Top 1200 General Education Quotes & Sayings - Page 20

Common education standards are essential for producing the educated work force America needs to remain globally competitive. This voluntary state lead effort will help ensure that all students can receive the college and career ready, world class education they deserve, no matter where they live. I applaud the states efforts that got us here today and the work of NGA, CCSSO and Achieve in supporting this important achievement.

In part, it's almost surely a failure of modern education, whether K through 12 or higher education, or really both. Barack Obama went to Ivy League institutions like Columbia, which are reputed to be among America's top colleges. And yet, this very recent product of those American institutions is not publicly articulating an appreciation of the American founding or the founders and their vision for America.

My parents were not formally educated. Both were cognizant of the importance of education. The teachers and ministers were the role models, and they would say, you should want to be like Miss Gardiner, you should want to be like Mr. Freeman, or be like your dad. Shun the people who don't value education.

If a general and his men fear death and are apprehensive over possible defeat, then they will unavoidably suffer defeat and death. But if they make up their minds, from the general down to the last footsoldier, not to think of living but only of standing in one place and facing death together, then, though they may have no other thought than meeting death, they will instead hold on to life and gain victory.

When they called me with the Nobel call from Secretary General of the Swedish Academy it was twenty minutes to six and he said well that was well hope I'm not disturbing you but I am the Secretary General of the Swedish Academy. Of course you can imagine I was frozen in time when he said that but then he made a very famous statement, something to the effect that this is the last 20 minutes of peace of your life.

We need first of all the reform of our justice system. We need reform of the education system, because of quality of education because of innovation and technology. And we need administrative reform. Too much bureaucracy.

Man's knowledge of science has clearly outstripped his knowledge of man. Our only hope of making the atom servant rather than master lies in education, in a broad liberal education where each student within his capacity can free himself from trammels of dogmatic prejudice and apply his educational accoutrement to besetting social and human problems.

Not all schooling is education nor all education, schooling.

Education is a very empowering experience, so many people who went to school also managed to improve their quality of life much faster because they could get a job, they could get money. Once people see that you improve your life if you are educated, then education becomes a valuable tool and people want it.

In a society where some people are far more educated than others, in which public education is ill-funded - here I am speaking of the U.S. - while we build more and more prisons to incarcerate youth who ought to be in school, there is already a gap between those with education and those without. Those with educational privilege can be seen as arrogant, remote, alien - and very often they believe themselves superior.

It is time to ask: are we Aborigines a serious people? … Do we have the seriousness necessary to maintain our languages, traditions and knowledge? … The truth is that I am prone to bouts of doubt and sadness around these questions. But I have hope. Our hope is dependent upon education. Our hope depends on how serious we become about the education of our people.

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.

Critical thinking is to a liberal education as faith is to religion. ... the converse was true also - faith is to a liberal education as critical thinking is to religion, irrelevant and even damaging.

We can go for days, weeks, and even months without saying or thinking the word 'education.' And yet, day in and day out, we are educating others and being educated ourselves. In the narrower sense of education - those classrooms and buildings and campuses where teachers and taught are brought together for purposes stated and unstated, for outcomes intended and unintended - we have all been profoundly affected by the pattern of days essentially not of our own making.

The social scientist is in a difficult, if not impossible position. On the one hand there is the temptation to see all of society as one's autobiography writ large, surely not the path to general truth. On the other hand, there is the attempt to be general and objective by pretending that one knows nothing about the experience of being human, forcing the investigator to pretend that people usually know and tell the truth about important issues, when we all know from our own lives how impossible that is.

We have seven pillars of development. India has a cutting edge information technology industry. We are setting up a technology park. We would like to see technology penetration iin education. Besides, we would like to see cooperation in industries like fashion, filmmaking, ship-building, education, health and energy.

Students need to learn how to unlearn those elements of a market driven society that deform their sense of agency, reducing them to simply consumers or even worse to elements of a disposable population. So we need to understand who controls the means of public education and the larger forms of what Raymond Williams called the cultural apparatuses of permanent education both in terms of the dangers they pose and the possibilities they harbor.

