Quotes about education
page 19

“For the educational establishment… test scores are treated as indications of the extent to which the required ground covering has been done. …as educationally significant. However, while they may be prognostic of a child's ability to get through school… they do not provide us with an appraisal of the child's progress in the long process of becoming a generally educated human being -- the advance made toward a more skillful, thoughtful, and cultivated mind.”

Mortimer J. Adler (1902–2001) American philosopher and educator

Source: Reforming Education: The Opening of the American Mind (1990), p. 312

School

“Homeschooling works because schooling is not the same thing as education. School is not the only place to learn, to grow up. Universities and colleges recognize this fact whenever they admit homeschoolers who have never attended school.”

Pat Farenga American activist

How to Get an Education at Home (1991)

School, Learning, Universe

“Stronger than all the armies is an idea that's time has come. … The time has come for equality of opportunity in sharing in government, in education, and in employment. It will not be stayed or denied. It is here!”

Everett Dirksen (1896–1969) United States Army officer

Paraphrasing Victor Hugo when speaking about the Civil Rights Act of 1964 http://www.senate.gov/artandhistory/history/minute/Civil_Rights_Filibuster_Ended.htm (10 June 1964) 1960s

Idea, Time

“Trotskyism gave me … a remarkable education, clearly more advanced and sophisticated than that of most youngsters of my age. But by the extremism and sectarianism of its ideas, and by its stereotyped language, it neutralised me during the occupation. My judgment remains extremely severe on my own actions as well as those of the majority of the Trotskyist party during that period.”

Laurent Schwartz (1915–2002) mathematician

A Mathematician Grappling With His Century (2001)

Age, Idea

“In many ways, schools and universities remain our culture's most tangible embodiment of public space and collective responsibility. University campuses in particular —with their residences, libraries, green spaces and common standards for open and respectful discourse - play a crucial, if now largely symbolic, role: they are the one place left where young people can see a genuine public life being lived. And however imperfectly we may have protected these institutions in the past, at this point in our history the argument against transforming education into a brand-extension exercise is much the same as the one for national parks and nature reserves: these quasi-sacred spaces remind us that unbranded space is still possible.”

Naomi Klein (1970) Canadian author and activist

Source: No Logo: Taking Aim at the Brand Bullies 1999, Chapter Four: "The Branding of Learning"

Life, People, School, Way

“Only in a very static profession can one be trained to slot in immediately to an available job, and our profession is far from static. It is more beneficial for the students to give them a generalised grounding in a wide variety of professional activities and concerns, so that they will have some background knowledge for no matter what job is first available. For those who seek it, our subject also has its cultural value, which can contribute to a general education.”

Brian Campbell Vickery (1918–2009) British information theorist

Source: A Long Search for Information (2004), p. 29.

Knowledge, Training

“In the autumn of 1916 when I devoted all my energies to drawing up systematic guidelines for the liberation of working women in all areas, I found a valuable support in the first President of the Soviets, Sverdlov, now dead. Thus the first Congress of Women Workers and Women Peasants could be called as early as November of 1918; some 1147 delegates were present. Thus the foundation was laid for methodical work in the whole country for the liberation of the women of the working and the peasant classes. A flood of new work was waiting for me. The question now was one of drawing women into the people's kitchens and of educating them to devote their energies to children's homes and day-care centers, the school system, household reforms, and still many other pressing matters. The main thrust of all this activity was to implement, in fact, equal rights for women as a labor unit in the national economy and as a citizen in the political sphere and, of course, with the special proviso: maternity was to be appraised as a social function and therefore protected and provided for by the State.”

Alexandra Kollontai (1872–1952) Soviet diplomat

The Autobiography of a Sexually Emancipated Communist Woman (1926)

Women, Children, People, School

“The duty of the scholar, of the educated man, of the man or woman whom society has developed talents in, the duty of that man or woman is to help build the society which has made their own advancement possible.”

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

1963, Address at the Free University of Berlin

Help

“Education, the last hope of the liberal in all periods.”

Edmund Wilson book To the Finland Station

To the Finland Station (1940) [Farrar Straus & Giroux, 1972, ISBN 1568495749/1145], Part I, Ch. 5: Michelet Between Nationalism and Socialism, p. 36

Hope

“Autism is a neuro-developmental disorder affecting so many around the world. Autism is not mental illness, these children and adults think differently. Albert Einstein they say was autistic. How many in the audience know that there are 38,000 autistic people in Sri Lanka? So we as entertainers, urge you all to ‘speak up for those who cannot speak up for themselves.’ Lets spread awareness of autism, particularly when numbers of autistic children are rising and we urge our government to also provide public services – who knows we may even produce Albert Einsteins if we provide education, health, specialist speech therapy for autistic children in our lovely island….”

Desmond de Silva Sri Lankan singer

Clickpress release http://www.clickpress.com/releases/Detailed/3033005cp.shtml (9 August 2009).

Love, Children, People, Health

“If I have done anything for the colored people, it is in a great measure due to my having had the good-fortune, when I escaped from slavery, to become acquainted with William Lloyd Garrison, and with Wendell Phillips, and with our friend Oliver Johnson, and with Dr. Bowditch. The home of Dr. Bowditch, I may say, gave me the first shelter I received in this city. I have often been asked where I got my education. I have answered, from the Massachusetts Abolition University, Mr. Garrison, president… I meet with colored men on all sides smoking and sometimes drinking. That is not the way to rise in the world. For my own part, I neither smoke, nor chew tobacco nor take snuff, nor drink whiskey; and I should be delighted if I could make the same statement with regard to my whole people.”

Frederick Douglass (1818–1895) American social reformer, orator, writer and statesman

Speech at the Wendell Phillips Club http://teachingamericanhistory.org/library/document/the-nations-problem/ (11 September 1886). 1880s

Men, People, World, Color

“They were so ignorant! Young men and women, educated very carefully to be apolitical, to be technicians who thought they disliked politics, making them putty in the hands of their rulers, just like always. It was appalling how stupid they were, really, and he could not help lashing into them.”

Kim Stanley Robinson (1952) American science fiction writer

thoughts of Frank Chalmers
Red Mars (1992)

Women, Men, Stupidity, Help

““The ICROSS philosophy has always been that change occurs by empowering women. You can only empower women by educating them. This was a part of our policy twenty years before it became development sector.”

Michael Elmore-Meegan (1959) British humanitarian

Source: All Will be Well (2004)

Women, Change, Parting

“Computing spread out much, much faster than educating unsophisticated people can happen. In the last 25 years or so, we actually got something like a pop culture, similar to what happened when television came on the scene and some of its inventors thought it would be a way of getting Shakespeare to the masses. But they forgot that you have to be more sophisticated and have more perspective to understand Shakespeare. What television was able to do was to capture people as they were. So I think the lack of a real computer science today, and the lack of real software engineering today, is partly due to this pop culture.”

