Quotes About Education

Education is our only political safety. Outside of this ark, all is deluge.

A house without books is like a room without windows. No man has a right to bring up his children without surrounding them with books, if he has the means to buy them.

The best teachers teach from the heart, not the book.

A mugwump is a person educated beyond his intellect.

No period of my life has been one of such unmixed happiness as the four years which have been spent within college walls.

Pe cît de jalnic? ?i de nociv? a fost ?i este presta?ia moral? a jurnalismului din România, pe atît de steril? intelectual ?i nul? cognitiv este presta?ia puzderiei de poli?i?ti care, belfere?te, a monopolizat înv???mîntul superior cu ?tiin?a lor inutil?, producînd puzderie de Fachidioten – de speciali?ti incul?i, semidoc?i, limbu?i ?i, în cel mai bun caz, retori.

Education commences at the mother's knee, and every word spoken within hearsay of little children tends toward the formation of character.

There's my education in computers, right there this is the whole thing, everything I took out of a book.

The historical arc of black triumph followed by harsh white response was not only instructive in understanding the big issues, such as Reconstruction or the half century of mobilized white response to Brown v. Board of Education, but it also felt very much a part of a menacing present marked by the throaty and effusive rejection of history itself.

A wisely chosen illustration is almost essential to fasten the truth upon the ordinary mind, and no teacher can afford to neglect this part of his preparation.

He knows everything but he lacks inexperience.

Students of extraordinariness lack strong models that can be crisply tested.

Membaca adalah tulang dan sumsum, limpa dan darah bagiku.

The true function of the teacher is to create the most favorable conditions for self-learning.… True teaching is not that which gives knowledge, but that which stimulates pupils to gain it. One might say that he teaches best who teaches least. JOHN MILTON GREGORY

The countries who do the best in international comparisons, whether it's Finland or Japan, Denmark or Singapore, do well because they have professional teachers who are respected, and they also have family and community which support learning.

Kids go to school and college and get through, but they don't seem to really care about using their minds. School doesn't have the kind of long term positive impact that it should.

Emile Zola was a poor student at his school at Aix. We are all so different largely because we all have different combinations of intelligences. If we recognize this, I think we will have at least a better chance of dealing appropriately with many problems that we face in the world.

Nearly all cultures have evolved specific ideas about education, although only in modern times does education prove to be virtually coterminous with formal schooling. Ultimately, the natural paths and forms of development place many children in a difficult bind, as students begin to address the quite different agenda of the schoolroom and the particular structure of the scholastic domains.

CHANGING MINDS THROUGH REPRESENTATIONAL REDESCRIPTION

Moreover, if one can present a topic in several ways, two important outcomes ensue. First, one reaches more students; after all, some students learn better from narrative entry points and others from social or artistic entries. Second, one conveys to students the idea that disciplinary experts readily conceive of topics in more than one way. There is no royal road to disciplinary understanding.

BEYOND SCHOOL: CHANGING ADULT MINDS THROUGH REPRESENTATIONAL REDESCRIPTION

Sólo si ampliamos y reformulamos nuestra idea de lo que cuenta como intelecto humano podremos diseñar formas más apropiadas de evaluarlo y educarlo.

Less happily, many who are capable of exhibiting significant understanding appear deficient, simply because they cannot readily traffic in the commonly accepted coin of the educational realm. For instance, there is a significant population that lacks facility with formal examinations but can display relevant understanding when problems arise in natural contexts.

While we may continue to use the words smart and stupid, and while IQ tests may persist for certain purposes, the monopoly of those who believe in a single general intelligence has come to an end. Brain scientists and geneticists are documenting the incredible differentiation of human capacities, computer programmers are creating systems that are intelligent in different ways, and educators are freshly acknowledging that their students have distinctive strengths and weaknesses.