Best 6551 quotes in «education quotes» category

By offering the educated a semblance of freedom he made the denial of real freedom even more painful and humiliating. The intelligentsia sought to avenge their betrayed hopes; the Tsar strove to tame their restive spirit; and, so, semi-liberal reforms gave way to repression and repression bred rebellion.

By studying, understanding and do the wills of the book, you renounce your mortal life.

By the Middle Ages… the introduction of the Trivium was well-known: SÂDI, an educated black from Tombouctou, author of the well-known work entitled, ‘Tarikh es-Soudan’ cites amongst the subjects that he mastered, logic, dialection, grammar, rhetoric, not to mention law and other disciplines...the long lists of subjects studied and the lettered African intellectuals who taught them at the University of Tombouctou…

Caius was one of those who gloried in his ignorance, called his lack of letters purity, scorned any subtlety of thought or expression. A man for his time, indeed.

By the time you have a platform for saying what you want, you’ve already become part of the system. It’s how it works.

CCSD constantly recruits out-of-state teachers because the district doesn’t deliver on salary promises, which contributes to abysmal retention rates.

Celebrate every small achievement and gain strength for grandeur things.

Celebrate every success but don't forget to enjoy those scars of failures.

Catholic education and law schools provide me with a lot of miserable people as psychotherapy clients. I should be grateful. These people are looking for rescue from their education.

(Cedric Price produced the Potteries Thinkbelt) ...project which questioned most of the cherished establishment premises of university education and substituted in their place their complete inversion.

C'è poco da aggiungere, se non un fatto semplice: ciascuno, disegnando la trama dei propri pensieri, delle scelte, delle azioni e delle interazioni con gli altri, traccia anche un minuscolo o grande tratto della trama mutevole che lo unisce come individuo a tutto il resto. E, poco o tanto, la modifica, rendendola più luminosa o più opaca. In questa logica, forse è venuto il momento in cui ogni persona che ha a cuore il futuro del paese e il proprio promuova e difenda, senza sussiego e con semplicità, energia e passione (questo è fondamentale), in ogni contesto e occasione, con ogni strumento, senza stancarsi mai, il valore dell'apprendimento, dell'educazione e della scuola.

Cependant, pour les pays les plus avancés, les mesures suivantes pourront assez généralement être applicables : 1 ̊Expropriation de la propriété foncière et confiscation de la rente foncière au profit de l’Etat. 2 ̊Impôt fortement progressif. 3 ̊Abolition de l’héritage. 4 ̊Confiscation de la propriété de tous les émigrants et de tous les rebelles. 5 ̊Centralisation du crédit dans les mains de l’Etat au moyen d’une banque nationale, avec capital de l’Etat, et avec le monopole exclusif. 6 ̊Centralisation dans les mains de l’Etat de tous les moyens de transport. 7 ̊Augmentation des manufactures nationales et des instruments de production, défrichement des terrains incultes et amélioration des terres cultivées d’après un système général. 8 ̊Travail obligatoire pour tous, organisation d’armées industrielles, particulièrement pour l’agriculture. 9 ̊Combinaison du travail agricole et industriel, ; mesures tendant à faire disparaître la distinction entre ville et campagne. 10 ̊Education publique et gratuite de tous les enfants, abolition du travail des enfants dans les fabriques tel qu’il est pratiqué aujourd’hui. Combinaison de l’éducation avec la production matérielle, etc., etc.

Challenges are part of life. Overcoming them makes you a stronger person.

Change flows organically from the students themselves.

Change is a contact sport.

Change your perception and be happy where you are, how you are, with whom you are.

Character is the main object of education.

Character- building education is what the world needs – education, that will empower the mind with such an unimaginable strength that one would meet death face to face and say “some other time, pal!

Chase your dream with all your strength.

Child labor — a social ill that continues to plague Indian society

Childhood’s work is learning, and it is in his play...that the child works at his job.

Children are our future. We teach them today; what will they do tomorrow?

Children get dealt grossly unequal hands, but that is all the more reason to treat them equally in school, Chris thought. "I think the cruelest form of prejudice is... if I ever said, 'Clarence is poor, so I'll expect less of him than Alice.' Maybe he won't do what Alice does. But I want his best." She knew that precept wasn't as simple as it sounded. Treating children equally often means treating them very differently. But it also means bringing the same moral force to bear on all of them, saying, in effect, to Clarence that you matter as much as Alice and won't get away with not working, and to Alice that you won't be allowed to stay where you are either.

