Quotes about education
page 22

“The assumption is all but universal among those who control our educational policies from the elementary grades to the university that anything that sets bounds to the free unfolding of the temperamental proclivities of the young, to their right of self-expression, as one may say, is outworn prejudice. Discipline, so far as it exists, is not of the humanistic or the religious type, but of the kind that one gets in training for a vocation or a specialty. The standards of a genuinely liberal education, as they have been understood, more or less from the time of Aristotle, are being progressively undermined by the utilitarians and the sentimentalists. If the Baconian-Rousseauistic formula is as unsound in certain of its postulates as I myself believe, we are in danger of witnessing in this country one of the great cultural tragedies of the ages.”

Irving Babbitt (1865–1933) American academic and literary criticism

Source: "What I Believe" (1930), p. 16

Age, Universe, Time, Training

“Personally I do not resort to force — not even the force of law — to advance moral reforms. I prefer education, argument, persuasion, and above all the influence of example — of fashion. Until these resources are exhausted I would not think of force.”

Rutherford B. Hayes (1822–1893) American politician, 19th President of the United States (in office from 1877 to 1881)

On attempts at an alcohol prohibition amendment, in his Diary (9 October 1883)
Diary and Letters of Rutherford Birchard Hayes (1922 - 1926)

Law, Fashion, Thinking, Personality

“The greatest challenge I think is adjusting to not playing baseball. The reason for that is that I had to come out of baseball and come into the business world, not being a college graduate, not being educated to come into the business world the way I should have. And, instead of people doing things for me, I had to do things for myself. That was scary for me.”

Willie Mays (1931) Baseball player

Academy of Achievement Interview (1996)

People, World, Way, Business

“The intensity of a national culture should be represented by… the general education level and… the exceptional merit of a small elite of pioneers.”

George Sarton (1884–1956) American historian of science

Preface.
A History of Science Vol.2 Hellenistic Science and Culture in the Last Three Centuries B.C. (1959)

“There are obviously two educations. One should teach us how to make a living and the other how to live.”

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

James Truslow Adams; sometimes rendered : "There are two educations. One should teach us how to make a living and the other how to live".
Misattributed

“The educator aims at a slow process of development; the propagandist, at quick results. The educator tries to tell people how to think; the propagandist, what to think. The educator strives to develop individual responsibility; the propagandist, mass effects. The educator wants thinking; the propagandist, action. The educator fails unless he achieves an open mind; the propagandist, unless he achieves a closed mind.”

Everett Dean Martin (1880–1941)

Source: Are We Victims of Propaganda, Our Invisible Masters: A Debate with Edward Bernays (1929), p. 145

People, Thinking

“Many definitions have been given of the word “education,” but underlying them all is the conception that it denotes an attempt on the part of the adult members of a human society to shape the development of the coming generation in accordance with its own ideals of life. It is true that the word has not infrequently been used in wider senses than this.”

Nicholas Murray Butler (1862–1947) American philosopher, diplomat, and educator

" Education http://en.wikisource.org/wiki/1911_Encyclop%C3%A6dia_Britannica/Education" (1911) in Encyclopædia Britannica, 11th ed., 1911. United States.

Life, Sense, Parting

“I want to see all Americans have a reasonable amount of leisure. Then I want to see them educated to use such leisure for their own enjoyment and betterment, and the strengthening of the quality of their citizenship. We can go a long way in that direction by getting them out of doors and really interested in nature. We can make still further progress by engaging them in games and sports. Our country is a land of cultured men and women. It is a land of agriculture, of industries, of schools, and of places of religious worship. It is a land of varied climes and scenery, of mountain and plain, of lake and river. It is the American heritage. We must make it a land of vision, a land of work, of sincere striving for the good, but we must add to all these, in order to round out the full stature of the people, an ample effort to make it a land of wholesome enjoyment and perennial gladness.”

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

1920s, The Democracy of Sports (1924)

Women, Men, People, School

“We need a renewed emphasis on civic learning in schools. And our young people need positive role models. Bullying and prejudice in our public life sets a national tone, provides permission for cruelty and bigotry, and compromises the moral education of children. The only way to pass along civic values is to first live up to them.”

George W. Bush (1946) 43rd President of the United States

2010s, 2017, Speech at "Spirit of Liberty: At Home, In the World" event (2017)

Life, Children, People, School

“Debates on the definitions of culture versus barbarism, or on the question of who is civilized and who is modern are best discussed in the light of Islamic doctrine. Quite significantly, this point must be kept in mind, particularly as a matter of concern to individuals of the educated classes of Islamic societies upon whom lies the burden of responsibility and leadership of the Umma.”

Ali Shariati (1933–1977) Iranian academic and activist

Source: Reflections of Humanity, (1984), p. 17; Lead paragraph.

Question, Light

“Well, they have the education system. They have the media. They have the capitalist system. What do you think the Tides Foundation was? They infiltrate and they saw under Ronald Reagan that capitalists were not for all of this nonsense, so they infiltrated. Now, they are using failing capitalism to destroy it.”

