A Quote by Sal Khan
The whole reason why we have this kind of assembly line model of education that we inherited from the Prussians, is they were the first people - it's a very egalitarian motive - to say how do we educate everyone.
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Nagging questions remain: Where is the line between making the most of one's potential and reaching for the unattainable? Where is the line between education as a tool and education as a kind of magic? The line is blurred and that is why when education fails, disillusionment is so bitter.
Studios are an assembly line. They can be a very good assembly line. As a producer, you concentrate on one project at a time. As an executive, you're in charge of a slate.
There are a lot of leaders that talk about ending things like oppression - whether it's discrimination or getting a job - but the reason for all of this stuff is somebody's making a profit off our backs. That's the reason why black people were brought here in the first place. It was a profit motive.
Mr Edison gave America just what was needed at that moment in history. They say that when people think of me, they think of my assembly line. Mr. Edison, you built an assembly line which brought together the genius of invention, science and industry.
The economic model was formed by the constraints that I had: a small space, relatively inexpensive building materials, relatively inexpensive investment, a very efficient service line or assembly line.
Somebody once told me, ‘Manage the top line, and the bottom line will follow.’ What's the top line? It's things like, why are we doing this in the first place? What's our strategy? What are customers saying? How responsive are we? Do we have the best products and the best people? Those are the kind of questions you have to focus on.
Our task is to educate our children's whole being so they can face the future and make something of it. To achieve this we need to balance education for careers with education for twenty-first century life.
As I wrote I began to see more strongly that there were inescapable analogies. You couldn't really live through the '80s without feeling how crass and distasteful some of the economic doctrines were. The slave trade is a perfect model for that kind of total devotion to the profit motive without reckoning the human consequences.
Every line, everything you do in life, should have a motive and a reason. Every one of us should have a motive and a reason, most of the time, to accomplish all the things that we want in life.
There's no other way to learn about it, except through documentaries. I encourage documentarians to continue telling stories about World War II. I think documentaries are the greatest way to educate an entire generation that doesn't often look back to learn anything about the history that provided a safe haven for so many of us today. Documentaries are the first line of education, and the second line of education is dramatization, such as The Pacific.
We need to educate young people to deal with new modes of education that are emerging with the new electronic technologies and we need to educate them to not only learn how to critically read this ubiquitous screen culture but also how to be cultural producers.
Historical fact: People stopped being people in 1913. That was the year Henry Ford put his cars on rollers and made his workers adopt the speed of the assembly line. At first, workers rebelled. They quit in droves, unable to accustom their bodies to the new pace of the age. Since then, however, the adaptation has been passed down: we've all inherited it to some degree, so that we plug right into joy-sticks and remotes, to repetitive motions of a hundred kinds.
Science is not the means by which we come to understand why physical laws and circumstances are the way they are. When we ask why - assuming the question is really 'why' and not 'how' - we are really asking to know the motive of some responsible agent capable of reason.
For what is meant by saying that a government ought to educate the people? Why should they be educated? What is the education for? Clearly, to fit the people for social life - to make them good citizens. And who is to say what are good citizens? The government: there is no other judge. And who is to say how these good citizens may be made? The government: there is no other judge. Hence the proposition is convertible into this - a government ought to mold children into good citizens, using its own discretion in settling what a good citizen is and how the child may be molded into one.
People say how unbelievable and enjoyable this whole thing must be. But watching your children play quarterback, putting themselves on the line every game, getting smacked around and bloodied up... it's very, very hard.
If I were to tell you that I'm the one who does all the cooking, you'd interpret it as me trying to be some kind of role model. And if I were to say that my husband does all the cooking, you'd say: "Ah, so that's how it is with family ministers."
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