A Quote by Ayn Rand
The only purpose of education is to teach a student how to live his life-by developing his mind and equipping him to deal with reality. The training he needs is theoretical, i.e., conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past-and he has to be equipped to acquire further knowledge by his own effort.
Related Quotes
No matter how vast your knowledge or how modest, it is your own mind that has to acquire it. It is only with your own knowledge that you can deal. It is only your own knowledge that you can claim to possess or ask others to consider. Your mind is your only judge of truth - and if others dissent from your verdict, reality is the court of final appeal. Nothing but a man's mind can perform that complex, delicate, crucial process of identification which is thinking. Nothing can direct the process but his own judgment. Nothing can direct his judgment but his moral integrity.
No child is taught to kill, but he has to be taught to love, respect, honor and value, not only his own life, but the lives of his classmates, parents and teachers. He has to experience love and acceptance. He has to know his life has purpose and meaning. No amount of money can do that.
WISDOM IS dependent upon knowledge. Where there is complete ignorance there can be no wisdom, no knowledge of the right thing to do. Man’s knowledge is comparatively limited and so his wisdom must be small, unless he can connect his mind with a knowledge greater than his own and draw from it, by inspiration, the wisdom that his own limitations deny him. Only God knows all truth; therefore only God can have Real wisdom or know the right thing to do at all times, and man can receive wisdom from God. Wisdom is obtained by reading the mind of God.
Knowledge is inherent in man; no knowledge comes from outside; it is all inside. We say Newton discovered gravitation. Was it sitting anywhere waiting for him? It was in his own mind; the time came and he found it out. All knowledge that the world has ever received comes from the mind; the infinite library of the universe is in our own mind. The external world is simply the suggestion, the occasion, which sets you to study your own mind.
Man's mind is his basic tool of survival. Life is given to him, survival is not. His body is given to him, its sustenance is not. His mind is given to him, its content is not. To remain alive, he must act, and before he can act he must know the nature and purpose of his action. He cannot obtain his food without a knowledge of food and of the way to obtain it. He cannot dig a ditch-or build a cyclotron-without a knowledge of his aim and of the means to achieve it. To remain alive, he must think
Man's knowledge of science has clearly outstripped his knowledge of man. Our only hope of making the atom servant rather than master lies in education, in a broad liberal education where each student within his capacity can free himself from trammels of dogmatic prejudice and apply his educational accoutrement to besetting social and human problems.
Instead of encouraging the student to devote himself to his studies for the sake of studying, instead of encouraging in him a real love for his subject and for inquiry, he is encouraged to study for the sake of his personal career; he is led to acquire only such knowledge as is serviceable in getting him over the hurdles which he must clear for the sake of his advancement.
When a man sought knowledge, it would not be long before it could be seen in his humbleness, his sight, upon his tongue and his hands, in his prayer, in his speech and in his disinterest (zuhd) in worldly allurements. And a man would acquire a portion of knowledge and put it into practice, and it would be better for him than the world and all it contains - if he owned it he would give it in exchange for the hereafter.
Therefore only through education does one come to be dissatisfied with his own knowledge, and only through teaching others does one come to realize the uncomfortable inadequacy of his knowledge. Being dissatisfied with his own knowledge, one then realizes that the trouble lies with himself, and realizing the uncomfortable inadequacy of his knowledger.
To make a man happy, fill his hands with work, his heart with affection, his mind with purpose, his memory with useful knowledge, his future with hope, and his stomach with food.
The great object of Education should be commensurate with the object of life. It should be a moral one; to teach self-trust: to inspire the youthful man with an interest in himself; with a curiosity touching his own nature; to acquaint him with the resources of his mind, and to teach him that there is all his strength.
Why can't a man stand alone? Must he be burdened by all that he's taught to consider his own? His skin and his station, his kin and his crown, his flag and his nation They just weigh him down
The child is naturally meditative. He is a sort of samadhi; he's coming out of the womb of existence. His life river is yset absolutely fresh, just from the source. He knows the truth, but he does not know that he knows.... His knowledge is not yet aware. It is innocent. It is simply there, as a matter of fact. And he is not separate from his knowledge; he is his knowledge. He has not mind, he has simple being.
Man did not address his inquiries to the earth on which he stood until a remarkably late stage in the development of his desire for knowledge. And the answers he received to the questions, "Where do I come from?", "What is man?", although they made him poorer by a few illusions, gave him in compensation a knowledge of his past that is vaster than he could ever have dreamed. For it emerged that the history of life was his history too.
The first responsibility of the Muslim is as teacher. That is his job, to teach. His first school, his first classroom is within the household. His first student is himself. He masters himself and then he begins to convey the knowledge that he has acquired to the family. The people who are closest to him.
Let our pupil be taught that he does not belong to himself, but that he is public property. Let him be taught to love his family, but let him be taught at the same time that he must forsake and even forget them when the welfare of his country requires it.
Related Authors
C. S. Lewis Quotes
British
Writer
Francois de La Rochefoucauld Quotes
French
Writer
Gilbert K. Chesterton Quotes
English
Writer
H. L. Mencken Quotes
American
Writer
Haruki Murakami Quotes
Japanese
Writer
J. R. R. Tolkien Quotes
English
Writer
Kurt Vonnegut Quotes
American
Writer
Leo Tolstoy Quotes
Russian
Writer
Mark Twain Quotes
American
Writer
Mason Cooley Quotes
American
Writer
Ray Bradbury Quotes
American
Writer
Samuel Johnson Quotes
English
Writer
Seth Godin Quotes
American
Writer
Sherrilyn Kenyon Quotes
American
Writer
Suzanne Collins Quotes
American
Writer