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

Glenn Beck
Television
Fox News
2010-07-13
00:11:14
Gertz
Matt
The CA cop shooter and Glenn Beck: Here's what we know
2010-07-23
Media Matters for America
http://mediamatters.org/blog/201007230022
on the Tides Center
2010s, 2010

Thinking

“African youth, just like other youth around the world can, for example, engage in the fight against corruption and hold officials accountable…Youth can also play an important role in engaging and educating their fellow and global citizens about the post-2015 global development agenda and ways to achieve our goals so that we can achieve the developments this time around to the greatest extent possible.”

Tawakkol Karman (1979) Yemeni journalist, politician, human rights activist, and Nobel Peace Prize recipient

2000s, Youth Q&A on the U.N. High-Level Panel on the Post-2015 Agenda Report (2009)

Youth, World, Way, Time

“Bush is totally in favor of Common Core. I don't see how he can possibly get the nomination. He's weak on immigration. He's in favor of Common Core. How the hell can you vote for this guy? You just can't do it. We have to end — education has to be local.”

Donald J. Trump (1946) 45th President of the United States of America

2010s, 2015, Presidential Bid Announcement (June 16, 2015)

Guy, Hell

“The Art Perspective is necessary to all Arts… but it is more particularly necessary to the Art Painting… The Greatest Masters have been the most guilty… The great Occasion of this Fault, is certainly the wrong Method that generally is used in the Education of Persons to this Art: For the Young People are generally put immediately to Drawing, and when they have acquired a Facility in that, they are put to Colouring. And these things they learn by rote, and by Practice only; but are not at all instructed in any Rules of Art. By which means when they come to make any Designs of their own, tho' they… don t know how to govern their Inventions with Judgment, and become guilty of so many gross Mistakes, which prevent themselves, as well as others, from finding that Satisfaction, they otherwise would do in their Performances.”

Brook Taylor (1685–1731) English mathematician

New Principles of Linear Perspective (1715, 1749)

People, Art, Learning, Drawing

“Let Christians act out their religion, and there is no more race problem. Equality for the colored man is coming. The colored people are showing themselves worthy of it. Let the colored be industrious, purchase homes, respect law and order, educate themselves and their children, and keep insisting on their rights.”

John Ireland (bishop) (1838–1918) Catholic bishop

Sermon at St. Augustine Catholic Church (1890)

Children, People, Religion, Law

“(to a caller) Take a walk. Go call a public television. In fact, go call the Obama FCC and tell 'em that I hung up on you, go ahead. Call a diversity chief and tell 'em I hung up on you, see if I care, you… you dummy, you… Look what I have to do for a living… With my education and what I've achieved, I have to talk to a… OK, let's stop right here, because I've had all I can take today.”

Michael Savage book The Savage Nation

The Savage Nation The Savage Nation (1995- ), 2009-11-19 Radio (Audio: https://www.youtube.com/watch?v=E5b709xZ36E) 2009

“The ultimate end of education is not a perfection in the accomplishments of the school, but fitness for life; not the acquirement of habits of blind obedience, and of prescribed diligence, but a preparation for independent action. We must bear in mind that whatever class of society a pupil may belong to, whatever calling he may be intended for, there are certain faculties in human nature common to all, which constitute the stock of the fundamental energies of man. We have no right to withhold from any one the opportunities for developing all their faculties. It may be judicious to treat some of them with marked attention, and to give up the idea of bringing others to high perfection. The diversity of talent and inclination, of plans and pursuits, is a sufficient proof of the necessity for such a distinction. But I repeat that we have no right to shut out the child from the development of those faculties also, which we may not for the present conceive to be very essential for his future calling or station in life.”

Johann Heinrich Pestalozzi (1746–1827) Swiss pedagogue and educational reformer

Letters on Infants' Education (1819)

Life, School, Idea, Nature

“Privatization is a neoliberal and imperialist plan. Health can’t be privatized because it is a fundamental human right, nor can education, water, electricity and other public services. They can’t be surrendered to private capital that denies the people from their rights.”

Hugo Chávez (1954–2013) 48th President of Venezuela

Hugo Chávez during his closing speech at the World Social Forum in Porto Alegre, Brazil. January 31, 2005. http://www.venezuelanalysis.com/news.php?newsno=1486 2005

People, Health, Water

“Typically, "progressives" and change agents have demanded more money for social programs. But today it's clear that the way we do things needs to change – and that if things were done more appropriately, more humanely, more intelligently, we might end up spending less on social programs than we do now. Take education …. Over the last 10 years or so, a handful of education reformers have … come up with exciting new ideas for changing the ways our schools are administered, the ways our children are taught, and the kinds of things they're taught. And nearly all their ideas would cost no more than our current practices cost.”

Mark Satin (1946) American political theorist, author, and newsletter publisher

Some would actually save us money!
Source: New Options for America (1991), Chapter 11, "Our Schools Need Imagination More Than They Need Money," pp. 84–85.