The higher amount you put into higher education, at the federal level particularly, the more the price of higher education rises. It's the dog that never catches its tail. You increase student loans, you increase grants, you increase Pell grants, Stafford loans, and what happens? They raise the price.

I believe that the community's duty to education is, therefore, its paramount moral duty. By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard and chance way. But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.

To the mind which looks not to general results in the economy of Nature, the earth may seem to present a scene of perpetual warfare, and incessant carnage: but the more enlarged view, while it regards individuals in their conjoint relations to the general benefit of their own species, and that of other species with which they are associated in the great family of Nature, resolves each apparent case of individual evil, into an example of subserviency to universal good.

We have to know cognitively what another mind is thinking and also empathically what they're feeling. And of course, in general, that's always the case, but it's often very generic. Like with Leo Cullum's doctor, it's just the fact that people in general are cruel and insensitive. But in the Barbara Smaller cartoon, we understand it's this particular person or this specific sub-class of person and her particular needs and desires, and that's different than a pun cartoon in which it's just semantic.

It is my vision that we all will dedicate the next decade to achieve universal literacy and education for all children, especially for girls. More than 145 million of the world's children are deprived of education due to poverty, exploitation, slavery, gender discrimination, religious extremism, and corrupt governments. May Three Cups of Tea be a catalyst to bring the gift of literacy to each of those children who deserves a chance to go to school.

(Heinrich von) Kleist would not be a Prussian if his first thought would not have been orderlinessand he would not be a German if he had not placed all his hopes of developing this inner orderliness into education. Education is the secret of life for him as for every German: studying, learning a lot from books, sitting in lectures, keeping notebooks, listening intently to professors.

The most powerful influence exercised by the Arabs on general natural physics was that directed to the advances of chemistry ; a science for which this race created a new era.(...) Besides making laudatory mention of that which we owe to the natural science of the Arabs in both the terrestrial and celestial spheres, we must likewise allude to their contributions in separate paths of intellectual development to the general mass of mathematical science.

In this article we begin to address the subject of vaccinosis, the general name for chronic dis-ease caused by vaccines. For some readers the very idea that vaccines are anything but wonderful and life-saving may come as a surprise, and it's not a very pleasant one. After all, the general population pictures vaccines as one of modern medicine's best and brightest moments, saving literally millions from the scourge of diseases like poliomyelitis and smallpox.

Red RodsBefore elaborating any system of education, we must therefore create a favorable environment that will encourage the flowering of a child's natural gifts. All that is needed is to remove the obstacles. And this should be the basis of, and point of departure for, all future education. The first thing to be done, therefore, is to discover the true nature of a child and then assist him in his normal development.

I can say with absolute confidence that the general public of Burma would be very little affected, if at all, by sanctions. So far, the kind of investments that have come in have benefited the public very little indeed. If you have been in Burma long enough, you will be aware of the fact that a small elite has developed that is extremely wealthy. Perhaps they would be affected, but my concern is not with them but with the general public.

There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his [sic] activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.

With a generous endowment of motherhood provided by legislation, with all laws against voluntary motherhood and education in its methods repealed, with the feminist ideal of education accepted in home and school, and with all special barriers removed in every field of human activity, there is no reason why woman should not become almost a human thing. It will be time enough then to consider whether she has a soul.

So you see that the process of education, taken in a large way, may be described as nothing but the process of acquiring ideas or conceptions, the best educated mind being the mind which has the largest stock of them, ready to meet the largest possible variety of the emergencies of life. The lack of education means only the failure to have acquired them, and the consequent liability to be 'floored' and 'rattled' in the vicissitudes of experience.

It's really important to say this. Often the faith schools were founded before the state provided education. I want good education in this country so I'm not going to slag off faith schools. I think that it's important that people of different backgrounds and different faiths go to school together and many faith schools do that.

Spiritual formation is character formation. Everyone gets a spiritual formation. It's like education. Everyone gets an education; it's just a matter of which one you get.