Alan Kay (1940) computer scientist

ACM Queue A Conversation with Alan Kay Vol. 2, No. 9 - Dec/Jan 2004-2005 http://queue.acm.org/detail.cfm?id=1039523 2000s, A Conversation with Alan Kay, 2004–05

People, Way, Understanding, Thinking

“…The subjects we study at school can be divided roughly into two groups—the sciences and the arts. The sciences include mathematics, geography, chemistry, physics, and so on. Among the arts are drawing, painting, modelling, needlework, drama, music, literature. The purpose of education is to fit us for life in a civilised community, and it seems to follow from the subjects we study that the two most important things in civilised life are Art and Science.”

Anthony Burgess (1917–1993) English writer

Non-Fiction, English Literature: A Survey for Students (1958, revised 1974)

Life, School, Art, Music

“The only privilege a student had that was worth his claiming, was that of talking to the professor, and the professor was bound to encourage it. His only difficulty on that side was to get them to talk at all. He had to devise schemes to find what they were thinking about, and induce them to risk criticism from their fellows. Any large body of students stifles the student. No man can instruct more than half-a-dozen students at once. The whole problem of education is one of its cost in money.”

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

The Education of Henry Adams (1907)

Money, Problem, Thinking

“I have a feeling that if a Dalitist state gets established it will be a far better Socialist model for the world than the other models which were already established because Dalitbahujan society was never so religiously fundamentalist, there is no such constructed religion like that, it has been much more spontaneous, and they have lived for such a long time with that kind of a thinking. So from that to a kind of conscious educated Dalitist socialist system, I think that the productive forces would get released a thousand times, and equality will come much better but it should be under Dalit leadership. Now if under Dalit women leadership if a Dalitist state and society is established I think we will see a very bright future for the whole country.”

Kancha Ilaiah (1952) Indian scholar, activist and writer

"The State of Dalit Mobilization : An Interview with Kancha Ilaiah" in Ghadar Vol. 1, No. 3 (26 November 1997).

Women, World, Religion, Feeling

“A parent does not have the right to aggress against his children, but also that the parent should not have a legal obligation to feed, clothe, or educate his children, since such obligations would entail positive acts coerced upon the parent and depriving the parent of his rights. The parent therefore may not murder or mutilate his child, and the law properly outlaws a parent from doing so. But the parent should have the legal right not to feed the child, i. e., to allow it to die. The law, therefore, may not properly compel the parent to feed a child or to keep it alive. (Again, whether or not a parent has a moral rather than a legally enforceable obligation to keep his child alive is a completely separate question.) This rule allows us to solve such vexing questions as: should a parent have the right to allow a deformed baby to die (e. g., by not feeding it)? The answer is of course yes, following a fortiori from the larger right to allow any baby, whether deformed or not, to die.”

Murray N. Rothbard book The Ethics of Liberty

Though, as we shall see below, in a libertarian society the existence of a free baby market will bring such "neglect" down to a minimum.
Children and rights, p. 100
The Ethics of Liberty (1982)

Children, Law, Question, Parent

“In the pursuit of wealth and development, education and opportunities, security and peace, and freedom and health, not a single Filipino or corner of the Philippines should be left behind.”

Francis Escudero (1969) Filipino politician

Avendano, Christine O. "'We're running under Partido Pilipinas", Philippine Daily Inquirer, 18 September 2015, p. A15.
2015, Speech: Declaration as Vice Presidential Candidate

Health, Peace, Freedom, Wealth

“If a society insists that warfare is the major occupation for the male sex, it is therefore insisting that all male children display bravery and pugnacity. Even if the insistence upon the differential bravery of men and women is not made articulate, the difference in occupation makes this point implicitly. When, however, a society goes further and defines men as brave and women as timorous, when men are forbidden to show fear and women are indulged in the most flagrant display of fear, a more explicit element enters in. Originally two variations of human temperament, a hatred of fear or willingness to display fear, they have been socially translated into inalienable aspects of the personalities of the two sexes. And to that defined sex-personality every child will be educated, if a boy, to suppress fear, if a girl, to show it.”

Margaret Mead (1901–1978) American anthropologist

Source: 1930s, Sex and Temperament in Three Primitive Societies (1935), p. 287

Women, Men, Children, Fear

“Only the power of unbounded love practiced in regard to all human beings can defeat the forces of interhuman strife, and can prevent the pending extermination of man by man on this planet. Without love, no armament, no war, no diplomatic machinations, no coercive police force, no school education, no economic or political measures, not even hydrogen bombs can prevent the pending catastrophe.”

Pitirim Sorokin (1889–1968) American sociologist

, p. xii
The Ways and Power of Love (1954)

Love, War, School

“Think about every problem, every challenge, we face. The solution to each starts with education.”

George H. W. Bush (1924–2018) American politician, 41st President of the United States

Announcement of the America 2000 Education Strategy (18 April 1991) What Work Requires of Schools Pg 2 http://wdr.doleta.gov/SCANS/whatwork/whatwork.pdf.

Problem, Thinking

“The physical lot of surviving workers had notably improved, with unemployment insurance, social security, and the new health services, while their children's school education was assured by the government-operated schools: in addition, they had, for intellectual or emotional stimulus and diversion, the radio and the television. But the work itself was no longer as various, as interesting, or as sustaining to the personality…”

Lewis Mumford book The Myth of the Machine

Technical Liberation
The Myth of the Machine (1967-1970), The Pentagon of Power (1970)

Children, Health, School, Personality

“Governments and churches and ruling classes and commercial groups have always sought to get their hands on the institutions for the education of youth and utilize them for their own interests.”

Everett Dean Martin (1880–1941)

Source: The Meaning of a Liberal Education (1926), p. 46

Youth

“The primary purpose of a liberal education is to make one's mind a pleasant place in which to spend one's time.”

Thomas Henry Huxley (1825–1895) English biologist and comparative anatomist

Sydney J. Harris, as quoted in The Routledge Dictionary of Quotations (1989) by Robert Andrews; also quoted as: "...a pleasant place in which to spend one's leisure."
Misattributed

Time

“To think of education as a means of preserving institutions however excellent, is to have a superficial notion of its end and purpose, which is to mould and fashion men who are more than institutions, who create, outgrow, and re-create them.”

John Lancaster Spalding (1840–1916) Catholic bishop

Source: Aphorisms and Reflections (1901), p. 221

Men, Fashion, Thinking

“This caravan loaded with synthetic merchandise has, however, continued to move forward. Eight years later (1982), it was reported that “History and Language textbooks for schools all over India will soon be revised radically. In collaboration with various state governments the Ministry of Education has begun a phased programme to weed out undesirable textbooks and remove matter which is prejudicial to national integration and unity and which does not promote social cohesion. The Ministry of Education’s decision to re-evaluate textbooks was taken in the light of the recommendations of the National Integration Council of which the Prime Minister [Indira Gandhi] is Chairman. The Ministry’s view was that history had often been used to serve narrow, sectarian and chauvinistic ends.””

Sita Ram Goel book The Calcutta Quran Petition

The Calcutta Quran Petition (1986)

School, History, Decision, Light

“Probably in most education systems in a sense we are stuck with the disciplines as we created them last, last century and before that.”

