Best 6551 quotes in «education quotes» category

How was I gonna get an education, sitting right back of Bobby Ann Mason?

Human beings, who are almost unique in having the ability to learn from the experience of others, are also remarkable for their apparent disinclination to do so.

Human education is concerned with certain changes in the intellects, characters and behavior of men, its problems being roughly included under these four topics: Aims, materials, means and methods.

Human intelligence is richer and more dynamic than we have been led to believe by formal academic education.

Human life, from the cradle to the grave, is a school. At every period of his existence man wants a teacher. His pilgrimage upon earth is but a term of childhood, in which he is to be educated for the manhood of a brighter world. As the child must be educated for manhood upon earth, so the man must be educated upon earth, for heaven; and finally that where the foundation is not laid in time, the superstructure can not rise for eternity.

I also found that for myself, since I've had no religious education, it was so interesting to see the different versions of heaven and what life on earth means.

I am a big believer in education, because when I grew up in Austria - when I grew up in Austria I had a great education. I had great teachers.

I am absent altogether too much to be a suitable instructor for a law-student. When a man has reached the age that Mr. Widner has,and has already been doing for himself, my judgment is, that he reads the books for himself without an instructor. That is precisely the way I came to the law.

I am a firm believer in education and have worked very hard to tell young Latinos that they must go to college and that, if possible, they should pursue an advanced degree... I am convinced that education is the great equalizer.

I am a firm believer, that without speculation there is no good and original observation.

I am a great mayor; I am an upstanding Christian man; I am an intelligent man; I am a deeply educated man; I am a humble man.

I am always glad to think that my education was, for the most part, informal, and had not the slightest reference to a future business career. It left me free and untrammeled to approach my business problems without the limiting influence of specific training.

I am always sorry to hear that such and such a person is going to school to be educated. This is a great mistake. If the person is to get the benefit of what we call education, he must educate himself, under the direction of the teacher.

I am as sure as I am of the fact of Christ's reign, that a comprehensive and centralised system of national education, separated from religion, as is now commonly proposed, will prove the most appalling enginery for the propagation of anti-Christian and atheistic unbelief and of anti-social nihilistic ethics, social and political, which this sin-rent world has ever seen.

I am a teacher... The life I lead is the most agreeable I can imagine. [In the] classroom ... there await me a group of intelligent and curious young ... [people] who read the books assigned them with a sense of adventure and discovery, discuss them with zest, and listen appreciatively to explications I may offer. What makes the process most satisfying is the conviction that ... education is mankind's most important enterprise.

I am convinced that it is of primordial importance to learn more every year than the year before. After all, what is education but a process by which a person begins to learn how to learn.

I am giving this winter two courses of lectures to three students, of which one is only moderately prepared, the other less than moderately, and the third lacks both preparation and ability. Such are the onera of a mathematical profession.

I am firm in my belief that a teacher lives on and on through his students. Good teaching is forever and the and the teacher is immortal.

I am I because my little dog knows me but, creatively speaking the little dog knowing that you are you and your recognising that he knows, that is what destroys creation. That is what makes school.

I am inclined to think that one's education has been in vain if one fails to learn that most schoolmasters are idiots.

I am not a conservative but I have spoken out for years against the staggering amount blind hatred directed at black conservatives by liberals. Liberals are shockingly quick to demean and dismiss brilliant black people like Rice, Carson, Supreme Court Justice Clarence Thomas, U.S. Senator Tim Scott (R-SC), Professor Walter E. Williams and economist Thomas Sowell because they don't fit into the role they have carved out for a black person in America. Black Americans must be obedient liberals on all things or risk being called a race traitor or an Uncle Tom.

I am much afraid that the schools will prove the very gates of hell, unless they diligently labour in explaining the Holy Scriptures, and engraving them in the hearts of youth. I advise no one to place his child where the scriptures do not reign paramount. Every institution in which means are not unceasingly occupied with the Word of God must be corrupt.