Money, Children, School, Way

“I frequently counsel people who are getting frustrated about an edit war to think about someone who lives without clean drinking water, without any proper means of education, and how our work might someday help that person. It puts flamewars into some perspective, I think.”

Jimmy Wales (1966) Wikipedia co-founder and American Internet entrepreneur

As quoted in "Wikimedia Founder Jimmy Wales Responds," by Robin "Roblimo" Miller, Slashdot (28 July 2004)

War, People, Drink, Thinking

“It is pointed out convincingly by George Sarton in The Life of Science that the development of science, as contrasted with that of art, is cumulative and progressive. Every scientist is educated in the current knowledge of his age and, making use of all he has learned, attempts to add something of his own to the existing body of knowledge. For this reason it is essentially impossible to isolate his personal achievements from the total pattern of scientific development. It follows that one cannot write the scientific life story of an isolated scholar, but only the history of the branches of science in which he participated.”

Eduard Jan Dijksterhuis (1892–1965) Dutch historian

p 14
Simon Stevin: Science in the Netherlands around 1600, 1970

Life, Age, Art, History

“As leaders and activists of Awami League, our responsibility is to fulfill the dream of the father of the nation Bangabandhu Sheikh Mujib so that every person in the country gets food, home, education, health care and prosperous life.”

Sheikh Hasina (1947) Prime Minister of Bangladesh

While addressing a special extended party meeting at the Gonobhaban, the official residence of the Prime Minister of Bangladesh (20 May 2017). http://www.thedailystar.net/politics/bangladesh-prime-minister-sheikh-hasina-speech-awami-league-politics-meeting-gono-bhaban-1408087

Life, Health, Food, Dreams

“Now, given that picture of a rapid change of society, one would expect to see a rapid evolution of the institutions charged with preparing the young for it. We do not see this. We see a much slower rate of evolution of the school and that means we're seeing a bigger and bigger gap between school and society. This gap is what I believe is responsible for the deterioration of performance in our schools and our educational systems. Because the children can see this; they can see that school is irrelevant. They feel that the pace of school and the mood of the school culture is out of sync with the society in which they live. And so it becomes harder and harder to get them to buy into the idea that school is satisfying their needs, that school is a bridge to the 21st century, as our political leaders keep on reiterating.”

Seymour Papert (1928–2016) MIT mathematician, computer scientist, and educator

The 11th Colin Cherry Memorial Lecture on Communication http://www.connectedfamily.com/frame4/cf0413seymour/recent_essays/cf0413_cherry_3.html (1998)

Children, School, Feeling, Idea

“Travel, in the younger sort, is a part of education; in the elder, a part of experience. He that traveleth into a country before he hath some entrance into the language, goeth to school, and not to travel.”

Francis Bacon book Essays

Of Travel
Essays (1625)

School, Travel, Parting, Country

“You're not bloody Aristophanes, and the people who are paying for tickets are not educated Athenians. We're acting for turnips who only come to talk to their cousins and fart. We have to give them a lot of action and low-level jokes, but you can leave all that to us on stage. We know what's required. Your job is to hone the basic framework and remember the simple motto: short speeches, short lines, short words.”

Lindsey Davis book Last Act in Palmyra

Last Act in Palmyra

People

“So far has Athens left the rest of mankind behind in thought and expression that her pupils have become the teachers of the world, and she has made the name of Hellas distinctive no longer of race but of intellect, and the title of Hellene a badge of education rather than of common descent.”

Isocrates Panegyricus

Panegyricus, 50.

World, Teachers

“My mom always taught me to hold my head up high and be strong and confident in everything I do. … I’ve been interested in fitness and nutrition for most of my life. I became a vegetarian at a very young age and had to learn how to get the proper nutrition to my body. Over a 15-year process I visited trainers, dietitians and doctors; read hundreds of books and studies; and eventually became a personal trainer and fitness nutritionist myself. I want to use all of my real-life experience and the science behind my certifications to help educate everyone struggling with their body image. … Modeling is a lot of hard work and you have to have a very strong sense of self and confidence to succeed.”

Jayde Nicole (1986) Canadian model, Playboy's Playmate of the Month January 2007 and Playmate of the Year 2008

"Jayde Nicole, Miss 2008, Interview", in RunwayLive.com (20 August 2011) https://www.runwaylive.com/3306-jayde-nicole-miss-2008-interview.html.

Life, Books, Age, Confidence

“The most important thing we can do is inspire young minds and to advance the kind of science, math and technology education that will help youngsters take us to the next phase of space travel.”

John Glenn (1921–2016) American astronaut and politician

As quoted in "Space All systems go for National Space Day" at CNN (4 May 2000) http://articles.cnn.com/2000-05-03/tech/space.day_1_challenger-center-space-science-education-international-space-station-the?_s=PM:TECH; also at John Glenn Friendship 7 Day http://www.bandmonline.com/john-glenn-friendship-7-day-1.2673727#.TzyskbSt3LQ.