Horst Ludwig Störmer (1949) German physicist

Small Wonders – The World of Nanoscience. Honeywell-Nobel Laureate Lecture Series at Czech Technical University, Prague (October 19, 2006), http://www.honeywellscience.com/nobel-laureates/physics/horst-stormer

Sense

“From this moment on, the child becomes a political object—to a certain extent, the living security deposit of enlightenment. The child is the “noble savage” in one’s own house. Through appropriate education care must be taken in the future that innocent children are not made into the same artificial social cripples the previous system produced. Children are already what the new bourgeois humans believe they want to become.”

Peter Sloterdijk (1947) German philosopher

Source: Kritik der zynischen Vernunft [Critique of Cynical Reason] (1983), pp. 55-56

Children, Future, Housing

“This program is not a place where personal opinion should be mixed up with ascertainable facts…It is not, I think, humanly possible for any reporter to be completely objective, for we are all to some degree prisoners of our education, travel, reading—the sum total of our experience.”

Edward R. Murrow (1908–1965) Television journalist

Introducing the first broadcast of "This is the News" (September 1947)

Travel, Thinking, Reading, Personality

“I have often thought of it as one of the most barbarous customs in the world, considering us as a civilized and a Christian country, that we deny the advantages of learning to women. We reproach the sex every day with folly and impertinence; while I am confident, had they the advantages of education equal to us, they would be guilty of less than ourselves.”

Daniel Defoe (1660–1731) English trader, writer and journalist

The Education of Women (1719)

Women, World, Sex, Confidence

“If the sewing societies, the avails of whose industry are now expended in supporting and educating young men for the ministry, were to withdraw their contributions to these objects, and give them where they are more needed, to their advancement of their own sex in useful learning, the next generation might furnish sufficient proof, that in intelligence and ability to master the whole circle of sciences, woman is not inferior to man.”

Sarah Grimké (1792–1873) American abolitionist

Letter 15 (October 20, 1837).
Letters on the Equality of the Sexes and the Condition of Woman (1837)

Men, Sex, Intelligence, Support

“With our financial house on fire, Obama makes clear both in in his speech and his budget that the essence of his presidency will be the transformation of health care, education and energy.”

Charles Krauthammer (1950–2018) American journalist

Column, March 6, 2009, "The Great Non Sequitur: The Sleight of Hand Behind Obama's Agenda" http://www.jewishworldreview.com/cols/krauthammer030609.php3 at jewishworldreview.com. 2000s, 2009

Health, Housing

“Promoting veganism, I think it’s such an important message. … I remember as a child, my grandma instilling in us that no matter how little you think you have, there are always people and beings that are suffering on the planet and have even less than us. As I’ve grown older, the love just continues to grow for all living beings. It breaks my heart when I see animals being mistreated. As we all know, in agriculture, that’s like one of the biggest mistreatments that animals endure in our country. The more I educated myself about the subject, the more I was able to make wiser, more intelligent decisions in my life. … I’ve seen some tremendous positive changes in my health in the last six years when I switched to a plant-based diet … I live by the Golden Rule: treat others as you would like to be treated. And to me, that includes animals as well. They should be loved. They are souls on this planet just like we are.”

Susie Castillo (1979) MTV VJ, Miss USA 2003

"In-Depth with Loving the Silent Tears MC: Susie Castillo (Vegan)", GodsDirectContact.org (2012) http://www.godsdirectcontact.org.tw/eng/news/211/sr_43.htm.

Love, Life, People, Health

“Then came the journey up to London through Birmingham and the Black District, another lesson, which needed much more to be rightly felt. The plunge into darkness lurid with flames; the sense of unknown horror in this weird gloom which then existed nowhere else, and never had existed before, except in volcanic craters; the violent contrast between this dense, smoky, impenetrable darkness, and the soft green charm that one glided into, as one emerged — the revelation of an unknown society of the pit — made a boy uncomfortable, though he had no idea that Karl Marx was standing there waiting for him, and that sooner or later the process of education would have to deal with Karl Marx much more than with Professor Bowen of Harvard College or his Satanic free-trade majesty John Stuart Mill.”

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

The Black District was a practical education, but it was infinitely far in the distance. The boy ran away from it, as he ran away from everything he disliked.
The Education of Henry Adams (1907)

Boy, Idea, Sense, Waiting

“Let Divines, and Philosophers, Statesmen and Patriots unite their endeavours to renovate the Age, by impressing the Minds of Men with the importance of educating their little boys, and girls — of inculcating in the Minds of youth the fear, and Love of the Deity, and universal Phylanthropy; and in subordination to these great principles, the Love of their Country — of instructing them in the Art of self government, without which they never can act a wise part in the Government of Societys great, or small — in short of leading them in the Study, and Practice of the exalted Virtues of the Christian system.”

Samuel Adams (1722–1803) American statesman, Massachusetts governor, and political philosopher

Letter to John Adams (4 October 1790) http://www.gutenberg.org/dirs/etext00/4sdms10.txt

Love, Men, Youth, Age

“In the days of Ram Mohan Roy when English education was introduced in this country, the Mahomedans did not accept it… They did not accept English education and at the same time they were divorced from the culture which their fathers had advanced. The result was that whereas the Hindus got on in life, got into government employment, got many things which people value in life, the Mahomedans were left without it and gradually there came to be a sort of estrangement between the two nationalities at the time of the Swadeshi movement.”

Chittaranjan Das (1870–1925) Indian politician and leader of the Swaraj Party

Speech delivered at Barisal on 14th October 1917. Source: Collected Works of Deshbandhu.
1917

Life, People, Time, Country

“Cabinet governments educate the nation; the presidential does not educate it, and may corrupt it.”

Walter Bagehot book The English Constitution

No. I, "The Cabinet", p. 19
The English Constitution (1867)

“One striking characteristic of modern education is the unanimous disapproval of exploiting the powerful feeling of shame. … Yet in ancient education, e. g. in the Socratic dialogs, this very arousal of shame is a chief device; the teacher greets the hot flush as a capital sign that the youth is educable, he has noble aims. Such a youth has dignity in his very shame.
The difference seems to be that we cannot offer available opportunities for honor, we do not have them; and therefore we must protect what shreds of dignity the youth has. Since he has no future, if we make him ashamed of his past and present, he is reduced to nothing. In other ages, the community had plenty of chances of honor, and to belong to the community itself was an honor.”

Paul Goodman book Growing Up Absurd

Source: Growing Up Absurd (1956), p. 149.

Youth, Age, Feeling, Communication

“If there's four Vietcong in a village with knives and punji sticks, we'll bring in a B-52. And I think, sometimes we need to learn to fight smarter instead of to fight richer. And this is what I mean, you know, education, "oh, education's expensive;" no it's not, books are cheap, (the) internet's cheap, we can fight smarter, we can learn. So, that's where resource-to-kill-ratio comes from.”

Max Brooks (1972) American author

Lecture of Opportunity | Max Brooks: World War Z https://www.youtube.com/watch?v=-nGG5E04cog

Books, Thinking, Learning, Fight

“If one awakens in men the idea of freedom then the free men will incessantly go on to free themselves; if on the contrary, one only educates them, then they will at all times accommodate themselves to circumstance in the most highly educated and elegant manner and degenerate into subservient cringing souls.”

