Quotes about education
page 15

“My father's education was altogether of the worst and most limited. I believe he was never more than three months at any school. What he learned there showed what he might have learned. A solid knowledge of arithmetic, a fine antique handwriting — these, with other limited practical etceteras, were all the things he ever heard mentioned as excellent. He had no room to strive for more.”

Thomas Carlyle (1795–1881) Scottish philosopher, satirical writer, essayist, historian and teacher

1880s, Reminiscences (1881)

School, Knowledge, Learning

“But the bilingualists simplistically scorn the value and necessity of assimilation. They do not seem to realize that there are two ways a person is individualized. So they do not realize that while one suffers a diminished sense of private individuality by becoming assimilated into public society, such assimilation makes possible the achievement of public individuality. Supporters of bilingual education thus want it both ways. They propose bilingual schooling as a way of helping students acquire the skills of the classroom crucial for public success. But they likewise insist that bilingual instruction will give students a sense of their identity apart from the public. Behind this screen there gleams an astonishing promise: One can become a public person while still remaining a private person. At the very same time one can be both! There need be no tension between the self in the crowd and the self apart from the crowd! Who would not want to believe such an idea?”

Richard Rodríguez (1944) American journalist and essayist

Hunger of Memory: The Education of Richard Rodriguez (1982)

School, Way, Idea, Support

“Because of smart policies, Finland is able to spend less per student than do Norway, Denmark, Sweden, and the United States on all levels, with much better outcomes. The good news for America, though, is that for precisely this reason, Finland is an encouraging example for any country that is facing diminished budgets. […] One area in which Finns excel is cutting administrative costs. It turns out that Finns did not invent most of the education policies they are currently using. Americans did. Child-centered education, problem solving-based learning, educating people for democratic life—these are all ideas introduced by American thinkers. […] It doesn’t seem, then, like much of a stretch to suggest that the United States could borrow smart ideas about education from Finland.”

Anu Partanen (1975) journalist

Source: The Nordic Theory of Everything, Chapter 4

Life, People, Idea, Problem

“Americans are well aware that there has been a revolution. In morals. In manners. In speech. In crime rates. In riots. In violence. In drugs. In sex. In pornography. In politics. In movies. In education. In music. What most of us failed to realize at the moment was how important the music revolution would become. It turned out to be the catalyst for all the rest. It became the prod to promote drugs, the advertiser of sex in the hedonism manner, the mind-conditioner for four-letter gutter speech, and eventually the blatant propaganda funnel for political subversion. It also became the seductive Jezebel for a modern philosophy of no God, of Man as merely a graduate beast of the jungle, of Jesus Christ as a phoney actor--a superstar, of peace and prosperity being possible only under communism, of America as the enemy of the world, of Russia as the hope of the world.”

W. Cleon Skousen (1913–2006) ex FBI agent, conservative United States author and faith-based political theorist

Preface to Rock 'N' Reality: Mirrors of Rock Music--Its Relationship to Sex, Drugs, Family and Religion (1971)

God, World, Peace, Hope

“I would say the main thing in any young kid's life is education. Even if a guy is prejudiced, he can be educated to understand why he is prejudiced. Education plays a great role in all life, whether you're black or white. You've got to go to high school, you've got to go to college. When you come out of college or high school, you can play sports. If you ever get hurt, they can't take that brain away from you, you've got that.”

Willie Mays (1931) Baseball player

Academy of Achievement Interview (1996)

Life, School, Guy, Understanding

“The first effort of education to civilise the child, will be to train and rightly direct his instincts. The second obligation upon the educators will be to bring about his true culture, by training him to use his intellect rightly. The third duty of education will be to evoke and to develop the intuition. When these three are developed and functioning, you will have a civilised, cultured and spiritually awakened human being. A man will then be instinctively correct, intellectually sound, and intuitively aware. His soul, his mind, and his brain will be functioning as they should and in right relation to each other, thus again producing co-ordination and correct alignment.”

Alice A. Bailey (1880–1949) esoteric, theosophist, writer

Source: Education in the New Age (1954), p.50

Soul, Effort, Training

“In my personal and professional Jewish life, my belief is that we must educate ourselves before we can reach out to others.”

Edgar Bronfman, Sr. (1929–2013) Canadian-American businessman

http://forward.com/articles/178634/trying-to-reach-out-to-unaffiliated-jews/

Life, Personality

“My aim was to create armaments to protect the borders of my motherland. It is not my fault that the Kalashnikov became very well-known in the world; that it was used in many troubled places. I think the policies of these countries are to blame, not the designers. Man is born to protect his family, his children, his wife. But I want you to know that apart from armaments, I have written three books in which I try to educate our youth to show respect for their families, for old people, for history.”

Mikhail Kalashnikov (1919–2013) Soviet and Russian small arms designer

For Patriotism and Profit (2001)

Children, People, Books, Youth

“If the trend continues, Fiji will be left with a large pool of poorly educated, unskilled work force with disastrous consequences on our social and economic infrastructure and levels of investment.”

Mahendra Chaudhry (1942) Fijian politician

Comments on Fiji's high emigration rate (19 June 2005)

“Cow milk has no valid claim as the perfect food. As nutrition, it produces allergies in infants, diarrhea and cramps in the older child and adult, and may be a factor in the development of heart attacks and strokes. Perhaps when the public is educated as to the hazards of milk only calves will be left to drink the real thing. Only calves should drink the real thing.”

Frank Oski (1932–1996) American pediatrician

Source: Don't Drink Your Milk! (1983), p. 84

Food, Drink, Heart, Perfection

“I don't really like to work with literary allusions very much. I never want to be in a position where I'm saying, "You've got to read a lot of other stuff" or "You've got to have had a good education in literature to fully appreciate what I'm doing."… I actually dislike, more than many people, working through literary allusion. I just feel that there's something a bit snobbish or elitist about that. I don't like it as a reader, when I'm reading something. It's not just the elitism of it; it jolts me out of the mode in which I'm reading. I've immersed myself in the world and then when the light goes on I'm supposed to be making some kind of literary comparison to another text. I find I'm pulled out of my kind of fictional world, I'm asked to use my brain in a different kind of way. I don't like that.”

Kazuo Ishiguro (1954) Japanese-born British author

Rukeyser, Rebecca. " Kazuo Ishiguro: Mythic Retreat https://www.guernicamag.com/mythic-retreat/" guernicamag.com interview. 1 May 2015. Interviews

People, World, Way, Feeling

“A poet educated to his finger tips will tend to be allusive”

Kenneth Allott (1912–1973) Irish poet

Introduction Contemporary Verse, Ed Kenneth Allott, Penguin Books, London 1950

“Man had in the beginning no power of analysis or synthesis approaching that of the spider, or even of the honey-bee; he had acute sensibility to the higher forces. Fire taught him secrets that no other animal could learn; running water probably taught him even more, especially in his first lessons of mechanics; the animals helped to educate him, trusting themselves into his hands merely for the sake of their food, and carrying his burdens or supplying his clothing; the grasses and grains were academies of study.”

