Educational Quotations | Page 5

She - philosophy is equally helpful to the rich and poor: neglect her, and she equally harms the young and old.

My advice for achieving success is to make a career choice that reflects your passion. Then work your craft a little bit each day-even if someone's not paying you to do It. Try to balance your social life with your educational (or professional) life, and have patience.

In every section of the entire area where the word science may properly be applied, the limiting factor is a human one. We shall have rapid or slow advance in this direction or in that depending on the number of really first-class men who are engaged in the work in question. ... So in the last analysis, the future of science in this country will be determined by our basic educational policy.

What is most disturbing today is that we use rational methods to cultivate the tastes and values of the young in all kinds of educational, religious, and cultural institutions that are predicated on corporate practices and goals. Everything we do to, with, and for our children is influenced by capitalist market conditions and the hegemonic interests of ruling corporate elites. In simple terms, we calculate what is best for our children by regarding them as investments and turning them into commodities.

Finally, the Program aims, through these means, to bring a little more knowledge, a little more reason, and a little more compassion into world affairs and thereby to increase the chance that nations will learn at last to live in peace and friendship.

Education is the best means-probably the only means-by which nations can cultivate a degree of objectivity about each other's behavior and intentions. It is the means by which Russians and Americans can come to understand each others' aspirations for peace and how the satisfactions of everyday life may be achieved.....

The preservation of our free society in the years and decades to come will depend ultimately on whether we succeed or fail in directing the enormous power of human knowledge to the enrichment of our own lives and the shaping of a rational and civilized world order....It is the task of education, more than any other instrument of foreign policy to help close the dangerous gap between the economic and technological interdependence of the people of the world and their psychological, political and spiritual alienation.

Of all the joint ventures in which we might engage, the most productive, in my view, is educational exchange. I have always had great difficulty-since the initiation of the Fulbright scholarships in 1946-in trying to find the words that would persuasively explain that educational exchange is not merely one of those nice but marginal activities in which we engage in international affairs, but rather, from the standpoint of future world peace and order, probably the most important and potentially rewarding of our foreign-policy activities.

The Program further aims to make the benefits of American culture and technology available to the world and to enrich American life by exposing it to the science and art of many societies.

International educational exchange is the most significant current project designed to continue the process of humanizing mankind to the point, we would hope, that men can learn to live in peace-eventually even to cooperate in constructive activities rather than compete in a mindless contest of mutual destruction....We must try to expand the boundaries of human wisdom, empathy and perception, and there is no way of doing that except through education.

Educational exchange can turn nations into people, contributing as no other form of communication can to the humanizing of international relations

The essence of intercultural education is the acquisition of empathy-the ability to see the world as others see it, and to allow for the possibility that others may see something we have failed to see, or may see it more accurately. The simple purpose of the exchange program...is to erode the culturally rooted mistrust that sets nations against one another. The exchange program is not a panacea but an avenue of hope....

To listen closely and reply well is the highest perfection we are able to attain in the art of conversation.

It is quite impossible these days to assume anything about people's educational level from the way they talk or dress or from their taste in music. Safest to treat everyone you meet as a distinguished intellectual.

Young people are thoughtless as a rule.

Customers don't always know what they want. The decline in coffee-drinking was due to the fact that most of the coffee people bought was stale and they weren't enjoying it. Once they tasted ours and experienced what we call "the third place" ... a gathering place between home and work where they were treated with respect.. they found we were filling a need they didn't know they had.

Our mission statement about treating people with respect and dignity is not just words but a creed we live by every day. You can't expect your employees to exceed the expectations of your customers if you don't exceed the employees' expectations of management.

There is a succession of experiences which together constitute the educational and developmental ripening of the learner, according to the Sufis. People who think that each gain is the goal itself will freeze at any such stage, and cannot learn through successive and superseding lessons.

Remember that, in the end, the customer doesn't know, or care, if you are small or large as an organization - she or he only focuses on the garment hanging on the rail in the store.

