Best 6551 quotes in «education quotes» category

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.

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.

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

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

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.

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, 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 course, IQ is not the same as being educated. IQ measures the ability to learn, comprehend, and problem solve. Education is the process of acquiring knowledge. These are two separate things, although not entirely unrelated. For example, a person with a superior IQ learns at a faster pace, thus can acquire knowledge faster. However, a person with a superior education can easily outsmart someone with a genius IQ who’s lacking knowledge.

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)

Often religious education teaches us to conform and creates a psychological prison which is difficult to escape.

Offence is an event, offended is a decision. Offence and offended we have to live through it but to stay offended? To live in that place denies the very nature of the salvation that you claimed to have received.

Often we read to strengthen our beliefs but not to think.

Of what use is my going to church every day and still come home and remain the same? Of what use is my attending the mosques and the next day I enter the mall with knives and start slaughtering people in the name of religion. God is a God of variety. He was not stupid creating all of us different with our uniqueness. His creating us different shows the level of His creativity. He didn't make you white to hate black or vice versa. He made it so that we can cherish and love each other irrespective of our differences just as He loved us with all our flaws and our short comings. Can we forgive those who have offended us? Yes and some will say no but never forget that you are not worthy but God still forgives you even till the last hour of your life. If God can love us against all our atrocities why can't we learn to love one another. Take a look around you, you can only see sad faces. Was that really God's intention for us on earth? Absolutely not. But we have remoulded God's creativity to suit our taste and lifestyles and now we are reaping the fruit of our labour. You should not expect to reap love when you sowed the seed of hatred. What a man sows that he reaps. We sowed on weapons of war and we are yielding war in return. We have sowed on weapons of destruction so why are we asking for peace. If you ask me....I will say let's go back to our source. He has never lost any battle. I am a living witness.

Oh love! Is there anything more abundant and more powerful than you?

Oh, God, You have given me a vacant soul, an untaught conscience, a life of clay. Put Your big hands around mine and guide my hands as a teacher guides the childish fingers that hold their first crayon, so that everytime I make a mark on this life, it will be Your mark. When my hands mold this clay, may the impressions be, in reality, made by the movement of Your hands and directed by Your perfect thoughts.

Oh, it must be wonderful to be educated. What does it feel like?' 'It's like having an operation,' said Treece. 'You don't know you've had it until long after it's over.

Oh my eye Betty Martin! Aren't I glad it isn't me that's going to school! It looks just like a prison.

On a certain level, homeschooling is all about socialization. Whatever the teaching methods used in school or homeschool, it is ultimately the social environment itself that distinguishes homeschooling from conventional school. This social environment includes the nature and quantity of peer interaction; parental proximity; solitude; relationships with adults, siblings, older children, younger children, and the larger community; the ways in which the children are disciplined and by whom; and even the student-teacher ratio and the overall environment where the children spend their time.

Older people make this mistake all the time with younger people, treating them as a finished product when in fact they are in process.

O Lord that bear rule, who may know these things, but he that had not his dwelling with men?

Once, during my Catholic days, I was complaining with a Catholic friend about how terrible the teaching was in parish life. A priest listening to us said that everything we griped about was true, but we didn't have to resign ourselves and our children to this fate. 'You could go online to Amazon.com tonight and have sent to you within a week a theological library that Aquinas would have envied,' he said. 'My parents raised me in the seventies, which was the beginning of the catechesis nightmare. They knew that if they were going to raise Catholic kids, they would have to do a lot of it themselves, and they did. So do you.

Once everyone can enrich their souls for free, government subsidies for enrichment forfeit their rationale. To object, 'But most people don't use the Internet for spiritual enrichment' is actually a damaging admission that eager students are few and far between. Subsidized education's real aim isn't to make ideas and culture accessible to anyone who's interested, but to make them mandatory for everyone who *isn't* interested . . . The rise of the Internet has two unsettling lessons . . . First: the humanist case for education subsidies is flimsy today because the Internet makes enlightenment practically free. Second: the humanist case for education subsidies was flimsy all along because the Internet proves low consumption of ideas and culture stems from apathy, not poverty or inconvenience. Behold: when the price of enlightenment drops to zero, remains embarrassingly scarce.