Henry Adams (1838–1918) journalist, historian, academic, novelist

The Education of Henry Adams (1907)

Secret, Food, Study, Grass

“In one Eastern Shore town, a teacher reported to work one morning to find that someone had smashed the windows of her schoolhouse. Other black schools across Maryland were burned to the ground. Teachers received death threats. One was even beaten by an angry mob. But despite the risks, understand, students flocked to these schools in droves, often walking as many as eight to ten miles a day to get their education. In fact, the educational association that founded Bowie State wrote in their 1864 report that — and this is a quote — “These people are coming in beyond our ability to receive them.” Desperately poor communities held fundraisers for these schools, schools which they often built with their own hands. And folks who were barely scraping by dug deep into their own pockets to donate money.”

Michelle Obama (1964) lawyer, writer, wife of Barack Obama and former First Lady of the United States

Remarks at Bowie State University ceremony (17 May 2013) http://www.whitehouse.gov/the-press-office/2013/05/17/remarks-first-lady-bowie-state-university-commencement-ceremony 2010s

Death, Money, People, School

“Our task as image-bearing, God-loving, Christ-shaped, Spirit-filled Christians, following Christ and shaping our world, is to announce redemption to a world that has discovered its fallenness, to announce healing to a world that has discovered its brokenness, to proclaim love and trust to a world that knows only exploitation, fear and suspicion…The gospel of Jesus points us and indeed urges us to be at the leading edge of the whole culture, articulating in story and music and art and philosophy and education and poetry and politics and theology and even--heaven help us--Biblical studies, a worldview that will mount the historically-rooted Christian challenge to both modernity and postmodernity, leading the way…with joy and humor and gentleness and good judgment and true wisdom. I believe if we face the question, "if not now, then when?" if we are grasped by this vision we may also hear the question, "if not us, then who?"”

N.T. Wright (1948) Anglican bishop

And if the gospel of Jesus is not the key to this task, then what is?
The Challenge of Jesus: Rediscovering Who Jesus Was and Is (2000)

Love, Wisdom, God, World

“A writer? What education did I receive? None. Where did I study? Nowhere. What did I study? It does not matter. I nonetheless became a writer immediately, because I wrote more than I have ever read; hence I thought more than I had food for thought.”

Moses Hess (1812–1875) German philosopher

Hess' Diary

Food, Study, Reading

“In addition, the teaching of theories from axioms, or some close imitation of them such as the basic laws of an algebra, is usually an educational disaster.”

Ivor Grattan-Guinness (1941–2014) Historian of mathematics and logic

Source: The Rainbow of Mathematics: A History of the Mathematical Sciences (2000), p. 739.

Law

“Morals have a perfectly firm and objective foundation in human personality. If men can be brought to understand this, then moral faith may be restored. The problem is really one of education.”

Walter Terence Stace (1886–1967) British civil servant, educator and philosopher.

Men, Faith, Understanding, Problem

“Troy: Hi, I'm Troy McClure. You may remember me from such educational films as "Two Minus Three Equals Negative Fun" and "Firecrackers: The Silent Killer."”

Phil Hartman (1948–1998) Canadian American actor, comedian, screenwriter, and graphic artist

On the Simpsons, Troy McClure

“The present government of Quebec is the most financially and intellectually corrupt in the history of the province. There are the shady deals, brazenly conducted, and the broken promises, most conspicuously that of last October to retain Bill 63… The government dragged out the ancient and totally fictitious spectre of assimilation to justify Bill 22 and its rejection of the right of free choice in education, its its reduction of English education to the lowest echelon of ministerial whim, its assault upon freedom of expression through the regulation of the internal and external language of businesses and other organizations, and its creation of a fatuous new linguistic bureaucracy that will conduct a system of organized denunciation, harassment, and patronage… There is a paralytic social sickness in Quebec. In all this debate, not a single French Quebecker has objected to Bill 22 on the grounds that it was undemocratic or a reduction of liberties exercised in the province. The Quebec Civil Liberties Union, founded by Pierre Trudeau, from which one might have expected such sentiments, has instead demanded the abolition of English education, and this through the spokemanship of Jean-Louis Roy, who derives his income from McGill University…. It is clear that Mr. Bourassa… is now going to try to eliminate the Parti Quebecois by a policy of gradual scapegoatism directed against the non-French elements in the province… The English community here, still deluding itself with the illusion of Montreal as an incomparably fine place to live, is leaderless and irrelevant, except as the hostage of a dishonest government. Last month one of the most moderate ministers, Guy St-Pierre, told an English businessman's group, 'If you don't like Quebec, you can leave it.”

Conrad Black (1944) Canadian-born newspaper publisher

With sadness but with certitude, I accept that choice.
radio broadcast on 26 July 1974, the day Black left Quebec for good
The Establishment Man by Peter Newman

Sadness, Guy, Exercises, History

“Young Asian males are nine times as likely as white youth to belong to a gang and Hispanic youth are 19 times more likely. A disproportionate share of Hispanic young and poor are thus assimilating into a misogynistic, rebellious, youth sub-culture of drugs, gangs, crime, contempt for formal education, and hostility to police.”

Patrick Buchanan (1938) American politician and commentator

2000s, State of Emergency (2006)

Hostility, Youth, Time

“For Fascists, the state, animated by a profound sense of unity, was understood to be the ‘educator of civic virtue, rendering citizens conscious of their historic mission.’ Italy was to be Fascist, and Fascism was to be Italy. The nation was to be one indissoluble union; the interest of each was to be the interest of all. By 1929, what had emerged from the Fascist revolution was an unmistakable variant of the Gentilean neo-Hegelian state.”

A. James Gregor (1929–2019) American political scientist

Source: Giovanni Gentile: Philosopher of Fascism, (2001), p. 62

Sense, Animals

“My father once told me that the art of receiving a compliment is, of all things, the sign of a civilized man. He died soon afterwards, leaving my education in this important matter sadly incomplete; I'm only glad that, on this, the occasion of the rarest compliment he ever could have dreamed of, that he isn't here to see his son so publicly at a loss. In receiving a compliment, or in trying to, the words are all worn out by now. They're polluted by ham and corn. And, when you try to scratch around for some new ones, it's just an exercise in empty cleverness. What I feel this evening, is not very clever. it's the very opposite of emptiness. The corny old phrase is the only one I know to say it: my heart is full; with a full heart, with all of it, I thank you. This is Samuel Johnson, on the subject of what he calls contrarieties: "there are goods, so opposed that we cannot seize both, and, in trying, fail to seize either. Flatter not yourself, he says, with contrarieties. Of the blessings set before you, make your choice. No man can, at the same time, fill his cup from the source, and from the mouth of the nile." For this business of contrarieties has to do with us. With you, who are paying me this compliment, and for me, who has strayed so far from this hometown of ours. Not that I am alone in this, or unique, I am never that; but there are a few of us left in this conglomerated world of us who still trudge stubbornly along this lonely rocky road; and this is in fact our contrariety. We don't move nearly as fast as our cousins on the freeway; we don't even get as much accomplished just as the family sized farm can't possibly raise as many crops or get as much profit as the agricultural factory of today. What we do come up with has no special right to call itself better it's just.. different. No if there's any excuse for us it all, it's that we're simply following the old American tradition of the maverick, and we are a vanishing breed. This honor I can only accept in the name of all the mavericks. And also, as a tribute to the generosity of all the rest of you; to the givers, to the ones with fixed addresses. A maverick may go his own way but he doesn't think that it's the only way, or ever claim that it's the best one, except maybe for himself. And don't imagine that this raggle-taggle gypsy-o is claiming to be free. It's just that some of the necessities to which I am a slave are different from yours. As a director, for instance, I pay myself out of my acting jobs. I use my own work to subsidize my work (in other words I'm crazy). But not crazy enough to pretend to be free. But it's a fact that many of the films you've seen tonight could never have been made otherwise. Or, if otherwise, well, they might have been better, but certainly they wouldn't have been mine. The truth is I don't believe that this great evening would ever have brightened my life if it wasn't for this: my own, particular, contrariety. Let us raise our cups, then, standing as some of us do on opposite ends of the river, to what really matters to us all: to our crazy, beloved profession, to the movies — to good movies, to every possible kind.”

