Quotes About Education

Las habilidades suelen requerir una dosis considerable de educación y aprendizaje para poder desarrollarse. La tendencia natural no supone en absoluto que uno tenga que convertirse en un experto.

modo de ver, la finalidad de la educación es capacitar a los alumnos para que comprendan el mundo que les rodea y conozcan sus talentos naturales con objeto de que puedan realizarse como individuos y convertirse en ciudadanos activos y compasivos.

tienes que hacer?». La chica contestaba: «Tengo que buscar el mínimo común denominador». El padre preguntaba: «¿Todavía lo están buscando? Ya estaban haciéndolo cuando yo iba al colegio». Sé cómo se sentía. Sin

Education is being strangled persistently by the culture of standardized testing. The irony is that these tests are not raising standards except in some very particular areas, and at the expense of most of what really matters in education.

Resisting the stereotypes of intelligence in education and discovering your latent talents can change the course of your life in profound ways.

Creo que fue la actriz y cómica estadounidense Phyllis Diller quien dijo que nos pasamos los tres primeros años de vida de nuestro hijo enseñándole a caminar y a hablar, y los siguientes doce años en la escuela diciéndole que se siente y se calle.

Los niños aprenden algo más. De vez en cuando los maestros tienen que explicarles que uno de los Compañeros de Libro no podrá volver a acudir, que esa persona ha muerto. Los niños asimilan así a una edad muy temprana que la vida tiene sus ritmos y sus ciclos, y que incluso las personas cercanas a ellos forman parte de ese ciclo.

Like a lot of common sense, they may seem obvious but they are wrong. The creative capacities of generations of people have been sacrificed needlessly to an academic illusion.

We're reducing the number of high-stakes tests from fifteen to five.

expert teachers fulfill four main roles: they engage, enable, expect, and

In 2006, the state of California spent $3.5 billion on the state university system. It spent $9.9 billion on the state prison system.

Children starting school this year will be retiring in 2070. No one has any idea of what the world will look like in ten years' time, let alone in 2070. There are two major drivers of change—technology and demography.

Civilization is a race between education and catastrophe. — H. G. Wells

Training is a type of education that's focused on learning specific skills. I remember earnest debates as a student about the difficulty of distinguishing between education and training. The difference was clear enough when we talked about sex education. Most parents would be happy to know their teenagers had sex education at school; they'd probably be less happy if they'd had sex training.

The conventional academic curriculum is focused almost entirely on the world around us and pays little attention to the inner world. We see the results of that every day in boredom, disengagement, stress, bullying, anxiety, depression, and dropping out. These are human issues and they call for human responses.

El futuro de la educación no está en estandarizar sino en personalizar; no en promover el pensamiento grupal y la «despersonalización», sino en cultivar la verdadera profundidad y el dinamismo de las habilidades humanas de todo tipo. En el futuro, la educación tiene que ser Elemental.

Elementary schools get it right in the first place—they're multidisciplinary and use fuzzy logic, and you're making and doing things. So are doctoral studies. You enter as a question mark and leave as a question mark.

Education is one of the main ways that communities pass on their values and traditions from one generation to the next.

The mistake that many policymakers make is to believe that in education the best way to face the future is by improving what they did in the past. There are three major processes in education: the curriculum, which is what the school system expects students to learn; pedagogy, the process by which the system helps students to do it; and assessment, the process of judging how well they are doing.

To meet them, we need a radical change in how we think about and do school—a shift from the old industrial model to one based on entirely different principles and practices. People do not come in standard sizes or shapes, nor do their abilities and personalities. Understanding this basic truth is the key to seeing how the system is failing—and also how it can be transformed. To do that we have to change the story: we need a better metaphor.

The effect of education on a person's life depends on the sort of school they go to and the teachers they have.

They have marginalized the very capabilities our children need to create a more equitable and sustainable world, including creativity, critical thinking, citizenship, collaboration, and compassion.

The fact is that given the challenges we face, education doesn't need to be reformed -- it needs to be transformed. The key to this transformation is not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions.

Creativity is as important as literacy