Quotes About Education

Bloom concludes, "After forty years of intensive research on school learning in the United States as well as abroad, my major conclusion is: What any person in the world can learn, almost all persons can learn, if provided with the appropriate prior and current conditions of learning.

Benjamin Barber, an eminent sociologist, once said, "I don't divide the world into the weak and the strong, or the successes and the failures.… I divide the world into the learners and nonlearners." What

If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning. That

There's an assumption," he said, "that schools are for students' learning. Well, why aren't they just as much for teachers' learning?

There were two meanings to ability, not one: a fixed ability that needs to be proven, and a changeable ability that can be developed through learning

It's the parents who respond to their children's setbacks with interest and treat them as opportunities for learning who are transmitting a growth mindset to their children. These parents think setbacks are good things that should be embraced, and that setbacks should be used as a platform for learning. They address the setback head-on and talk to their children about the next steps for learning.

Math and science need to be made more hospitable places for women. And women need all the growth mindset they can get to take their rightful places in these fields.

They know how to take tests and get A's but they don't know how to do this—yet. They forget the yet.

a fixed ability that needs to be proven, and a changeable ability that can be developed through learning.

What did they know? They knew that human qualities, such as intellectual skills, could be cultivated through effort. And that's what they were doing—getting smarter. Not only weren't they discouraged by failure, they didn't even think they were failing. They thought they were learning.

We don't care about who you are, what you're interested in, and what you can become. We don't care about learning. We will love and respect you only if you go to Harvard.

We as educators must take seriously our responsibility to create growth-mindset-friendly environments - where kids feel safe from judgement, where they understand that we believe in their potential to grow, and where they know that we are totally dedicated to collaborating with them on their learning. We are in the business of helping kids thrive, not finding reasons why they can't.

The great teachers believe in the growth of the intellect and talent, and they are fascinated with the process of learning.

I looked for themes and underlying principles across lectures," and "I went over mistakes until I was certain I understood them." They were studying to learn, not just to ace the test. And, actually, this was why they got higher grades—not because they were smarter or had a better background in science.

I don't divide the world into the weak and the strong, or the successes and the failures….I divide the world into the learners and nonlearners.

Benjamin Barber, an eminent sociologist, once said, "I don't divide the world into the weak and the strong, or the successes and the failures…. I divide the world into the learners and nonlearners.

George Dantzig was a graduate student in math at Berkeley. One day, as usual, he rushed in late to his math class and quickly copied the two homework problems from the blackboard. When he later went to do them, he found them very difficult, and it took him several days of hard work to crack them open and solve them. They turned out not to be homework problems at all. They were two famous math problems that had never been solved.

They love to learn. And teaching is a wonderful way to learn. About people and how they tick. About what you teach. About yourself. And about life.

When I was a young researcher, just starting out, something happened that changed my life. I was obsessed with understanding how people cope with failures, and I decided to study it by watching how students grapple with hard problems.

Suddenly we realized that there were two meanings to ability, not one: a fixed ability that needs to be proven, and a changeable ability that can be developed through learning.

I think intelligence is something you have to work for … it isn't just given to you….

Do people with this mindset believe that anyone can be anything, that anyone with proper motivation or education can become Einstein or Beethoven? No, but they believe that a person's true potential is unknown (and unknowable); that it's impossible to foresee what can be accomplished with years of passion, toil, and training.

Me emocionó escuchar recientemente que Haim Ginott, a través del trabajo de toda su vida con los niños, llegó a la misma conclusión: «El elogio no debería ser sobre los atributos personales del niño, sino sobre su esfuerzo y sus logros».

There is no magic here. Mrs. Collins is no miracle worker. I do not walk on water, I do not part the sea. I just love children and work harder than a lot of people, and so will you.