Orson Welles (1915–1985) American actor, director, writer and producer

Speech given upon his acceptance of the AFI Lifetime Achievement award. Viewable http://www.youtube.com/watch?v=oXJnxClGamA&list=HL1349840607&feature=mh_lolz

Life, Truth, World, Family

“I think there are three possible scenarios for the future of Chinese writing, in all of which the government plays a major role. In the first, and at present apparently the least likely scenario, the government abandons its hostility to an expanded role for Pinyin and instead fosters a climate of digraphia and biliteracy in which those who can do so become literate in both characters and Pinyin, and those who cannot are at least literate in Pinyin. This is essentially a reversion to the Latinization movement of the 1930s and 1940s, when Mao Zedong and other high Communist Party officials like Xu Teli, the commissioner of education in Yan'an, lent their prestigious support to the New Writing. Such a change within the governing bureaucracy would in all likelihood result in an explosion of activity that might end in Pinyin ascendancy in use over characters in less than a generation.
In the second scenario the government adopts a policy of benign indifference that involves abandoning its hostility toward Pinyin but without actively supporting it, leaving it up to the rival protagonists of the two systems to contest for supremacy among themselves. This is likely to result in a somewhat longer struggle.
In the third scenario the government continues its present policy of repression, resulting in a much more protracted struggle (though surely not as long as the fascinating parallel struggle between Latin and Italian in Italy, where it took 500 [! ] years after Dante’s start in 1292 for academics, the last holdouts, to finally abandon their long resistance and start using Italian in university lectures).47 In this long struggle, PCs and mobile phones and other innovations still to come will undoubtedly allow more and more advocates of writing reform to escape the stranglehold of officialdom, to the point where (in a century or so?) characters are finally relegated to the status of Latin in the West.
My own view is that this is actually the least likely scenario, the most probable one being that the Chinese pragmatism that has manifested itself so strongly in economics will extend further into writing, and that, perhaps sooner rather than later, given the success of the promotion of Mandarin, some influential Party bureaucrats will finally arrive at the conclusion that the "some day in the future" anticipated by Mao has arrived, and that wholehearted Party support should now be unleashed for his anticipated "basic reform."”

John DeFrancis (1911–2009) American linguist

In any case it is basically all a matter of time. And the decisive factor that will seal the ultimate fate of Chinese characters is the new reality, noted by a perceptive observer, that "the PC is mightier than the Pen." "The Prospects for Chinese Writing Reform" (2006, p. 20-21) http://sino-platonic.org/complete/spp171_chinese_writing_reform.pdf "The Prospects for Chinese Writing Reform" (2006)

Hostility, Fate, Support, Thinking

“[H]e is of the intelligentsia (which means he has been educated beyond his intelligence).”

Fulton J. Sheen (1895–1979) Catholic bishop and television presenter

Source: Peace of Soul (1949), Ch. 6, p. 105

Intelligence

“[T]he wall of separation between public and private higher education has been eroding for the last half-century. Funding from public sources now constitutes the bulk of higher-education resources in the United States, whether in the form of government subventions for research and programs, or in the much vaster influx of government-guaranteed student loans. For all realistic purposes, the distinction between public and private higher education has ceased to exist. Further, the vast numbers of young American adults being drawn in to the college and university system (some 20.4 million, up by 25 percent from 2000 alone)—on the assumption that college degrees are virtually a sine qua non of entrance into profitable commerce or lucrative professions—has evaporated what little is left of the pretense that academe constitutes some monastic realm, beyond the orbit of civil society.”

Allen C. Guelzo (1953) American historian

2010s, Free Speech and Its Present Crisis (2018)

Universe

“Writing graffiti is about the most honest way you can be an artist. It takes no money to do it, you don't need an education to understand it and there's no admission fee.”

Banksy pseudonymous England-based graffiti artist, political activist, and painter

(Tristan Manco. Stencil Graffiti)
Other sources

Money, Way, Understanding

“Yesterday’s woman was expected to have individual interests, caring for the brightness of the hearth fire and the comforts of the family group. Today she has inherited the community and the community’s welfare. Civics, religion and education have become her field of activity. She is homemaker and citizen.”

Aurelia Henry Reinhardt (1877–1948) American educator and social activist

Writing in Mills Quarterly in 1917, as quoted in Unitarian Universalist Women's Heritage Society Archives, 3 July 2018, Aurelia Isabel Henry Reinhardt (1877-1948) http://www.uuwhs.org/womenwest.php,

Family, Religion, Communication

“The communication of modern science to the ordinary citizen, necessary, important, desirable as it is, cannot be considered an easy task. The prime obstacle is lack of education. … There is also the difficulty of making scientific discoveries interesting and exciting without completely degrading them intellectually. … It is a weakness of modern science that the scientist shrinks from this sort of publicity, and thus gives an impression of arrogant mystagoguery.”

John Ziman (1925–2005) New Zealand physicist

[John M. Ziman, The Force of Knowledge: The Scientific Dimension of Society, Cambridge University Press, 1976, 0-521-09917-X, 119]

Communication, Science

““What are you going to do for a career?”
Diverted from his orbit, Donald binked. “Well, something which uses up a minimum of my time, I imagine. So I can use the rest to mortar up the gaps in my education.””

John Brunner book Stand on Zanzibar

continuity (3) “After One Decade”
Stand on Zanzibar (1968)

Imagination, Time

“Thirty years from now the big university campuses will be relics. Universities won't survive. It's as large a change as when we first got the printed book. Do you realize that the cost of higher education has risen as fast as the cost of health care? And for the middle-class family, college education for their children is as much of a necessity as is medical care—without it the kids have no future. Such totally uncontrollable expenditures, without any visible improvement in either the content or the quality of education, means that the system is rapidly becoming untenable. Higher education is in deep crisis.”

Peter F. Drucker (1909–2005) American business consultant

Seeing things as they really are http://www.forbes.com/forbes/1997/0310/5905122a_7.html, Forbes (March 10, 1997) 1990s and later

Children, Health, Books, Family

“Loonies speak their own language, like educated people.”