The selection of topics for intensive research has often been a function of serendipitous opportunity. My forays into philosophy of education were largely in response to the prompting of friends and my dissatisfaction with much of what - at that time - passed for philosophy of education. I cannot honestly say that there has been either continuity or an overarching schema, though I suspect ,or at least hope, that someone who looked at my oeuvre might conclude that there was a philosophically integrated author.

If we [the USA] don't innovate in education, it's literally going to mean less people get to go have that education at a time when more people are going to want it. We've got to put courses out on the Web, we've got to put interactive learning out on the Web.

They're rights that should be endemic to any democracy. The right to a free quality education, from elementary school right through higher education. The right to have a decent social wage. The right to a decent job. Political rights; the right to vote. These are all parts of the social contract, from the New Deal onwards, that never went far enough.

Songwriting is a craft. Writing good songs on a a consistent basis doesn not happen spontaneously. In fact, most of our best songwriters learned to write good songs by writing a lot of not so good ones. Education matters in songwriting, just as it matters for physicists, chemists, doctors, lawyers and MBAs. Education lays the foundataion on which to build experience.

Formal education will make you a living; self-education will make you a fortune. A successful business owner never stops learning. They educate themselves on the things they need to learn, and they never stop growing. They never arrive at a certain point and think, ahhh... now I don't need to learn anymore.

Education and health were always matters of charity. You educated children and you helped the sick because they were good things to do, not because you were going to make money out of them. If you let the money-making principle, the profit-seeking motive, anywhere near education and health, things go bad.

The aim of education is to enable individuals to continue their education ... (and) the object and reward of learning is continued capacity for growth. Now this idea cannot be applied to all the members of a society except where intercourse of man with man is mutual, and except where there is adequate provision for the reconstruction of social habits and institutions by means of wide stimulation arising from equitably distributed interests. And this means a democratic society.

By helping to raise man above the level of bestial vegetation, faith contributes in reality to the securing and safeguarding of his existence. Take away from present-day mankind its education-based, religious-dogmatic principles- or, practically speaking, ethical-moral principles- by abolishing this religious education, but without replacing it by an equivalent, and the result will be a grave shock to the foundations of their existence.

Art that means anything in the life of a community must bear some relation to current interpretations of the mystery of the universe. Our rigid separation of the humanities and the sciences has temporarily left our art stranded or stammering and incoherent. Both art and science ought to be blended in our early education of our children's emotions and powers of observation, and that harmony carried forward in later education.

Education is huge for me. I went to public school until I turned thirteen, and was lucky enough to afford college once I became successful as an actress. I cannot believe that quality education costs as much as it does in this country. Ghetto Film School is a remarkable public high school in New York City where students get to learn to express themselves through filmmaking, and have hands-on access to equipment.

Money is one form of power. But what is more powerful is financial education. Money comes and goes, but if you have the education about how money works, you gain power over it and can begin building wealth. The reason positive thinking alone does not work is because most people went to school and never learned how money works, so they spend their lives working for money.

First, individual rights cannot be sacrificed for the sake of the general good, and second, the principles of justice that specify these rights cannot be premised on any particular vision of the good life. What justifies the rights is not that they maximize the general welfare or otherwise promote the good, but rather that they comprise a fair framework within which individuals and groups can choose their own values and ends, consistent with a similar liberty for others.

The general who wins a battle makes many calculations in his temple ere the battle is fought. The general who loses a battle makes but few calculations beforehand. Thus do many calculations lead to victory, and few calculations to defeat: how much more no calculation at all! It is by attention to this point that I can foresee who is likely to win or lose.

Good company requires only birth, education, and manners, and with regard to education is not very nice. Birth and good manners are essential; but a little learning is by no means a dangerous thing in good company; on the contrary, it will do very well.

I said to my children, 'I'm going to work and do everything that I can do to see that you get a good education. I don't ever want you to forget that there are millions of God's children who will not and cannot get a good education, and I don't want you feeling that you are better than they are. For you will never be what you ought to be until they are what they ought to be.

