Quotes About Education

There is no shame in not knowing something. The shame is in not being willing to learn.

Knowledge breeds confidence.

your family gives enough money to a school, that school will defend you to the death, no matter what the facts are behind that death. They're like cults you pay to be the leader of. And Brayburn, as I learned from Xenia, of all people, has been serving its devotees an especially potent strain of Kool-Aid.

Knowledge, after all, could not be unlearned.

Japanese children were taught a code in school. It had three laws: (a) Do not be a burden to others; (b) Take care of others; (c) Do not expect rewards for your goodness.

Foster always said that education was very important, but that it didn't really matter, because intelligence was more important than that, and that even intelligence didn't count for so much, that wisdom was far more important still. He said he had no idea in the world whether you had education or intelligence or wisdom and that it couldn't matter less, a blind man could see that you had a good heart, and the good heart was all that mattered in this world.

Foster always said that education was very important, but that it didn't really matter, because intelligence was more important than that, and that even intelligence didn't count for so much, that wisdom was far more important still. He said he had no idea in the world whether you had education or intelligence or wisdom and that it couldn't matter less, a blind man could see that you had a good heart, and the good heart was all that mattered in this world.

The intolerance of ignorance, not wanting to know – that is the last real frontier on earth.

Fathers and mothers have lost the idea that the highest aspiration they might have for their children is for them to be wise... specialized competence and success are all that they can imagine.

There is no real teacher who in practice does not believe in the existence of the soul, or in a magic that acts on it through speech.

The most striking fact about contemporary university students is that there is no longer any canon of books which forms their taste and imagination...This state of affairs itself reflects the deeper fact of the decay of the common understanding of - and agreement on - first principles that is characteristic of our times.

There is no real education that does not respond to felt need; anything else acquired is trifling display.

Only Socrates knew, after a lifetime of unceasing labor, that he was ignorant. Now every high-school student knows that. How did it become so easy?

He argued that the spirit's bow was being unbent and risked being permanently unstrung.

Contrary to what is commonly thought, without the book even the idea of the order of the whole is lost.

Education is the movement from darkness to light.

The liberally educated person is one who is able to resist the easy and preferred answers, not because he is obstinate but because he knows others worthy of consideration.

The end result is that there can be no more truth or goodness and no need or even ability to make tough choices. Where the purpose of higher education once was to enable the student to find truth, the modern university teaches that there is no truth, only 'lifestyle.

Although it is foolish to believe that book learning is anything like the whole of education, it is always necessary, particularly in ages when there is a poverty of living examples of the possible high human types.

Education is not sermonizing to children against their instincts and pleasures, but providing a natural continuity between what they feel and what they can and should be.

The family spiritual void has left the field open to rock music. The result is nothing less than parents loss of control over their childrens moral education at a time when no one else is seriously concerned with it.

Civilization or, to say the same thing, education is the taming or domestication of the souls raw passionsnot suppressing or excising them, which would deprive the soul of its energybut forming and informing them as art.

The distance from the contemporary and its high seriousness that students most need in order not to indulge their petty desires and to discover what is most serious about themselves cannot be found in the cinema, which now only knows the present.

The dreariness of the familys spiritual landscape passes belief. The delicate fabric of the civilization into which the successive generations are woven has unraveled, and children are raised, not educated.