Quotes About Education

I really don't want you to think of Qatar as a hydrocarbon country alone. We know that hydrocarbons will come and go. But education will stay. It is the most important thing for us.

They like to take all this money from sin, build big universities to study in, sing Amazing Grace all the way to the Swiss banks.

Why is it that the uneducated minds always criticize the brilliant minds?

Scared for health, afraid of death, bored, dissatisfied, vengeful, greedy, ignorant, and gullible—these are the qualities of the ideal consumer. Can we imagine a way of education that would turn passive consumers into active and informed critics, capable of using their own minds in their own defense?

Children learned about the adult world by participating in it in a small way, by doing a little work and making a little money—a much more effective, because pleasurable, and a much cheaper method than the present one of requiring the adult world to be learned in the abstract in school. One's

An education is not properly an industry, and its proper use is not to serve industries.

Our Children no longer learn how to read the great book of Nature from their own direct experience, or how to interact creatively with the seasonal transformations of the planet. They seldom learn where their water come from or where it goes. We no longer coordinate our human celebration with the great liturgy of the heavens.

The big idea of education, from first to last, is the idea of a better place. Not a better place where you are, because you want it to be better and have been to school and learned to make it better, but a better place somewhere else. In order to move up, you have got to move on.

After the games and idle flourishes of modern youth, we use them only as shipping cartons to transport our brains and our few employable muscles back and forth to work.

Such an attitude does not come from technique or technology. It does not come from education; in more than two decades in universities I have rarely seen it. It does not come even from principle. It comes from a passion that is culturally prepared—a passion for excellence and order that is handed down to young people by older people whom they respect and love. When we destroy the possibility of that succession, we will have gone far toward destroying ourselves.

Teaching as a purpose, as such, is difficult to prescribe or talk about because the thing it is proposing to make is usually something so vague as "understanding.

we think it ordinary to spend twelve or sixteen or twenty years of a person's life and many thousands of public dollars on "education" —and not a dime or a thought on character.

That the discipline of agriculture should have been so divorced from other disciplines has its immediate cause in the compartmental structure of the universities, in which complementary, mutually sustaining and enriching disciplines are divided, according to "professions," into fragmented, one-eyed specialties.

They went to school, apparently, to learn to say over and over again, regardless of where they were, what had already been said too often. They learned to have a very high opinion of God and a very low opinion of His works—although they could tell you that this world had been made by God Himself.

the American Indian, who was ignorant by the same standards, nevertheless knew how to live in the country without making violence the invariable mode of his relation to it; in fact, from the ecologist's or the conservationist's point of view, he did it no violence. This is because he had, in place of what we would call education, a fully integrated culture, the content of which was a highly complex sense of his dependence on the earth.

The big idea of education, from first to last, is the idea of a better place. Not a better place where you are, because you want it to be better and have been to school and learned to make it better, but a better place somewhere else. In order to move up, you have got to move on. I didn't see this at first. And for a while after I knew it, I pretended I didn't. I didn't want it to be true.

I pursued education not instead of being a good mother, but because being a good mother required that I build a better life for my family.

I am pro-life. I care about the life of every child: every child that goes to bed hungry, every child that goes to bed without a proper education, every child that goes to bed without being able to be a part of the Texas dream, every woman and man who worry about their children's future and their ability to provide for that future. I care about life and I have a record of fighting for people above all else.

My mind was formed by studying philosophy, Plato and that sort of thing.

Only a few know, how much one must know, to know how little one knows

I chose philosophy because it sounded like something I ought to be interested in. I didn't know anything about it, I didn't even know what it was talking about. What I really spent my time doing in those years was writing short stories. There were all sorts of interesting courses, but what I really wanted to do was make stories one way or another.

Would we, if we could, educate and sophisticate pigs, geese, cattle? Would it be wise to establish diplomatic relation with the hen that now functions, satisfied with mere sense of achievement by way of compensation? I think we're property.

I would love to teach every kid to say fuck. Hang on, now, hang on, listen to why. The reason is because to me, that is a word that doesn't have any effect. But stupid and dummy? You can say it to someone who is six and you can say it to someone who is a hundred and six and they will hunch their shoulders and it will be like somebody kicked them in the stomach because they are harsh, ugly words.

Her least favorite thing: VOLUNTARY IGNORANCE