I am not ashamed to confess that I am ignorant of what I do not know.

I am not of the opinion generally entertained in this country [England], that man lives by Greek and Latin alone; that is, by knowing a great many words of two dead languages, which nobody living knows perfectly, and which are of no use in the common intercourse of life. Useful knowledge, in my opinion, consists of modern languages, history, and geography; some Latin may be thrown into the bargain, in compliance with custom, and for closet amusement.

I am not fully informed of the practices at Harvard, but there is one from which we shall certainly vary, although it has been copied, I believe, by nearly every college and academy in the United States. That is, the holding the students all to one prescribed course of reading, and disallowing exclusive application to those branches only which are to qualify them for the particular vocations to which they are destined. We shall, on the contrary, allow them uncontrolled choice in the lectures they shall choose to attend, and require elementary qualification only, and sufficient age.

I am not sure that it is a bad thing to go to a school, as I did, where the boys threw things at me, and asked if there was nothing else I could do [but draw].

I am often amazed at how much more capability and enthusiasm for science there is among elementary school youngsters than among college students.

I am persuaded that this method [for calculating the volume of a sphere] will be of no little service to mathematics. For I foresee that once it is understood and established, it will be used to discover other theorems which have not yet occurred to me, by other mathematicians, now living or yet unborn.

I am persuaded that without knowledge of literature pure theology cannot at all endure. . . . When letters have declined and lain prostrate, theology, too, has wretchedly fallen and lain prostrate. . . . It is my desire that there shall be as many poets and rhetoricians as possible, because I see that by these studies as by no other means, people are wonderfully fitted for the grasping of sacred truth and for handling it skillfully and happily.

I am Peter Pan. He represents youth, childhood, never growing up, magic, flying.

I am too old to fawn upon a nurse, Too far in years to be a pupil now.

I am teaching... This year it's kind of like having a love affair with a rhinoceros.

I am still a learner, not a teacher, feeding somewhat omnivorously, browsing both stalk & leaves

I am what libraries and librarians have made me, with little assistance from a professor of Greek and poets

I am suggesting that quality in undergraduate education means giving students a perspective that is global.

I am the student who picks his nose, so come over here and take off your clothes.

I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. I believe that education, therefore, is a process of living and not a preparation for future living.

I began my education at a very early age; in fact, right after I left college.

I believe in women. I desire . . . to do those things that would advance women in moral and spiritual, as well as educational work.

I believe that education is the civil rights issue of our generation. And if you care about promoting opportunity and reducing inequality, the classroom is the place to start. Great teaching is about so much more than education; it is a daily fight for social justice.

I believe this passionately: that we don't grow into creativity, we grow out of it. Or rather, we get educated out if it.

I believe that the testing of the student's achievements in order to see if he meets some criterion held by the teacher, is directly contrary to the implications of therapy for significant learning.

I believe we all agree that, for the health of Kansas, nothing is more important than education.

I belong to the generation of workers who, born in the villages and hamlets of rural Poland, had the opportunity to acquire education and find employment in industry, becoming in the course conscious of their rights and importance in society.

I call a complete and generous education that which fits a man to perform justly, skillfully, and magnanimously all the offices, both private and public, of peace and war.

I can say with pride that I have spent days and nights not reading anything, and that with unflagging energy I use every moment toacquire gradually an encyclopedic lack of education.

I can assure you that there is no question of us throwing away the tradition of the Grammar Schools.

I cannot understand how the education of this United States of America has been fooled time and time again. Either make it separate but equal or integrate, therefore it will be equal. And it has been separate and unequal.

I can say without affectation that I belong to the Russian convict world no less than I do to Russian literature. I got my education there, and it will last forever.

I can prove at any time that my education tried to make another person out of me than the one I became. It is for the harm, therefore, that my educators could have done me in accordance with their intentions that I reproach them; I demand from their hands the person I now am, and since they cannot give him to me, I make of my reproach and laughter a drumbeat sounding in the world beyond.