Thousands are the children of poor foreigners, who have permitted them to grow up without school, education, or religion. All the neglect and bad education and evil example of a poor class tend to form others, who, as they mature, swell the ranks of ruffians and criminals. So, at length, a great multitude of ignorant, untrained, passionate, irreligious boys and young men are formed, who become the "dangerous class" of our city.

Education has been critical. First at Kansas and then at Harvard Business School. It helped me build the confidence that I could go out and do things in the world. It taught me to put myself in the shoes of a decision maker and figure out what I would do if I were in his/her shoes. This is why I am a big believer in education as a foundation for reaching your unique potential.

String theory is the most developed theory with the capacity to unite general relativity and quantum mechanics in a consistent manner. I do believe the universe is consistent, and therefore I do believe that general relativity and quantum mechanics should be put together in a manner that makes sense.

The meaning of geography is as much a sealed book to the person of ordinary intelligence and education as the meaning of a great cathedral would be to a backwoodsman, and yet no cathedral can be more suggestive of past history in its many architectural forms than is the land about us, with its innumerable and marvellously significant geographic forms. It makes one grieve to think of opportunity for mental enjoyment that is last because of the failure of education in this respect.

If the term education may be understood in so large a sense as to include all that belongs to the improvement of the mind, either by the acquisition of the knowledge of others or by increase of it through its own exertions, we learn by them what is the kind of education science offers to man. It teaches us to be neglectful of nothing - not to despise the small beginnings, for they precede of necessity all great things in the knowledge of science, either pure or applied.

When it comes to the budget, we know that we shouldn't be cutting more on core investments, like education, that are going to help us grow in the future. And we've already seen the deficit cut in half. It's going down faster than any time in the last 60 years. So why would we make more cuts in education, more cuts in basic research? Nobody thinks that's a good idea.

This is education, understood as a help to life; an education from birth, which feeds a peaceful revolution and unites all in a common aim, attracting them as to a single centre. Mothers, fathers, politicians: all must combine in their respect and help for this delicate work of formation, which the little child carries on in the depth of a profound psychological mystery, under the tutelage of an inner guide. This is the bright new hope for mankind.

First, it is necessary to study the facts, to multiply the number of observations, and then later to search for formulas that connect them so as thus to discern the particular laws governing a certain class of phenomena. In general, it is not until after these particular laws have been established that one can expect to discover and articulate the more general laws that complete theories by bringing a multitude of apparently very diverse phenomena together under a single governing principle.

Sometimes I am a little unkind to all my many friends in education ... by saying that from the time it learns to talk every child makes a dreadful nuisance of itself by asking 'Why?'. To stop this nuisance society has invented a marvellous system called education which, for the majority of people, brings to an end their desire to ask that question. The few failures of this system are known as scientists.

People in Detroit aren't just urban gardening. They're starting a new mode of education. They're trying to give children the education to be "solutionaries" rather than people who are going to get jobs in the system. And that is a huge change, a cultural revolution. The things that are happening in Detroit would amaze you if you're used to only looking at statistics, and only thinking of blacks as sufferers and not as activists.

Every artist knows that there is no such thing as "freedom" in art. The first thing an artist does when he begins a new work is to lay down the barriers and limitations; he decides upon a certain composition, a certain key, a certain relation of creatures or objects to each other. He is never free, and the more splendid his imagination, the more intense his feeling, the farther he goes from general truth and general emotion.

When certain concepts of TeX are introduced informally, general rules will be stated; afterwards you will find that the rules aren't strictly true. In general, the later chapters contain more reliable information than the earlier ones do. The author feels that this technique of deliberate lying will actually make it easier for you to learn the ideas. Once you understand a simple but false rule, it will not be hard to supplement that rule with its exceptions.

University presidents should be loud and forceful in defending the university as a social good, essential to the democratic culture and economy of a nation. They should be criticizing the prioritizing of funds for military and prison expenditures over funds for higher education. And this argument should be made as a defense of education, as a crucial public good, and it should be taken seriously. But they aren't making these arguments.