Quotes About Education

But I wanted someone who was more than just intelligent and educated. I was searching for an expert who wouldn't gloss over nuances or blithely dismiss challenges to the records of Christianity

Godly teachers encourage questions; those who demand unthinking agreement have something to hide.

Nothing could quiet a happy crowd of kids like Mr. Holgren's unannounced appearance -- he loved superintending; he was made for it. So when he marched in that morning with a determined look on his face, we froze. Boys and girls recognize sinister as handily as dogs do. Here it was. My best guess now is he'd got it in his head to try relating to us -- but when he produced a paper pilgrim's hat from behind his back and put it on his own head, I think we all nearly bolted.

education, had never respected the glowing objective of perfect attendance (a goal set for kids, he said, "by adults with ruined imaginations").

I'm not middle-class; I do not have a degree. I am upper-class without money.

The only knowledge that is worthwhile, writes Northrop Frye. is the knowledge that leafs to wisdom, for knowledge without wisdom is a body without life.

That is why we not only learn from literature but enjoy it: it delights as it teaches. And it conveys its kind of truth through the creation of concrete images which incarnate or embody ideas which would otherwise remain abstract and nebulous.

Puritan leaders, at least, valued an educated mind over material riches. Cotton Mather admonished his congregation with the comment, "If your main concern be to get the riches of this world for your children, and leave a belly full of this world unto them, it looks very suspiciously as if you were yourselves the people of this world, whose portion is only in this life."30

I won't say ours was a tough school, but we had our own coroner. We used to write essays like What I'm Going to be If I Grow Up

A writer writes not because he is educated but because he is driven by the need to communicate. Behind the need to communicate is the need to share. Behind the need to share is the need to be understood. The writer wants to be understood much more than he wants to be respected or praised or even loved.

A writer writes not because he is educated but because he is driven by the need to communicate. Behind the need to communicate is the need to share. Behind the need to share is the need to be understood.

That which is by nature private or a man's own is the body and only the body.[37] The needs or desires of the body induce men to extend the sphere of the private, of what is each man's own, as far as they can. This most powerful striving is countered by music education which brings about moderation, i.e., a most severe training of the soul of which, it seems, only a minority of men is capable. [37] Republic , 464d; cf. Laws 739c.

We are in need of a second education in order to accustom our eyes to the noble reserve and the quiet grandeur of the classics.

Whereas he had originally suggested that the good city will come into being if the philosophers become kings, he finally suggests that the good city will come into being if, when the philosophers have become kings, they expel everyone older than ten from the city, i.e., separate the children completely from their parents and their parents' ways and bring them up in the entirely novel ways of the good city.

Polemarchos no longer maintains that telling the truth is essential to justice. Without knowing it, he thus lays down one of the principles of the Republic. As appears later in the work, in a well-ordered society it is necessary that one tell untruths of a certain kind to children and even to the adult subjects.

Learning carries within itself certain dangers because out of necessity one has to learn from one's enemies.

When a teacher initially believes that one student is smarter than another, he selectively focuses on evidence that tends to confirm the hypothesis.

The Nazi] death camps," notes a writer in The New York Times, "were conceived, built and often administered by Ph.D.'s."10 What had those Ph.D.'s been taught to think in their schools and universities—and where did such ideas come from?

The goal of the Progressive indoctrinators was not to impose a specific system of ideas on the student, but to destroy his capacity to hold any firm ideas, on any subject.

The Nazi] death camps," notes a writer in The New York Times, "were conceived, built and often administered by Ph.D.'s.

When the country surrendered its educational institutions—in countless forms, direct and indirect, public and private, from nursery school on up—to the legion of Progressive educators spawned by Dewey, it formally delivered its youth into the hands of the philosophy of pragmatism, to be "reconstructed" according to the pragmatist image of man.

Germany has been called "the land of poets and philosophers." But its education offered the country no protection against the Sergeant Molls in its ranks.

According to the Progressives, education is to be not subject-centered, but child-centered. ("We don't teach history, we teach Johnny.")

The general lack of awareness of gender differences disadvantages both girls and boys, but it disadvantages them in different ways. When teachers don't understand these gender differences, the results too often is a school where the boys think that creative writing is for girls and the girls think physics is for guys. When teachers understand these gender differences they can break down gender stereotypes.