Without a strong educational system democracy is crippled. Knowledge is not only key to power. It is the citadel of human freedom.

You can't unscramble eggs.

If we suppose a sufficient righteousness and intelligence in men to produce presently, from the tremendous lessons of history, an effective will for a world peace--that is to say, an effective will for a world law under a world government--for in no other fashion is a secure world peace conceivable--in what manner may we expect things to move towards this end? . . . It is an educational task, and its very essence is to bring to the minds of all men everywhere, as a necessary basis for world cooperation, a new telling and interpretation, a common interpretation, of history.

The biological factors underlying race differences in sports have consequences for educational achievement, crime and sexual behavior.

The mean pattern of educational and economic achievement within multi-racial countries such as Canada and the United States has increasingly been found to prove valid internationally.

With respect to the creation of the program, I introduced the bill in September 1945, immediately after the end of the war with Japan, in August of that year. A number of considerations, of course, entered into my decision to introduce the bill, growing from my own experience as a Rhodes scholar and the experiences our government had had with the first Word War debts, [Herbert] Hoover's efforts in establishing the Belgian-American Education Foundation after World War I, [and] the Boxer Rebellion indemnity.

....Man's struggle to be rational about himself, about his relationship to his own society and to other peoples and nations involves a constant search for understanding among all peoples and all cultures-a search that can only be effective when learning is pursued on a worldwide basis.

It is in a way a mystery that, instead of demanding that their governments give primary attention to their own needs and aspirations, most of the citizens of big counties-those, that is, that have the status of being "powers" in the world-far from being self-centered or materialistic as they are commonly credited with being, the ordinary citizen and his elected representative all too often turn out to be romantics, ready and eager to sacrifice programs of health, education and welfare for the power and pride of the nation....

There is nothing obscure about the objectives of educational exchange. Its purpose is to acquaint Americans with the world as it is and to acquaint students and scholars from many lands with America as it is-not as we wish it were or as we might wish foreigners to see it, but exactly as it is-which by my reckoning is an "image" of which no American need be ashamed.

I believe that prayer in public schools should be voluntary. It is difficult for me to see how religious exercises can be a requirement in public schools, given our Constitutional requirement of separation of church and state. I feel that the highly desirable goal of religious education must be principally the responsibility of church and home. I do not believe that public education should show any hostility toward religion, and neither should it inhibit voluntary participation, if it does not interfere with the educational process.

There is nothing more important to our Nation's future, to our homeland security, and to our economy than ensuring we have a top-notch educational system that is the envy of the world.

Thanks is part to our education system, we tend to think that we're smarter than the stupid guys in funny wigs who came before us. But that's because we are mistaking technology, progress, and access to information for intelligence. We think that because we know how to use iPhones (but not build them), browse the Internet (but not understand how it works), and use Google (but not really know anything), our educational system is working just great. By the same token, we think that those dumb aristocrats who used horses to get around and didn't have electricity were neanderthals.

There are two ways of dealing with nonsense in this world. One way is to put nonsense in the right place; as when people put nonsense into nursery rhymes. The other is to put nonsense in the wrong place; as when they put it into educational addresses, psychological criticisms, and complaints against nursery rhymes or other normal amusements of mankind.

Drop out of school before your mind rots from exposure to our mediocre educational system. Forget about the Senior Prom and go to the library and educate yourself if you've got any guts. Some of you like Pep rallies and plastic robots who tell you what to read.

Educational bureaucracies dull a child's questing sensitivity.

Educational bureaucracies dull a child's questing sensitivity. The young must be dampened down. Never let them know how good they can be. That brings change. Spend lots of committee time talking about how to deal with exceptional students. Don't spend any time dealing with how the conventional teacher feels threatened by emerging talents and squelches them because of a deep-seated desire to feel superior and safe in a safe environment.

Education is not complete unless we teach our children not only how to read and write but the difference between right and wrong.

