Best 6551 quotes in «education quotes» category

There is one thing only which a Muslim can profitably learn from the west, the exact sciences in their pure and applied form. Only natural sciences and mathematics should be taught in Muslim schools, while tuition of European philosophy, literature and history should lose the position of primacy which today it holds on the curriculum.

There is power in the word of God if used properly.

There is one right thing for the student to do, that is, to develop the habit of weighing worths, of sensing the relative values of the facts that he meets.

There is only one way to happiness and that is through service.

There is something treasonable about a child that does well. A market gardener I know, who is now about twenty, is a lonely person because he went to the grammar school and the village women say, ‘Didn’t get him far did it? All that schooling and he’s still on the land.’ Perhaps they know there is nothing like education for breaking up an ordinary country family.

There may be something going on in your life right now, that seems like a giant, so big that you think it's impossible to conquer. But, remember no matter how gigantic your problems may be, you have everything in you to overcome. You have the power to say to that mountain move, get out my way. Activate your faith, and watch it happen. The victory is yours!

The religion or pulpit of a nation is the most powerful source of value formation in any country. Followed by the family, the educational system and the media.

There must always be an opposition because the enemy always opposes what the Lord has declared.

There must be something that God knows about fear that we don't know. I am sure He knows that when you are in a state of fear, you can't fix anything. When we are in a state of fear we can't talk about anything reasonable and we can't solve anything. That is the problem because the media throws all lies on us to create fear and we fall for it....Number one Satan's strategy of getting some people trapped.

There’s an article about Chicago closing dozens of schools and I should probably read it because it seems important and relevant—but to be honest, the headline about the professor in Florida telling students to 'stomp on Jesus' has really got my attention.

There's a story behind every "I don't believe in love" "Period

There shall be confusion also in many places, and the fire shall be oft sent out again, and the wild beasts shall change their places, and menstruate women shall bring forth monsters:

There’s much sentiment and educational value to be found in our inherited traditions.

Theres no competition in DESTINY. Run your own RACE and wish others WELL!!!

There's nothing shocking about celebrities going topless, getting drunk, or falling over. Let me know when they read a book.

There's no such thing as neutral education. Education either functions as an instrument to bring about conformity or freedom.

There so much to learn from a single book.

There’s only one way America’s neighborhoods will begin to integrate: people have to want it more than vested public and corporate interests are opposed to it. And more people should want it. Mixed-race, mixed-income housing is a product we need to market. It’s the only real solution to segregated schools, for one. (140)

There was a new simplicity to what I did, a door that had opened before me to worlds I had not imagined. From where I sat, if you watched carefully you could marvel at it, like the impossible birth of a cottonseed or the slow rise of a wooden house: the steady construction of a man, built brick by brick from the shadow of a boy.

There's very little authentic study of the humanities remaining. My research assistant came to me two years ago saying she'd been in a seminar in which the teacher spent two hours saying that Walt Whitman was a racist. This isn't even good nonsense. It's insufferable.

There was a time we laughed at the old guys up on the hill. The ones who graduated a couple of years before us, and who would hang around the school and the ballpark still, and would sit on the hoods of their cars and tell us how when they were seniors they did it better, faster, and further. We laughed, because we were still doing it, and all they could do was talk. If our goals were not met, there was next year, but it never occurred to us that one day there would not be a next year, and that the guys sitting on the hoods of their cars at the top of the hill, wishing they could have one more year, willing to settle for one last game, could one day be us.

The richest people in the world build networks and invest in people; everyone else looks for work and invests in survival.

The “right time’ is now. Go onward and fulfill your dream.

The right to education should be protected, preserved and cultivated. The efforts to better the system are good. but they are not enough. We need to work together to change access and to also change how we are taught

…the rising movement of romanticism, with its characteristic idealism, one that tended toward a black-and-white view of the world based on those ideas, preferred for different reasons that women remain untinged by “masculine” traits of learning. Famous romantic writers such as Lord Byron, Samuel Taylor Coleridge, and William Hazlitt criticized the bluestockings. …and Hazlitt declared his 'utter aversion to Bluestockingism … I do not care a fig for any woman that knows even what an author means.' Because of the tremendous influence that romanticism gained over the cultural mind-set, the term bluestocking came to be a derogatory term applied to learned, pedantic women, particularly conservative ones. ... Furthermore, learned women did not fit in with the romantic notion of a damsel in distress waiting to be rescued by a knight in shining armor any more than they fit in with the antirevolutionary fear of progress.

The right kind of education consists in understanding the child as he is without imposing upon him an ideal of what we think he should be. To enclose him in the framework of an ideal is to encourage him to conform, which breeds fear and produces in him a constant conflict between what he is and what he should be; and all inward conflicts have their outward manifestations in society.

The rights paradigm, which, as I interpret it, morally requires the abolition of animal exploitation and requires veganism as a matter of fundamental justice, is radically different from the welfarist paradigm, which, in theory focuses on reducing suffering, and, in reality, focuses on tidying up animal exploitation at its economically inefficient edges. In science, those who subscribe to one paradigm are often unable to understand and engage those who subscribe to another paradigm precisely because the theoretical language that they use is not compatible. I think that the situation is similar in the context of the debate between animal rights and animal welfare. And that is why welfarists simply cannot understand or accept the slavery analogy.

The road to ignorance is ten thousand times wider than the path to knowledge.

The sacred-souls of authors are displayed in the beauty of their books.

