Best 6551 quotes in «education quotes» category

This question of grades being coercive, and of politics being inherent in teaching, applies not only to writing, but to all fields. Mathematics, science, economics, history, religion, are all just as deeply and necessarily political. To believe they’re not—to believe, for example, that science (or mathematics, economics, history, religion, and so forth: choose your poison) describes the world as it is, rather than acting as a filter that removes all information that does not fit the model and colors the information that remains—is in itself to take a position, one that is all the more powerful and dangerous because it is invisible to the one who holds it.

This strange new test called PISA, which stood for the Program for International Student Assessment. Instead of a typical test question, which might ask which combination of coins you needed to buy something, PISA asked you to design your own coins, right there in the test booklet.

This teaching job did not pay a lot of money, because, let's face it, nobody gives a flying fuck about education, but it was a temporary position.

This was an Introduction to Literature course, but she cared less about literature than she did about points. It wasn’t the topic of the course that mattered to her; what mattered was the currency.

This was not the last time I was to spoil my own fun by asking questions.

This world belongs to our future generations, so we have to take utmost care of it.

Thomas Kuhn’s book The Structure of Scientific Revolutions has probably been more widely read—and more widely misinterpreted—than any other book in the recent philosophy of science. The broad circulation of his views has generated a popular caricature of Kuhn’s position. According to this popular caricature, scientists working in a field belong to a club. All club members are required to agree on main points of doctrine. Indeed, the price of admission is several years of graduate education, during which the chief dogmas are inculcated. The views of outsiders are ignored. Now I want to emphasize that this is a hopeless caricature, both of the practice of scientists and of Kuhn’s analysis of the practice. Nevertheless, the caricature has become commonly accepted as a faithful representation, thereby lending support to the Creationists’ claims that their views are arrogantly disregarded.

Thomas Jefferson once said that all men are created equal (...). There is a tendency (...) for certain people to use this phrase out of context, to satisfy all conditions. The most ridiculous example I can think of is that the people who run public education promote the stupid and idle along with the industrious-because all men are created equal, educators will gravely tell you, the children left behind suffer terrible feelings of inferiority. We know all men are not created equal in the sense some people would have us believe-some people are smarter than others, some people have more opportunity because they're born with it, some men make more money than others, some ladies make better cakes than others-some people are born gifted beyond the normal scope of most men.

Those born in the poorest quarter of American society have an 8% chance of earning a college degree. Those born in the wealthiest quarter of American society have a 75% chance of earning a college degree.

Those of little understanding say the world will soon end. It is the current age that is coming to an end. The end of this age is the beginning of the next.

Those who are fortunate to be educated, must light the flame of fire.

Those who dare try are heroic souls.

Those who do not continuously seek knowledge are content to settle for mediocrity.

Those who looked with revulsion at the oppressive might of her arms, were obliged to marvel at the egalitarian nature of her social programmes.

Those who know the least want to be heard the most.

Those who have assets must withdraw them from the markets of loans. Do not accept notes of loan on speculation. The time will soon come when you will gain no profits from the market of loans, and your wealth will be taken by the very few.

Those who seek greater justice in our world need to work toward a deeper understanding of oppressions. Activists need to develop the kind of understanding that will lead to a lifestyle—a way of being—that works against all oppressions. . . . This requires us to be open to change as a response to what other social justice activists say—especially those advocating against parallel interlocking oppressions. We cannot end just one form of oppression, so we need to be on board with other activists. If we are not, we doom social justice activists to perpetually pulling up the innumerable shoots that spring from the very deep roots of oppression. Furthermore, inability to see one’s own privilege and ignorance of the struggles that others face (in a homophobic, racist, ageist, ableist, sexist society) are major impediments to social justice activism. Those who are privileged must get out of the way so that others can take the lead, bringing new social justice concerns and methods to the activist’s table.

Those who study a wide variety of things realize that they don't know everything whereas specialists think they do.

Thou art sore troubled in mind for the people in the world’s sake: loves thou that people better than he that made them?

Though, even if there were no such great advantage to be reaped from it, and if it were only pleasure that is sought from these studies, still I imagine you would consider it a most reasonable and liberal employment of the mind: for other occupations are not suited to every time, nor to every age or place; but these studies are the food of youth, the delight of old age; the ornament of prosperity, the refuge and comfort of adversity; a delight at home, and no hindrance abroad; they are companions by night, and in travel, and in the country.

Though his public teaching lasted only three years, it has been scrutinized by scholars in every science—among them theology, philosophy, psychology, and sociology to name a few. Jesus’ influence has founded universities like Oxford, Cambridge, Yale, Princeton, and Harvard. Now spanning the entire globe, Jesus’ followers have been inspired throughout the centuries to set up educational institutions to teach what he taught.

Though I have lived most of my life with educationalists, I have little interest in educa¬ tion. I dislike schools, both for boys and girls. A child between the ages of eight and eighteen, the normal school years, is too young to form a collective opinion, children only set up foolish savage taboos. I dislike also all plans for “developing a child’s mind ”, and all conscious forms of personal influence of the younger by the elder. Let children early speak at least three foreign languages, let them browse freely in a good library, see all they can of the first-rate in nature, art, and literature—above all, give them a chance of knowing what science and scientific method means, and then leave them to sink or swim. Above all things, do not cultivate in them a taste for literature.

