A Quote by Martin Luther King, Jr.

Education without direction is a one-sided social value. Direct action without education is a meaningless expression of pure energy. — © Martin Luther King, Jr.
Education without direction is a one-sided social value. Direct action without education is a meaningless expression of pure energy.
Education without social action is a one-sided value because it has no true power potential. Social action without education is a weak expression of pure energy. Deeds uninformed by educated thought can take false directions. When we go into action and confront our adversaries, we must be as armed with knowledge as they. Our policies should have the strength of deep analysis beneath them to be able to challenge the clever sophistries of our opponents.
Education without social action is a one-sided value because it has no true power potential.
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.
No man who worships education has got the best out of education... Without a gentle contempt for education no man's education is complete.
Certainly if I were to think in terms of a field that would have required a different mode of education, I think I would have leaned in the direction of being a therapist. And without the education, or a different kind of education, I think my first choice would be a landscape architect. I love to garden.
Socialism may be worthless as a scheme, but it is not meaningless as a symptom. Rousseau's theory of the origin of society, of the social contract, and of a cure for all the social evils by a return to a state of nature, had, as we all know now, no more relation to fact than the dreams of an illiterate drunkard; but they were not without value as a vague and symbolical expression of certain evils from which the France of his day was suffering.
Direct action against the authority in the shop, direct action against the authority of the law, direct action against the invasive, meddlesome authority of our moral code, is the logical, consistent method of Anarchism. Will it not lead to a revolution? Indeed, it will. No real social change has ever come without a revolution. People are either not familiar with their history, or they have not yet learned that revolution is but thought carried into action.
I add this, that rational ability without education has oftener raised man to glory and virtue, than education without natural ability.
The public is not cognizant of the real value of education, and does not realize that education as a social force is not receiving the kind of attention it has the right to expect in a democracy.
Education is a matter of the spirit. No wiser word has been said on the subject, and yet we persist in applying education from without. No one knoweth the things of the man except the spirit of man which is in him; therefore, there is no education but self-education, and as soon as a young child begins his education, he does so as a student. Our business is to give him mind stuff. Both quantity and quality are essential.
Politics without principles, Education without character, Science without humanity, and Commerce without morality are not only useless, but also positively dangerous.
Education today, in this particular social period, is assuming truly unlimited importance. And the increased emphasis on its practical value can be summed up in one sentence: education is the best weapon for peace.
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.
Time has two aspects. There is the arrow, the running river, without which there is no change, no progress, or direction, or creation. And there is the circle or the cycle, without which there is chaos, meaningless succession of instants, a world without clocks or seasons or promises.
I think I was interested in history without knowing it and that became very clear when I arrived in France. Everything that I was really interested in was there, but I knew nothing, no education, no art education, no education beyond high school. It was extremely overwhelming and it still is.
Natural ability without education has more often raised a man to glory and virtue than education without natural ability.
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