Top 1200 Moral Education Quotes & Sayings - Page 20

By 2018, an estimated 63 percent of all new U.S. jobs will require workers with an education beyond high school. For our young people to get those jobs, they first need to graduate from high school ready to start a postsecondary education.

My parents were extraordinarily focused on education. It was the topic of every dinner conversation, is are you number one, are you getting all As, if not, why not. You need to do better. So my entire orientation and focus growing up was around doing your best and making sure that you were going to get the best education possible.

Education is among the most important problems we face because it's the ultimate 'gateway' problem. That is, it drives virtually every global problem that we face as a species. But there's a flip-side: if we can fix education, then we'll dramatically improve the other problems, too.

As Muslims, we must have an active presence based on ethical and moral consistency. We need to be very vocal, to inform people, to demonstrate when necessary. We need to write so that the people understand that what they are getting from the media and politicians is biased and not accurate. And this is true especially when it comes to some communities within the U.S. or with respect to the Middle East and Africa. This is what I am expecting from a new generation of leaders: Meet these expectations of moral consistency.

The education of youth should be watched with the most scrupulous attention. [I]t is much easier to introduce and establish an effectual system ... than to correct by penal statutes the ill effects of a bad system. ... The education of youth ... lays the foundations on which both law and gospel rest for success.

But what of the voice and judgment of conscience? The difficulty is that we have a conscience behind our conscience, an intellectual one behind the moral. ... We can see quite well that our opinions of what is noble and good, our moral valuations, are powerful levers where action is concerned; but we must begin by refining these opinions and independently creating for ourselves new tables of values.

How can we encourage other human beings to extend their moral sympathies beyond a narrow locus? How can we learn to become mere human beings, shorn of any more compelling national, ethnic, or religious identity? We can be reasonable. It is in the very nature of reason to fuse cognitive and moral horizons. Reason is nothing less than the guardian of love.

We still need to learn how to talk about food and education, because they haven't been talked about together, really. Education depends on our good health. It depends on our understanding of the environment and somehow we got those separate.

My education commitment is simple. I believe that every child is unique. Im going to work as hard as I know how, and Im going to ask each of you to help me to offer all Tennessee children the education they need to energize their God-given talents to take them as far as they can go.

Education makes us the human beings we are. It has major impacts on economic development, on social equity, gender equity. In all kinds of ways, our lives are transformed by education and security. Even if it had not one iota of effect [on] security, it would still remain in my judgment the biggest priority in the world.

Natural ability without education has more often attained to glory and virtue than education without natural ability.

...any belief in supernatural creators, rulers, or influencers of natural or human process introduces an irreparable split into the universe, and prevents us from grasping its real unity. Any belief in Absolutes, whether the absolute validity of moral commandments, of authority of revelation, of inner certitudes, or of divine inspiration, erects a formidable barrier against progress and the responsibility of improvement, moral, rational, and religious.

No genuine equality, no real freedom, no true manhood or womanhood can exist on any foundation save that of pecuniary independence. As a right over a man's subsistence is a power over his moral being, so a right over a woman's subsistence enslaves her will, degrades her pride and vitiates her whole moral nature.

We need quantitative assessments of the success of education. We need certification and qualifications both for teachers and for pupils. It is not a choice between quantity and quality, between access and excellence. Both of these will happen together if people really do believe in the importance of education to change lives.

We are moving in exactly the wrong direction in higher education. Forty years ago, tuition in some of the great American public universities and colleges was virtually free. Today, the cost is unaffordable for many working class families. Higher education must be a right for all - not just wealthy families.

The devotion of democracy to education is a familiar fact. The superficial explanation is that a government resting upon popular suffrage cannot be successful unless those who elect and who obey their governors are educated. Since a democratic society repudiates the principle of external authority, it must find a substitute in voluntary disposition and interest; these can be created only by education.

People think that athletes have it great, and we do in a lot of regard, but universities make a hell of a lot of money off of players. You don't get a free education: you work full-time year round for five years for an education you could pay for three times over if you just got your market value.

In the steel-and-glass society that we live in, the value system would be that the lawyer, with the Mercedes and the fine suit and the Ivy League education, was more valued than the minority without the education. But on the island, the rules are changed. It's the person who can make a fire or who can make friends. A kind human soul is valued.

The purpose of a Christian education would not be merely to make men and women pious Christians: a system which aimed too rigidly at this end alone would become only obscurantist. A Christian education must primarily teach people to be able to think in Christian categories.

To recover the fatherhood idea, we must fashion a new cultural story of fatherhood. The moral of today's story is that fatherhoodis superfluous. The moral of the new story must be that fatherhood is essential.