Max Stirner book The False Principle of our Education

Source: The False Principle of our Education (1842), p. 23

Men, Soul, Idea, Freedom

“Those who seek education in the paths of duty are always deceived by the illusion that power in the hands of friends is an advantage to them. As far as Adams could teach experience, he was bound to warn them that he had found it an invariable disaster. Power is poison. Its effect on Presidents had been always tragic, chiefly as an almost insane excitement at first, and a worse reaction afterwards.”

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

The Education of Henry Adams (1907)

“A finished or even a competent reasoner is not the work of nature alone… education develops faculties which would otherwise never have manifested their existence. It is, therefore, as necessary to learn to reason before we can expect to be able to reason, as it is to learn to swim or fence, in order to attain either of those arts. Now, something must be reasoned upon, it matters not much what it is, provided that it can be reasoned upon with certainty. The properties of mind or matter, or the study of languages, mathematics, or natural history may be chosen for this purpose. Now, of all these, it is desirable to choose the one… in which we can find out by other means, such as measurement and ocular demonstration of all sorts, whether the results are true or not.
.. Now the mathematics are peculiarly well adapted for this purpose, on the following grounds:—
1. Every term is distinctly explained, and has but one meaning, and it is rarely that two words are employed to mean the same thing.
2. The first principles are self-evident, and, though derived from observation, do not require more of it than has been made by children in general.
3. The demonstration is strictly logical, taking nothing for granted except the self-evident first principles, resting nothing upon probability, and entirely independent of authority and opinion.
4. When the conclusion is attained by reasoning, its truth or falsehood can be ascertained, in geometry by actual measurement, in algebra by common arithmetical calculation. This gives confidence, and is absolutely necessary, if… reason is not to be the instructor, but the pupil.
5. There are no words whose meanings are so much alike that the ideas which they stand for may be confounded.
…These are the principal grounds on which… the utility of mathematical studies may be shewn to rest, as a discipline for the reasoning powers. But the habits of mind which these studies have a tendency to form are valuable in the highest degree. The most important of all is the power of concentrating the ideas which a successful study of them increases where it did exist, and creates where it did not. A difficult position or a new method of passing from one proposition to another, arrests all the attention, and forces the united faculties to use their utmost exertions. The habit of mind thus formed soon extends itself to other pursuits, and is beneficially felt in all the business of life.”

Augustus De Morgan (1806–1871) British mathematician, philosopher and university teacher (1806-1871)

Source: On the Study and Difficulties of Mathematics (1831), Ch. I.

Life, Children, Truth, Art

“… "folk art" signifies the poetical, musical, and pictorial activities of those strata of the population which are uneducated and not urbanized or industrialized. It is of the essence of this art that those who keep it in being are not only passively receptive, but normally are creative participants in the artistic activities, and yet do not stand out as individuals or claim any personal authorship of the productions. "Popular art" on the other hand is to be understood as artistic or quasi-artistic production for the demand of a half-educated public, generally urban and inclined to mass-behavior. In folk art, producers and consumers are hardly distinguished, and the boundary between them is always fluid; in the case of popular art, we find on the contrary an artistically uncreative, completely passive public, and professional production of artistic goods strictly in response to the demand for them. It is indeed a striking fact that folk art, especially folk-poetry, emerges from the ranks of those who enjoy it, whereas popular songs—the street-ballads and popular "hits"—derive from professionals belonging to and spiritually dependent upon the upper classes.”

Arnold Hauser (1892–1978) Hungarian art historian

Arnold Hauser (1985). The philosophy of art history. p. 279

Art, Music, Behavior, Dependency

“I plan to vote for Barack Obama in the Pennsylvania primary because he is a rational, centered personality who speaks the language of idealism and national unity. Obama has served longer as an elected official than Hillary. He has had experience as a grass-roots activist, and he is also a highly educated lawyer who will be a quick learner in office. His international parentage and childhood, as well as his knowledge of both Christianity and Islam, would make him the right leader at the right time. And his wife Michelle is a powerhouse. The Obamas represent the future, not the past.”

Camille Paglia (1947) American writer

"Camille Paglia on Hillary Clinton, Barack Obama, Iran and More" at Salon.com (8 January 2008)

Knowledge, Grass, Time, Past

“The scientists and technologists must keep in mind social welfare. Education thus should develop the totality of the child. Indian education is lacking in the following major drawbacks.
(1) Indian education has been like stagnant water for quite some time.
(2)Indian education ignores new ideas and fresh thinking in educational matters.”

Zakir Hussain (politician) (1897–1969) 3rd President of India

Source: Philosophy of Education, p. 86.

Idea, Thinking, Water, Time

“The dominant propaganda systems have appropriated the term "globalization" to refer to the specific version of international economic integration that they favor, which privileges the rights of investors and lenders, those of people being incidental. In accord with this usage, those who favor a different form of international integration, which privileges the rights of human beings, become "anti-globalist." This is simply vulgar propaganda, like the term "anti-Soviet" used by the most disgusting commissars to refer to dissidents. It is not only vulgar, but idiotic. Take the World Social Forum, called "anti-globalization" in the propaganda system -- which happens to include the media, the educated classes, etc., with rare exceptions. The WSF is a paradigm example of globalization. It is a gathering of huge numbers of people from all over the world, from just about every corner of life one can think of, apart from the extremely narrow, highly privileged elites who meet at the competing World Economic Forum, and are called "pro-globalization" by the propaganda system. An observer watching this farce from Mars would collapse in hysterical laughter at the antics of the educated classes.”

Noam Chomsky (1928) american linguist, philosopher and activist

Interview by Sniježana Matejčić, June 2005 http://www.galerija-rigo.hr/05/chomsky_en_2.htm. Quotes 2000s, 2005

Life, People, World, Thinking

“Life seemed to be an educator's practical joke in which you spent the first half learning and the second half learning that everything you learned in the first half was wrong.”

Russell Baker (1925–2019) writer and satirst from the United States

"Back to the Dump" (p.414)
There's a Country in My Cellar (1990)

Life, Learning

“What effect will all this have on education? First of all, teaching computer skill will be more important - much more important - than teaching children lists of facts. The computer will become the child's memory.”

Owain Owain (1929–1993) Welsh novelist, short story writer and poet

Children, Memory

“In order to arrive to a more realistic view of society, it must be recognized that there are individual differences that cannot be eradicated by the most rigid curriculum, and that various individuals will choose different educational curricula if allowed to do so.”

Carl Eckart (1902–1973) American physicist

Source: Our Modern Idol: Mathematical Science (1984), p. 33.

“Stalin made mistakes. He made mistakes towards us, for example, in 1927. He made mistakes towards the Yugoslavs too. One cannot advance without mistakes… It is necessary to make mistakes. The party cannot be educated without learning from mistakes. This has great significance.”