The world state must begin; it can only begin, as a propaganda cult, or as a group of propagandist cults, to which men and women must give themselves and their energies, regardless of the consequence to themselves The activities of a cult which sets itself to bring about the world-state would at first be propagandist, they would be intellectual and educational, and only as a sufficient mass of opinion and will had accumulated would they become to a predominant extent politically constructive. Such a cult must direct itself particularly to the teaching of the young.

Schools should look behind classroom doors and determine the factors that contribute to the kinds of interactions between teachers and students that promote student achievement.

You want to provide as many opportunities and help rural schools as much as you can. But you can't do it at the risk of affecting any of the quality standards and educational opportunities for any child, regardless of where they live and regardless of what the size of their school is.

Children are prepared for democracy by being led to discuss current events without first learning the systematic subjects (politics, economics, history) which are necessary in order to discuss them. The Mole effect is to substitute slogans and superficial opinion for considered individual thought. And the opinion is that of the lowest common denominator of the group.

The policy of letting the child 'do what he likes' is an insidious one, since the children are encouraged to continue always at their original superficial level, without receiving guidance in study. Furthermore, the 'three Rs,' the fundamental tools, are neglected as long as possible, with the result that the child's chance to develop his mind is greatly retarded. The policy of teaching words via pictures instead of by the alphabet tends to deprive the young child of the greatest reasoning tool of all.

I bought my kid an educational toy to help him make it through life. No matter how you put it together, it's wrong.

The best gift from a father to his child is Education and Upbringing.

~I don't always have a lot of energy, but my kids almost always revitalize me. Of course like any working mom, sometimes I'm guilt-ridden. I think I should be sitting down doing an educational computer game with Carrie or taking Ellie to the Metropolitan Museum of Art. These kids are such sponges, and I should be taking advantage of that.~

My act is very educational. I heard a man leaving the other night saying, 'Well that taught me a lesson.'

Children need the freedom and time to play. Play is not a luxury; the time spent engaged in it is not time that could be better spent in more formal educational pursuits. Play is a necessity.

The reason educational spending in Texas is so low is because you don't have a state tax there, and that's why Texas is big growth because you don't tax people to death.

So successful has the ideological-political-cultural purge been executed that it is hard indeed to find vigorous liberals, and no energetic, coherent and cogent leftists at all can find expression in our controlled media and educational systems. Forget about wholesale culture- or civilization-critics like Marxists. Universities have to be purged of any "radicalism" that can see through to the roots of issues and pathologies, for the same reasons that workers have to have nascent unions aborted among them and contrarian newspapers and media have to be starved of advertising.

Governments decide they know best and they're going to tell you what to do. The trouble is that education doesn't go on in the committee rooms of our legislative buildings. It happens in classrooms and schools, and the people who do it are the teachers and the students. And if you remove their discretion, it stops working.

Finding your element is essential to your wellbeing and ultimate success and, by implication to the health of our organisations and the effectiveness of our educational systems

The dropout crisis is just the tip of an iceberg. What it doesn't count are all the kids who are in school but being disengaged from it, who don't enjoy it, who don't get any real benefit from it.

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

Somewhere in, I think, the back of the mind of some [education] policy makers is this idea that if we fine-tune it well enough, if we just get it right, it will all hum along perfectly into the future. It won't, and it never did.

The real role of leadership in education ... is not and should not be command and control. The real role of leadership is climate control, creating a climate of possibility.

To improve our schools, we have to humanize them and make education personal to every student and teacher in the system. Education is always about relationships. Great teachers are not just instructors and test administrators. They are mentors, coaches, motivators, and lifelong sources of inspiration to their students. Teaching is an art form. Great teachers know they have to cultivate curiosity, passion and creativity in their students.

... work is only part of a man's life; play, family, church, individual and group contacts, educational opportunities, the intelligent exercise of citizenship, all play a part in a well-rounded life. Workers are men and women with potentialities for mental and spiritual development as well as for physical health. We are paying the price today of having too long sidestepped all that this means to the mental, moral, and spiritual health of our nation.