Wherever moral ambition exists, there right exists. And moral ambition itself must be presumed present in subconsciousness, even when the conscious self seems to reject it, so long as society has resources for bringing it into action; in much the same way that the life-saver presumes life to exist in the drowned man until he has exhausted his resources for recovering respiration.

It seems perfectly clear that Economy, if it is to be a science at all, must be a mathematical science. There exists much prejudice against attempts to introduce the methods and language of mathematics into any branch of the moral sciences. Most persons appear to hold that the physical sciences form the proper sphere of mathematical method, and that the moral sciences demand some other method-I know not what.

Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, that the son of a mineworker can become the head of the mine, that a child of farm workers can become the president of a great nation. It is what we make out of what we have, not what we are given, that separates one person from another.

Moral certainty is always a sign of cultural inferiority. The more uncivilized the man, the surer he is that he knows precisely what is right and what is wrong. All human progress, even in morals, has been the work of men who have doubted the current moral values, not of men who have whooped them up and tried to enforce them. The truly civilized man is always skeptical and tolerant.

The education of the present race of females is not very favorable to domestic happiness. For my own part, I call education, not that which smothers a woman with accomplishments, but that which tends to consolidate a firm and regular system of character; that which tends to form a friend, a companion, and a wife.

It would appear... that moral phenomena, when observed on a great scale, are found to resemble physical phenomena; and we thus arrive, in inquiries of this kind, at the fundamental principle, that the greater the number of individuals observed, the more do individual peculiarities, whether physical or moral, become effaced, and leave in a prominent point of view the general facts, by virtue of which society exists and is preserved.

Let's focus on how we can take someone who is being poorly educated in an American public school and how they are poorly trained for a job, and put in place those opportunities for them to get that education, give their parents choice in education, make it real for them.

The moral climate within the ruling class in this country is not that different from the moral climate within the ruling class of Hitler's Germany

Character is ethical and moral strength. People of good character have the moral awareness and strength to know the good, love the good and do the good.

President-elect [Donald] Trump has made a provocative choice for secretary of education. Betsy DeVos comes from a wealthy Michigan family. She is an advocate for school choice. That phrase means, in essence, directing public education money to charter schools, private schools or parochial schools.

For an act to be moral the intention must be based on compassion, not duty. We do something because we want to do it, because we feel we have to do it, not because we ought to do it. And even if our efforts fail - or we never even get to implement them - we are still moral because our motivation was based on compassion.

Real education enhances the dignity of a human being and increases his or her self-respect. If only the real sense of education could be realized by each individual and carried forward in every field of human activity, the world will be so much a better place to live in.

It seems fair to say that while the moral standards of the nineteenth century persisted almost unchanged into the twentieth, moral practices changed sharply, and that though the standards of the nineteenth century persisted the institutions that had sustained them and the sanctions that had enforced them lost influence and authority.

People talk about the idea of special relationships, that is, the morality only really binds people who stand in some kind of contractual relationship with each other but in fact if you take that seriously as a criteria of when we have a moral relationship then it's hard to see why we would have moral obligations to strangers for example or people who live across the sea from us but yet, every decent person believes that we do.

The education business is a little murky because by 1900, it has been pretty well decided that a certain amount of education was required to make the system of repression work. You had to have people who showed up punctually. You had to have people who took their orders obediently and understand them fully.

We can't literally talk with everybody else on the planet or even with representatives of every group. But we can be in favor of the respectful exchange of ideas in ways that don't presuppose that all the right answers are on our own side. Still, we should all have moral bottom lines. Once genocide or torture begins the priority shifts from understanding to stopping it. One hope I have for the global conversation as instantiated in human rights treaties is that we are slowly coming to consensus on certain moral baselines.

We will never meet our own expectations of public education unless the federal government is willing to play a consistent, long-term role; unless education truly becomes a matter of national policy, not just a matter of national rhetoric.

The only difference between 'propaganda' and 'education,' really, is in the point of view. The advocacy of what we believe in is education. The advocacy of what we don't believe in is propaganda.

Plants are shaped by cultivation and men by education. .. We are born weak, we need strength; we are born totally unprovided, we need aid; we are born stupid, we need judgment. Everything we do not have at our birth and which we need when we are grown is given us by education.

I believe health care is a basic right. If education - you're entitled to an education, why wouldn't you be entitled to adequate health care? Period.

Prenatal education can only be an unconscious result of what the parents, particularly the mother, do. If, until the child is born, the mother acts in such a way that she expresses what is morally and intellectually correct, then what she accomplishes in her own continuing education will transfer to the child.

I don't necessarily want a higher education, I want a wider education. I want to know everything and experience everything.

