Best 6551 quotes in «education quotes» category

Make walks in the nights to benefit from the education of silence!

Making sure all our students get a great education, find a career that's fulfilling and rewarding, and have a chance to live out their dreams ... wouldn't just make us a more successful country - it would also make us a more fair and just one.

Man can seldom - very, very, seldom - fight a winning fight against his training; the odds are too heavy.

Man is a strange animal, he doesn't like to read the handwriting on the wall until his back is up against it.

Man is an Animal, formidable both from his Passions and his Reason; his Passions often urging him to great Evils, and his Reason furnishing Means to achieve them. To train this Animal, and make him amenable to Order; to inure him to a Sense of Justice and Virtue, to withhold him from ill Courses by Fear, and encourage him in his Duty by Hopes; in short, to fashion and model him for Society, hath been the Aim of civil and religious Institutions; and, in all Times, the Endeavour of good and wise Men. The aptest Method for attaining this End, hath been always judged a proper Education.

Mankind likes to think in terms of extreme opposites. It is given to formulating its beliefs in terms of Either/Ors, between which it recognizes no intermediate possibilities.

Man's knowledge of science has clearly outstripped his knowledge of man. Our only hope of making the atom servant rather than master lies in education, in a broad liberal education where each student within his capacity can free himself from trammels of dogmatic prejudice and apply his educational accoutrement to besetting social and human problems.

Man's most human characteristic is not his ability to learn, which he shares with many other species, but his ability to teach and store what others have developed and taught him.

Many college text-books, which were a weariness and stumbling-block when I studied, I have since read a little with pleasure and profit.

Many of the greatest creations of man have been inspired by the desire to make money...If Oxford undergraduates were paid for their work, I would have performed miracles of scholarship and become Regius Professor of Modern History.

Many things can wait. Children cannot. Today their bones are being formed, their blood is being made, their senses are being developed. To them we cannot say "tomorrow." Their name is today.

Many teachers are concerned about the amount of material they must cover in a course. One cynic suggested a formula: since, he said, students on the average remember only about 40% of what you tell them, the thing to do is to cram into each course 250% of what you hope will stick.

Mathematics is a world created by the mind of men, and mathematicians are people who devote their lives to what seems to me a wonderful kind of play!

Mathematics, even in its present and most abstract state, is not detached from life. It is just the ideal handling of the problems of life.

Mathematics should be fun.

Mathematical thinking is not the same as doing mathematics - at least not as mathematics is typically presented in our school system. School math typically focuses on learning procedures to solve highly stereotyped problems. Professional mathematicians think a certain way to solve real problems, problems that can arise from the everyday world, or from science, or from within mathematics itself. The key to success in school math is to learn to think inside-the-box. In contrast, a key feature of mathematical thinking is thinking outside-the-box - a valuable ability in today's world.

Mathematicians create by acts of insights and intuition. Logic then sanctions the conquests of intuition.

Mathematics has two faces: it is the rigorous science of Euclid, but it is also something else. Mathematics presented in the Euclidean way appears as a systematic, deductive science; but mathematics in the making appears as an experimental, inductive science. Both aspects are as old as the science of mathematics itself.

Mathematics - this may surprise or shock some - is never deductive in creation.

Math is the beautiful, rich, joyful, playful, surprising, frustrating, humbling and creative art that speaks to something transcendental. It is worthy of much exploration and examination because it is intrinsically beautiful, nothing more to say. Why play the violin? Because it is beautiful! Why engage in math? Because it too is beautiful!

Mathematics is a vast adventure; its history reflects some of the noblest thoughts of countless generations.

Maybe we could learn a little lesson, maybe this all shine a little light, cause there's no healthy way to mess with the line between wrong and right.

Meek young men grow up in colleges and believe it is their duty to accept the views which books have given, and grow up slaves.

Men do not believe in the power of education. We do not think we can speak to divine sentiments in man, and we do not try. We renounce all high aims.

Men are born ignorant, not stupid. They are made stupid by education.

Men are built, not born.... Give me the baby, and I'll make it climb and use its hands in constructing buildings of stone or wood.... I'll make it a thief, a gunman or a dope fiend. The possibilities of shaping in any direction are almost endless.

Men learn while they teach.

Men may be born free; they cannot be born wise; and it is the duty of the university to make the free wise.

Men and boys are learning all kinds of trades but how to make men of themselves. They learn to make houses; but they are not so well housed, they are not so contented in their houses, as the woodchucks in their holes.

Men, in teaching others, learn themselves.

Mentoring is all about people - it's about caring, about relationships and sensitivity. As it becomes increasingly in vogue it is becoming too formulated - concerned with performance metrics, critical success factors, investment and spending. It'll be a disaster.

Merely gathering knowledge may become the most useless work a man can do. What can you do to help and heal the world? That is the educational test.

Method means that arrangement of subject matter which makes it most effective in use. Never is method something outside of the material.

Modern education is premised strongly on materialistic values. It is vital that when educating our children's brains that we do not neglect to educate their hearts, a key element of which has to be the nurturing of our compassionate nature.

Minds that are stupid and incapable of science are in the order of nature to be regarded as monsters and other extraordinary phenomena; minds of this sort are rare. Hence I conclude that there are great resources to be found in children, which are suffered to vanish with their years. It is evident, therefore, that it is not of nature, but of our own negligence, we ought to complain.

[Milton] calls the university "A stony-hearted step-mother.

Modern education is like being taken to the world's greatest restaurant & being forced to eat the menu.

Moral education, as I understand it, is not about inculcating obedience to law or cultivating self-virtue, it is rather about finding within us an ever-increasing sense of the worth of creation. It is about how we can develop and deepen our intuitive sense of beauty and creativity.

Most of one's life is one prolonged effort to prevent oneself thinking.

More money is put into prisons than into schools. That, in itself, is the description of a nation bent on suicide. I mean, what is more precious to us than our own children? We are going to build a lot more prisons if we do not deal with the schools and their inequalities.

Most men of education are more superstitious than they admit - nay, than they think.

most people did not care to be taught what they did not already know; it made them feel ignorant.

More people have access to education today than ever before. But I cannot help but feel that the modern educational experience is not preparing us adequately to attend the rich banquet of life. Certainly the young people of today have mastered the use of technology and are capable of solving complex scientific and mathematical problems, but who and what do these serve if they cannot think for themselves? If they have no understanding of the meaning and purpose of their own lives? If they do not know who they are as individuals?

Most great learning happens in groups. Collaboration is the stuff of growth.

Most of the most important experiences that truly educate cannot be arranged ahead of time with any precision.

Most people...are put off science because maths is the gateway and they can't handle it. What we should be teaching is operational maths because, in general, the maths we need to carry out science is pretty straightforward.

Most people, I believe, think that you need a God to explain the existence of the world, and especially the existence of life. They are wrong, but our education system is such that many people don't know it.

Most people's historical perspective begins with the day of their birth.

Most remarks made by children consist of correct ideas very badly expressed. A good teacher will be very wary of saying 'No, that's wrong.' Rather, he will try to discover the correct idea behind the inadequate expression. This is one of the most important principles in the whole of the art of teaching.

Most subjects at universities are taught for no other purpose than that they may be re-taught when the students become teachers.