A Quote by Aristotle
That education should be regulated by law and should be an affair of state is not to be denied, but what should be the character of this public education, and how young persons should be educated, are questions which remain to be considered. As things are, there is disagreement about the subjects. For mankind are by no means agreed about the things to be taught, whether we look to virtue or the best life. Neither is it clear whether education is more concerned with intellectual or with moral virtue.
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The eyes of mankind will be upon you to see whether the Government, which is now more popular than it has been for many years past, will be productive of more virtue moral and political. We may look up to Armies for our Defense, but Virtue is our best Security. It is not possible that any State should long remain free, where Virtue is not supremely honored.
There should be a class on drugs. There should be a class on sex education-a real sex education class-not just pictures and diaphragms and 'un-logical' terms and things like that.....there should be a class on scams, there should be a class on religious cults, there should be a class on police brutality, there should be a class on apartheid, there should be a class on racism in America, there should be a class on why people are hungry, but there are not, there are classes on gym, physical education, let's learn volleyball.
The facilities for advanced education must be evened out and multiplied. No one who can take advantage of a higher education should be denied this chance. You cannot conduct a modern community except with an adequate supply of persons upon whose education, whether humane, technical, or scientific, much time and money have been spent.
Education should foster; this education is meant to repress. Education should inspire; this education is meant to tame. Education should harden; this education is meant to enervate. The English are too wise a people to attempt to educate the Irish in any worthy sense. As well expect them to arm us.
The breakdown of Plato's philosophy is made apparent in the fact that he could not trust to gradual improvements in education to bring about a better society which should then improve education, and so on indefinitely. Correct education could not come into existence until an ideal state existed, and after that education would be devoted simply to its conservation. For the existence of this state he was obliged to trust to some happy accident by which philosophic wisdom should happen to coincide with possession of ruling power in the state.
I believe that prayer in public schools should be voluntary. It is difficult for me to see how religious exercises can be a requirement in public schools, given our Constitutional requirement of separation of church and state. I feel that the highly desirable goal of religious education must be principally the responsibility of church and home. I do not believe that public education should show any hostility toward religion, and neither should it inhibit voluntary participation, if it does not interfere with the educational process.
Since the whole city has one end, it is manifest that education should be one and the same for all, and that it should be public, and not private - not as at present, when every one looks after his own children separately, and gives them separate instruction of the sort which he thinks best; the training in things which are of common interest should be the same for all. Neither must we suppose that any one of the citizens belongs to himself, for they all belong to the state, and are each of them a part of the state, and the care of each part is inseparable from the care of the whole.
I have no evangelical feelings about art at all. I despise art education. Art doesn't lend itself to education. There is no knowledge there. It's a set of propositions about how things should look.
Education is education. We should learn everything and then choose which path to follow." Education is neither Eastern nor Western, it is human.
Is it not manifest that our academic institutions should have a wider scope; that they should not be timid and keep the ruts of the last generation, but that wise men thinking for themselves and heartily seeking the good of mankind, and counting the cost of innovation, should dare to arouse the young to a just and heroic life; that the moral nature should be addressed in the school-room, and children should be treated as the high-born candidates of truth and virtue?
Here I encounter the most popular fallacy of our times. It is not considered sufficient that the law should guarantee to every citizen the free and inoffensive use of his faculties for physical, intellectual and moral self-improvement. Instead, it is demanded that the law should directly extend welfare, education, and morality throughout the nation. This is the seductive lure of socialism. And I repeat: these two uses of the law are in direct contradiction to each other.
The most urgent necessity is, not that the State should teach, but that it should allow education. All monopolies are detestable, but the worst of all is the monopoly of education.
For my part, I should be inclined to suggest that the chief object of education should be to restore simplicity. If you like to put it so, the chief object of education is not to learn things; nay, the chief object of education is to unlearn things.
The question should not be whether or not police are allowed to confront suspects; it should be about how we train them. The question should not be whether we have police; it should be how we use them. The question should not be whether judges should have the ability to protect New Yorkers from violent offenders; it should be how we let them.
The real difficulty is that people have no idea of what education truly is. We assess the value of education in the same manner as we assess the value of land or of shares in the stock-exchange market. We want to provide only such education as would enable the student to earn more. We hardly give any thought to the improvement of the character of the educated. The girls, we say, do not have to earn; so why should they be educated? As long as such ideas persist there is no hope of our ever knowing the true value of education.
It comes down to what your priorities are, and if public education is about kids, then every decision we make should be focused on the question of 'Is this good for a child?' And that should be the driving focus and the priority when we decide what our policies should be and what our laws should be.
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