Mao Zedong (1893–1976) Chairman of the Central Committee of the Communist Party of China

Said to Enver Hoxha, on his visit to China in 1956, as quoted in Hoxha's (1986) The Artful Albanian, (Chatto & Windus, London), ISBN 0701129700

Learning

“Jim Crow is old. That's not who I'm mindful of today. The problem is that Jim Crow has sons. The one we've got to battle is James Crow Jr., Esq. He's a little more educated. He's a little slicker. He's a little more polished, but the results are the same.”

Al Sharpton (1954) American Baptist minister, civil rights activist, and television/radio talk show host

Remarks at the funeral of Rosa Parks (3 November 2005).[citation needed]

Problem

“Combativeness was, I suppose, the dominant trait in my grandmother’s nature. An aggressive churchgoer, she was quite without Christian feeling; the mercy of the Lord Jesus had never entered her heart. Her piety was an act of war against the Protestant ascendancy […] articles attacking birth control, divorce, mixed marriages, Darwin and secular education were her favourite reading. The teachings of the Church did not interest her, except as they were a rebuke to others […] The extermination of Protestantism, rather than spiritual perfection, was the boon she prayed for.”

Mary McCarthy book Memories of a Catholic Girlhood

Source: Memories of a Catholic Girlhood (1957), Ch. 1

Marriage, War, Feeling, Birth

“There are two levels of knowing a subject. There is the student who knows what the definition of a noun or a gene or a molecule is; then there is the student… who also knows how the definition was arrived at. There is the student who can answer a question; then there is the student who also knows what are the biases of the question. There is the student who can give you the facts; then there is the student who also knows what is meant by a fact. I am maintaining that, in all cases, it is the latter who has a "basic" education; the former, a frivolous one.”

Neil Postman (1931–2003) American writer and academic

Language Education in a Knowledge Context (1980)

Question

“When I went vegetarian at age eleven, it was a remarkably easy transition. A boy at my school was attempting to kill creatures in the pond. When I tried to stop him, he said, “You eat animals,” like that meant I had no right to try and save something that could end up on my plate later. The hypocrisy of my actions became crystal clear in that moment. I decided, no more meat. … When I first started working for two organizations supporting anti-factory farming, vegan outreach and humane education, my choice to go vegan became that much clearer. I realized veganism is the only diet that can change the world. … You can expect a healthier body, and the feeling of pride that goes hand-in-hand with living according to your values. That’s something that many people aspire to, but few people achieve.”

Alicia Silverstone (1976) American actress

"How to Transition from Vegetarianism to Veganism", in The Kind Life (9 April 2013) http://thekindlife.com/blog/2013/04/how-to-transition-from-vegetarian-to-vegan/

People, Age, World, School

“Among the rights that States must ensure are the rights to life, security of person, participation in the conduct of public affairs, homeland, movement, health, education, employment and social security”

Alfred de Zayas (1947) American United Nations official

Report of the Independent Expert on the promotion of a democratic and equitable international order on the adverse impacts of free trade and investment agreements on a democratic and equitable international order http://www.ohchr.org/EN/Issues/IntOrder/Pages/Reports.aspx. 2015, Report submitted to the UN General Assembly

Life, Health, Personality

“Geometry is grasping space. And since it is about the education of children, it is grasping that space in which the child lives, breathes and moves. The space that the child must learn to know, explore, conquer, in order to live, breathe and move better in it.”

Hans Freudenthal (1905–1990) Dutch mathematician

Source: Mathematics as an Educational Task (1973), p. 403

Children, Learning

“I followed [[w:Vivekananda|Swami Vivekananda’s teachings when I was young. He said, this life is short, its vanities are transient. He alone lives who lives for others. I think more than any other country, in our country, this is very important today. ‘Others’ also includes family members, because charity begins at home. But if you are an educated person, do something which can help improve the lives and livelihoods of your fellow people. And then towards the latter part of your life, you feel more satisfied that you have one something not only for yourself or for your family, but you have done something which has made a slight difference in the lives of the less privileged.”

M. S. Swaminathan (1925) Indian scientist

On his ideals in pdf, In Conversation: M. S. Swaminathan, 25 October 2011, Current Science http://www.currentscience.ac.in/Volumes/101/08/0996.pdf,

Life, People, Family, Feeling

“What’s shocking is to see six-year-old children jump roping in the street at 2:00 a. m.—that’s shocking—a block away from drug dealers. Just to see that the gap in the circle is education, in my mind, primarily for young women, because it’s the young women that are raising the kids and that’s where the circle, I think, perpetuates itself.”

Jennifer Beals (1963) American actress and a former teen model

Interview with TV Drama Watch (4 February 2011) http://tvdramawatch.com/2011/02/04/the-chicago-code-interview-with-jennifer-beals/.

Women, Children, Thinking

“We can now return to the NCERT guideline which proclaims that the conflict between Hindus and Muslims in medieval India shall be regarded as political rather than religious. There is no justification for such a characterisation of the conflict. The Muslims at least were convinced that they were waging a religious war against the Hindu infidels. The conflict can be regarded as political only if the NCERT accepts the very valid proposition that Islam has never been a religion, and that it started and has remained a political ideology of terrorism with unmistakable totalitarian trends and imperialist ambitions. The first premises as well as the procedures of Islam bear a very close resemblance to those of Communism and Nazism. Allah is only the predecessor of the Forces of Production invoked by the Communists, and of the Aryan Race invoked by the Nazis.
My heart sinks at the very idea of such a sinister scheme being sponsored by an educational agency set up by the government of a democratic country. It is an insidious attempt at thought-control and brainwashing. Having been a student of these processes in Communist countries, I have a strong suspicion that this document has also sprung from the same sort of mind. This mind has presided for long over the University Grants Commission and other educational institutions, and has been aided and abetted by the residues of Islamic imperialism masquerading as secularists.”

Sita Ram Goel book The Story of Islamic Imperialism in India

The Story of Islamic Imperialism in India (1994)

War, Religion, Communication, Idea

“The work that has so far been done has indeed been of the highest value. The growth during the last 50 years, of a feeling of common nationality, based upon common tradition, common disabilities, and common hopes and aspirations, has been most striking. The fact that we are Indians first, and Hindoos, Mahomedans, Parsees, or Christinas afterwards, is being realized in a steadily increasing measure, and the idea of a united and renovated India, marching onwards to a place among the nations of the world worthy of her great past, is no longer a mere idle dream of a few imaginative minds, but is definitely the accepted creed of those who form the brain of the community-the educated classes of the country.”

Gopal Krishna Gokhale (1866–1915) social and political leader during the Indian Independence Movement

Extract from his speech during setting up and defining the charter of the Servants of Scoiety. Page=702
Sources of Indian Tradition

World, Dreams, Hope, Feeling

“An education and a job are important. But it won’t handle the fear.”

Robert T. Kiyosaki (1947) American finance author , investor

Rich Dad Poor Dad: What the Rich Teach Their Kids About Money-That the Poor and the Middle Class Do Not!

Fear

“You can’t look at Hollywood and blame it, you have to make up your own mind whether you want to be fit, or super skinny. You can’t blame other people. It’s your own choice and if you have children, it is up to the parent to educate your children so they are healthy and they don’t go into a direction of anorexia or obesity. It is up to you as a parent, it is hard to feed children right. I deal with it on a daily basis; it is much harder to make sure they eat right.”

