fishermen. If you want to know what constituted being a good American from the mid-nineteenth century to World War I, spend a few hours browsing through the sections in the McGuffey Readers.

The man or woman who proclaims devotion to the cause of liberation yet is unable to enter into communion with the people, whom he or she continues to regard as totally ignorant, is grievously self-deceived. The convert who approaches the people but feels alarm at each step they take, each doubt they express, and each suggestion they offer, and attempts to impose his "status," remains nostalgic towards his origins.

The master's view from the valley is greater than the student's view from the mountaintop.

The meeting began well, meaning it had the potential for being short.

The merits and services of Christianity have been industriously extolled by its hired advocates. Every Sunday its praises are sounded from myriads of pulpits. It enjoys the prestige of an ancient establishment and the comprehensive support of the State. It has the ear of rulers and the control of education. Every generation is suborned in its favor. Those who dissent from it are losers, those who oppose it are ostracised; while in the past, for century after century, it has replied to criticism with imprisonment, and to scepticism with the dungeon and the stake. By such means it has induced a general tendency to allow its pretensions without inquiry and its beneficence without proof.

The men and women who made up DoDDS Korea during the time I was there were an eclectic group to say the least, but as a group we were among the most talented, diverse, intelligent, fun, crazy, thoughtful, caring, and dedicated people in the world. We did important work, and we did it well. Better than that, we did it exceptionally well. We were experts in our fields, and we made each other better still because we depended on each other in ways that people who’ve never lived overseas could ever imagine.

The middle class and upper middle class are highly attached to the institution of school explicitly as a sorting mechanism, as a way of justifying privileges of which middle-class members are already central beneficiaries. These critics suggest that the entire notion of schools as meritocracies actually reifies and reinforces class privilege--making those whom school rewards (those who already have a lot of benefits) feel they deserve the privileges they have.

The methodical implementation of modern human faculties that allow us human beings to transcend the physical limits of biological evolution is Education. However, today, the term education has become somehow synonymous with economic benefits and due to the primeval craving for security, it has disgracefully lost its very core of transcendence into the unknown. Thus, the very evolutionary seeds that gave birth to the method known as education have gone almost extinct in the modern industrialized system of soulless competition and regurgitation. Hence emerged the reason for me to get to the root of its quite unofficially accepted problems, and to concoct the thought processes that would make necessary amendments to the perceptual errors of what I call the three major nodes of education system, which are the teachers, the students and the parents.

The men in grey were powerless to meet this challenge head-on. Unable to detach the children from Momo by bringing them under their direct control, they had to find some roundabout means of achieving the same end, and for this they enlisted the children's elders. Not all grown-ups made suitable accomplices, of course, but plenty did. [....] 'Something must be done,' they said. 'More and more kids are being left on their own and neglected. You can't blame us - parents just don't have the time these days - so it's up to the authorities.' Others joined in the chorus. 'We can't have all these youngsters loafing around, ' declared some. 'They obstruct the traffic. Road accidents caused by children are on the increase, and road accidents cost money that could be put to better use.' 'Unsupervised children run wild, declared others.'They become morally depraved and take to crime. The authorities must take steps to round them up. They must build centers where the youngsters can be molded into useful and efficient members of society.' 'Children,' declared still others, 'are the raw material for the future. A world dependent on computers and nuclear energy will need an army of experts and technicians to run it. Far from preparing children from tomorrow's world, we still allow too many of them to squander years of their precious time on childish tomfoolery. It's a blot on our civilization and a crime against future generations.' The timesavers were all in favor of such a policy, naturally, and there were so many of them in the city by this time that they soon convinced the authorities of the need to take prompt action. Before long, big buildings known as 'child depots' sprang up in every neighborhood. Children whose parents were too busy to look after them had to be deposited there and could be collected when convenient. They were strictly forbidden to play in the streets or parks or anywhere else. Any child caught doing so was immediately carted off to the nearest depot, and its parents were heavily fined. None of Momo's friends escaped the new regulation. They were split up according to districts they came from and consigned to various child depots. Once there, they were naturally forbidden to play games of their own devising. All 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 how to be happy, how to take pleasure in the little things, and last but not least, how to dream. Weeks passed, and the children began to look like timesavers in miniature. Sullen, bored and resentful, they did as they were told. Even when left to their own devices, they no longer knew what to do with themselves. All they could still do was make a noise, but it was an angry, ill-tempered noise, not the happy hullabaloo of former times. The men in grey made no direct approach to them - there was no need. The net they had woven over the city was so close-meshed as to seem inpenetrable. Not even the brightest and most ingenious children managed to slip through its toils. The amphitheater remained silent and deserted.

The mind is an instrument made up of universal consciousness, egocentric consciousness, societal consciousness, along with education, values, virtues, judgment and wisdom.

The mind of an adult begins in the imagination of a child.

