A Quote by William Glasser
We don't focus as much in schools on educational knowledge which requires thinking and application, as we do on acquiring facts.
Related Quotes
As long as acquiring knowledge is the educational goal of schools, educational opportunities will be limited, as they are now, to affluent families.
Knowledge is the acquiring of facts, understanding is the interpreting of facts, wisdom the application.
Any material element or resource which, in order to become of use or value to men, requires the application of human knowledge and effort, should be private property-by the right of those who apply the knowledge and effort.
It is not healthy to be thinking all the time. Thinking is intended for acquiring knowledge or applying it. It is not essential living.
[The scientist] believes passionately in facts, in measured facts. He believes there are no bad facts, that all facts are good facts, though they may be facts about bad things, and his intellectual satisfaction can come only from the acquisition of accurately known facts, from their organization into a body of knowledge, in which the inter-relationship of the measured facts is the dominant consideration.
The main problem is that most commentators are accustomed to thinking of spiritual schools as 'systems', which are more or less alike, and which depend upon dogma and ritual: and especially upon repetition and the application of continual and standardised pressures upon their followers.The Sufi way, except in degenerate forms which are not to be classified as Sufic, is entirely different from this.
We've got to look to our educational programs and focus on doing what we can to stem violence in the schools.
I hate the word educational! I mean, 'Downton Abbey' is educational in that you come away from it knowing so much more about that period than when the show started, but you don't come away thinking it was educational.
The fact that there could be an ISIS West Bank, the fact that the Palestinian government in Gaza doesn't even acknowledge Israel's right to exist, the fact of constant terror, delegitimization campaigns in the Palestinian schools, these are all much bigger facts. And for the Barack Obama administration to focus on this one fact, almost, not to the expense, but to diminish some of the others which are much more important, is to cast all the blame on Israel and to take the U.N. policy toward Israel, which has been longstanding, and sort of surrender to it.
Wisdom is the right application of knowledge; and true education...is the application of knowledge to the development of a noble and Godlike character.
Another example of the educational inequality is the current debate over publicly financed school vouchers which will provide educational opportunities to a privileged handful, but deprive public schools of desperately needed resources.
Humor requires perspective. Perspective requires focus. Focus requires balance. Balance requires attention to the present moment. In the 'now' one is freed from labels. Success and failure, good luck and bad—they're all constructs of your mind.
Each member of society can have only a small fraction of the knowledge possessed by all, and...each is therefore ignorant of most of the facts on which the working of society rests...civilization rests on the fact that we all benefit from knowledge which we do not possess. And one of the ways in which civilization helps us to overcome that limitation on the extent of individual knowledge is by conquering intelligence, not by the acquisition of more knowledge, but by the utilization of knowledge which is and which remains widely dispersed among individuals.
Today much of what we call education is merely knowledge gathering and remembering. Problem solving and thinking, never strong parts of our educational system, have been downgraded in all but a few scientific subjects.
Knowledge is the accumulation of facts wisdom is the deduction from these facts of useful laws, a process which can only take place by comparing the facts in one compartment with those in all others, thus giving a vision of the whole.
Thinking leads man to knowledge. He may see and hear, and read and learn, as much as he please; he will never know any of it, except that which he has thought over, that which by thinking he has made the property of his mind. Is it then saying too much if I say, that man by thinking only becomes truly man? Take away thought from man's life, and what remains?
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