Travel, Science, Help

“A programming language is like a natural, human language in that it favors certain metaphors, images, and ways of thinking. The language used strongly colors the computer culture. It would seem to follow that educators interested in using computers and sensitive to cultural influences would pay particular attention to the choice of language. But nothing of the sort has happened. On the contrary, educators… have accepted certain programming languages in much the same way as they accepted the QWERTY keyboard. An informative example is the way in which the programming language BASIC has established itself as the obvious language to use in teaching children how to program computers… Today, and in fact for several years now, the cost of computer memory has fallen to the point where any remaining economic advantages of using BASIC are insignificant. Yet in most high schools, the language remains almost synonymous with programming, despite the existence of other computer languages that are demonstrably easier to learn and are richer in the intellectual benefits that can come from learning them. The situation is paradoxical. The computer revolution has scarcely begun, but is already breeding its own conservatism.”

Seymour Papert book Mindstorms: Children, Computers, and Powerful Ideas

Source: Mindstorms: Children, Computers, and Powerful Ideas (1980), Chapter 1, Computers and Computer Cultures

Children, School, Color, Way

“Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.”

Paulo Freire (1921–1997) educator and philosopher

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

Teachers

“Many faith schools achieve excellent results and I’m the first to support the great education they provide. I chose one for my own children. Today I visited King David’s school, a Jewish school here in Birmingham where the majority of children are from faith backgrounds.”

David Cameron (1966) Former Prime Minister of the United Kingdom

2010s, 2015, Speech on (20 July 2015)

Children, School, Faith, Support

“… my watchword if I were in office at this moment would be summed up in one single word— the word "efficiency." (Cheers.) If we have not learned from this war that we have greatly lagged behind in efficiency we have learned nothing, and our treasure and our lives are thrown away unless we learn the lesson which the war has given us… last, and, perhaps, greatest of all, there comes a question that underlies the efficiency of our nation… I mean education (loud cheers), in which we are lagging sadly, and with which we shall have peacefully to fight other nations with weapons like the bow and arrow if we do not progress. We have nothing like a national system, but a great chaos of almost haphazard arrangement.”

Archibald Primrose, 5th Earl of Rosebery (1847–1929) British politician

Speech at Chesterfield (16 December 1901), reported in The Times (17 December 1901), p. 10.

War, Question, Learning, Fight

“You have a faint education look about you. An educated girl never has an educated look. I cannot stand an educated look on women. It's Communism. Look at me, I passed my University entrance, but I don't show it.”

Halldór Laxness book The Atom Station

Madam Dulla
Atómstöðin (The Atom Station) (1948)

Women, Girl, Communication, Universe

“Journalism is meant to educate the people. To do this effectively, journalists will have to equip themselves adequately.”

D. V. Gundappa (1887–1975) Indian writer

In page=19
D.V. Gundappa,Sahitya Akademi

People

“President Zuma‚ from being a child‚ never had a chance‚ because of the situation in this country‚ even to go to school. But he was educated the ANC way. … President Zuma‚ out of the top six positions‚ [was the only person to occupy] most of those positions – deputy secretary general‚ national chairperson‚ deputy president and now president. … It shows love‚ respect and adoration. [Zuma's leadership within the ANC was] a long‚ beautiful history but spoiled at the last moment. [The transition is peaceful, but painful also, ] because this is telling somebody [that] your time is up when [he] should have known by himself that his time is up.”

Tokyo Sexwale (1953) South African politician

Commenting on the departure of Jacob Zuma on 12 February 2018, as quoted by Penwell Dlamini in The life and times of Jacob Zuma, by Tokyo Sexwale https://www.timeslive.co.za/politics/2018-02-12-the-life-and-times-of-jacob-zuma-by-tokyo-sexwale/, TimesLive, 12 February 2018

Love, Pain, School, Peace

“Obama offered Muslims a careful admonition about women's rights, noting how denying women education impoverishes a country — balanced, of course, with this: "Issues of women's equality are by no means simply an issue for Islam." Example? "The struggle for women's equality continues in many aspects of American life." Well, yes. On the one hand, there certainly is some American university where the women's softball team has received insufficient Title IX funds — while, on the other hand, Saudi women showing ankle are beaten in the street, Afghan school girls have acid thrown in their faces, and Iranian women are publicly stoned to death for adultery. (Gays as well — but then again we have Prop 8.) We all have our shortcomings, our national foibles. Who's to judge?”

Charles Krauthammer (1950–2018) American journalist

Column, June 12, 2009, "Obama hovers from on High" http://www.jewishworldreview.com/cols/krauthammer061209.php3 at jewishworldreview.com. 2000s, 2009

Life, Death, Women, School

“I have only [written the Water Margin] to fill up my spare time, and give pleasure to myself; […] I have written it so that the uneducated can read it as well as the educated […]. Alas! Life is so short that I shall not even know what the reader thinks about it, but still I shall be satisfied if a few of my friends will read it and be interested. Also I do not know what I may think of it in my future life after death, because then I may not able to even read it. So why think anything further about it?”