Goodwill is the only asset that competition cannot undersell or destroy.

Educational progress is a national concern; education is a private one.

There is a brilliant child locked inside every student.

I became interested in educational technologies because I believe that they have the potential to transform how we practice and think about education and learning.

I suppose that in no educational institution can one become an educated person.

Just because a child's parents are poor or uneducated is no reason to deprive the child of basic human rights to health care, education and proper nutrition.

Here is an educational bombshell: Take from all of today's industrial nations all their industrial machinery and all their energy-distributing networks, and leave them all their ideologies, all their political leaders, and all their political organizations, and I can tell you that within six months, two billion people will die of starvation, having gone through great pain and deprivation along the way.

The country that consistently ranks among the highest in educational achievement is Finland. A rich country, but education is free. Germany, education is free. France, education is free.

Our whole educational and cultural system is not designed to provide those intellectual tools, so people are often lost and the internet often becomes kind of a cult generator.

The whole educational and professional training system is a very elaborate filter, which just weeds out people who are too independent, and who think for themselves, and who don't know how to be submissive, and so on -- because they're dysfunctional to the institutions.

The whole educational and professional training system...

There have been many measures taken to try to turn the educational system towards more control, more indoctrination, more vocational training, imposing a debt, which traps students and young people into a life of conformity... That's the exact opposite of [what] traditionally comes out of The Enlightenment. And there's a constant struggle between those. In the colleges, in the schools, do you train for passing tests, or do you train for creative inquiry?

Writing as an art form belongs to all people, regardless of economic class or educational level. . . . A writer is someone who writes.

Today's child is bewildered when he enters the 19th century environment that still characterizes the educational establishment where information is scarce but ordered and structured by fragmented, classified patterns subjects, and schedules.

Persons grouped around a fire or candle for warmth or light are less able to pursue independent thoughts, or even tasks, than people supplied with electric light. In the same way, the social and educational patterns latent in automation are those of self-employment and artistic autonomy.

It doesn't happen all at once. You become. It takes a long time.

There's all of this stuff where we have so much debate over nonsense; it could be cured if we had a better educational system, if we trained people to really try and look into things on their own. That's a tough thing to do, particularly with the educational system staggering.

A fundamental requirement, overriding any other for this job, is an understanding of deafness-what it is and how it affects the educational experience.

In the United States we have concentrated tremendous sums of money on the educational plant, seemingly with the idea that the right number of buildings will turn out the right number of graduates. Yet the teachers who actually instruct the future citizens of our country are more often than not miserably paid. If in the future we find ourselves with a lot of fourth-rate citizens, we have only ourselves to blame.

Learning is a good medicine: but no medicine is powerful enough to preserve itself from taint and corruption independently of defects in the jar that it is kept in. One man sees clearly but does not see straight: consequently he sees what is good but fails to follow it; he sees knowledge and does not use it.

Teach him a certain refinement in sorting out and selecting his arguments, with an affection for relevance and so for brevity. Above all let him be taught to throw down his arms and surrender to truth as soon as he perceives it, whether the truth is born at his rival's doing or within himself from some change in his ideas.

The first lessons with which we should irrigate his mind should be those which teach him to know himself, and to know how to die ... and to live.

In his commerce with men I mean him to include- and that principally- those who live only in the memory of books. By means of history he will frequent those great souls of former years. If you want it to be so, history can be a waste of time; it can also be, if you want it to be so, a study bearing fruit beyond price.

The profit we possess after study is to have become better and wiser.

Any time and any place can be used to study: his room, a garden, is table, his bed; when alone or in company; morning and evening. His chief study will be Philosophy, that Former of good judgement and character who is privileged to be concerned with everything.

