Wallace Brett Donham (1877–1954) American academic
Source: "The Theory and Practice of Administration", 1936, p. 409; as cited in: Albert Lepawsky (1949), Administration, p. 662-3
Source: Simone Weil : An Anthology (1986), The Great Beast (1947), p. 123
Wallace Brett Donham (1877–1954) American academic
Source: "The Theory and Practice of Administration", 1936, p. 409; as cited in: Albert Lepawsky (1949), Administration, p. 662-3
Olaf Stapledon book Sirius
Source: Sirius (1944), Chapter VIII Sirius at Cambridge (a passage supposedly written by Sirius)
George Santayana (1863–1952) 20th-century Spanish-American philosopher associated with Pragmatism
Source: The Life of Reason: The Phases of Human Progress (1905-1906), Vol. II, Reason in Society, Ch. VIII: Ideal Society
C. Wright Mills (1916–1962) American sociologist
"Liberal Values in the Modern World," in Power , Politics and People (1963), p. 189.
1960s
Richard Crossman (1907–1974) British Member of Parliament
‘Introduction’, New Fabian Essays (1952), p. 15
Aga Khan IV (1936) 49th and current Imam of Nizari Ismailism
Foreword to Excellence in Education (2003) http://www.agakhanacademies.org/general/vision<!-- Aga Khan Academy, Mombasa brochure p. 3 http://www.akdn.org/publications/case_study_academies_mombasa.pdf, also quoted at The Aga Khan Academies http://www.agakhanacademies.org/mombasa/student-projects --> <br class="br">Context: What students know is no longer the most important measure of an education. The true test is the ability of students and graduates to engage with what they do not know, and to work out a solution. They must also be able to reach conclusions that constitute the basis for informed judgements. The ability to make judgements that are grounded in solid information, and employ careful analysis, should be one of the most important goals for any educational endeavor. As students develop this capability, they can begin to grapple with the most important and difficult step: to learn to place such judgements in an ethical framework. For all these reasons, there is no better investment that individuals, parents and the nation can make than an investment in education of the highest possible quality. Such investments are reflected, and endure, in the formation of the kind of social conscience that our world so desperately needs.
Tom R. Burns (1937) American sociologist
Source: Systems theories (2006), p. 1.
Hermann Rauschning (1887–1982) German politician
Source: The Voice of Destruction (1940), pp. 192-193
Herbert Hoover (1874–1964) 31st President of the United States of America
On Prohibition; sometimes misquoted as referring to Prohibition as "a noble experiment"; reported as such in Paul F. Boller, Jr., and John George, They Never Said It: A Book of Fake Quotes, Misquotes, & Misleading Attributions (1989), p. 47-48.
The New Day: Campaign Speeches of Herbert Hoover (1928)