Best 6551 quotes in «education quotes» category

I started thinking about that, and I used to think that the Talib would come, and he would just kill me. But then I said, ‘If he comes, what would you do Malala?’ then I would reply to myself, ‘Malala, just take a shoe and hit him.’ But then I said, ‘If you hit a Talib with your shoe, then there would be no difference between you and the Talib. You must not treat others with cruelty and that much harshly, you must fight others but through peace and through dialogue and through education.’ Then I said I will tell him how important education is and that ‘I even want education for your children as well.’ And I will tell him, ‘That’s what I want to tell you, now do what you want.

I spent half my childhood trying to be like my dad. True for most boys, I think. It turns with adolescence. The last thing I wanted was to be like my dad. It took becoming a man to realize how lucky I’d been. It took a few hard knocks in life to make me realize the only thing my dad had ever wanted or worked for was to give me a chance at being better than him.

Is there any smooth path to success? No. You must learn to travel on many rugged roads to find the straight path.

Is there an end to learning?

Is there a recipe for making beauty? The schools give recipes, but they do not beget works that make people exclaim: " How beautiful that is!

I stood with my mom in the cemetery. She felt terrible pain. My grandmother is with God. My mom has to continue living. It’s not so easy, moving forward.

I suppose it was a dream that lasted really about fifty years. By the time universal education had begun to work properly, say 1925, and the time the first teachers started to hold back information, say 1975. So a fifty-year dream." "I think what's happened is that because they themselves know less than their predecessors, innovators and leaders today have remade the world in their own image. Spellchecks. Search engines. They've remodeled the world so that ignorance is not really a disadvantage. And I should think that increasingly they'll carry on reshaping the world to accommodate a net loss of knowledge.

It began to strike me that the point of my education was a kind of discomfort, was the process that would not award me my own especial Dream but would break all the dreams, all the comforting myths of Africa, of America, and everywhere, and would leave me only with humanity in all its terribleness. And there was so much terrible out there, even among us. You must understand this.

[Taken from a BBC documentary] Tariq was born in Lahore, now in Pakistan, then part of British-ruled India, in 1943. A Catholic school education did nothing to shake his life-long atheism, which he shared with his communist parents.

It can be done. It will be done.

It could be said that a liberal education has the nature of a bequest, in that it looks upon the student as the potential heir of a cultural birthright, whereas a practical education has the nature of a commodity to be exchanged for position, status, wealth, etc., in the future. A liberal education rests on the assumption that nature and human nature do not change very much or very fast and that one therefore needs to understand the past. The practical educators assume that human society itself is the only significant context, that change is therefore fundamental, constant, and necessary, that the future will be wholly unlike the past, that the past is outmoded, irrelevant, and an encumbrance upon the future -- the present being only a time for dividing past from future, for getting ready. But these definitions, based on division and opposition, are too simple. It is easy, accepting the viewpoint of either side, to find fault with the other. But the wrong is on neither side; it is in their division... Without the balance of historic value, practical education gives us that most absurd of standards: "relevance," based upon the suppositional needs of a theoretical future. But liberal education, divorced from practicality, gives something no less absurd: the specialist professor of one or another of the liberal arts, the custodian of an inheritance he has learned much about, but nothing from.

It’d be easy to blame everything on 9/11 or the wars that came after. It’s really about the choices we made. By necessity we adapt to the realities of the world we live in, but if we forget that how we live shapes and influences the world around us, then we’ve already lost.

It constantly amazes me that defenders of the free market are expected to offer certainty and perfection while government has only to make promises and express good intentions. Many times, for instance, I’ve heard people say, "A free market in education is a bad idea because some child somewhere might fall through the cracks," even though in today’s government school, millions of children are falling through the cracks every day.

It doesn't matter what we cover, it matters what you discover

It doesn`t hurt to get more education.

It doesn't matter the materials but what you do and how you interact. Relationships are the most important in the art of teaching. A school can have the most beautiful "stuff" but it's the care and commitment of a teacher. What matters most is a true teacher with the real stuff inside and helping others discover that real stuff inside themselves.

I teach not by feeding the mind with data but by kindling the mind.

It feels great to read but greater to write.

It felt like we were reliving the first day of the school year, when students and teachers do the get-to-know-you dance—teachers tell students something about who they are, students pretend to care, and then vice-versa.

It goes without saying that mastering a skill engenders a sense of satisfaction, but the feeling is ephemeral and dissipates once on the plateau of competency; because this kind of satisfaction is directed toward yourself, whereas the investment of learning about the world is repaid in love—a love of the world, a joy of living, which is permanent and will last till the grave.

It has always seemed strange to me that in our endless discussions about education so little stress is laid on the pleasure of becoming an educated person, the enormous interest it adds to life. To be able to be caught up into the world of thought—that is to be educated." [Saturday Evening Post, September 27, 1958]

I think I may say, that of all the men we meet with, nine parts of ten are what they are, good or evil, useful or not, by their education

I think deeply about things and want others to do likewise. I work for ideas and learn from people. I don’t like excluding people. I’m a perfectionist, but I won’t let that get in the way of publication. Except for education and entertainment, I’m not going to waste my time on things that won’t have an impact. I try to be friends with everyone, but I hate it when you don’t take me seriously. I don’t hold grudges, it’s not productive, but I learn from my experience. I want to make the world a better place.