Shi Nai'an (1296–1372) Chinese writer

Variant translation by Pearl S. Buck: "Alas, I was born to die! How can I know what those who come after me and read my book will think of it? I cannot even know what I myself, born into another incarnation, will think of it. I do not even know if I myself afterwards can even read this book. Why therefore should I care?" (All Men are Brothers, 1933; p. xiii)
Preface to Water Margin

Life, Death, Pleasure, Thinking

“After your first job, is anyone asking you what your GPA was? No, they don't care. They ask you: Are you a good leader? Do people follow you? Do you have integrity? Are you innovative? Do you solve problems? Somebody's got to do that homework and redesign the educational system so that it can actually train people to be successful in life.I think the greatest teachers are not the ones that are best trained at educational tactics. I don't know a person who's ever said, "Boy, that teacher is so good! The teacher gives such good exams. That teacher gives such good homework sets!"”

Neil deGrasse Tyson (1958) American astrophysicist and science communicator

No one has said that about a great teacher. That's not what people remember about the great teachers they've had.
2000s, Global Ideas from Pluto's Challenger (May 21, 2009)

People, Boy, Problem, Thinking

“It has been fashionable in the twentieth century not only to debunk myth, … but to pretend that that reasonable and educated people could avoid the embarrassment of religion and the risk of metaphysics by sticking close to demonstrable facts and testable hypotheses. However, in the course of reducing our beliefs and hopes to certainties and proofs, we impoverished and deluded ourselves. The modern anti-myth reduced human life to a story without a point, a tale told by an idiot, a process without a purpose, a journey without a goal, an affair without a climax (Godot never comes), an accidental collision of mindless atoms. … We have hardly noticed that economics, technology and politics have become the new myth and metaphysic. We haven’t avoided myth and metaphysics, only created demeaning ones.”

Sam Keen (1931) author, professor, and philosopher

Source: The Passionate Life (1983), p. 22

Life, People, Religion, Hope

“We can establish universally an education that recognizes in every child a tongue-tied prophet, and in the school the voice of the future, and that equips the mind to think beyond and against the established context of thought and of life as well as to move within it. We can develop a democratic politics that renders the structure of society open in fact to challenge and reconstruction, weakening the dependence of change on crisis and the power of the dead over the living. We can make the radical democratization of access to the resources and opportunities of production the touchstone of the institutional reorganization of the market economy, and prevent the market from remaining fastened to a single version of itself. We can create policies and arrangements favorable to the gradual supersession of economically dependent wage work as the predominant form of free labor, in favor of the combination of cooperation and self-employment. We can so arrange the relation between workers and machines that machines are used to save our time for the activities that we have not yet learned how to repeat and consequently to express in formulas. We can reshape the world political and economic order so that it ceases to make the global public goods of political security and economic openness depend upon submission to an enforced convergence to institutions and practices hostile to the experiments required to move, by many different paths, in such a direction.”

Roberto Mangabeira Unger The Religion of the Future

Source: The Religion of the Future (2014), p. 29

Life, Hostility, World, School

“The teacher thus needs a basic education in dogma and asceticism. Apologetics is certainly also good, but the former seems more important to me: ready arguments, as right as they may be, often do not have penetrating force. But she whose soul is formed through the truths of faith — and I call this ascetic formation — finds words which are proper for this human being and for this moment respectively.”

Edith Stein (1891–1942) Jewish-German nun, theologian and philosopher

Essays on Woman (1996), The Significance of Woman's Intrinsic Value in National Life (1928)

Truth, Faith, Soul, Teachers

“America is not doing so hot right now
I was hypnotized by the travel ban, the way, you know, a chicken gets hypnotized by something it's afraid of
I'm a very privileged person. And I am, like, completely documented. Everything's in order, and I'm educated. I speak English. I don't have that much to be afraid of. But whenever I run into one of these — and I'm not going to again, and that's amazing — whenever I ran into those issues, my heart would start pounding. I just felt really stressed out about it every time.”

Sarah Jeong (1988) Korean-American technology journalist

July 2017 interview by Vox https://www.vox.com/policy-and-politics/2017/7/5/15905816/immigrant-trump-citizen-patriotism

Way, Travel, Time, Heart

“I think I've made a lot of sacrifices. I work very, very hard. I've created thousands and thousands of jobs, tens of thousands of jobs, built great structures. I've done, I've had tremendous success. I think I've done a lot. … I think they're sacrifices. I think when I can employ thousands and thousands of people, take care of their education, take care of so many things, even in military. I mean, I was very responsible, along with a group of people, for getting the Vietnam Memorial built in downtown Manhattan, which to this day people thank me for.”

Donald J. Trump (1946) 45th President of the United States of America

2010s, 2016, July, This Week Interview (July 30, 2016)

People, Thinking, Memory, Success

“Scientists work from models acquired through education and through subsequent exposure to the literature often without quite knowing or needing to know what characteristics have given these models the status of community paradigms”

Thomas Kuhn book The Structure of Scientific Revolutions

Source: The Structure of Scientific Revolutions (1962), V. The Priority of Paradigms, p. 46

Communication, Literature

“A society that trains us to specialize in making, doing, performing, and producing neglects to educate us in wonder and appreciation.”