Patrick White book The Tree of Man

Page 405
The Tree of Man (1955)

People

“What is it that is done to our children that their puberty should deform them? They have the joy of movement; they have an enterprising curiosity; they are ready for sensible self-denial; they dream ahead, and they have a faithful memory, and, above all, great compassion. […] The well-meaning educator who flatters and humours the young not only does a disservice to the community, but also damages the individual by depriving him of the opportunities of self-discovery.”

Kurt Hahn (1886–1974) German educator

Quoted by Donald McLachlan in Kurt Hahn: A Life Span in Education and Politics, ed. Herman Röhrs, 1966, tr. 1970, ISBN 0710068859, §1, p. 8.

Children, Faith, Dreams, Communication

“At this time it is difficult to put one's finger on any single contribution in the decade 1950 - 1960 which is comparable to those above, and yet progress has probably been even greater. From the point of view of an educator, one cannot overlook the wide distribution which has been given to these ideas. There has been remarkable progress from analysis to synthesis, always a sign of maturity in a field of analytic endeavour. There has been consolidation, for example in the establishment of a more rigorous basis for information theory; there has been unification, for example in the demonstration of the formal similarity between game theory and linear programming; there has been application to mathematically more difficult situations, for example nonlinear servo systems and information channels with memory; there has been implementation, as in commercially available computers which by any reasonable measure are hun- dreds of times more powerful than the primitive devices of 1950; there has been de-limitation of the boundaries of many of these fields.”

Robert E. Machol (1917–1998) American systems engineer

Source: Information and Decision Processes (1960), p. viii

Game, Mathematics, Idea, Memory

“Ensour: The region’s political instability is expected to persist through 2015 and possibly escalate in coming years. Unsurprisingly, Jordan has been affected by the crisis and it remains a major challenge facing the economy. Since the conflict in Syria began five years ago, over 1.4m Syrians refugees have fled to Jordan and now account for about 20% of the kingdom’s population. Demand for services like health, education and electricity are soaring. For example, since the beginning of the crisis there has been a 20% increase in water consumption at the national level and a 40% jump in the north. Jordan is the second-most-water-scarce country in the world, so the economic implications of this burden are certain to weigh on foreign investors’ calculations. The global community must share this burden and more tangible support is needed to enhance Jordan’s resilience and maintain its position as the safe haven of the region.”

Abdullah Ensour (1939) prime minister of Jordan

Interview with Prime Minister Abdullah Ensour http://www.oxfordbusinessgroup.com/interview/acting-clear-vision-obg-talks-prime-minister-abdullah-ensour-0, Oxford Business Group.

Health, World, Communication, Support

“The educator shall help the young to educate themselves in opposition to the age.”

Georg Brandes (1842–1927) Danish literature critic and scholar

Source: An Essay on Aristocratic Radicalism (1889), p. 11

Age, Help

“In addition to actual dramatic training and experience, I'd want as much education as possible.”

Irene Dunne (1898–1990) American actress

If You Want Success (Screenland Interview) (1961)

Training

“I know you're still young, but I want you to understand and learn this now, he said. Marriage can wait, education cannot. You're a very, very bright girl. Truly, you are. You can be anything you want, Laila I know this about you. And I also know that when this war is over, Afghanistan is going to need you as much as its men, maybe even more. Because a society has no chance of success if its women are uneducated, Laila No chance. -Babi”

Khaled Hosseini book A Thousand Splendid Suns

A Thousand Splendid Suns (2007)

Women, Men, Marriage, War

“Most problems of teaching are not problems of growth but helping cultivate growth. As far as I know, and this is only from personal experience in teaching, I think about ninety percent of the problem in teaching, or maybe ninety-eight percent, is just to help the students get interested. Or what it usually amounts to is to not prevent them from being interested. Typically they come in interested, and the process of education is a way of driving that defect out of their minds. But if children['s] […] normal interest is maintained or even aroused, they can do all kinds of things in ways we don't understand.”

Noam Chomsky (1928) american linguist, philosopher and activist

conference titled "Creation & Culture" in Barcelona, Spain, November 25, 1992 https://web.archive.org/web/20031123171255/http://cognet.mit.edu/library/books/chomsky/chomsky/5/7.html. Quotes 1990s, 1990-1994

Children, Way, Understanding, Problem

“Mayor Macbeth, of Charleston, told General Howard that he did not believe that a bureau at Washington could manage the social relations of the people from the Potomac to the Rio Grande. But the answer to Mayor Macbeth is that he and his companions have managed those relations at a cost to the country of four years of civil war, three thousand millions of dollars, and hundreds of thousands of lives. The Freedmen's Bureau will hardly be as expensive as that. And while such a bureau merely defends the rights of a certain class under the laws, the aid societies give them that education which in the present state of local feeling would be inevitably withheld. The mighty arch of Sherman, wasting and taming the land, is followed by the noiseless steps of the band of unnamed heroes and heroines who are teaching the people. The soldier drew the furrow, the teacher drops the seed. There is many and many a devoted woman, hidden at this moment in the lowliest cabins of the South, whose name poets will not sing nor historians record, but whose patient toil the eye that marks the sparrow's fall beholds and approves. Not more noble, not more essential, was the work of the bravest and most famous of the heroes who fell in the wild storm of battle, than that of many a woman to us unknown, faithful through privation and exposure and disease, and perishing at the lonely outpost of duty in the act of helping the nation keep its word.”

George William Curtis (1824–1892) American writer

1860s, The Good Fight (1865)

War, People, Disease, Faith

“There was a time not too long ago in this country that we used to walk through walls of fire to make sure we weren't funding Hamas or Hezbollah. I have news for ya: there are a lot of universities that are just as dangerous with indoctrination of our children as these terror groups are in Iran or North Korea. With the poll numbers continuing to slide for the new health care bill, our Health and Human Services Secretary Kathleen Sebelius just said, and I quote, "We need a [video: RE-EDUCATION in fullscreen boldface] re-education process [video of Beck resumes] on healthcare." Oh. Well, how very Kim Jong-Il of you. Or dare I say it? Mao is the "in" one now, isn't he? Re-education. — America, while you have been working hard, while you have been busting your butt, while you have thought we all generally agree on things, we have been setting up re-education camps. We call them 'universities'.”

Glenn Beck (1964) U.S. talk radio and television host

2010s, 2010

Children, Health, Quotes, Universe

“This is a competitive business — there are a lot of women who want these jobs, but experience, education, and smarts go a long way. I’m still figuring it out — I learn new things every day. Once you stop learning, you should get out of the business. It’s just really about being hungry for more.”

Nicole Lapin (1984) American journalist

Interview with CosmoGIRL! http://www.cosmogirl.com/lifeadvice/dream-jobs/news-anchor-nicole-lapin?src=rss (May 2008)

Women, Way, Business, Learning

“Johann Herbart’s work on education and particularly mathematical psychology influenced me. I think mathematics is the pure instance of construct functioning—the model of human behaviour.”

George Kelly (psychologist) (1905–1967) American psychologist and therapist

Attributed to George A. Kelly in Hinkle (1970, p. 91), as cited in: Fay Fransella and Robert A. Neimeyer. "George Alexander Kelly: The man and his theory." International handbook of personal construct psychology (2003): 21-31.

