A Quote by Martin Luther King, Jr.

We must remember that intelligence is not enough. Intelligence plus character--that is the goal of true education. The complete education gives one not only power of concentration, but worthy objectives upon which to concentrate. The broad education will, therefore, transmit to one not only the accumulated knowledge of the race but also the accumulated experience of social living. If we are not careful, our colleges will produce a group of close-minded, unscientific, illogical propagandists, consumed with immoral acts. Be careful, brethren! Be careful, teachers!
We must remember that intelligence is not enough. Intelligence plus character-that is the goal of true education. The complete education gives one not only power of concentration, but worthy objectives upon which to concentrate.
The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.
Intelligence plus character-that is the goal of true education.
The difference between intelligence and an education is this: that intelligence will make a good living for you, but education won't do much for you at all.
Men we shall have only as we make manhood the object of the work of the schools - intelligence, broad sympathy, knowledge of the world that was and is, and of the relation of men to it - this is the curriculum of that Higher Education which must underlie true life.
Education is the chief remedy for all those great evils which afflict the country. Education will not only cultivate and improve the intellect of the nation, but will also purify its character.
I think we should be very careful about artificial intelligence. If I had to guess at what our biggest existential threat is, it's probably that. So we need to be very careful...With artificial intelligence we're summoning the demon.
I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. I believe that education, therefore, is a process of living and not a preparation for future living.
Life is challenging. I wish I could tell you that you’ll always be on top of the mountain, but the reality is that there are days when nothing will go right, when not only will you not be on top, you may not even be able to figure out which way is up. Do yourself a favor, and don’t make it any harder than it has to be. In those moments, be careful how you speak to yourself; be careful how you think of yourself; be careful how you conduct yourself; be careful how you develop yourself.
Ninety-nine [students] out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed custom. This is not an accident but the result of substantial education, which, scientifically defined, is the subsumption of the individual.
One may have broad or narrow talents, but only education renders them useful. Schools set up to train people will develop the intelligence of those who have it and end the stupidity of those who do not, providing a specialty to those who have narrow talent and broad knowledge to those with all-around ability.
It is not education, but education of a certain kind, that will serve us. And the current model of western, urban-centered, school-based, education, which is so often more focused on turning children into efficient corporate units rather than curious and open-minded adults, will only lead us further down the wrong path.
We destroy the most hallowed of relations, when we replace home education by social.And your education! Is not that also social, and determined by the social conditions under which you educate, by the intervention, direct or indirect, of society, by means of schools, etc.? The Communists have not invented the intervention of society in education; they do but seek to alter the character of that intervention, and to rescue education from the influence of the ruling class.
We should not value education as a means to prosperity, but prosperity as a means to education. Only then will our priorities be right. For education, unlike prosperity is an end in itself. .. power and influence come through the acquisition of useless knowledge. . . irrelevant subjects bring understanding of the human condition, by forcing the student to stand back from it.
As a former public high school teacher, I will support whatever is in the best interest of Texas education only after careful evaluation of the Permanent School Fund.
He had made a passionate study of education, only to come, gradually, to the knowledge that education is nothing but the process of building up, gradually, a complete unit of consciousness. And each unit of consciousness is the living unit of that great social, religious, philosophic idea towards which humankind, like an organism seeking its final form, is laboriously growing.
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