Quotes About Education

A society's competitive advantage will come not from how well its schools teach the multiplication and periodic tables, but from how well they stimulate imagination and creativity.

Leonardo had almost no schooling and could barely read Latin or do long division. His genius was of the type we can understand, even take lessons from. It was based on skills we can aspire to improve in ourselves, such as curiosity and intense observation. He had an imagination so excitable that it flirted with the edges of fantasy, which is also something we can try to preserve in ourselves and indulge in our children.

When it came time to announce the price of the new machine, Jobs did what he would often do in product demonstrations: reel off the features, describe them as being "worth thousands and thousands of dollars," and get the audience to imagine how expensive it really should be. Then he announced what he hoped would seem like a low price: "We're going to be charging higher education a single price of $6,500.

Those who are in love with practice without theoretical knowledge are like the sailor who goes onto a ship without rudder or compass and who never can be certain whither he is going," he wrote in 1510. "Practice must always be founded on sound theory."11

During the crossing, Einstein explained his theory to me every day, and by the time we arrived I was fully convinced that he really understands it.

Leonardo da Vinci liked to boast that, because he was not formally educated, he had to learn from his own experiences instead

Any government is evil if it carries within it the tendency to deteriorate into tyranny," he warned the Russian scientists. "The danger of such deterioration is more acute in a country in which the government has authority not only over the armed forces but also over every channel of education and information as well as over the existence of every single citizen.

Now kids get a MacBook and regard it as an appliance. They treat it like a refrigerator and expect it to be filled with good things, but they don't know how it works. They don't fully understand what I knew, and my parents knew, which was what you could do with a computer was limited only by your imagination."8

The value of a college education is not the learning of many facts but the training of the mind to think

La ventaja competitiva de una sociedad no vendrá de lo bien que se enseñe en sus escuelas la multiplicación y las tablas periódicas, sino de lo bien que se sepa estimular la imaginación y la creatividad.

That was back when state governments valued education and realized the economic and social value of making it affordable.

Critical comments by students should be taken in a friendly spirit," he said. "Accumulation of material should not stifle the student's independence." A society's competitive advantage will come not from how well its schools teach the multiplication and periodic tables, but from how well they stimulate imagination and creativity.

Public awareness is an important component of innovation.

The juxtaposition highlighted the shift from the interests of his father's generation. "Mr. McCollum felt that electronics class was the new auto shop." McCollum

Jobs would complain about the new generation of kids, who seemed to him more materialistic and careerist than his own. "When I went to school,it was right after the sixties and before this general wave of practical purposefulness had set in,"he said. "Now students aren't even thinking in idealistic terms, or at least nowhere near as much.

Instead of trying to produce a programme to simulate the adult mind, why not rather try to produce one which simulates the child's?" he asked. "If this were then subjected to an appropriate course of education, one would obtain the adult brain.

Printers are educated in the belief that when men differ in opinion, both sides ought equally to have the advantage of being heard by the public; and that when Truth and Error have fair play, the former is always an overmatch for the latter.

way that reduced the role of direct sales to universities.

Busque el conocimiento por sí mismo.

Both my parents got me. They felt a lot of responsibility once they sensed that I was special. They found ways to keep feeding me stuff and putting me in better schools. They were willing to defer to my needs.

Fred Terman, un antiguo estudiante de doctorado de Vannevar Bush en el MIT que después sería decano de ingeniería de la Universidad de Stanford

people who expect deference because they have a PhD and don't want to deal with ordinary people tend to be annoying.

They consider people who don't know Hamlet from Macbeth to be Philistines, yet they might merrily admit that they don't know the difference between a gene and a chromosome, or a transistor and a capacitor, or an integral and differential equation. These concepts might seem difficult. Yes, but so, too, is Hamlet. And like Hamlet, each of these concepts is beautiful. Like an elegant mathematical equation, they are expressions of the glories of the universe.

Advances in science when put to practical use mean more jobs, higher wages, shorter hours, more abundant crops, more leisure for recreation, for study, for learning how to live without the deadening drudgery which has been the burden of the common man for past ages."9