The mind is the treasury for knowledge, but the heart is the treasury for love and kindness.

The mind is more comfortable in reckoning probabilities in terms of the relative frequency of remembered or imagined events. That can make recent and memorable events - a plane crash, a shark attack, an anthrax infection - loom larger on one's worry list than more frequent and boring events, such as the car crashes and ladder falls that get printed beneath the fold on page B14. And it can lead risk experts to speak one language and ordinary people to hear another. In hearings for a proposed nuclear waste site, an expert might present a fault tree that lays out the conceivable sequences of events by which radioactivity might escape. For example, erosion, cracks in the bedrock, accidental drilling, or improper sealing might cause the release of radioactivity into groundwater. In turn, groundwater movement, volcanic activity, or an impact of a large meteorite might cause the release of radioactive wastes into the biosphere. Each train of events can be assigned a probability, and the aggregate probability of an accident from all the causes can be estimated. When people hear these analyses, however, the are not reassured but become more fearful than ever. They hadn't realized there are so many ways for something to go wrong! They mentally tabulate the number of disaster scenarios, rather than mentally aggregating the probabilities of the disaster scenarios.

The mind is the greatest sacred paradise.

The mistake that many policymakers make is to believe that in education the best way to face the future is by improving what they did in the past. There are three major processes in education: the curriculum, which is what the school system expects students to learn; pedagogy, the process by which the system helps students to do it; and assessment, the process of judging how well they are doing.

The moment men begin to care more for education than for religion they begin to care more for ambition than for education. It is no longer a world in which the souls of all are equal before heaven, but a world in which the mind of each is bent on achieving unequal advantage over the other. There begins to be a mere vanity in being educated whether it be self-educated or merely state-educated. Education ought to be a searchlight given to a man to explore everything, but very specially the things most distant from himself. Education tends to be a spotlight; which is centered entirely on himself. Some improvement may be made by turning equally vivid and perhaps vulgar spotlights upon a large number of other people as well. But the only final cure is to turn off the limelight and let him realize the stars.

The more I dare to play the game of life, the more the possibility to win.

The more I learn, the more doors of information and opportunity are open to me.

The moral purpose of every human life should be to attain happiness through service to humanity.

The more beautiful the vision, the more complicated the execution.

The more closely he has observed the tugboat, the more deeply he has been stirred by it, and the more eagerly and vividly he will strive to recreate it, in building, in drawing, in words.

The more thou search, the more thou shall marvel; for the world hast fast to pass away-

The more I learn, the less I know: the less I know, the less I understand: the less I understand, the less I can relate; I know you're crazy.

The more the people understand, the more watchful they become, and the more they come to realize that finally everything depends on them and their salvation lies in their own cohesion, in the true understanding of their interests, and in knowing who their enemies are. The people come to understand that wealth is not the fruit of labor but the result of organized, protected robbery.

The more we give of ourself, the more we find ourself.

The more I read, the more I was led to abhor and detest my enslavers. I could regard them in no other light than a band of successful robbers, who had left their homes, and gone to Africa, and stolen us from our homes, and in a strange land reduced us to slavery. I loathed them as being the meanest as well as the most wicked of men. As I read and contemplated the subject, behold! that very discontentment which Master Hugh had predicted would follow my learning to read had already come, to torment and sting my soul to unutterable anguish. As I writhed under it, I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy. it opened my eyes to the horrible pit, but to no ladder upon which to get out. in moments of agony, I envied my fellow-slaves for their stupidity. I have often wished myself a beast. I preferred the condition of the meanest reptile to my own. Any thing, no matter what, to get rid of thinking! It was this everlasting thinking of my condition that tormented me. There was no getting rid of it. It was pressed upon me by every object within sight or hearing, animate or inanimate. The silver trump of freedom had roused my soul to eternal wakefulness. Freedom now appeared, to disappear no more forever. It was heard in every sound and seen in every thing. It was ever present to torment me with a sense of my wretched condition. I saw nothing without seeing it, I heard nothing without hearing it, and felt nothing without feeling it. It looked from every star, it smiled in every calm, breathed in every wind, and moved in every storm.

The more I teach, the more I realize that I know nothing.

The more you know, the less you talk. The less you talk, the more you know.

The more we read, the more we learn.

The more we read, the more we discover.

The more you learn, the more you will be able to see, feel, love, enjoy, and understand.

The more you read, the better you are informed.

The more you know the more you need to learn.

The more you know, the more you will be able to appreciate the beauty of life and your heart will desire to learn.

The more you learn, the more you know, you don’t know enough.

The most dangerous thing about an academic education is that it enables my tendency to over-intellectualize stuff, to get lost in abstract thinking instead of simply paying attention to what’s going on in front of me.

The most important advantage of writing is that it helps us confront ourselves when we do not understand something as well as we would like to believe.