Quotes About Education

The bottom line is that everything is connected to everything. Our political task is nothing less than the transformation of our nation. Health care for all, absolutely. But in order to create a healthy society, we also need to end poverty and provide decent-paying jobs for all people. We need a strong educational system, a clean environment, and equal opportunity for everyone regardless of their race, gender, sexual orientation, or nationality. These, in fact, are all health-related issues.

Health care for all, absolutely. But to create a healthy society, we also need to end poverty and provide decent-paying jobs for all people. We need a strong educational system, a clean environment, and equal opportunity for everyone regardless of their race, gender, sexual orientation, gender identity, or nationality. These, in fact, are all health-related issues.

if we are serious about creating a truly free society, we must take the next step forward and guarantee every man, woman, and child in our country basic economic rights—the right to quality health care, the right to good education, the right to decent and affordable housing, the right to a secure retirement, and the right to live in a clean environment. And the right to a secure, well-paying, and meaningful job.

I'm not going to buy my kids an encyclopedia. Let them walk to school like I did.

I'm teaching all the time. When am I to learn?

Knowledge is just a commodity. It is acquired in order to be resold. All those who have grown out of going to school have to do their learning virtually in secret, for anyone who admits the he has still something to learn devalues himself as a man whose knowledge is inadequate.

Hungry man, reach for the book: it is a weapon.

Anyway, zis is Austria. Now somesing else funny! Ze Austrians do not call it 'Austria.' Zey call it O-s-t-e-r-r-e-i-c-h!" and the professor wrote the letters out on the blackboard. "Zat is because zey do not know how to spell. Zey are very nice people, se Austrians, but you will notice zey are very bad spellers.

The examination system, and the fact that instruction is treated mainly as a training for a livelihood, leads the young to regard knowledge from a purely utilitarian point of view as the road to money, not as the gateway to wisdom.

Education, which was at first made universal in order that all might be able to read and write, has been found capable of serving quite other purposes. By instilling nonsense it unifies populations and generates collective enthusiasm.

Nothing of importance is ever achieved without discipline. I feel myself sometimes not wholly in sympathy with some modern educational theorists, because I think that they underestimate the part that discipline plays. But the discipline you have in your life should be one determined by your own desires and your own needs, not put upon you by society or authority.

One of the chief obstacles to intelligence is credulity, and credulity could be enormously diminished by instructions as to the prevalent forms of mendacity. Credulity is a greater evil in the present day than it ever was before, because, owing to the growth of education, it is much easier than it used to be to spread misinformation, and, owing to democracy, the spread of misinformation is more important than in former times to the holders of power.

Passive acceptance of the teacher's wisdom is easy to most boys and girls. It involves no effort of independent thought, and seems rational because the teacher knows more than his pupils it is moreover the way to win the favour of the teacher unless he is a very exceptional man. Yet the habit of passive acceptance is a disastrous one in later life. It causes man to seek and to accept a leader, and to accept as a leader whoever is established in that position.

When you want to teach children to think, you begin by treating them seriously when they are little, giving them responsibilities, talking to them candidly, providing privacy and solitude for them, and making them readers and thinkers of significant thoughts from the beginning. That's if you want to teach them to think.

The history of learning amounts to a history of specialization.

Anyone who has reached a certain stage of intellectual knowledge will recognise the unity of mankind.... That intellectual recognition of the unity is practically universal among educated people; but very few are prepared to carry out the intellectual recognition into practical life and practical training.

But even the most general ideas of God should not be forced on a childish mind; they should come, so to speak, by chance; they should be presented in answer to some demand of the child's heart; they should be inculcated by stray words and passing remarks; they should form the atmosphere surrounding the child habitually, and not be a sudden "wind of doctrine."

A catechism is a sort of strait-waistcoat put upon children, preventing all liberty of action; and while the child's brain ought to be cultured and developed, it ought never to be trained to run in one special groove of thought.

Education should teach children how to think, but should never tell them what to think. It should sharpen and polish the instruments of thought, but should not fix them into a machine made to cut out one special shape.

I decided blacks should not have to experience the difficulties I had faced, so I decided to open a flying school and teach other black women to fly.

Already I was learning that some of the things I was learning weren't things I'd need to know.

Girls are taught to sing high and pretty, like Antony, not low and from the guts like Nina Simone. But we're slowly trying to change that. There are so many things we're not told growing up, and it's our true feminist responsibility to take the truth to the people who need to hear it.

I want to work really hard, that's the only thing I know how to do. I also know that I have a ton more to learn. If I'm not in an environment where I'm always learning, I don't want to be there.

To the English majors. We may not always be practical, but we have infinite potential.