Quotes About Education

The brain is not a shoebox that 'gets full,' but rather a muscle that expands its capacity with increased use. The more you know, the more you can know.

You read widely to be shaped, not so that you might be prepared to regurgitate.

Education is fundamentally religious. Consequently, there is no question about whether a morality will be imposed in that education, but rather which morality will be imposed.

The Biblical educator must not only have a Christian understanding of the material, he must have a Biblical understanding of the student. If he does not, then the result will be a hybrid Christian methodology employed to achieve a humanistic goal.

The ground for the necessity of Christian schools lies in this very thing, that no fact can be known unless it be known in its relationship to God. And once this point is clearly seen, the doubt as to the value of teaching arithmetic in Christian schools falls out of the picture. Of course arithmetic must be taught in a Christian school. It cannot be taught anywhere else.

We test students right after they read something mostly to ensure that they have in fact read it. From this, many have drawn the erroneous conclusion that the only good that can be extracted from their reading is that which can be displayed on or measured by a test. This is wildly inaccurate. Most of the good your reading and education has done for you is not something you can recall at all.

one of the glories of education is the opportunity to hear the truth come out of a human being with blood in the veins and air in the lungs, and not just off a printed page.

Information can get from a professors lecture notes and into a student's notebook without passing through the mind of either.

The point of a true education is to, by the grace of God, learn how to refuse to let the soul get old.

I have long said that good teaching consists in loving the subject you are teaching in the presence of students whom you also love.

Disagreements about things like the necessity of Christian education are actually disagreements about the nature of knowledge, the meaning of common grace, the authority of natural revelation, and the possibility of neutrality in education.

You read widely to be shaped, not so that you might be prepared to regurgitate. TAKEAWAY

The brain is not a shoebox that "gets full," but is rather a muscle that expands its capacity with increased use. The more you know, the more you can know.

One of the central problems with bringing up children in our day is the constant temptation to underestimate their capacities. We teach them profane and irreverent little ditties, not psalms and hymns. We give them moralistic little stories, not biblical doctrine and ethics. We expect them to act as though they have no brains or souls until they have graduated from college. We aim at nothing, and we hit it every time.

It makes a difference whether Moses or Jeroboam writes the history curriculum.

he hardly knew any facts and was thus having trouble sticking to them.

Attaching "produced at Berkeley, Harvard, MIT" to a ridiculous argument immediately makes it cogent to many. That's part of life, but let's not pretend that it's rationality.

One writer has helpfully noted that education is about formation, not so much information.

It turns out that, however you might wish otherwise, you eventually wind up wherever it was you were going. If you get on the plane to Chicago, and I would ask you to follow me closely here, you are going to land in Chicago. We are now arriving where a godless education must necessarily go. The public schools in America were not secular, they were godless. The public schools in America were not neutral, they were godless. The public schools in America were not even agnostic, they were godless.

Education is one of the central instruments given to us by God for the establishment and perpetuation of a culture. And if we want the culture to be believing, then the education that feeds into it must be believing.

We are badly diseased with regard to vocabulary, grammar, and syntax, and what we desperately need is for someone to write an elegant little volume of sane English usage that will make us all whole again.

if the athletic program is not helping the kids understand God, man, sin, and salvation, then the program is failing, regardless of the win/loss record. But the same thing is true of the "classroom program.

Now it makes sense, for example, if the children are taking a vocabulary test of 100 words, and one of the kids misses thirteen of them, to give him an 87 percent. But we go far beyond this. A student writes an essay on a sunset, let us say, and the teacher writes 87 percent at the top of that paper. What he is saying, in effect, is that there is a mathematical metaphor operative here. The figure of 87 is to 100 what this submitted essay is . . . to what? What on earth is this supposed to mean?

Education is the process of selling someone on books.