Children learn eagerly and well when they have need of the knowledge.

Childhood years are vital to our total existence. Overloading the child with too much memory oriented learning and formal writing can cripple a child’s sense of wonder. There should be creativity, a ‘Free Progress’ – each child developing and flowering in an absolutely spontaneous, inwardly centered and self directed process. A school makes a break through if it creates a learning environment but it is a parent to make an active choice for kids and to nurture their talents. It is in their hands to recognize their potentialities and offer them an Alternative Education, a commitment, hard work, responsibility, learning the basic skills of reading and writing at own pace with creativity and open minds in open surroundings in tune to environment, blooming naturally!

Children are no longer being parented, but are raised. Thats why they don't have morals, ethics,humanity and manners, because their parents neglected them. We now live in a society that doesnt care about right or wrong.

Children, even when very young, have the capacity for inventive thought and decisive action. They have worthwhile ideas. They make perceptive connections. They’re individuals from the start: a unique bundle of interests, talents, and preferences. They have something to contribute. They want to be a part of things. It’s up to us to give them the opportunity to express their creativity, explore widely, and connect with their own meaningful work.

Children are happy because they have the power of finding happiness in the simplest things.

Children are not only extremely good at learning; they are much better at it than we are.

Children learn from anything and everything they see. They learn wherever they are, not just in special learning places.

Children usually have a natural curiosity about the world and everything in it until they get to school and somebody throws them against the locker because they get A's and act intelligent. After that, some kids try to dumb it down and adapt.

Children deprived of words become school dropouts; dropouts deprived of hope behave delinquently. Amateur censors blame delinquency on reading immoral books and magazines, when in fact, the inability to read anything is the basic trouble.

Children respect teachers today not for their knowledge but for the marks they give. Teachers respect children today not for the intelligence they have but for the threat they pose. That is the state of education today!

Choices! Choices!! Choices!!! I have chosen love over hate. I have chosen faith over fears. I have chosen courage over cowardice. I have chosen strength over weakness. I have chosen positive thinking over negative thoughts.

Choose a leader who will invest in building bridges, not walls. Books, not weapons. Morality, not corruption. Intellectualism and wisdom, not ignorance.

Christian missions to India imply that India is a land of heathens, and, therefore, stands on the same level with the Andaman or the Fiji Islands. That a country which has been recognised in all ages the world over as the mother of all religions and the cradle of civilisation should be considered as pagan, shows how much ignorance prevails in Christendom. Since the Parliament of Religions, I have been studying Christian institutions, and I have also studied the way in which the Christian ministers and the missionaries are manufactured in this country, and have learned to pity them. We must not blame them too severely, because their education is too narrow to make them broad-minded. I grant that they are good-hearted, that they are good husbands and often fathers of large families, but generally they are very ignorant, especially of the history of civilisation and of the philosophy of religion of India. Most of them do not even know the history of ancient India. We know that in this age of competition, centralisation, and monopoly, very many people are forced out of business. The English say, 'The fool of the family goes into the Church'; so that when a youth is unable to make a living, he takes to missionary work, goes to India, and helps to introduce among the Hindus the doctrines of his church, which have long since been exploded by science.

Christian preachers [...] were intransigent. They, they said, were answerable to a higher power than the mere law of the land. Their eye was upon heaven. As they reminded their flocks, it was not the law of some imperial bureaucrat that mattered. It was the law of God. Anything that saved a soul – even if it did so at the expense of law, order or even the body that that soul inhabited – was an acceptable act. To attack the houses, bodies and temples of those afflicted by the ‘pagan error’ was not to harm these sinners but to help them. This was not brutality. This was kindness, education, reformation.

Christians we cannot be allowed to be fractured at a time like this. There are more of us, there are more of light in us than in the agents of darkness.

Christ is the Lesson as well as the Teacher.

Civilization as well as education takes a downward spiral when it ceases to ask "What is truth?" and concerns itself primarily with what is measurable.

Classical education was only half the old system of European education--below it and above it there was the religious education that was common to the whole people, and the higher theological education that was peculiar to the clergy, who provided the majority of the teachers in both the other departments of education. Now the lowest level of this structure, which has been least studied and least regarded, was the most important of them all. It is true that it differed considerably in different parts of Europe, but for the religious rather than material reasons. In Protestant Europe it was founded on the Bible and the catechism, whereas in Catholic Europe it was based on the liturgy and on religious art and drama and mime, which made the Church the school of the people. But in either case it provided a system of common beliefs and moral standards, as well as the archetypal patterns of world history and sacred story which formed the background of their spiritual world.