Sam Keen (1931) author, professor, and philosopher

Source: The Passionate Life (1983), p. 102

Training

“Development means a capacity for self-sustaining growth. It means that an economy must register advances which in turn will promote further progress. The loss of industry and skill in Africa was extremely small, if we measure it from the viewpoint of modern scientific achievements or even by standards of England in the late eighteenth century. However, it must be borne in mind that to be held back at one stage means that it is impossible to go on to a further stage. When a person was forced to leave school after only two years of primary school education, it is no reflection on him that he is academically and intellectually less developed than someone who had the opportunity to be schooled right through to university level. What Africa experienced in the early centuries of trade was precisely a loss of development opportunity, and this is of the greatest importance.”

Walter Rodney book How Europe Underdeveloped Africa

Source: How Europe Underdeveloped Africa (1972), p. 159-160.

School, Universe, Loss, Personality

“In education, as in religion and love, compulsion thwarts the purpose for which it is employed.”

John Lancaster Spalding (1840–1916) Catholic bishop

Source: Aphorisms and Reflections (1901), p. 233

Love, Religion

“In just the measure that education aims to develop the individual with independence of judgment rather than to indoctrinate him with tradition and custom and official dogma, to that degree it separates him from the mass and is successful insofar as it emancipates his mind from the tyranny of herd opinion.”

Everett Dean Martin (1880–1941)

Source: The Conflict of the Individual and the Mass in the Modern World (1932), p. 17

Success

“Education to the extent that it raises an individual's future earnings, increases her future tax payments; in the absence of any subsidy, an individual's investment in education confers a 'dividend' on future taxpayers.”

Nicholas Barr (1943) British economist

Source: Economics Of The Welfare State (Fourth Edition), Chapter 13, School Education, p. 297-298

Future

“By making social hierarchies and the reproduction of these hierarchies appear based upon the hierarchy of ‘gifts’, merits, or skill established and ratified by its sanctions, or, in a word, by converting social hierarchies into academic hierarchies, the educational system fulfils a function of legitimation which is more and more necessary to the perpetuation of the ‘social order’ as the evolution of the power relationship between classes tends more completely to exclude the imposition of a hierarchy based upon the crude and ruthless affirmation of the power relationship.”

Pierre Bourdieu (1930–2002) French sociologist, anthropologist, and philosopher

Distinction: A Social Critique of the Judgment of Taste (1973), p. 84

Appearance

“It is always safe to learn, even from our enemies, seldom safe to venture to instruct, even our friends.”

Charles Caleb Colton (1777–1832) British priest and writer

Vol. I; CCLXXXVI
Lacon (1820)

Learning

“Since we don’t have a time machine, we can only make educated guesses about the looks, skills, and personality of each individual.… We took great care not to contradict biblical details.”

Ken Ham (1951) Australian young Earth creationist

As quoted in My Encounter with Ken Ham's Giant Ark http://www.christianitytoday.com/ct/2016/july-web-only/ken-ham-ark-encounter-visit.html?start=1, Christian Post (July 22, 2016)

Time, Personality

“…he was indebted to his right honourable friend [Edmund Burke] for the greatest share of the political knowledge he possessed,—his political education had been formed under him,—his instructions had invariably governed his principles.”

Charles James Fox (1749–1806) British Whig statesman

Speech in the House of Commons (2 March 1790).
1790s

Knowledge

“Developing a culture of peace requires education for peace. Everyone — not only children — should be educated in compromise, cooperation, empathy, solidarity, compassion, restoration, mediation and reconciliation.6 Negotiation skills must be taught so as to prevent breaches of the peace and other forms of violence as well as to ensure a peaceful continuation of life after conflict. A philosophical paradigm change is necessary to break out of the prevailing culture of violence, the logic of power, practices of economic exploitation, cultural imperialism and impunity. A road map to this culture of peace entails a strategy to identify and remove obstacles, among which are the arms race, unilateralism and the tendency to apply international law à la carte.”

Alfred de Zayas (1947) American United Nations official

United Nations General Assembly - Promotion of a democratic and equitable international order http://www.ohchr.org/Documents/Issues/IntOrder/A-68-284_en.pdf. 2013

Life, Children, Peace, Law

“It's obvious that in an intelligent educated audience such as this university, I stress this university. Who saw fit to give them accreditation?”

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

At Randolph-Macon Woman's College, Broadcasted by C-SPAN2 http://richarddawkins.net/home

Intelligence, Universe

“I don't think it's a good idea for politicians to design television programmes, but what we can do is design policies - and by implementing those policies we help to create an environment in which talented people can do great things, and significant and dynamic creative companies can be built for this generation and the next generation. That means having the infrastructure, the skills, and the education. We need a clear vision. We need to identify the opportunities and provide the resources.”