Mathematics, Thinking

“Anti-intellectualism … first got its strong grip on our ways of thinking because it was fostered by an evangelical religion that also purveyed many humane and democratic sentiments. It made its way into our politics because it became associated with our passion for equality. It has become formidable in our education partly because our educational beliefs are evangelically egalitarian. Hence, as far as possible, our anti-intellectualism must be excised from the benevolent impulses upon which it lives by constant and delicate acts of intellectual surgery which spare these impulses themselves.”

Richard Hofstadter (1916–1970) American historian

Source: Anti-Intellectualism in American Life (1974), pp. 22-23

Religion, Way, Thinking, Strong

“Sex education should only be taught by veterinarians.”

Nélson Rodrigues (1912–1980) Brazilian writer and playwright

"As 1.000 melhores frases de Nelson Rodrigues" Companhia das Letras, 1997)

Sex

“The promoters of every private bill have to satisfy the [Parliamentary] Committee that their proposals are sufficiently beneficial to the public to justify the Committee in entrusting them with the special powers necessary to carry them out; it is only on this condition that private rights and interests can be required to give way to public necessity. The task of the Committee is to examine the proposals from this point of view and for this purpose to hear the arguments and evidence both of the promoters and of thhe opponents, being specially vigilant to see that justice is done by way of compensation and protection to those who may be called upon to make sacrifices for the public benefit. The range of the subjects which may come before Parliament by way of private bill is immensely varied, including such matters as the construction of railways, the building of harbours and bridges, the extension of city boundaries, the development of water power and electricity, the provision of water supplies, and the alteration of the constitution and objects of charitable and educational institutions.”

Hugh Macmillan, Baron Macmillan (1873–1952) British judge

Source: A Man of Law's Tale (1952), In London, p. 58

Justice, Way, Water

“I'm the least-educated person in my immediate family. My two other brothers have multiple advanced degrees, and I only have one. […] Actually, now that I've got a Nobel Prize, I feel equal.”

Steven Chu (1948) American physicist, former United States Secretary of Energy, Nobel laureate

Interview by Spencer Michels, The NewsHour, PBS, 2 May 2007 http://www.pbs.org/newshour/bb/environment/jan-june07/climatechange_05-02.html

Family, Feeling, Personality

“Men remain feeling guilty, for a false sense of guilt has no cure save the truth, and this is not forthcoming. Since the citizens are now guilt-ridden because of their education and political indoctrination, they are more amenable to robbery, and even murder. If the white man feels guilty towards the Negro, he is less capable of defending himself against the Negroes who turn into a revolutionary rabble, bent on theft and murder. The state finds it easier to rob men when men feel guilty for what they are and have, and the state drones on and on about the needs of the poor of the nation and of the world.”

Rousas John Rushdoony (1916–2001) American theologian

Source: Writings, Politics of Guilt and Pity (1978), p. 46

Men, Truth, World, Feeling

“… one of the most detrimental (and least discussed) effects of the crisis in science education in the world today is that we are creating a population increasingly unable to think skeptically about a wide range of issues.”

Andrew Fraknoi (1948) astronomer

in Science Education and the Crisis of Gullibility, in an edition by [Eric Chaisson, Tae-Chang Kim, The thirteenth labor, CRC Press, 1999, 9057005387, 71]

World, Thinking, Science

“To my mind, the great strength of your Society lies in its recognition of the necessity of discipline. We live in an impatient age. We demand results, and demand them at once. We find a long and laborious process very irksome, and are constantly seeking for a short cut. But there is no easy method of securing discipline. It is axiomatic that there is no royal road to learning. The effort for discipline must be intensive, and to a considerable degree it must be lifelong. But it is absolutely necessary, if there is to be any self-direction or any self-control. The worst evil that could be inflicted upon the youth of the land would be to leave them without restraint and completely at the mercy of their own uncontrolled inclinations. Under such conditions education would be impossible, and all orderly development intellectually or morally would be hopeless. I do not need to picture the result. We know too well what weakness and depravity follow when the ordinary processes of discipline are neglected.”

Calvin Coolidge (1872–1933) American politician, 30th president of the United States (in office from 1923 to 1929)

1920s, Authority and Religious Liberty (1924)

Youth, Age, Effort, Learning

“First off, I'm actually perfectly well off. I live in a good-sized house, with a nice yard, with deer occasionally showing up and eating the roses (my wife likes the roses more, I like the deer more, so we don't really mind). I've got three kids, and I know I can pay for their education. What more do I need? The thing is, being a good programmer actually pays pretty well; being acknowledged as being world-class pays even better. I simply didn't need to start a commercial company. And it's just about the least interesting thing I can even imagine. I absolutely hate paperwork. I couldn't take care of employees if I tried. A company that I started would never have succeeded – it's simply not what I'm interested in! So instead, I have a very good life, doing something that I think is really interesting, and something that I think actually matters for people, not just me. And that makes me feel good.”

Linus Torvalds (1969) Finnish-American software engineer and hacker

-- 8/15/07 -- http://www.itbusiness.ca/it/client/en/TechGovernment/News.asp?id=44682&PageMem=2 --
Attributed

Life, Hate, People, World

“The basis of self-government and freedom requires the development of character and self-restraint and perseverance and the long view. And these are qualities which require many years of training and education.”

John F. Kennedy (1917–1963) 35th president of the United States of America

1961, Address at the University of Washington

Freedom, Training, Perseverance

“We…would nevertheless make it clear that entirely independent political structures are impossible here [in the Baltic]…They cannot lead an isolated existence between the colossi of West and East. We hope that they will seek and find this support with us. The German occupation will have to continue for a long time, lest the anarchy we have just been combating should arise again. We shall have to safeguard the position of the Germans, a position consistent with their economic and cultural achievements…Herr Scheiddemann, said that we have made ourselves new enemies in the world through our push in the East…Had we continued the negotiations, we should still be sitting with Herr Trotski in Brest Litovsk. As it is, the advance has brought us peace in a few days and I think we should recognise this and not delude ourselves, particularly as regards the East, that if by resolutions made here in the Reichstag or through our Government's acceptance of the entirely welcome initiative of His Holiness the Pope, we had agreed to a peace without indemnities and annexations, we should have had peace in the East. In view of our situation as a whole, I should regard a fresh peace offer as an evil. My chief objection is against the detachment of the Belgian question from the whole complex of the question of peace. It is precisely if Belgium is not to be annexed that Belgium is the best dead pledge we hold, notably as regards England. The restoration of Belgium before we conclude peace with England seems to me an utter political and diplomatic impossibility…There is a great difference between the first set of terms at Brest-Litovsk and the ultimatum that we have now presented, and the blame for this change rests with those who refused to come to an agreement with Germany and who, consequently, must now feel her power. We are just as free to choose between understanding and the exploitation of victory in the case of the West, and I hope that these eight or fourteen days that have elapsed between the first set of peace terms in Brest-Litovsk and the second set, may also have an educational effect in that direction.”