I would like to suggest that our minds are swamped by too much study and by too much matter just as plants are swamped by too much water or lamps by too much oil; that our minds, held fast and encumbered by so many diverse preoccupations, may well lose the means of struggling free, remaining bowed and bent under the load; except that it is quite otherwise: the more our souls are filled, the more they expand; examples drawn from far-off times show, on the contrary, that great soldiers ad statesmen were also great scholars.

.. since it was true that study, even when done properly, can only teach us what wisdom, right conduct and determination consist in, they wanted to put their children directly in touch with actual cases, teaching them not by hearsay but by actively assaying them, vigorously molding and forming them not merely by word and precept but chiefly by deeds and examples, so that wisdom should not be something which the soul knows but the soul's very essence and temperament, not something acquired but a natural property.

Their pupils and their little charges are not nourished and fed by what they learn: the learning is passed from hand to hand with only one end in view: to show it off, to put into our accounts to entertain others with it, as though it were merely counters, useful for totting up and producing statements, but having no other use or currency. 'Apud alios loqui didicerunt, non ipsi secum' [They have learned how to talk with others, not with themselves]

And I loathe people who find it harder to put up with a gown askew than with a soul askew and who judge a man by his bow, his bearing and his boots.

Socrates and then Archesilaus used to make their pupils speak first; they spoke afterwards. 'Obest plerumque iss discere volunt authoritas eorum qui docent.' [For those who want to learn, the obstacle can often be the authority of those who teach]

Nor is it enough to toughen up his soul; you must also toughen up his muscles.

As for our pupils talk, let his virtue and his sense of right and wrong shine through it and have no guide but reason. Make him understand that confessing an error which he discovers in his own argument even when he alone has noticed it is an act of justice and integrity, which are the main qualities he pursues; stubbornness and rancour are vulgar qualities, visible in common souls whereas to think again, to change one's mind and to give up a bad case on the heat of the argument are rare qualities showing strength and wisdom.

For among other things he had been counseled to bring me to love knowledge and duty by my own choice, without forcing my will, and to educate my soul entirely through gentleness and freedom.

Learning must not only lodge with us: we must marry her.

'As a man who knows how to make his education into a rule of life not a means of showing off; who can control himself and obey his own principles.' The true mirror of our discourse is the course of our lives.

CHILDHOOD IS THAT STATE WHICH ENDS THE MOMENT A PUDDLE IS FIRST VIEWED AS AN OBSTACLE INSTEAD OF AN OPPORTUNITY

If every parent understood the huge educational benefits and intense happiness brought about by reading aloud to their children, and if every parent- and every adult caring for a child-read aloud a minimum of three stories a day to the children in our lives, we could probably wipe out illiteracy within one generation.

Education may well be, as of right, the instrument whereby every individual, in a society like our own, can gain access to any kind of discourse. But we well know that in its distribution, in what it permits and in what it prevents, it follows the well-trodden battle-lines of social conflict. Every educational system is a political means of maintaining or of modifying the appropriation of discourse, with the knowledge and the powers it carries with it.

Make your product easier to buy than your competition, or you will find your customers buying from them, not you.

You cannot hope to build a better world without improving the individuals.

Follow the customer, if they change, we change.

The most successful educational approach to the Negro is throgh a religious appeal. We do not want word to go out that we want to exterminate the Negro population, and the Minister is the man who can straighten out that idea if it ever occurs to any of their more rebellious members.

Think, for a moment, about our educational ladder. We've strengthened the steps lifting students from elementary school to junior high, and those from junior high to high school. But, that critical step taking students from high school into adulthood is badly broken. And it can no longer support the weight it must bear.

Once you're labeled a felon, the old forms of discrimination - employment discrimination, housing discrimination, denial of the right to vote, denial of educational opportunity, denial of food stamps and other public benefits, and exclusion from jury service - are suddenly legal. As a criminal, you have scarcely more rights, and largely less respect, than a black man living in Alabama at the height of Jim Crow. We have not ended racial caste in America; we have merely redesigned it.