Best 6551 quotes in «education quotes» category

Its only by educating the youth to challenge you that you remove the chains on their minds that you have placed there RjS

It’s our(As The Stars of the Sky Foundation, Inc.) passion and joy to read to children and improve literacy, as well as teach others about charity and the impact they can have in a child’s life.

It’s quite possible that mortality is simply the result of poor education.

It still remains unrecognised, that to bring a child into existence without a fair prospect of being able, not only to provide food for its body, but instruction and training for its mind, is a moral crime, both against the unfortunate offspring and against society; and that if the parent does not fulfil this obligation, the State ought to see it fulfilled, at the charge, as far as possible, of the parent.

It still amazes me that we insist on teaching algebra to all students when only about 20 percent will ever use it and fail to teach anything about parenting when the vast majority of our students will become parents.

It strikes me as unfortunate that this approach - affording the same dignity to and investing in the same quality for a poor child as you would for your own - is so often received as provocative.

It takes 5 to 7 years to turn a novice into a case officer capable of working in the capitals of the world.

It's what we think we know that keeps us from learning.

It’s when your plans look dead that God’s resurrection power begins to operate in your life in greater measure

It takes persistent practice to be skilful in the act.

[I]t takes so little effort and money to get rid of malaria, to bring in clean water, to give people a chance at an education. When you don't have hope, that's when people start to do weird, horrible, violent things. That's at the bottom of it. It's just a question of prioritizing. The funds are there." (The Power of One: Belief.net Interview; July 2005)

It takes many years to lay the solid foundation for final success.

It was a bland, tranquilized, life-adjusted, group-integrated sort of face -- the face turned out in thousands of copies every year by the educational production lines on Terra.

It was a small but life-changing move. I didn't stop to ask myself then what would happen to all the kids who'd been left in the basement with the teacher who couldn't teach. Now that I'm an adult, I realize that kids know at a very young age when they're being devalued, when adults aren't invested enough to help them learn. Their anger over it can manifest itself as unruliness. It's hardly their fault. They aren't "bad kids." They're just trying to survive bad circumstances.

It was common for my father to sit my sisters down and tell them things like, "I saw a girl working in the bank in town, and she was a girl just like you." My parents had never completed primary school. They couldn't speak English or even read that well. My parents only knew the language of numbers, buying and selling, but they wanted more for their kids. That's why my father had scraped the money together and kept Annie in school, despite the famine and other troubles.

It was a time when a degree was expected but not much respected.

It was music first of all that brought us together. Without being professionals or virtuosos, we were all passionate lovers of music; but Serge dreamed of devoting himself entirely to the art. All the time he was studying law along with us, he took singing lessons with Cotogni, the famous baritone of the Italian Opera; while for musical theory, which he wanted to master completely so as to rival Moussorgsky and Tchaikovsky, he went to the very source and studied with Rimsky-Korsakov. However, our musical tastes were not always the same. The quality our group valued most was what the Germans call Stimmung, and besides this, the power of suggestion and dramatic force. The Bach of the Passions, Gluck, Schubert, Wagner and the Russian composers – Borodin in ‘Prince Igor’, Rimsky and, above all, Tchaikovsky, were our gods. Tchaikovsky’s ‘Queen of Spades’ had just been performed for the first time at the Opera of St Petersburg, and we were ecstatic about its Hoffmannesque element, notably the scene in the old Countess’s bedroom. We liked the composer’s famous Romances much less, finding them insipid and sometimes trivial. These Romances, however, were just what Diaghilev liked. What he valued most was broad melody, and in particular whatever gave a singer the chance to display the sensuous qualities of his voice. During the years of his apprenticeship he bore our criticisms and jokes with resignation, but as he learned more about music – and about the history of art in general – he gained in self-confidence and found reasons to justify his predilections. There came a time when not only did he dare to withstand our attacks but went on to refute our arguments fiercely.

It was my assumption that skilled teachers spent their days imparting important and meaningful knowledge to eager students. I also believed, as many of you do, that I didn’t remember or wasn’t good at the things we learned in high school because I didn’t pay close enough attention or didn’t work hard enough.

It was much more than bricks and stone - It was an idea.

It was my teacher's genius, her quick sympathy, her loving tact which made the first years of my education so beautiful. It was because she seized the right moment to impart knowledge that made it so pleasant and acceptable to me. She realized that a child's mind is like a shallow brook which ripples and dances merrily over the stony course of its education and reflects here a flower, there a bush, yonder a fleecy cloud; and she attempted to guide my mind on its way, knowing that like a brook it should be fed by mountain streams and hidden springs, until it broadened out into a deep river, capable of reflecting in its placid surface, billowy hills, the luminous shadows of trees and the blue heavens, as well as the sweet face of a little flower. Any teacher can take a child to the classroom, but not every teacher can make him learn. He will not work joyously unless he feels that liberty is his, whether he is busy or at rest; he must feel the flush of victory and the heart-sinking of disappointment before he takes with a will the tasks distasteful to him and resolves to dance his way bravely through a dull routine of textbooks. My teacher is so near to me that I scarcely think of myself apart from her. How much of my delight in all beautiful things is innate, and how much is due to her influence, I can never tell. I feel that her being is inseparable from my own, and that the footsteps of my life are in hers. All the best of me belongs to her--there is not a talent, or an aspiration or a joy in me that has not been awakened by her loving touch.

It were better that we were not at all, than that we should live still in wickedness, and to suffer, and not to know wherefore.

It was too late to pray, though. The sky was clear. The helicopters were gone. Too late for so many things. My fists hit the floor. My head hit the floor. My heart broke, hardened, and I lost my faith. That’s when the killing thoughts came. When it felt right to punish everyone who let this happen. I could start with Angel’s dad—but where would it stop?