Gustav Stresemann (1878–1929) German politician, statesman, and Nobel Peace Prize laureate

Speech in the Reichstag (25 February 1918), quoted in W. M. Knight-Patterson, Germany. From Defeat to Conquest 1913-1933 (London: George Allen and Unwin, 1945), pp. 159-160
1910s

World, Peace, Hope, Feeling

“John Dewey, the educator said, no, no, let the free press report the truth to the American people and the needs will be reflected, to the congressmen and senators in Washington. And he was right. But they’re not telling the truth anymore. They all were doing the headlines rather than headway. They’re all getting by with perceptions; they’re all getting by with pollster politics. They’re not talking about the needs.”

Ernest Hollings (1922–2019) politician from the United States

Interview by Bill Moyers, "Fritz Hollings on Making Government Work," http://www.pbs.org/moyers/journal/07252008/profile3.html Bill Moyers Journal (2008-07-25)

People, Truth

“We have a crisis in higher education today. Too many of our young people cannot afford a college education and those who are leaving college are faced with crushing debt. It is a national disgrace that hundreds of thousands of young Americans today do not go to college, not because they are unqualified, but because they cannot afford it. This is absolutely counterproductive to our efforts to create a strong competitive economy and a vibrant middle class. This disgrace has got to end. In a global economy, when our young people are competing with workers from around the world, we have got to have the best educated workforce possible. And, that means that we have got to make college affordable. We have got to make sure that every qualified American in this country who wants to go to college can go to college -- regardless of income. Further, it is unacceptable that 40 million Americans are drowning in more than $1.2 trillion in student loan debt. It is unacceptable that millions of college graduates cannot afford to buy their first home or their first new car because of the high interest rates they are paying on student debt. It is unacceptable that, in many instances, interest rates on student loans are two to three times higher than on auto loans.”

Bernie Sanders (1941) American politician, senator for Vermont

Bernie Sanders Statement by Senator Bernard Sanders on the College for All Act http://www.sanders.senate.gov/download/051915-highered/?inline=file (19 May 2015) 2010s, 2015

People, World, Cars, Home

“The population of the US is nearly 300 million, including many of the best educated, most talented, most resourceful, humane people on earth. By almost any measure of civilised attainment, from Nobel prize-counts on down, the US leads the world by miles. You would think that a country with such resources, and such a field of talent, would be able to elect a leader of the highest quality. Yet, what has happened? At the end of all the primaries and party caucuses, the speeches and the televised debates, after a year or more of non-stop electioneering bustle, who, out of that entire population of 300 million, emerges at the top of the heap? George Bush.”

Richard Dawkins (1941) English ethologist, evolutionary biologist and author

"Bin Laden's victory " http://www.guardian.co.uk/alqaida/story/0,,919618,00.html The Guardian ()

People, World, Thinking, Country

“Now, if the principle of toleration were once admitted into classical education — if it were admitted that the great object is to read and enjoy a language, and the stress of the teaching were placed on the few things absolutely essential to this result, if the tortoise were allowed time to creep, and the bird permitted to fly, and the fish to swim, towards the enchanted and divine sources of Helicon — all might in their own way arrive there, and rejoice in its flowers, its beauty, and its coolness.”

Harriet Beecher Stowe (1811–1896) Abolitionist, author

Source: Little Foxes (1865), Ch. 5.

Beauty, Way, Flowers, Bird

“Of the radical and iconoclastic ideals preached in the early years of the revolution, all were discarded except those which helped the state to exert absolute control over the individual. Hence the idea of collective education and reduction of parental authority to the minimum continued to hold sway, but an end was put to "progressive" educational methods designed to promote initiative and independence. Strict discipline became once more the rule, and in this respect Soviet schools differed from Tsarist ones only in the immensely increased emphasis on indoctrination. In due course, puritanical sexual ethics were restored to favour.”

Leszek Kolakowski (1927–2009) Philosopher, historian of ideas

pg. 53
Main Currents Of Marxism (1978), Three Volume edition, Volume III: The Breakdown

School, Idea, Parent, Help

“The Founding Fathers, those who wrote the Constitution and founded the American Republic, they understood the benefits of sound money and the evils of paper money. They’ve put America on a gold standard from the very birth of the republic and we should heed their wise - they were very learned men. I think they were much more educated and understanding about economics then the people who lead the U. S. today. So, to try to suggest that we will have less robust economy if we went back to gold standard - mostly, that’s propaganda from Central Bankers and politicians, who want to scare us from going back to something that works, because when you go back to free market, the politicians and bankers will lose their power, and they want to maintain their power by scaring people into thinking that if we just go back to freedom and market forces, that’s somehow is going to be bad and we have to surrender our freedoms to politicians and bankers because they know much better than the market. They can define the proper rate of interest and they can manage the money supplier, centrally planning the economy, and it’s going to be more effective than free market capitalism - and that is just not the case.”

Peter D. Schiff (1963) American entrepreneur, economist and author

http://blogcritics.org/politics/article/peter-schiff-for-us-senate/http://rt.com/shows/sophieco/190800-economy-dollar-financial-armageddon/
Economic Views

Men, Money, People, Birth

“The Communist … chooses some feature of an order where there is a potential resentment, or he may choose some feature about which people are simply soft-headed—that is to say, confused or uncertain. It may be the existence of rich men; it may be the right to acquire and use property privately; it may be the idea of discipline and regard in education; it may be some system of preferential advancement which produces envy in the less successful. His most common maneuver … is to vilify this as founded upon “prejudice.” The burden of his argument usually is that since these do not have perfectly rationalized bases, they have no right to exist.”

Richard M. Weaver (1910–1963) American scholar

“Life without prejudice,” p. 5.
Life Without Prejudice (1965)

Men, People, Idea, Success

“India represents the new world in a unique sense. Traditionally democracies were trying to bring equality to all walks of life, today there is a change. Democracy wants to enable every country to have the equal right to be different; it's a collection of differences, not an attempt to force or impose equality on every country. I think India is the greatest show of how so many differences in language, in sects can coexist facing great suffering and keeping full freedom… Many of the countries in the Middle East should learn from you how to escape poverty. You didn't escape poverty by getting American dollars or Russian Roubles but by introducing your own internal reforms and by understanding that the new call of modernity is science. In between the spiritual wealth of Gandhi and the earthly wisdom of Nehru, you combined a great performance of spirit and practice to escape poverty…I know you still have a long way to go but you do it without compromising freedom. The temptation when you're such a large country to introduce discipline and imposition is great but you tried to do it, to make progress not with force and discipline but in an open way. Many of us were educated on the literature of India when we fell in love we read Rabindranath Tagore and when we matured we tried to understand Gandhi.”

Shimon Peres (1923–2016) Israeli politician, 8th prime minister and 9th president of Israel

Israeli President Shimon Peres praises India as greatest 'show of co-existence' http://articles.economictimes.indiatimes.com/2012-12-04/news/35594466_1_greatest-show-mahatma-gandhi-democracies (4 December 2012)

Love, Life, Wisdom, World

“Secondly, the educated citizen has an obligation to serve the public. He may be a precinct worker or President. He may give his talents at the courthouse, the State house, the White House. He may be a civil servant or a Senator, a candidate or a campaign worker, a winner or a loser. But he must be a participant and not a spectator. "At the Olympic games," Aristotle wrote, "it is not the finest and strongest men who are crowned, but they who enter the lists-for out of these the prize-men are elected. So, too, in life, of the honorable and the good, it is they who act who rightly win the prizes."”

