Quotes About Education

grades really cover up failure to teach.

Here, in college, it was more sophisticated, of course; you were supposed to imitate the teacher in such a way as to convince the teacher you were not imitating, but taking the essence of the instruction and going ahead with it on your own. That got you A's. Originality on the other hand could get you anything—from A to F. The whole grading system cautioned against it.

I was an outsider who seemed more interested in attacking what was being taught than learning from it.

The real University, he said, has no specific location. It owns no property, pays no salaries and receives no material dues. The real University is a state of mind. It is that great heritage of rational thought that has been brought down to us through the centuries and which does not exist at any specific location.

Schools teach you to imitate. If you don't imitate what the teacher wants you get a bad grade.

Walk into any of a hundred thousand classrooms today and hear the teachers divide and subdivide and interrelate and establish "principles" and study "methods" and what you will hear is the ghost of Aristotle speaking down through the centuries—the desiccating lifeless voice of dualistic reason.

La Iglesia de la Razón, como todas las instituciones del Sistema, no se basa en la fuerza individual sino en la debilidad individual. Lo que en realidad se pide en la Iglesia de la Razón no es capacidad sino incapacidad. En ese caso es considerada "educable". Una persona verdaderamente capaz es siempre una amenaza

One student laid it wide open when she said with complete candor, "Of course you can't eliminate the degree and grading system. After all, that's what we're here for." She spoke the complete truth. The idea that the majority of students attend a university for an education independent of the degree and grades is a little hypocrisy everyone is happier not to expose.

The fact that they were there as students presumed they did not know what was good or bad. That was his job as instructor...to tell them what was good or bad. The whole idea of individual creativity and expression in the classroom was really basically opposed to the whole idea of the University.

This larger goal wouldn't be the imitation of education in Universities today, glossed over and concealed by grades and degrees that give the appearance of something happening when, in fact, almost nothing is going on. It would be the real thing.

The student's biggest problem was a slave mentality which had been built into him by years of carrot-and-whip grading, a mule mentality which said, "If you don't whip me, I won't work." He didn't get whipped. He didn't work. And the cart of civilization, which he supposedly was being trained to pull, was just going to have to creak along a little slower without him.

The Church attitude is that civilization, or "the system" or "society" or whatever you want to call it, is best served not by mules but by free men. The purpose of abolishing grades and degrees is not to punish mules or to get rid of them but to provide an environment in which that mule can turn into a free man.

He was ready to resign. Teaching dull conformity to hateful students wasn't what he wanted to do.

If they already knew what was good and bad, there was no reason for them to take the course in the first place. The fact that they were there as students presumed they did not know what was good or bad. That was his job as instructor—to tell them what was good or bad. The whole idea of individual creativity and expression in the classroom was really basically opposed to the whole idea of the University.

But if a group of foreign students were brought in, or, say, medieval poems out of the range of class experience were brought in, then the students' ability to rank Quality would probably not correlate as well. In a sense, he said, it's the student's choice of Quality that defines him. People differ about Quality, not because Quality is different, but because people are different in terms of experience.

I think like an academic egghead, believing that if I write enough paragraphs about a scary subject, give enough lectures about it, it will give up and go away quietly. And if everyone took enough classes about the biology of violence and studied hard, we'd all be able to take a nap between the snoozing lion and lamb. Such is the delusional sense of efficacy of a professor.

Feeling someone else's pain can be more effective for learning than just knowing that they're in pain. At its core the ACC is about self-interest, with caring about that other person in pain as an add-on.

Perhaps fifty years since we learned that reading problems of a type that we now call dyslexia aren't due to laziness but instead involve microscopic cortical malformations.

This is the essence of learning. The lecturer says something, and it goes in one ear and out the other. The factoid is repeated; same thing. It's repeated enough times and—aha!—the lightbulb goes on and suddenly you get it. At a synaptic level, the axon terminal having to repeatedly release glutamate is the lecturer droning on repetitively; the moment when the postsynaptic threshold is passed and the NMDA receptors first activate is the dendritic spine finally getting it.

Show me a man who has enjoyed his school days and I'll show you a bully and bore.

I once assigned a graduate class Annie Dillard's The Writing Life—a book I love—and one of the students said, "It's so effing high-minded it makes me want to go to the Kmart.

Personal authenticity, in the classical understanding of liberal-arts education, consists in self-mastery—in placing reason in control of desire. According to the classic liberal-arts ideal, learning promises liberation, but it is not liberation from demanding moral ideals and social norms, or liberation to act on our desires—it is, rather, liberation from slavery to those desires, from slavery to self.

So it's really not true, after all, that the government has spared children from toil and instead lets them romp on the playgrounds. No, the government instead buses them into mass worker-training programs and is very resentful indeed when parents try to opt out of this arrangement, as in homeschooling.

Know this, and know it well: time is never wasted. Wherever we go, whatever we do, everything is an aspect of education. Even when we don't immediately grasp the lesson.