Heidi Klum (1973) German model, television host, businesswoman, fashion designer, television producer, and actress

Discussing the pressure to be thin. Quoted by Hollie McKay for Fox News, 30 September 2009 http://www.foxnews.com/story/0,2933,557721,00.html.

Children, People, Parent

“First, most of the speculation about the superiority of the communist system - including the popular view that Western economies could painlessly accelerate their own growth by borrowing some aspects of that system - was off base. Rapid Soviet economic growth was based entirely on one attribute: the willingness to save, to sacrifice current consumption for the sake of future production. The communist example offered no hint of a free lunch.
Second, the economic analysis of communist countries' growth implied some future limits to their industrial expansion - in other words, implied that a naive projection of their past growth rates into the future was likely to greatly overstate their real prospects. Economic growth that is based on expansion of inputs, rather than on growth in output per unit of input, is inevitably subject to diminishing returns. It was simply not possible for the Soviet economies to sustain the rates of growth of labor force participation, average education levels, and above all the physical capital stock that had prevailed in previous years. Communist growth would predictably slow down, perhaps drastically.”

Paul Krugman (1953) American economist

Pop Internationalism (1996), Asia's Miracle (1994)

Past, Future, Country

“Formerly, the purchase of Texas by our Government, for the purpose of bestowing it as a gift upon our colored population, was a favorite opinion of ours; but we have settled down into the belief, that the object is neither practicable nor expedient. In the first place, it is not probable that the Congress would make the purchase; nor, secondly, is it likely that the mass of our colored people would remove without some compulsory process; nor, thirdly, would it be safe or convenient to organise them as a distinct nation among us,—an imperium in imperio. The fact is, it is time to repudiate all colonization schemes, as visionary and unprofitable; all those, we mean, which have for their design the entire separation of the blacks from the whites. We must take our free colored and slave inhabitants as we find them—recognise them as countrymen who have extraordinary claims upon our charities—give them the advantages of education—respect them as members of one great family, who may be made useful in society and honorable in reputation. This is our view of the subject.”

William Lloyd Garrison (1805–1879) American journalist

The Liberator http://deadconfederates.com/2016/03/21/garrison-gives-up-on-colonization/ (22 January 1861) The Liberator (1831 - 1866)

People, Family, Color, Time

“Not long ago, an American magazine wrote that what was worst about National Socialism was its women. They said that National Socialism did more for women than any other nation. It improved their social position. It began to bring them together in tremendous organizations. It sent the women of the educated classes into the factories so that female workers could go on vacation, and so on. The paper concluded that the democracies could not imitate this.”

Adolf Hitler (1889–1945) Führer and Reich Chancellor of Germany, Leader of the Nazi Party

As quoted in The Third Reich: A New History by Michael Burleigh, p. 2842
Other remarks

Women, Democracy

“And what have our unions done? What do they aim to do? To improve the standard of life, to uproot ignorance and foster education, to instill character, manhood and independent spirit among our people; to bring about a recognition of the interdependence of man upon his fellow man. We aim to establish a normal work-day, to take the children from the factory and workshop and give them the opportunity of the school and the play-ground. In a word, our unions strive to lighten toil, educate their members, make their homes more cheerful, and in every way contribute an earnest effort toward making life the better worth living.”

Samuel Gompers (1850–1924) American Labor Leader[AFL]

Gompers, Samuel. "Gompers Speaks for Labor." McClure's Magazine, February 1912, p. 376 http://books.google.com/books?id=3Su0lykF-OMC&dq=%22And%20what%20have%20our%20unions%20done%3F%20What%20do%20they%20aim%20to%20do%3F%22&pg=PA376#v=onepage&q=%22And%20what%20have%20our%20unions%20done?%20What%20do%20they%20aim%20to%20do?%22&f=false

Life, Children, People, School

“We need to continue to educate our elected officials and candidates for office on who we are, what we need and why they should stand in solidarity with us.”

Theresa Sparks (1949) American activist

The Transgender Community Needs to Reestablish Its Voice (2005)

“In all the round world of Utopia there is no meat. There used to be. But now we cannot stand the thought of slaughter-houses. And, in a population that is all educated, and at about the same level of physical refinement, it is practically impossible to find anyone who will hew a dead ox or pig. We never settled the hygienic question of meat-eating at all. This other aspect decided us. I can still remember, as a boy, the rejoicings over the closing of the last slaughter-house.”

H. G. Wells book A Modern Utopia

Source: A Modern Utopia (1905), Ch. 9, sect. 5

World, Boy, Question, Housing

“In the unexamined American Dream rhetoric promoting mass higher education in the nation of my youth, the implicit vision was that one day everyone, or at least practically everyone, would be a manager or a professional. We would use the most elitist of all means, scholarship, toward the most egalitarian of ends. We would all become chiefs; hardly anyone would be left a mere Indian.”

William A. Henry III (1950–1994) American critic

In Defense of Elitism

Youth, Dreams

“Nothing in education is so astonishing as the amount of ignorance it accumulates in the form of inert facts.”

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

The Education of Henry Adams (1907)

“Neoliberalism is essentially a form of governing that sees democracy as an obstacle, at best, or as an illegitimate intervention into the rule of the market, at worst. For neoliberalism, rule by markets is understood as a form of governance that should be applied everywhere, not just to marketised goods, but to education, prisons, the organisation of state, and so on. So neoliberalism treats popular sovereignty, or decisions based on human agreement and deliberation, as inappropriate interference with the efficient market and the price mechanism.”

Wendy Brown (1955) American political theorist

Neoliberalism Has Eviscerated the Fabric of Social Life http://www.greeneuropeanjournal.eu/neoliberalism-has-eviscerated-the-fabric-of-social-life/, interview with Wendy Brown by Adam Ostolski, Green European Journal, March 2017

Democracy, Decision

“It is not our background that will count but our individual actions and initiatives. Education is the great leveller: irrespective of origin, it places everyone on the same footing.”

Joni Madraiwiwi (1957–2016) Fijian politician

Address to Sathya Sai School in Matawalu, Ba Province, 8 February 2006.

“Kindliness, sympathy with the under dog, love of home! Are not these all characteristics of the ordinary Englishman that you know? He is a strong individualist in this, that he does not want to mould himself into any common mould, to be like everybody else; he likes to develop his own individuality. And yet he can combine for service. Some of the best things in this country have originated among our own common people with no help from governments—friendly society work, our trade unions, our hospitals and our education before the State took it in hand. Then the Englishman has a profound respect for law and order—that is part of his tradition of self-government. Ordered liberty—not disordered liberty, nor what invariably follows, tyranny; but ordered liberty, at present one of the rare things of this topsy-turvy world.”

