Quotes About Education

Toute éducation des femmes doit être relative aux hommes (...) La femme est fait pour céder à l'homme et pour supporter ses injustices.

Plants are shaped by cultivation , and men by education .

For if men needed speech in order to learn to think, they had a still greater need for knowing how to think in order to discover the art of speaking - Rousseau

The denial of emotion is a terrible thing; what takes time is learning that the positive path is the education of emotion, not it's uncritical indulgence, which actually locks us far more firmly in our mutual isolation. Likewise, the denial of rights is a terrible thing; and what takes time to learn is that the opposite of oppression is not a wilderness of litigation and reparation but the nurture of concrete, shared respect.

Corporal punishment was unknown in Indigenous families but was routine in the boarding schools. Often punishment was inflicted for being "too Indian"—the darker the child, the more often and severe the beatings. The children were made to feel that it was criminal to be Indian.26

Here's what I don't understand: if something called neuroplasticity is a hard, cold fact, why haven't we, the masses, heard much about it? Why are we left sitting here with a measly fourteen shades of grey, when, if we're talking about the brain, there are a trillion possible shades.

The teacher, as we know, can confer upon the pupil no powers which are not already latent within him, and his sole function is to assist in the awakening of slumbering faculties. But what he imparts out of his own experience is a pillar of strength for the one wishing to penetrate through darkness to light.

Jsou dvÄ› magická slova, jež udávají, jak dítÄ› vstupuje ve vztah ke svému okolí, a to: napodobení a vzor. Ã…Ëœecký filozof Aristoteles nazval ?lovÄ›ka nejnapodobivÄ›jÅ¡ím zvíÃ…â"¢etem; pro žádný jiný vÄ›k neplatí tento výrok víc než pro dÄ›tství až do výmÄ›ny zub?.

Tak jako dítÄ›ti do sedmého roku musíme dávat fyzický vzor, tak musí být do okolí vyvíjejícího se ?lovÄ›ka mezi výmÄ›nou zub? a pohlavním dozráním vnáÅ¡eno vÅ¡echno to, jehož vnitÃ…â"¢ním smyslem a hodnotami se m?že Ã…â"¢ídit. Nyní je na místÄ› to, co je naplnÄ›no smyslem a co p?sobí obrazem a podobenstvím.

Pro ?lovÄ›ka je dokonce velmi Å¡patné, nem?že-li pÃ…â"¢istupovat k záhadÄ› bytí nejprve citem. Je proto nutné, aby vychovatel mÄ›l pro vÅ¡echny pÃ…â"¢írodní zákony a tajemství svÄ›ta k dispozici podobenství.

Chápání v pojmech by mÄ›lo být v jistém smÄ›ru ?erpáno z nashromáždÄ›ného pokladu pamÄ›ti. ÄŒím více ví mladý ?lovÄ›k z pamÄ›ti pÃ…â"¢ed pojmovým chápáním, tím lépe... Není jistÄ› tÃ…â"¢eba výslovnÄ› dovozovat, že toto platí jen pro vÄ›k, o nÄ›mž je tu Ã…â"¢e? (7 až 14 let), nikoli pro pozdÄ›jÅ¡í dobu.

We want to be aware that physical existence is a continuance of the spiritual, and that what we have to do in education is a continuation of what higher beings have done without our assistance. Our form of educating can have the correct attitude only when we are aware that our work with young people is a continuation of what higher beings have done before birth.

you will not be good teachers if you focus only upon what you do and not upon what you are.

NeboÃ…Â¥ k ?emu položíme základy v dítÄ›ti v jeho osmém nebo devátém roce, to se projeví ve ?tyÃ…â"¢icátém pátém, padesátém roce dospÄ›lého ?lovÄ›ka, o nÄ›mž budeme jeÅ¡tÄ› mluvit. Co jako u?itel provedu s dítÄ›tem bÄ›hem jeho povinné Å¡kolní docházky, to pronikne hluboko do jeho fyzické, psychické, duchovní a lidské pÃ…â"¢irozenosti.

but at St Xavier's they know the first rush of minds developed by sun and surroundings, as they know the half-collapse that sets in at twenty-two or twenty-three.

Se aprende más de un erudito apasionado que de un montón de ganapanes de ardua brillantez.

There is no sin as great as ignorance. Remember this.

besides, this is much too good to tell all the other brutes in the Coll. They'd never understand. They play cricket, and say, 'Yes sir', and 'Oh, sir', and 'No, sir'.

Here was a new craft that a man could tuck away in his head and by the look of the large wide world unfolding itself before him, it seemed that the more a man knew the better for him.

nothin', or his edukashin which he niver got? You that think ye know things, answer me that. But I found no answer. I was wondering how long Ortheris, in the bank of the river, would hold out, and whether I should be forced to help him to desert, as I had given my word.

People who for years had not looked for things in booked found new appetites for knowledge when they spoke to him. To someone who came in asking for the latest novel he might sell not only the novel but a biological treatise on the life of ants, an ecological study of ancient man, a philosophical work, and a history of small sailing-craft.

Real literature is something much better than a harmless instrument for getting through idle hours. The purpose of great literature is to help us to develop into full human beings.

It is good for a student to be poor. Getting and spending, the typical American college student lays waste his powers. Work and contemplation don't mix, and university days ought to be days of contemplation.

What I learned is ignorance is not bliss. Ignorance is ignorance. You can't help or contribute to this planet without knowing what's really going on.