A Quote by Ernest L. Boyer
Education must prepare students to be independent, self-reliant human beings. But education, at its best, also must help students go beyond their private interests, gain a more integrative view of knowledge, and relate their learning to the realities of life.
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In my mind, the purpose of education is to enable human beings to develop to their full potential, intellectually and spiritually. That means that students have to be empowered to pursue self-knowledge and the skills that will help them be of service to their fellow human beings. Education should encourage people to develop their curiosity about life; above all, it should not trivialize either the students or their lives.
Public education for some time has been heavily focused on what curricula we believe will be helpful to students. Life-Enriching Education is based on the premise that the relationship between teachers and students, the relationships of students with one another, and the relationships of students to what they are learning are equally important in preparing students for the future.
Teachers teach and students educate. Students are the only true educators. Historically, every other method of education has failed. Education occurs when students get excited about learning and apply themselves; students do this when they experience great teachers.
To compete in a global economy, our students must continue their education beyond high school. To make this expectation a reality, we must give students the tools they need to succeed, including the opportunity to take a college entrance exam.
To give students the best possible chance to succeed, education must prepare them to handle issues that transcend national boundaries.
The most important outcome of education is to help students become independent of formal education.
The idea that the majority of students attend a university for an education independent of the degree and grades is a hypocrisy everyone is happier not to expose. Occasionally some students do arrive for an education but rote and mechanical nature of the institution soon converts them to a less idealic attitude
Arts education must be part of our education solution because it works for all students.
Pell grants are critical tools for lower- and middle-income students to access higher education, and by expanding access to year-round courses, we can help non-traditional students complete their education sooner, allowing them to start their careers and pay off their loans.
The factory model of education is the wrong model for the 21st century. Today, our schools must prepare all students for college and careers-and do far more to personalize instruction and employ the smart use of technology.
For some students, especially in the sciences, the knowledge gained in college may be directly relevant to graduate study. For almost all students, a liberal arts education works in subtle ways to create a web of knowledge that will illumine problems and enlighten judgment on innumerable occasions in later life.
Education best serves students by helping them be more self-reflective.
Find a model of great education in history and you will find a great teacher who inspired students to make the hard choice to study. Wherever you find such a teacher, you will also find self-motivated students who study hard. When students study hard, learning occurs.
For successful education there must always be a certain freshness in the knowledge dealt with. It must be either new in itself or invested with some novelty of application to the new world of new times. Knowledge does not keep any better than fish. You may be dealing with knowledge of the old species, with some old truth; but somehow it must come to the students, as it were, just drawn out of the sea and with the freshness of its immediate importance.
More and more job fields require some form of higher education, and the pressure is on for schools to adequately prepare our students to compete both nationally and globally and help drive economic growth.
Not only does neoliberalism undermine both civic education and public values and confuse education with training, it also treats knowledge as a product, promoting a neoliberal logic that views schools as malls, students as consumers, and faculty as entrepreneurs.
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