Recreation in the open is of the finest grade. The moral benefits are all positive. The individual with any soul cannot live long in the presence of towering mountains or sweeping plains without getting a little of the high moral standard of Nature infused into his being ... with eyes opened, the great story of the Earth's forming, the history of a tree, the life of a flower or the activities of some small animal will all unfold themselves to the recreationist.

... these great improvements of modern times are blessings or curses on us, just in the same ratio as the mental, moral, and religious rule over the animal; or the animal propensities of our nature predominate over the intellectual and moral. The spider elaborates poison from the same flower, in which the bee finds materials out of which she manufactures honey.

I believe our task is to develop a moral and aesthetic imagination deep enough and wide enough to encompass the contradictions of our time and history, the tremendous loss and tragedy as well as greatness and nobility, an imagination capable of recognizing that where there is light there is shadow, that out of hubris and fall can come moral regeneration, out of suffering and death, resurrection and rebirth.

Natural good is' so intimately connected with moral good, and natural evil with moral evil, that I am as certain as if I heard a voice from heaven proclaim it, that God is on the side of virtue. He has learnt much, and has not lived in vain, who has practically discovered that most strict and necessary connection, that does and will ever exist between vice and misery, and virtue and happiness.

Education occurs when students set out to educate themselves… the student will only learn, can only learn, what he chooses to learn…(An) advantage of not pushing is an innate sense (his) education is (his) responsibility and reward.

Poetry interprets in two ways: it interprets by expressing, with magical felicity, the physiognomy and movements of the outward world; and it interprets by expressing, with inspired conviction, the ideas and laws of the inward world of man's moral and spiritual nature. In other words, poetry is interpretative both by having natural magic in it, and by having moral profundity.

Our great mistake in education is ... the worship of book-learning-the confusion of instruction and education. We strain the memory instead of cultivating the mind. ... We ought to follow exactly the opposite course with children-to give them a wholesome variety of mental food, and endeavour to cultivate their tastes, rather than to fill their minds with dry facts.

I don't have the slightest interest in gold. I like understanding what works and what doesn't in human systems. To me that's not optional; that's a moral obligation. If you're capable of understanding the world, you have a moral obligation to become rational. And I don't see how you become rational hoarding gold. Even if it works, you're a jerk.

What good is telling America's children that they will have equal opportunity for education if they don't have the skills that will even get them to the point of benefiting from education, because they didn't have the child care, the health care that would enable them to grow as strong and constructive human beings?

Higher education isn't just a personal investment. It's a public good that pays off in a more competitive workforce and better-informed and engaged citizens. Every year, we spend nearly $100 billion on corporate welfare, and more than $500 billion on defense spending. Surely ensuring the next generation can compete in the global economy is at least as important as subsidies for big business and military adventures around the globe. In fact, I think we can and must go further - not just making public higher education tuition-free, but reinventing education in America as we know it.

Both Marx and Nietzsche understood that moral outrage is the last resort of the powerless. That is why Marx refused to issue moral condemnations of capitalism, preferring instead to lay out, calmly and ruthlessly, his reasons for believing that it is destined to be replaced by socialism. And that is why Nietzsche mocks Christianity for portraying its crucified Saviour as bait wriggling on a hook to catch unsuspecting souls.

America's founding fathers did not intend to take religion out of education. Many of the nation's greatest universities were founded by evangelists and religious leaders; but many of these have lost the founders concept and become secular institutions. Because of this attitude, secular education is stumbling and floundering.

I grew up in a different era. People were definitely afraid of HIV back then, but education also helped change the way we thought about the disease. That education helped my generation make smarter choices about the way we protected ourselves.

While theoretically a person may block God out, logically there will be a breakdown because ultimately all enunciation implies a moral doctrine of some kind. And if that moral doctrine is not absolute then the definer himself becomes undefined. That's what we are living with - an undefined definer giving us definitions for our course, and we are being trapped in the quicksand of the absence of objective truth.

My views on charity are very simple. I do not consider it a major virtue and, above all, I do not consider it a moral duty. There is nothing wrong in helping other people, if and when they are worthy of the help and you can afford to help them. I regard charity as a marginal issue. What I am fighting is the idea that charity is a moral duty and a primary virtue.

Well, the first thing I had to do was to read a lot. First of all, about education... and looking at education from the Middle Ages right through to the 20th Century. The second major area was country life in the 19th Century, which I don't know much about these days.

Anyone who is honestly trying to be a Christian will soon find his intelligence being sharpened: one of the reasons why it needs no special education to be a Christian is that Christianity is an education itself. That is why an uneducated believer like Bunyan was able to write a book that has astonished the whole world.

I think education is something that is very important no matter what you are doing. It makes you feel secure, independent, and helps you build confidence in yourself. It grooms your whole personality. So if it starts from the basic level; if the basic education that a girl and a boy receive is the same, I think a lot will change.