Civilization is not inherited; it has to be learned and earned by each generation anew…

Cinema is the ultimate pervert art. It doesn't give you what you desire - it tells you how to desire.

Clear visions and positive goals, leads to positive actions and purposeful life.

Cliché: "The MBA changed my life." What it really means: "A fantastic career, a great social life and a healthy bank balance...three of the things I had before I started the program.

College was at the heart of his sentimental imagination.

Cleave to the common good. We are all responsible for bringing about the time of great suffering, for its continuing.

Clearly, our immigration policies should be reexamined. A convincing case can be made on environmental grounds alone that a nation of 300,000,000 needs no more people, especially since it would enjoy natural growth if the borders were closed tomorrow. How can we possibly claim to be fighting environmental degradation or hope for energy independence when we import a million or more people every year? How can we claim to be fighting poverty, crime, school failure, or disease when we import people who are more likely than natives to be poor, criminals, school failures, and to suffer from strange diseases? Immigration is even harder to justify when many newcomers speak no English, maintain foreign loyalties, or practice disconcerting religions. It is profoundly unwise to add yet more disparate elements to a population already divided by diversity. [D]emographers and economists are making dire projections based on the lower likelihood of blacks and Hispanics to become productive workers. These people go on to insist that the solution is to improve education for blacks and Hispanics, but the United States has already made enormous efforts to that end. There is no reason to think some kind of breakthrough is imminent. Clearly, the solution to the problems posed by an increasing Hispanic population is to stop Hispanic immigration. However, [...], our policy-makers are too afraid of accusations of racism to draw such an obvious conclusion. Americans must open their eyes to the fact that a changing population could change everything in America. The United States could come to resemble the developing world rather than Europe—in some places it already does. One recent book on immigration to Europe sounded a similar alarm when the author asked: “Can you have the same Europe with different people?” His answer was a forthright “no.” It should be clear from the changes that have already taken place in the United States that we cannot have the same America with different people, either. Different populations build different societies. The principles of European and European-derived societies—freedom of speech, the rule of law, respect for women, representative government, low levels of corruption—do not easily take root elsewhere. They were born out of centuries of struggle, false starts, and setbacks, and cannot be taken for granted. A poorer, more desperate America, one riven with racial rivalries, one increasingly populated by people who come from non-Western traditions could turn its back on those principles. Many people assert that all people can understand and assimilate Western thinking—and yet cultures are very different. Can you, the reader, imagine emigrating to Cambodia or Saudi Arabia or Tanzania and assimilating perfectly? Probably not; yet everyone in the world is thought to be a potential American. Even if there is only a small chance that non-Western immigrants will establish alien and unsettling practices, why take this risk? Immigration to the United States, like immigration to any nation, is a favor granted by citizens to foreigners. It is not a right. Immigration advocates often point to the objections Anglo-Americans made to turn-of-the-century immigrants from Italy, Ireland, Hungary, and other “non-Nordic” countries. They point out that these immigrants assimilated, and insist that Mexicans and Haitians will do the same. Those advocates overlook the fundamental importance of race. They forget that the United States already had two ill assimilated racial groups long before the arrival of European ethnics—blacks and American Indians—and that those groups are still uncomfortably distinct elements in American society. Different European groups assimilated across ethnic lines after a few generations because they were of the same race. There are many societal fault lines in “diverse” societies—language, religion, ethnicity—but the fault line of race is deepest.

...collective memory is unevenly distributed: some people have a rich and deep resource, for others it is minimal. A matter of education, and also of inclination. But however minimal, however threadbare, it is ballast of a kind. We all need that seven-eighths of the iceberg, the ballast of the past, a general past, the place from which we came. That is why history should be taught in school, to all children, as much of it as possible. If you have no sense of the past, no access to the historical narrative, you are afloat, untethered; you cannot see yourself as a part of the narrative, you cannot place yourself within a context. You will not have an understanding of time, and a respect for memory and its subtle victory over the remorselessness of time.

College mostly makes people like bladders— just good for nothing but t’ hold the stuff as is poured into ‘em.