Quotes About Education

there is no shame in not knowing. The problem arises when irrational thought and attendant behavior fill the vacuum left by ignorance.

People cited violation of the First Amendment when a New Jersey schoolteacher asserted that evolution and the Big Bang are not scientific and that Noah's ark carried dinosaurs. This case is not about the need to separate church and state; it's about the need to separate ignorant, scientifically illiterate people from the ranks of teachers.

Knowing how to think empowers you far beyond those who know only what to think.

Kids are never the problem. They are born scientists. The problem is always the adults. They beat the curiosity out of kids. They outnumber kids. They vote. They wield resources. That's why my public focus is primarily adults.

Google can bring you back 100,000 answers. A librarian can bring you back the right one.

Libraries are our friends.

I even felt a vicarious guilt, like a German meeting Jewish people in Poland who had never heard of the Holocaust, or that there were Jews in America, and trying to explain it to them. Ashea, I wished I could say. Ashea.

Through the computer, the heralds say, we will make education better, religion better, politics better, our minds better — best of all, ourselves better. This is, of course, nonsense, and only the young or the ignorant or the foolish could believe it.

There is no way to help a learner to be disciplined, active, and thoroughly engaged unless he perceives a problem to be a problem or whatever is to-be-learned as worth learning, and unless he plays an active role in determining the process of solution.

Perhaps we should abandon the whole idea of trying to make students intelligent and focus on the idea of making them less ignorant. Doctors do not generally concern themselves with health; they concentrate on sickness. And lawyers don't think too much about justice; they think about cases of injustice. Using this model in teaching would imply identifying and understanding various forms of ignorance and working to eliminate as many of them as we can.

Free human dialogue, wandering wherever the agility of the mind allows, lies at the heart of education. If teachers do not have the time, the incentive, or the wit to produce that; if students are too demoralized, bored, or distracted to muster the attention their teachers need of them, then THAT is the educational problem which has to be solved. . . That problem . . . is metaphysical in nature, not technical

there is no idea so stupid that you can't find a professor who will believe it.

In a print-culture, we are apt to say of people who are not intelligent that we must "draw them pictures" so that they may understand. Intelligence implies that one can dwell comfortably without pictures, in a field of concepts and generalizations.

In fact, the assumption that smartness is something you "have" had led to such nonsensical terms as over-and underachievers.

schooling can be about how to make a life, which is quite different from how to make a living.

Ignorance is always correctable. But what shall we do if we take ignorance to be knowledge?

Without meaning, learning has no purpose. Without a purpose, schools are houses of detention, not attention.

Abetted by a form of education that in itself has been emptied of any coherent world-view, Technopoly deprives us of the social, political, historical, metaphysical, logical, or spiritual bases for knowing what is beyond belief.

There was a time when educators became famous for providing reasons for learning; now they become famous for inventing a method.

Tr? em ??n tr??ng vá»›i nh?ng d?u ch?m h?i và ra tr??ng vá»›i nh?ng d?u ch?m h?t.

What this means is that at its best, schooling can be about how to make a life, which is quite different from how to make a living.

It is quite probable that the most original problem solving activity students engage in school is related to the invention of systems for beating the system.

Textbooks, it seems to me, are enemies of education, instruments for promoting dogmatism and trivial learning. They may save the teacher some trouble, but the trouble they inflict on the minds of students is a blight and a curse.

television can be used to support the literate tradition.