John F. Kennedy (1917–1963) 35th president of the United States of America

1963, Address at Vanderbilt University

Life, Men, Game, Housing

“In true education, anything that comes to our hand is as good as a book: the prank of a page-boy, the blunder of a servant, a bit of table talk— they are all part of the curriculum.”

Michel De Montaigne (1533–1592) (1533-1592) French-Occitan author, humanistic philosopher, statesman

The Autobiography of Michel de Montaigne, Chapter III, pg. 24 (Translated by Marvin Lowenthal
Attributed

Books, Boy, Parting

“It needs very little reflection to see that a school for rich children only cannot be a rational school. From the very nature of things it will tend to insist on the maintenance of privilege and the securing of their advantages. The only sound and enlightened form of school is that which co-educates the poor and the rich, which brings the one class into touch with the other in the innocent equality of childhood, by means of the systematic equality of the rational school.”

Francesc Ferrer i Guàrdia (1859–1909) Spanish anarchist

The Origin and Ideals of the Modern School (1908)

Children, School, Nature, Childhood

“Such a background might consist either of a racial tradition or a national experience. But in its lowest terms it must be characterized by a capacity for assimilation. While America is built on a broad faith in mankind, it likewise gains its strength by a recognition of a needed training for citizenship. The Pilgrims were not content merely to reach our shores in safety, that they might live according to a sort of daily opportunism. They were building on firmer ground than that. Sixteen years after they landed at Plymouth, they and their associates founded Harvard College. They institutionalized their faith in education; that was their offering for the common good.”

Calvin Coolidge (1872–1933) American politician, 30th president of the United States (in office from 1923 to 1929)

1920s, Whose Country Is This? (1921)

Faith, Training

“My father's views for me, which were to guide his choice of college, were twofold. He really wanted me to learn; to get a good education, not so much with the idea of my making my way in the world, as from the value which he had learned to set upon intellect…. He was fond of repeating the sentence in the Eton Latin grammar—" Concessi Cantabrigiam ad capiendum ingenii cultum…." This was the proverb which presided over my whole college life. Though often dimmed, it was never lost sight of, and however much I may have had to hate the grammar on other accounts, I think no other sentence of any book has had so large a share in moulding my mind and character as that one. It was then essential to my father's plans for me that the college to be selected for me should be one where the instruction given was reputed to be good.”

Mark Pattison (1813–1884) English author and Church of England priest

Memoirs (1885)

Life, Hate, Books, World

“We shall not set up demands nor programmes, but simply describe the child-nature. (…) Vague and general phrases — ‘the harmonious development of all the powers and talents in the child,’ and so forth — cannot provide the basis for a genuine art of education. Such an art of education can only be built up on a real knowledge of the human being. Not that these phrases are incorrect, but that at bottom they are as useless as it would be to say of a machine that all its parts must be brought harmoniously into action. To work a machine you must approach it, not with phrases and truisms, but with real and detailed knowledge.”

Rudolf Steiner (1861–1925) Austrian esotericist

The Education of the Child in the Light of Anthroposophy (GA 34), an essay of 1909.

Art, Nature, Knowledge, Parting

“The object of education is not merely to draw out the powers of the individual mind: it is rather its right object to draw all minds to a proper adjustment to the physical and social world in which they are to have their life and their development: to enlighten, strengthen and make fit.”

Woodrow Wilson (1856–1924) American politician, 28th president of the United States (in office from 1913 to 1921)

"Princeton In The Nation's Service" (21 October 1896)
1890s

Life, World, Drawing

“There is nobody in this country who got rich on his own. Nobody! You built a factory out there? Good for you, but I want to be clear. You moved your goods to market on the roads the rest of us paid for. You hired workers the rest of us paid to educate.”

Elizabeth Warren (1949) 28th United States Senator from Massachusetts

"You didn't build that" (September 2011).
2011

Country

“Her body and her mind were sluggish and lazy, and deep down she fought a tired envy of the people who, so she thought, experienced good things while she went through life a gray cloud in a gray room. Having few actual perceptions, she lived by rules. Education is good. Self-control is necessary. Everything in its time and place. Travel is broadening. And it was this last axiom which had forced her finally on the vacation to Mexico.”

John Steinbeck book The Wayward Bus

About Bernice Pritchard in Ch. 5
The Wayward Bus (1947)

Life, People, Travel, Time

“Our school systems are all nonsynergetic. We take the whole child and fractionate the scope of his or her comprehending coordination by putting the children in elementary schools—to become preoccupied with elements or isolated facts only. Thereafter we force them to choose some specialization, forcing them to forget the whole. … We may well ask how it happened that the entire scheme of advanced education is devoted exclusively to ever narrower specialization. We find that the historical beginnings of schools and tutoring were established, and economically supported by illiterate and vastly ambitious warlords who required a wide variety of brain slaves with which to logistically and ballistically overwhelm those who opposed their expansion of physical conquest. They also simultaneously DIVIDED and CONQUERED any and all "bright ones" who might otherwise rise within their realms to threaten their supremacy. The warlord vitiated their threat by making them all specialists and reserving to himself exclusively the right to think about and act comprehensively. The warlord made all those about him differentiators and reserved the function of integration to himself.”

Buckminster Fuller (1895–1983) American architect, systems theorist, author, designer, inventor and futurist

Source: 1960s, Presentation to U.S. Congressional Sub-Committee on World Game (1969), p. 15

Children, School, Support, Thinking

“Children should be educated and instructed in the principles of freedom.”

John Adams (1735–1826) 2nd President of the United States

Source: 1780s, A Defence of the Constitutions of Government (1787), Ch. 3 Marchamont Nedham : Errors of Government and Rules of Policy" Seventh Rule

Children, Freedom

“If any of my readers set out with the notion that that all races of men think and act much in the same way as educated Englishmen, the evidence of superstitious belief and custom collected in this work should suffice to disabuse him of so erroneous a prepossession.”

James Frazer book The Golden Bough

Source: The Golden Bough (1890), Chapter 27, Succession to the Soul.

Men, Way, Thinking

“We want to be able to freely associate, without fear that our privacy, including the privacy of our intimate consensual relations, will be compromised by intrusive and abusive selective enforcement of laws or moral codes.
We want to be able to live with the person we choose in legally sanctioned arrangements or marriage, to be able to build and maintain families and raise children, with the full protections and benefits that attain to those relationships.
We want GLBT youth to have access to safe and inclusive education experiences, in both public and private educational institutions, no longer dispirited by judgmental, prejudicial systems that contribute to low self-esteem and leave them at risk. These are the basic rights and expectations yet to be achieved for GLBT people in this land of the free.”

Jeffrey Montgomery (1953–2016) American LGBT rights activist and public relations executive

America...You Kill Me

Marriage, Children, People, Youth

“…[T]ry not to be too angry or disappointed with your fellow Americans. Most of them don't care about politics as much as the majority of my readers, and the education they have received about it from the government's public school system is nothing more than a septic tank full of warmed-over self-serving statist lies and leftist propaganda.”

