A Quote by Maria Montessori
Education should no longer be most imparting of knowledge, but must take a new path, seeking the release of human potentialities.
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Education is education. We should learn everything and then choose which path to follow." Education is neither Eastern nor Western, it is human.
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.
Education does not mean the imparting of verbal knowledge alone.
A federation of all humanity, together with a sufficient measure of social justice, to ensure health, education, and a rough equality of opportunity to most of the children born into the world, would mean such a release and increase of human energy as to open a new phase in human history.
We cannot afford to put off change any longer. We have to get on a new path within this new administration. We have only four years left for Obama to set an example to the rest of the world. America must take the lead.
So, we should work on imparting quality education and make our children responsible citizens. For that, we should also come forward and do our bit. So I want to open an academic institute for the underprivileged children, where they can acquire knowledge and become responsible citizens.
The mere stuffing of the mind with a knowledge of facts is not education. The mind must not only possess a knowledge of the truth, but the soul must revere it, cherish it, love it as a priceless gem; and this human life must be guided and shaped by it in order to fulfill its destiny.
Education is identical with helping the child realize his potentialities. The opposite of education is manipulation, which is based on the absence of faith in the growth of potentialities and the connection that a child will be right only if the adults put into him what is desirable and suppress what seems to be undesirable.
In my early life, and probably even today, it is not sufficiently understood that a child's education should include at least a rudimentary grasp of religion, sex, and money. Without a basic knowledge of these three primary facts in a normal human being's life --subjects which stir the emotions, create events and opportunities, and if they do not wholly decide must greatly influence an individual's personality --no human being's education can have a safe foundation.
Anything is one of a million paths. Therefore, a warrior must always keep in mind that a path is only a path; if he feels that he should not follow it, he must not stay with it under any conditions. His decision to keep on that path or to leave it must be free of fear or ambition. He must look at every path closely and deliberately. There is a question that a warrior has to ask, mandatorily: 'Does this path have a heart?'
It is like a voyage of discovery into unknown lands, seeking not for new territory but for new knowledge. It should appeal to those with a good sense of adventure.
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.
The concept of an education centered upon the care of the living being alters all previous ideas. Resting no longer on a curriculum, or a timetable, education must conform to the facts of human life.
Within the next few years-a decade perhaps-we should be in a position to unlock new knowledge about life and matter so great that wholly new concepts of human life will follow in the wake of this new knowledge.
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.
During the last century, and part of the one before, it was widely held that there was an unreconcilable conflict between knowledge and belief. The opinion prevailed amoung advanced minds that it was time that belief should be replaced increasingly by knowledge; belief that did not itself rest on knowledge was superstition, and as such had to be opposed. According to this conception, the sole function of education was to open the way to thinking and knowing, and the school, as the outstanding organ for the people's education, must serve that end exclusively.
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