Alex Salmond (1954) Scottish National Party politician and former First Minister of Scotland

Broadcasting Speech (August 8, 2007)

People, Idea, Thinking, Help

“His early profession as a lawyer was abandoned to enter academic life. In this chosen field he attained the highest rank as an educator, and has left his impress upon the intellectual thought of the country. From the Presidency of Princeton University he was called by his fellow citizens to be the Chief Executive of the State of New Jersey. The duties of this high office he so conducted as to win the confidence of the people of the United States, who twice elected him to the Chief Magistracy of the Republic. As President of the United States he was moved by an earnest desire to promote the best interests of the country as he conceived them. His acts were prompted by high motives and his sincerity of purpose can not be questioned. He led the nation through the terrific struggle of the world war with a lofty idealism which never failed him. He gave utterance to the aspiration of humanity with an eloquence which held the attention of all the earth and made America a new and enlarged influence in the destiny of mankind.”

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

1920s, Proclamation Upon the Death of Woodrow Wilson (1924)

Life, War, People, World

“I cannot ridicule their every idea but in most things my vote is against the education system.”

Laxmi Prasad Devkota (1909–1959) Nepali poet

शिक्षा (Education)

Idea

“There are four headwinds that are just hitting the American economy in the face. They're demographics, education, debt and inequality. They're powerful enough to cut growth in half. So we need a lot of innovation to offset this decline. And here's my theme: Because of the headwinds, if innovation continues to be as powerful as it has been in the last 150 years, growth is cut in half. If innovation is less powerful, invents less great, wonderful things, then growth is going to be even lower than half of history.”

Robert J. Gordon (1940) American economist

Robert Gordon. " The death of innovation, the end of growth https://www.ted.com/talks/robert_gordon_the_death_of_innovation_the_end_of_growth/transcript," TED Talk, April 2013.

History

“Mine is a very matter-of-fact approach to the problem. If you can select a population and they're educated and they're properly brought up, then you don't have to use too much of the stick because they would already have been trained. It's like with dogs. You train it in a proper way from small. It will know that it's got to leave, go outside to pee and to defecate. No, we are not that kind of society. We had to train adult dogs who even today deliberately urinate in the lifts.”

Lee Kuan Yew (1923–2015) First Prime Minister of Singapore

Lee Kuan Yew on Singapore society, The Man & His Ideas, 1997
1990s

Dogs, Way, Problem, Training

“Given the current assault on critical education by various right-wing groups, the increasing corporatization of the university, and the growing influence of the national security state, it is increasingly important that higher education be defended as a democratic public sphere and that academics be seen and see themselves as public intellectuals who provide an indispensable service to the nation.”

Henry Giroux (1943) American academic

"Higher Education Under Siege: Implications for Public Intellectuals," Thought and Action (Fall 2006), p. 64

Universe

“To some extent, leaving the community was even harder than transitioning. I had no idea what I was getting into. I didn't know anyone, couldn't speak the language, and didn't have an education. I didn't know how to dress. I didn't know how to talk. I remember the first time walking into a Starbucks, I was like, 'OK, what's happening here?' The culture shock is just in every level, every way…. It's like being an immigrant in your own country.”

Abby Stein (1991) Trans activist, speaker, and educator

2017

Way, Communication, Idea, Time

“The science of the age, in short, is physical, chemical, physiological; in all shapes mechanical. Our favourite Mathematics, the highly prized exponent of all these other sciences, has also become more and more mechanical. Excellence in what is called its higher departments depends less on natural genius than on acquired expertness in wielding its machinery. Without undervaluing the wonderful results which a Lagrange or Laplace educes by means of it, we may remark, that their calculus, differential and integral, is little else than a more cunningly-constructed arithmetical mill; where the factors, being put in, are, as it were, ground into the true product, under cover, and without other effort on our part than steady turning of the handle. We have more Mathematics than ever; but less Mathesis.”

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

1820s, Signs of the Times (1829)

Age, Mathematics, Nature, Effort

“Unless there is a decentralisation of power, in the financial markets and in politics, then there can be no negotiations that can transform the present system of domination. Domination by the rich of the poor, by the educated of the uneducated, by the City of the country. Perhaps a simpler but more controversial way of putting it is that the German economy, with workers on the boards, regional banks, vocational labour market entry and co-determined pension funds has proved to be more capable of producing goods than ours. Their system is based upon subsidiarity and vocation, the cornerstones of the Christian inheritance. Secular modernity is not working. It is inappropriate for our times. Here’s a new paradox: Modernity is out of date.”

Maurice Glasman, Baron Glasman (1961) British philosopher

Blue Labour, Tackling Poverty Together http://www.bluelabour.org/2013/11/24/tackling-poverty-together/

Way, Time, Country

“The number both of pupils and school places in 1922 is… all too small. But, inadequate as they are, they represent something like an educational revolution compared with the almost complete absence of public provision which existed prior to 1902.”