L. Neil Smith (1946) American writer

"Only Nixon," http://www.ncc-1776.org/tle2008/tle492-20081109-02.html 9 November 2008.

School, Disappointment

“In a sense, these people were the vanguard of a well-to-do and well-educated proletariat of the future, boxed up in these expensive apartments with their elegant furniture and intelligent sensibilities, and no possibility of escape.”

J. G. Ballard book High-Rise

Source: High-Rise (1975), Ch. 8

People, Intelligence, Sense, Future

“No cuts to education, no cuts to health, no change to pensions, no change to the GST and no cuts to the ABC or SBS”

Tony Abbott (1957) Australian politician

Clarifying his election commitments in an interview with Anton Enus on SBS News and subsequently quoted in "Then and now: the Abbott government's broken promises" http://www.smh.com.au/business/federal-budget/then-and-now-the-abbott-governments-broken-promises-20140514-zrcfr.html Sydney Morning Herald, September 6, 2013. 2013

Health, Change

“Lobbyists in Washington have a saying, "If you're not at the table, you're on the menu." You know who is at the table? It's lobbyists for big corporations. It's lobbyists for the wealthiest people in world history. Guess who's not at the table right now. Working families. Clean water. Public education. And our infrastructure.”

Zephyr Teachout (1971) American academic, political activist and candidate

"Corruption 101" youtube.com https://www.youtube.com/watch?v=FF3GImC8Ky0&feature=youtu.be&t=34

People, World, Family, History

“All State education is a sort of dynamo machine for polarizing the popular mind; for turning and holding its lines of force in the direction supposed to be most effective for State purposes.”

Henry Adams (1838–1918) journalist, historian, academic, novelist

The Education of Henry Adams (1907)

“Especially the CPM government in West Bengal has been ruthlessly using the constitutional discrimination against Hindu schools for justifying take-overs. But have these organizations appealed to Hindu society to come to their rescue? Have they launched, or asked politicians to launch, a campaign to end this discrimination? Apparently they have absolutely no confidence in the willingness of Hindu politicians to take up even an impeccably justified Hindu cause.
So, I think Hindu politicians should make this their number one issue. Article 30 is far more unjust and harmful than Article 370 which gives a special status to Kashmir. You can better lose that piece of territory than to lose your next generations. It is also a good exercise in separating the genuine secularists from the Hindu-baiters. The demand for equality between all religions in education merely seeks the abrogation of an injustice against the Hindus, so it cannot be construed as directed against the minorities. It wants to stop a blatant case of discrimination on the basis of religion, so everyone who comes out in support of the present form of Article 30, will stand exposed as a supporter of communal discrimination. It is truly a watershed issue.”

Koenraad Elst (1959) orientalist, writer

1990s, Ayodhya and After: Issues Before Hindu Society (1991)

School, Religion, Exercises, Confidence

“[ Public administration is merely] a special case of the larger category, administration, a process which is common to all organized human effort and which is highly developed in modern corporate business, in the church, in the Red Cross, in education, and in international bodies, public and private.”

Leonard D. White (1891–1958) American historian

Source: Introduction to the Study of Public Administration, 1926, p. 3-4 (1939 edition); as cited in: Albert Lepawsky (1949), Administration, p. 8

Business, Effort

“There’s a big difference between education and knowledge. The moment that we don’t invest in educating Jewish children according to the roots that were the basis of our education for thousands of years, we are knowledge-givers rather than educators.”

Lev Leviev (1956) Soviet-born Israeli businessman, philanthropist and investor

Interview, Jewish Chronicle, 7 March 2008 http://thejc.com/home.aspx?AId58607&ATypeId1&searchtrue2&srchstrLev%20leviev&srchtxt1&srchhead1&srchauthor1&srchsandp1&scsrch0

Children, Knowledge

“I will continue to work for the advancement of freedoms in Egypt and the Arab world until I drop dead. … Education itself — which can and should play an important role in the apprenticeship of tolerance and respect for other people — sometimes encourages identitarian closure, or even extremist behaviour … It is therefore vital to ensure that education does not encourage rejection of other people or identitarian closure, but that on the contrary it encourages knowledge and respect for other cultures, other religions and other ways of being and living.”

Boutros Boutros-Ghali (1922–2016) 6th Secretary-General of the United Nations

Quoted in "Boutros Boutros-Ghali: The world is his oyster" by Gamal Nkrumah in Al-Ahram weekly No. 777 (10 - 18 January 2006)
2000s

People, World, Religion, Way

“Oh, for the rebirth of an educational system where understanding was an essential part of knowledge.”

Samuel R. Delany book Nova

Source: Nova (1968), Chapter 2 (p. 26)

Understanding, Knowledge, Parting

“Hinduism has destroyed all positive elements that normally exist in a human being. During the post-colonial period their energies were diverted to manipulate education, employment, production and development subtly. Their minds are poisoned with the notion that productive work is mean and that productive castes are inferior. No ruling class in the world is as dehumanized as the Indian brahminical castes. They can be rehumanized only by pushing them into productive work and by completely diverting their attention from the temple, the office, power-seeking, and so on.”

Kancha Ilaiah (1952) Indian scholar, activist and writer

Excerpt from Why I Am Not A Hindu : A Sudra Critique of Hindutva Philosophy, Culture and Political Economy (1996) http://www.swaraj.org/shikshantar/resources_ilaiah.htm.

World

“In spite of all humans' innate interest in the interrelatedness of all experience, long ago these world-power-structure builders learned to shunt all the bright intellectuals and the physically creative into specialist careers. The powerful reserved for themselves the far easier, because innate, comprehensive functioning. All one needs to do is to discover how self-perpetuating is this disease of specialization is to witness the inter-departmental battling for educational funds and the concomitant jealous guarding of the various specializations assigned to a department's salaried experts on each subject in any university.”

Buckminster Fuller (1895–1983) American architect, systems theorist, author, designer, inventor and futurist

From 1980s onwards, Cosmography (1992)

World, Disease, Learning, Universe

“Growth can also involve producing services instead of goods. In particular, a major expansion of public and caring services (like child care, education, elder care, and other life-affirming programs) would generate huge increases in GDP and incomes, with virtually no impact on the environment.”

Jim Stanford (1961) Canadian economist

Part 3, Chapter 15, Capitalism and the Environment, p. 183
Economics For Everyone (2008)

Life

“A society run by reasonable, rational, educated, objective, skeptical people who know that actions work and prayer doesn’t –would tend to be atheist. We’ve already seen the world run by Christians. Whenever religion has had rule over law, the result has historically always been an automatic violation of human rights and an attack on factual education. So yeah, any Utopia would have to be humanist.”

Aron Ra (1962) Aron Ra is an atheist activist and the host of the Ra-Men Podcast

Patheos, Anti-theist Answers to Christian Questions http://www.patheos.com/blogs/reasonadvocates/2015/11/22/anti-theist-answers-to-christian-questions/ (November 22, 2015)

People, World, Religion, Law