Stanley Baldwin (1867–1947) Former Prime Minister of the United Kingdom

Broadcast from London (25 September 1933), quoted in This Torch of Freedom (1935), pp. 13-14.
1933

Love, People, World, Law

“Food poverty comes in two strands. The first is not having enough money to buy food for yourself and your family. The second is poverty of education. If you give someone £20 and say, 'Feed your family for the week on it,' a lot of people just couldn't do it adequately and that's because there's – and I do blame the readymeal industry for it, because it is so easy and so attractively packaged, and you just put it in a microwave – a disconnection between what's in that packet, and how simple and cheap it might be to make it for yourself. I think if we can solve food education then we are part of the way to solving food poverty.”

Jack Monroe (1988) British writer, journalist and political campaigner

As quoted in "Jack Monroe: the face of modern poverty" in The Guradian (23 July 2013) http://www.theguardian.com/society/2013/jul/23/jack-monroe-face-modern-poverty

Money, People, Family, Food

“It is sufficiently evident from many circumstances, that the doctrine of the divinity of Christ did not establish itself without much opposition, especially from the unlearned among the Christians, who thought that it savoured of Polytheism, that it was introduced by those who had had a philosophical education, and was by degrees adopted by others, on account of its covering the great offence of the cross, by exalting the personal dignity of our Saviour.”

Joseph Priestley book An History of the Corruptions of Christianity

Part I : The History of Opinions Relating to Jesus Christ, § IV : Of the Difficulty with which the Doctrine of the Divinity of Christ was Established.
An History of the Corruptions of Christianity (1782)

Christ, Personality

“They would receive the same care and attention as those who belong to the establishment. Nor will there be any distinction made between the children of those parents who are deemed the worst, and of those who may be esteemed the best members of society: indeed I would prefer to receive the offspring of the worst, if they shall be sent at an early age; because they really require more of our care and pity and by well-training these, society will be more essentially benefited than if the like attention were paid to those whose parents are educating them in comparatively good habits.”

Robert Owen (1771–1858) Welsh social reformer

On educating children of the poor, and of neighboring communities.
Address to the Inhabitants of New Lanark (1816)

Children, Age, Parent, Training

“The understanding I had by age thirteen of patriarchal politics created in me expectations of the feminist movement that were quite different from those of young, middle class, white women. When I entered my first women's studies class at Stanford University in the early 1970s, white women were revelling in the joy of being together-to them it was an important, momentous occasion. I had not known a life where women had not been together, where women had not helped, protected, and loved one another deeply. I had not known white women who were ignorant of the impact of race and class on their social status and consciousness (Southern white women often have a more realistic perspective on racism and classism than white women in other areas of the United States.) I did not feel sympathetic to white peers who maintained that I could not expect them to have knowledge of or understand the life experiences of black women. Despite my background (living in racially segregated communities) I knew about the lives of white women, and certainly no white women lived in our neighborhood, attended our schools, or worked in our homes When I participated in feminist groups, I found that white women adopted a condescending attitude towards me and other non-white participants. The condescension they directed at black women was one of the means they employed to remind us that the women's movement was "theirs"-that we were able to participate because they allowed it, even encouraged it; after all, we were needed to legitimate the process. They did not see us as equals. And though they expected us to provide first hand accounts of black experience, they felt it was their role to decide if these experiences were authentic. Frequently, college-educated black women (even those from poor and working class backgrounds) were dismissed as mere imitators. Our presence in movement activities did not count, as white women were convinced that "real" blackness meant speaking the patois of poor black people, being uneducated, streetwise, and a variety of other stereotypes. If we dared to criticize the movement or to assume responsibility for reshaping feminist ideas and introducing new ideas, our voices were tuned out, dismissed, silenced. We could be heard only if our statements echoed the sentiments of the dominant discourse.”

Bell Hooks (1952) American author, feminist, and social activist

Source: (1984), Chapter 1: Black Women: Shaping Feminist Theory, pp. 11-12.

Love, Life, Women, People

“I'm really concerned about the quality of education in the United States. I think it's going down, and I don't think we spend enough money on it. It's unhealthy for our society that we remove ourselves more and more every day from books, from reading, from writing. All areas of education need more emphasis. I think we're a bit lazy here in America. I believe in the ideal of the classic liberal education, and I also think athletics are very important to the education of young people.”

Tommy Lee Jones (1946) American actor and film director

Interview interview (1995)

Money, People, Books, Thinking

“…an adequate reform of public education in our school system cannot be accomplished by anything like a quick fix. We suspect that anyone who thinks otherwise cannot fully understand the shape of an adequate reform or all the obstacles to be overcome in achieving it.”

Mortimer J. Adler (1902–2001) American philosopher and educator

Source: Reforming Education: The Opening of the American Mind (1990), p. 314

School, Understanding, Thinking

“The Ryan White Care Act provides money for community-based counseling centers. While that may sound noble and compassionate, we know from experience that "AIDS education" becomes a platform for the homosexual community to recruit adolescents and lure teens into a self-destructive sexual lifestyle.”

Christine O'Donnell (1969) American Tea Party politician and former Republican Party candidate

Concerned Women for America press release
2010-09-15
Christine O'Donnell Does Not Like Gays.
Instaputz
http://instaputz.blogspot.com/2010/09/christine-odonnell-does-not-like-gays.html
2010-10-20

Money, Communication

“This is a “come and take it” moment for Texas parents. It seems clear to me that these bathroom edicts violate the Texas’ Education Code. I believe the Attorney General agrees with me. We will not let Obama force this insanity on Texas schools. During the 2017 legislative session, I intend to pass legislation to assure that common sense policies prevail. The parents of Texas and I believe all of America will not be bought by the president’s 30 pieces of silver.”

Dan Patrick (politician)

Op-Ed: Obama’s Transgender Directive a “Come and Take It” Moment for Texas Parents https://www.ltgov.state.tx.us/2016/05/20/op-ed-obamas-transgender-directive-a-come-and-take-it-moment-for-texas-parents/ (May 20, 2016)

School, Parent, Sense

“There is something called bilingual education—a scheme proposed in the late 1960s by Hispanic-American social activists, later endorsed by a congressional vote. It is a program that seeks to permit non-English-speaking children, many from lower-class homes, to use their family language as the language of school. (Such is the goal its supporters announce.) I hear them and am forced to say no: It is not possible for a child—any child—ever to use his family’s language in school. Not to understand this is to misunderstand the public uses of schooling and to trivialize the nature of intimate life—a family’s ‘language.”

Richard Rodríguez (1944) American journalist and essayist

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

Life, Children, School, Family

“The relationship between governments and the press has always been recognized as a matter of large importance. Wherever despotism abounds, the sources of public information are the first to be brought under its control. Whereever the cause of liberty is making its way, one of its highest accomplishments is the guarantee of the freedom of the press. It has always been realized, sometimes instinctively, oftentimes expressly, that truth and freedom are inseparable. An absolutism could never rest upon anything save a perverted and distorted view of human relationships and upon false standards set up and maintained by force. It has always found it necessary to attempt to dominate the entire field of education and instruction. It has thrived on ignorance. While it has sought to train the minds of a few, it has been largely with the purpose of attempting to give them a superior facility for misleading the many. Men have been educated under absolutism, not that they might bear witness to the truth, but that they might be the more ingenious advocates and defenders of false standards and hollow pretenses. This has always been the method of privilege, the method of class and caste, the method of master and slave.”