Though dead is promised to me, when will I slumber, deep? Is there not an appointed time to man upon earth? Are not his days also like the days of an hireling? As a servant earnestly desires the shadow, and as an hireling looks for the reward of his work: So am I made to possess months of vanity, and wearisome nights are appointed to me.

Thoughtful minds make but little use of the phrase: the fortunate and the unfortunate. In this world, evidently the vestibule of another, there are no fortunate. The real human division is this: the luminous and the shady. To diminish the number of the shady, to augment the number of the luminous — that is the object. That is why we cry: Education! science! To teach reading, means to light the fire; every syllable spelled out sparkles. However, he who says light does not, necessarily, say joy. People suffer in the light; excess burns. The flame is the enemy of the wing. To burn without ceasing to fly — therein lies the marvel of genius. When you shall have learned to know, and to love, you will still suffer. The day is born in tears. The luminous weep, if only over those in darkness

Thou hast given a right judgment, but why judge thou not thyself also?

Though these young men unhappily fail to understand that the sacrifice of life is, in many cases, the easiest of all sacrifices, and that to sacrifice, for instance, five or six years of their seething youth to hard and tedious study, if only to multiply tenfold their power of serving the truth and the cause they have set before them as their goal, such a sacrifice is utterly beyond the strength of many of them.

Thousands of persons, many of whom never darkened the door of a college, have learned to read books that most of our college graduates fear to tackle. teachers who understand this fact can help a student read the books that educated the Founding Fathers but not by explaining in lectures what the author would have said if he had been as bright as the lecturer.

Three great actions; explore, experiment and experience.

Three powerful d’s of life; Dream. Desire. Dare.

Three things will make you happy: always have happy thoughts, be honest to yourself, and express unconditional love for everything.

Throughout the ages, the wisdom has been taught. Now the language has changed, and truth is given in the language of science.

Through most of human history, our ancestors had children shortly after puberty, just as the members of all nonhuman species do to this day. Whether we like the idea or not, our young ancestors must have been capable of providing for their offspring, defending their families from predators, cooperating with others, and in most other respects functioning fully as adults. If they couldn't function as adults, their young could not have survived, which would have meant the swift demise of the human race. The fact that we're still here suggests that most young people are probably far more capable than we think they are. Somewhere along the line, we lost sight of – and buried – the potential of our teens.

Through my questions, you will learn to teach yourselves.

Thus the struggle between rule and spirit repeats itself year after year from school to school. The authorities go to infinite pains to nip the few profound or more valuable intellects in the bud. And time and again the ones who are detested by their teachers are frequently punished, the runaways and those expelled, are the ones who afterwards add to society's treasure. But some - and who knows how many? - waste away quiet obstinacy and finally go under.

Thus the continuation of the master tutor and willing servant students, the privileging of the visual, the inculcation of absurd modes of behaviour (sleep deprivation, aggressive defensiveness, internal competition), the raising of individuals on to pedestals, all these and more self-perpetuate in schools of architecture around the world, a strange form of interbreeding with tutors passing the architectural gene to students who in turn become tutors who perform the same rituals.

Thus, for those of us who make only a brief study of chemistry, the benefits to be expected are of an indirect nature. Increased capacity for enjoyment, a livelier interest in the world in which we live, a more intelligent attitude toward the great questions of the day--these are the by-products of a well-balanced education, including chemistry in its proper relation to other studies.

Thy heart had gone too far in this world, and think thou to comprehend the way of the most High?

Thus did I receive, through the singing of these various hymns and the moral education that accompanied them, not only a religious, but a political schooling of sorts. For though the intertwining of morality and politics does not necessarily make for a clear understanding of the cynicism that governs world affairs., it does engender impatience with and a rejection of this cynicism, and a real belief in a more perfect, less unjust world. And though I regret not having been taught more about the real world, I have never regretted being taught this kind of morality first.

Time change - Moments don't.

To attain knowledge, learn continuously. To become wise, observe continuously.

Timeless wisdom brings timeless blessings.

Toată lumea se așteaptă ca educația să fie un drept fundamental și nu pun mare preț pe ea când o primesc!

To be a great warrior is not enough. Flesh and blood, however skilled, can be destroyed... you must be more than just a man in minds of your opponents.

To be a good student teach. To be a great master learn.

To be better equipped for the tests that the year will bring — read a textbook. To prepare for the tests that life will bring — read a book.

To be ignorant is to waste the talents you were born with. To be ignorant is to confine your life to a path no different than the generations before you

(...) to be human is to be with humans. Humans are not merely in the world, they are with it and with one another.

To be successful in life , Plan, Implement, Revise, Update, and Build on Change.

Time is irreplaceable asset.

[To admit that college isn't for everyone] may sound élitist. It may even sound philistine, since the purpose of a liberal-arts education is to produce well-rounded citizens rather than productive workers. But perhaps it is more foolishly élitist to think that going to school until age 22 is necessary to being well-rounded, or to tell millions of young adults that their futures depend on performing a task that only a minority of them can actually accomplish. It is absurd that people have to get college degrees to be considered for good jobs in hotel management or accounting — or journalism. It is inefficient, both because it wastes a lot of money and because it locks people who would have done good work out of some jobs. The tight connection between college degrees and economic success may be a nearly unquestioned part of our social order. Future generations may look back and shudder at the cruelty of it.