It would be better to have no school at all than the schools we now have. Encouraged, instead of frightened, children could learn several languages before reaching age of four, at that age engaging in the invention of their own languages. Play'd be play instead of being, as now, release of repressed anger.

It would be rash […] to assume that the dwindling of family authority in present society automatically constitutes an element of progress and liberation. On the one hand, the individual’s most productive powers flourish in a living and direct confrontation with his family, and these powers are now deprived of their target, so to speak; on the other hand, the immediately palpable domination of the individual by society, without any intermediary, is so profound that in a deeper layer of its consciousness, the child growing up ‘authorityless’ is probably even more fearful than it ever was in the good old days of the Oedipus complex. It is precisely this side of the situation that is often overlooked by progressive educators.

I used my history degree about twice a year whether I needed to or not.

I urge you to be teachers so that you can join with children as the co-collaborators in a plot to build a little place of ecstasy and poetry and gentle joy

I've always mistrusted that sort o' learning as leaves folks foolish and unreasonable about business.

I’ve seen how cigarettes went from being advertised in every type of media to being something found to be deadly… they can’t kill me no matter how many of them I smoke but I’ve seen humans die from smoking them… if I were you I would stop smoking them.” “Why should I? You smoke ‘em all the time, you chain-smoke cigarettes,” Mandy pointed out. “Yeah, I started doing that back in the Sixties… for reasons you likely saw on those VHS tapes… but I’m not a person, I’m Pollution, things like that aren’t dangerous to me but they are to you,” Alecto told her. “It’s not a good idea.

I've been wondering if in fact ideal platonic love isn't just an intensely concentrated form of what inspires the best teachers.

I've come to believe in my bones that children - especially children in poverty - are desperate for an education to help them discover a sense of meaning and purpose. Yet, we have decided to narrow our focus to academic achievement, which creates an unhealthy fixation on grades as a sole indicator of self-worth.

I wanted to capture what language ability tests could never reveal: her intent, her passion, her imagery, the rhythms of her speech and the nature of her thoughts.

I want students to engage the way a clutch on a car gets engaged: an engine can be running, making appropriate noises, burning fuel and creating exhaust fumes, but unless the clutch is engaged, nothing moves. It's all sound and smoke, and nobody gets anywhere.

I've noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions.

I want to learn. I deserve to read and write. Thoughts for company, and a pen for a voice. Who is more entitled to those privileges than I?

I was perplexed by the failure of teachers at school to address what seemed the most urgent matter of all: the bewildering, stomach-churning insecurity of being alive. The standard subjects of history, geography, mathematics, and English seemed perversely designed to ignore the questions that really mattered. As soon as I had some inkling of what 'philosophy' meant, I was puzzled as to why we were not taught it. And my skepticism about religion only grew as I failed to see what the vicars and priests I encountered gained from their faith. They struck me either as insincere, pious, and aloof or just bumblingly good-natured. (p. 10)

I was determined to get them away from the idea that their education is a private experience.

I was made to feel I could do things. If you get this feeling early and can hold it until you're 15, you tend to never lose it.

I was only twelve. But I knew how much I loved her. It was that love that comes before all significance of body and morals. It was that love that was no more bad than wind and sea and sand lying side by side forever. It was made of all the warm long days together at the beach, and the humming quiet days of droning education at the school. All the long Autumn days of the years past when I carried her books home from school.

I went into a forest into a plain, and the trees took counsel- And said, Come, let us go and make war against the sea that it may depart away before us, and that we may make us more woods. The floods of the sea also in like manner took counsel, and said, Come, let us go up and subdue the woods of the plain, that there also we may make us another country. The thought of the wood was in vain, for the fire came and consumed it. The thought of the floods of the sea came likewise to nought, for the sand stood up and stopped them. If thou wart judge now betwixt these two, whom would thou begin to justify? or whom would thou condemn?

I will always place happiness above richness.

I will do my very best while there is still grace.

I will miss you not because you taught me, not because you helped me on all steps of education; but only because you made me a leader to lead as an perfect Electrical Engineer.

I will not give up my dream for someone's dream.

I will simply express my strong belief, that that point of self-education which consists in teaching the mind to resist its desires and inclinations, until they are proved to be right, is the most important of all, not only in things of natural philosophy, but in every department of daily life.

I wish to keep reading.

I wonder how many books you have read?

J'ai commencé à comprendre que le but de mon éducation était une forme d'inconfort, un processus qui n'était pas destiné à me récompenser avec mon propre Rêve personnel mais qui, au contraire, devait briser tous les rêves, tous les mythes réconfortants de l'Afrique, de l'Amérique, de toutes les parties du monde, pour me laisser face à l'humanité dans ce qu'elle a de plus terrible.

Je précise que je crois profondément à bien peu de choses, deux ou trois. La justice sociale, l’éducation, la subversion [...]. Je crois profondément que l’avenir de l’Homme et de sa fiancée ne se joue pas à la Bourse, à l’Université, dans un Parlement, dans un journal, dans un laboratoire de recherche. Je crois profondément que l’avenir de l’humanité se joue, chaque jour, dans la classe d’un prof de philo qui donne un cours sur le libre-arbitre à de futurs plombiers, de futurs flics, coiffeuses, infirmiers, informaticiennes et vendeurs de chars usagés. » (Pierre Foglia, éditorial, La Presse, 16 mai 1996)

Joseph had a degree in insight, Daniel had a masters in understanding, King Solomon had a doctorate in wisdom. Jesus is the Dean at the University of Enlightenment.

Knowledge helps its enemies, but ignorance harms its friends.