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

1920s, The Press Under a Free Government (1925)

Men, Truth, Way, Freedom

“The main thing is to make up your mind. If you're going to do it, do it, and if you're just going to halfway do it don't even try. This is a very demanding thing. I stay simple, I didn't get a whole lot of education, so most of it's just coming from what I gathered up. If you stay honest we've all got in common that we're all different. If you stay real deadly honest and write about some very interesting things then you'll be a good one. A lot of people just don't like to get honest but it's the cheapest psychiatrist there is. I think that's the way to look at it.”

Billy Joe Shaver (1939) American singer-songwriter

Statement made by Shaver when asked for an advice to young musicians
A Conversation with Billy Joe Shaver (2014)

People, Way, Thinking

“The great end of education is, to discipline rather than to furnish the mind; to train it to the use of its own powers, rather than fill it with the accumulation of others.”

Tryon Edwards (1809–1894) American theologian

Source: A Dictionary of Thoughts, 1891, p. 134.

Training

“Today science prevails not because of its comparative merits, but because the show has been rigged in its favour… It reigns supreme because some past successes have led to institutional measures (education; role of experts; role of power groups such as the AMA) that prevent a comeback of the rivals.”

Paul Karl Feyerabend book Science in a Free Society

pg 102.
Science in a Free Society (1978)

Science, Success, Past

“People are more connected than ever before, but inequalities and misunderstandings remain deep within and among societies. Human capacity is the ultimate renewable energy, but it faces obstacles everywhere. UNESCO’s role lies in bridging the gaps in global governance by fostering international cooperation in education, the sciences, culture, and communication.”

Irina Bokova (1952) Bulgarian diplomat

leadersmag.com http://www.leadersmag.com/issues/2012.3_Jul/Women%20Leaders/LEADERS-Irina-Bokova-UNESCO.html.

People, Communication, Science

“My God, it was really coming true. The higher and higher I climbed in education, the more I was finding people I could talk to.”

Victor Villaseñor (1940) American writer

Crazy Loco Love: A Memoir (2008)

God, People

“When I was in high school, I ate the kind of stuff that the average, unhealthy American kid loves to eat. … The changes I've made are for future health as well as current physical performance and well-being. I'm no longer that kid who stuffed himself with whatever food came his way. With luck and a little education, I've made the necessary changes in time to avoid the health problems that a kid like that inevitably faces. Yes, deep down inside, that kid is still there, wanting to hang out with his pals at the nearest burger joint. But I can look forward as well as back. And what I'm looking forward to is the opportunity to take the road to wellness.”

Tony Gonzalez (1976) American football and basketball player

The All-Pro Diet: Lose Fat, Build Muscle, and Live Like a Champion (Rodale Books, 2009), Introduction https://books.google.it/books?id=wNrj-ITuL7gC&pg=PR11.

Love, Health, School, Food

“It would be a contradiction in terms if the oppressors not only defended but actually implemented a liberating education.”

Paulo Freire (1921–1997) educator and philosopher

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 1

“Personally, then I have no reason to lash out at the education system. Quite the contrary. Yet a lifetime of experience, plus a quarter century of reading and reflection, convince me that our education system is big waste of time and money. Almost every politician vows to spend more on education. As an insider, I can't help gasping, "Why? You want to waste even more?"”

Bryan Caplan (1971) American political scientist

[The Case against Education, 1, https://books.google.com/books?id=Mws8DwAAQBAJ&pg=PA1]
The Case against Education (2018)

Money, Time, Reading, Help

“I do not have any formal education. What use is education when we do not become human beings? My school is the welfare of humanity.”

Abdul Sattar Edhi (1928–2016) Pakistani philanthropist, social activist, ascetic and humanitarian

"The Richest Poor; Edhi’s life in facts, quotes," http://aaj.tv/2016/07/the-richest-poor-edhis-life-in-facts-quotes/ July 9, 2016

School

“Our single greatest defense against scientific ignorance is education, and early in the life of every scientist, the child's first interest was sparked by a teacher.”

Peter Agre (1949) American chemist, recipient of Nobel Prize in Chemistry

Peter Agre's speech at the Nobel Banquet http://nobelprize.org/nobel_prizes/chemistry/laureates/2003/agre-speech-e.html, December 10, 2003

Life, Teachers

“Animals deserve to be treated with kindness. I love animals, and I don't believe humans can treat them as commodities and cause them harm. … I officially became a vegan on June 1, 2009. Even though it's quite a change in terms of nutrition, I have never felt better or so healthy in my life. Considering that I'm a professional athlete, that's quite important … I understand the impact I have in joining many groups like PETA. I don't do it to force people to be vegetarian or vegan. I just want to educate people on the subject to make this world a better place. … Many people … refuse to get educated on the matter because just like me, they're sensitive and afraid to make a change. But my friends, that change is not bad at all. … Millions of people around the globe are going vegetarian for the sake of animals, their health and the environment. I encourage you to give it a try too!”

Georges Laraque (1976) Canadian ice hockey player

“A Vegan Life”, in georgeslaraque.com (August 2009) https://georgeslaraque.com/vg-vegan.php.

Love, Life, People, Health

“It is my firm belief that if our plans of education are followed up, there will not be a single idolator among the respectable classes of Bengal thirty years hence.”

Thomas Babington Macaulay, 1st Baron Macaulay (1800–1859) British historian and Whig politician

Letter written to his father in 1836. Quoted in Indian Church History Review, December 1973, p. 187. Quoted from Goel, S. R. (2016). History of Hindu-Christian encounters, AD 304 to 1996. Chapter 13. ISBN 9788185990354

“Paul Laurence Dunbar High School was established in 1870 in Washington, D. C., as the nation's first black public high school. From 1870 to 1955, most of its graduates went off to college, earning degrees from Harvard, Princeton, Williams, Wesleyan and others. As early as 1899, Dunbar students scored higher on citywide tests than students at any of the district's [three] white [high] schools. Its attendance and tardiness records were generally better than those of white schools. During this era of high achievement, there was no school violence. It wasn't racially integrated. It didn't have a big budget. It didn't even have a lunchroom or all those other things that today's education establishment says are necessary for black academic excellence.”

Walter E. Williams (1936) American economist, commentator, and academic

"Educational excellence initiative" (15 August 2012)
2010s

School

“Trotsky's writings and those of his followers were freely published in the middle and late thirties by the Hearst Press in America. His works on his "new kind of Communism" were published by the Franco Press at Salamanca and Burgos. The secret police of the Polish dictatorship were specially educated in Trotskyism in order to facilitate their work of espionage and disruption inside the Polish working-class movement.”

James Klugmann (1912–1977) British writer

From Trotsky to Tito (1951)

Secret, Communication

““Oh! the years I have lost,” will be the exclamation of a man, if he be not philosophical, and not possess Friedrich Nietzsche’s appreciation of the value of sorrow in education.”

Oscar Levy (1867–1946) German physician and writer

Source: The Revival of Aristocracy (1906), p. 37.