I think it's hard to learn democracy when we make children prisoners until they're nineteen years old.

I think modern education over-emphasizes the intellect. I suppose that comes from the scientific trend of the times. You cannot obtain a useful citizen if you only develop his intellect. We take children from their parents because these cannot give them an intellectual training. So far, good. But we fail to give them that training in character which parents alone can give. Home influence, as Grace Aguilar conceived it " where has it gone? It strikes me that this is a grave danger for the future. We are rearing up a brood of crafty egoists, a generation whose earliest recollections are those of getting something for nothing from the State. I am inclined to trace our present social unrest to this over-valuation of the intellect. It hardens the heart and blights all generous impulses. What is going to replace the home, Mr. Keith?

I think that we have to create in ourselves, through critical analysis of our practice, some qualities, some virtues as educators. One of them, for example, is the quality of becoming more and more open to feel the feelings of others, to become so sensitive that we can guess what the group or one person is thinking at that moment.

I think the difficulty lies in the immeasurable vanity of the human adult, particularly the pedagogical adult,… which does not permit him to recognize as good any tendency in children to fly in the face of his conceptions of a correct human being; to recognize that may be here is something highly desirable, to be encourage, rather than destroyed as pernicious…. [Y]our teacher has usually well-defined conceptions of what men and women have to be. And if a boy is too lively, too noisy, too restless, too curious, to suit the concept, he must be trimmed and subdued.

I thought, Dad. Could I go to Vietnam for you? Dad, I could do it. I could do it for you. I could go to the places you fought. I could find the bits and pieces of your heart and soul left behind. If I bring them back, would it heal your pain? Dad, you gave me life. You made possible every good thing in my life. Why do you insist on fighting your nightmares and memories and monsters alone? You don’t have to do it alone, Dad. I could help you fight. Dad, you know what? I’ll be back before you find out so you don’t have to be afraid. I’m going to Vietnam.

It is a common error to assume that the lack of a formal education means that shoemakers, weavers, peasants or indigenous peoples cannot be intellectuals. We may even find it difficult to believe that they could acquire a significant book collection, let alone be interested in or engage in philosophy or pass on proper knowledge, not just ‘culture’ or ‘traditions,’ to others. Such a misunderstanding excludes many people from history because it assumes they can have no impact on history, or even be affected by it. Story of a Death Foretold: The Coup Against Salvador Allende, September 11, 1973

It is a good luck to get a good education. And what is good education? It is to obtain an independent mind which is capable of doubting the system it lives within and capable of revolting against it if the system is bad and which is able to refuse taking orders from other minds in any matter whatsoever!

It is a great satisfaction for many professors if their mentees choose to remain at the university

It is an inside joke of history that all its most exciting adventures inevitably end their careers as homework. Beheadings, rebellions, thousand-year wars, incest on the royal throne, electricity, art, opera, dogs in outer space.

It is amazing how dispiriting it can be to enter a learning environment and to be made immediately to suppress your own exploratory inclinations. So many learning environments in the world are still like this. Don’t question what you are taught! Just listen and get good marks on the test! It conditions us to be slaves. The minute we abandon our inquisitive nature, we cede our consciences to the whims of tyrants. We are capable of better. We owe it to ourselves and each other to create better opportunities that enhance human potential. Education is the externality that allows for this, but our methods of education must promote self-guidance and self-reliance.

It is a rule of life that we can and must learn from everyone. There are serious matters in life to be learned from charlatans and bandits, there are philosophies to be gleaned from fools, real lessons of fortitude that come to us by chance and from those who depend on chance. Everything contains everything else.

It is a shame that the very people who used education to clamber out of the disadvantages they had grown up in, have drawn up the ladder after them.

It is better to be creative than curious.

It is better to be informed than to be ignorant.

It is better to be kind than to seek much knowledge.

It is better to pick up a book than to pick up ignorance.

It is easier to reap from a little wisdom than to reap from a lot of knowledge.

It is easier to reap from a little wisdom than from a lot of knowledge.

It is education that grows flowers in innocent minds to reveal beauty.

It is equally important to learn from experience and from books.

It is far easier to move mountain than to move science by this one degree. We have the power to move mountain, if we have faith that the mountain can be moved. It is now that our faith is tested. The future of humankind hangs in the balance.

It is hard not to feel that there must be something very wrong with much of what we do in school, if we feel the need to worry so much about what many people call 'motivation'. A child has no stronger desire than to make sense of the world, to move freely in it, to do the things that he sees bigger people doing.

It is my toughest time but the greatest.

It is more important to me that my students come out of my class believing 'This story is interesting and I might want to know more about it', than to fill them up with information. If I can remind them or convince them that history is interesting then I feel I have succeeded, because unlike chemistry or physics, history is a subject that anyone can teach themselves, if they are interested."[

I think that even someone who got into an institution through affirmative action could prove they were qualified by what they accomplished there. Page 188

I thought i had been educated well enough until i left college.

It hurt to think that a boy would not have him at his value of himself.