A Quote by Barry O'Farrell

I don't favour ethics classes being an alternative to special religious education classes. — © Barry O'Farrell
I don't favour ethics classes being an alternative to special religious education classes.
I was really grateful for the photography classes, the art classes, and the video classes. They would let me skip all my other classes and stay and work on my projects.
I was an altar boy, I took catechism classes and religion classes, and I prayed a lot as a child. My family was very religious, and I really experienced God.
I explored the arts in general; I took painting classes and sketching classes and acting classes and all sorts of different things.
There are only two classes in good society in England: the equestrian classes and the neurotic classes.
If you don't take enough math classes or science classes or writing intensive classes, you're not going to be prepared to compete in college or the workplace -- no matter what your diploma says.
It would be extremely naive to expect the dominant classes to develop a type of education that would enable subordinate classes to perceive social injustices critically.
I went to the Chicago Art Institute, which was the best painting school in the area at that time. And I took painting classes - basic elementary painting classes and drawing classes of all sorts.
In literature classes, you don't learn about genes; in physics classes you don't learn about human evolution. So you get a fragmented view of the world. That makes it hard to find meaning in education.
Teachers do not need to be armed with guns to protect their classes; they need to be armed with a solid education in order to teach their classes.
It will always be considered a praiseworthy undertaking to urge the most obstinate and incredulous to abide by the principles that impel men to live in society. There are, therefore, three distinct classes of vice and virtue: the religious, the natural, and the political. These three classes should never be in contradiction with one another.
Undoubtedly, there are kids with intellectual deficiencies or neurological problems. But a lot of kids shunted into special education classes are deficient only in a willingness to conform to the school pattern.They are just honest, brave kids who say, "I just won't take that, and I don't believe in what you're doing." If you give them an alternative to the usual classroom, they break free of a lot of inhibitions and bad associations, and they begin to learn.
I was in acting classes from the age of 9, dance classes, music classes - my mom put a lot of energy and attention into me, so no matter what happened in my life, I always had this basis of discipline. So I really worked hard for everything I had from a very early age.
While [Plato] affirmed with emphasis that the place of the individual in society should not be determined by birth or wealth or any conventional status, but by his own nature as discovered in the process of education, he had no perception of the uniqueness of individuals. For him they fall by nature into classes, and into a very small number of classes at that.
I've noticed a fascinating phenomenon in my twenty-five years of teaching - that schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders.
I had no interest in history classes. In fact, I used to sleep in history classes, I used to bunk classes. But that is how students are supposed to be, no? I developed an interest in history much later. I have made a few films based on historical facts.
I think that when I was child, acting was mostly just a hobby for me. It was something that my parents encouraged me to think of the way that my brothers thought of their cross-country classes, or my little sister to dance classes and art classes, and it was something like that for me.
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