“It is clearly absurd to limit the term 'education' to a person's formal schooling.”

Source: "The Management Theory Jungle," 1961, p. 179

"Learning is something we have to do every day, so if you tell me that I should finish my studies then you are saying that I am going to end my life."

Christian Canlubo answered to a person who tell him that he should finished his learning to be a successful person.

Source: Christian Canlubo https://en.everybodywiki.com/Christian_Canlubo| Christian Canlubo profile on EverybodyWiki

Source: Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (1992), p. 22

Teaching as a Subversive Activity (1969)
Context: We have framed... some questions which in our judgement, are responsive to the actual and immediate as against the fancied and future needs of learners in the world as it is (not as it was). … There seemed to be little doubt that, from the point of view of the students, these questions made much more sense than the ones they usually have to memorize the right answers to in school. Contrary to conventional school practice, what that means is that we want to elicit from the students the meanings that they have already stored up so that they may subject these meanings to a testing and verifying, reordering and reclassifying, modifying and extending process. In this process the student is not a passive "recipient"; he becomes an active producer of knowledge. The word "educate" is closely related to the word "educe." In the oldest pedagogic sense of the term, this meant a drawing out of a person something potential or latent. We can after all, learn only in relation to what we already know. Again, contrary to common misconceptions, this means that, if we don't know very much, our capability for learning is not very great. This idea — virtually by itself — requires a major revision in most of the metaphors that shape school policies and procedures.

Double Star (1956)
Context: I have never been impressed by the formal schools of ethics. I had sampled them — public libraries are a ready source of recreation for an actor short of cash — but I had found them as poor in vitamins as a mother-in-law’s kiss. Given time and plenty of paper, a philosopher can prove anything. I had the same contempt for the moral instruction handed to most children. Much of it is prattle and the parts they really seem to mean are dedicated to the sacred proposition that a “good” child is one who does not disturb mother’s nap and a “good” man is one who achieves a muscular bank account without getting caught. No, thanks!

1920s, The Aims of Education (1929)
Context: The universities are schools of education, and schools of research. But the primary reason for their existence is not to be found either in the mere knowledge conveyed to the students or in the mere opportunities for research afforded to the members of the faculty. Both these functions could be performed at a cheaper rate, apart from these very expensive institutions. Books are cheap, and the system of apprenticeship is well understood. So far as the mere imparting of information is concerned, no university has had any justification for existence since the popularization of printing in the fifteenth century. Yet the chief impetus to the foundation of universities came after that date, and in more recent times has even increased. The justification for a university is that it preserves the connection between knowledge and the zest of life, by uniting the young and the old in the imaginative consideration of learning.

[NewsBank, J.D. Velasco, Study: California's elementary schools barely teach science, The Whittier Daily News, California, October 25, 2011]