The saddest thing in life is to remember the past moments, in which you are failed in a particular phase of life. So, for happiness focus on present and forget the past.

The secret of happiness is love and secret of love is nonjudgmental care.

These be they that have put off the mortal clothing, and put on the immortal, and have confessed the name of God: now are they crowned, and receive palms.

The secret of education lies in respecting the pupil.

These days, many well-meaning school districts bring together teachers, coaches, curriculum supervisors, and a cast of thousands to determine what skills your child needs to be successful. Once these "standards" have been established, pacing plans are then drawn up to make sure that each particular skill is taught at the same rate and in the same way to all children. This is, of course, absurd. It gets even worse when one considers the very real fact that nothing of value is learned permanently by a child in a day or two.

These forays into the real world sharpened his view that scientists needed the widest possible education. He used to say, “How can you design for people if you don’t know history and psychology? You can’t. Because your mathematical formulas may be perfect, but the people will screw it up. And if that happens, it means you screwed it up.” He peppered his lectures with quotations from Plato, Chaka Zulu, Emerson, and Chang-tzu. But as a professor who was popular with his students—and who advocated general education—Thorne found himself swimming against the tide. The academic world was marching toward ever more specialized knowledge, expressed in ever more dense jargon. In this climate, being liked by your students was a sign of shallowness; and interest in real-world problems was proof of intellectual poverty and a distressing indifference to theory.

The service members who defend our way of life ask very little in return, but they deserve teachers who will be as relentless in teaching their children as the military is in protecting our interests at home and abroad.

The simplest description is that Unschooling means a way of bringing up children using free play and child-directed activity to develop the child's own individual talents and creativity by supportively following up the child's own interests – without coercion, compulsion, manipulation, regimentation, constant testing and grading and rank-ordering, or top-down authoritarianism.

The size of a plane does not change the weather but it will get you above it. The size of your faith may not change your situation but it will get you over it.

The Sophists start by postulating that there are no limits to what education can accomplish and they maintain, in contrast to the old mystical belief in breeding, that ‘virtue’ can be taught. Western culture, which is based on self-consciousness, self-observation and self-criticism, has its origin in their idea of education. They initiated the history of Western rationalism, with its criticism of dogmas, myths, traditions and conventions. They are the discoverers of historical relativity—the recognition that scientific truths, ethical standards and religious creeds are all historically conditioned. They are the first to realize that all norms and standards, whether in science, law, morality, mythology or art, are creations of human minds and hands. They discover the relativity of truth and falsehood, right and wrong, good and evil. They recognize the pragmatic motives underlying human valuations, and thus pave the way for all subsequent endeavour in the field of humanistic enlightenment. It is to be noted that their rationalism and relativism are connected with the same trend of economy and the same general impulse towards free competition and moneymaking as gave rise to the Renaissance emancipation of science, the enlightenment of the eighteenth century and the materialism of the nineteenth. Their experience of ancient capitalism aroused the same reactions in them as the experience of modern capitalism does in their successors.

The soul takes nothing with her to the next world but her education and her culture. At the beginning of the journey to the next world, one's education and culture can either provide the greatest assistance, or else act as the greatest burden, to the person who has just died.

The secretary of education recently unveiled an initiative for curriculums to place more emphasis on history and language. Within the decade, proficiency in at least three languages will be required of all American schoolchildren by graduation. And along with its other recommendations, the CDC has issued a promulgation that every U.S. citizen “unplug” for at least two hours each day. location 6374

The search for wisdom is like a search for gold.

The secret to happiness, peace, and self-confidence is to forgive yourself and forgive others.

These Hoes Just Gon Fuck Who Ever Poppin , You Better Be Careful, When you fuck em' Raw!

The separation of truth from reason is a dangerous game. I think ideas have to sink very deeply into a person's soul, into their being, before they can effect change.

The Sodomy sea shall cast out fish, and make a noise in the night, which many have not known: but they shall all hear the voice thereof.

The solution which I am urging is to eradicate the fatal disconnection of subjects which kills the vitality of our modern curriculum. There is only one subject-matter for education, and that is LIfe in all its manifestations. Instead of this single unity, we offer children--Algebra, from which nothing follows; Geometry, from which nothing follows; Science, from which nothing follows; History, from which nothing follows; a Couple of Languages, never mastered; and lastly, most dreary of all, Literature, represented by plays of Shakespeare, with philological notes and short analyses of plot and character to be in substance committed to memory. Can such a list be said to represent Life, as it is known in the midst of living it? The best that can be said of it is, that it is a rapid table of contents which a deity might run over in his mind while he was thinking of creating a world, and has not yet determined how to put it together

The spread of secondary and latterly of tertiary education has created a large population of people, often with well-developed literary and scholarly tastes, who have been educated far beyond their capacity to undertake analytical thought.

The state has not the right to monopolize education. Education is a legitimate form of private enterprise, subject indeed to a certain amount of government regulation, but there is notrhing in its nature that makes it a public or private monopoly. The reason is that the primary right to educate their children belongs to the parents. In understanding the work of education, the state is simply supplying the parents with facilities to fulfill their duty. If the parents have other facilities at their command, they have no obligation to use those the state provides. (p. 437)

The stories of successful channels, stifling ruts, and missed paths all point to the same conclusion: the successful passage from school to postschool achievement requires an interpersonal process of increasing self-understanding, career socialization, and tacit knowledge.