R. H. Tawney (1880–1962) English philosopher

Secondary Education For All (1922)

School

“Nature herself supplies us with an ascending scale or Alphabet of angles for half a degree up to 60 degrees, Specimens of which are placed in every Elementary School throughout the land. Owing to occasional retrogressions, to still more frequent moral and intellectual stagnation, and to the extraordinary fecundity of the Criminal and Vagabond Classes, there is always a vast superfluity of individuals of the half degree and single degree class, and a fair abundance of Specimens up to 10 degrees. These are absolutely destitute of civic rights; and a great number of them, not having even intelligence enough for the purposes of warfare, are devoted by the States to the service of education. Fettered immovably so as to remove all possibility of danger, they are placed in the class rooms of our Infant Schools, and there they are utilized by the Board of Education for the purpose of imparting to the offspring of the Middle Classes that tact and intelligence of which these wretched creatures themselves are utterly devoid.”

Edwin Abbott Abbott book Flatland

Source: Flatland: A Romance of Many Dimensions (1884), PART I: THIS WORLD, Chapter 5. Of Our Methods of Recognizing One Another

School, Intelligence, Nature

“So far as school education is concerned, many of the assumptions necessary for market efficiency fail, the main problems being imperfect information, imperfect capital markets, and external effects.”

Nicholas Barr (1943) British economist

Source: Economics Of The Welfare State (Fourth Edition), Chapter 13, School Education, p. 318

School, Problem

“The education of the Nazi elite, it turns out, is the education of super-racketeers and gangsters from among the biologically superior. The concept of ‘noblesse oblige’ is transformed into its polar opposite;…”

Dorothy Thompson (1893–1961) American journalist and radio broadcaster

Source: "Let the Record Speak" 1939, p. 359 (newspaper column: “The Revolution of Nihilism,” May 8, 1939)

“Ours is an industrial civilization, in which no society can prosper unless it possesses an elite of highly trained scientists and a considerable army of engineers and technicians. The possession and wide dissemination of a great deal of correct, specialized knowledge has become a prime condition of national survival. In the United States, during the last twenty or thirty years, this fact seems to have been forgotten. Professional educationists have taken John Dewey's theories of ‘learning through doing’ and of ‘education as life adjustment,’ and have applied them in such a way that, in many American schools, there is now doing without learning, along with courses in adjustment to everything except the basic twentieth-century fact that we live in a world where ignorance of science and its methods is the surest, shortest road to national disaster. During the past half century every other nation has made great efforts to impart more knowledge to more young people. In the United States professional educationists have chosen the opposite course.”

Aldous Huxley (1894–1963) English writer

"Knowledge and Understanding", in Vedanta and the West (May-June 1956); later in Collected Essays (1958)

Life, People, World, School

“The National Education Association is the al-Qaida of education.”

Ilana Mercer South African writer

"Shafting Boys," http://www.ilanamercer.com/Shafting%20Boys.htm WorldNetDaily.com, January 27, 2006. 2000s, 2006

“It is the political task of the social scientist — as of any liberal educator — continually to translate personal troubles into public issues, and public issues into the terms of their human meaning for a variety of individuals. It is his task to display in his work — and, as an educator, in his life as well — this kind of sociological imagination. And it is his purpose to cultivate such habits of mind among the men and women who are publicly exposed to him. To secure these ends is to secure reason and individuality, and to make these the predominant values of a democratic society.”

C. Wright Mills book The Sociological Imagination

The Sociological Imagination (1959)

Life, Women, Men, Imagination

“There is this freedom movement and then there is an attempt to narrow the freedom movement so that it fits into a much smaller frame, the frame of civil rights. Not that civil rights is not immensely important, but freedom is more expansive that civil rights. And as that movement grew and developed it was inspired by and in turn inspired liberation struggles in Africa, Asia, Latin America and Australia. It was not only a question of acquiring the formal rights to fully participate in society, but rather it was also about substantive rights—it was about jobs, free education, free health care, affordable housing, and also about ending the racist police occupation of black communities.”

Angela Davis (1944) American political activist, scholar, and author

Freedom is a Constant Struggle: Closures and Continuities (2013)

Health, Communication, Question, Freedom

“We often hear people indignantly asking others, “Don’t you know who I am?” But if, instead, we could just ask ourselves, “Do I know who I am?” and perform sincere self-inquiry, we could find a permanent solution to all of life’s problems. Tragically, our approach to education is lopsided. We spend our entire lives trying to learn everything about the external world and the lives of other people, yet we never try to learn about ourselves, the inner world.”

Mata Amritanandamayi (1953) Hindu spiritual leader and guru

Amritanandamayi's Address Upon Receiving an Honorary Doctorate of Humane Letters from the State University of New York (2010)

Life, People, World, Problem

“We have the illusion of freedom only because so few ever try to exercise it. Try it sometime. Try to save your home from the highway crowd, or to work a trade without the approval of the goons, or to open a little business without a permit, or to grow a crop without a quota, or to educate your child the way you want to, or to not have a child. We all have the freedom of a balloon floating in a pin factory.”

Karl Hess (1923–1994) American journalist

As quoted in “From Far Right to Far Left,” Tames Boyd, The New York Times Magazine (Sunday) (Dec. 6, 1970) p. 305

Way, Exercises, Home, Business

“Islam's money and muscle power may look impressive, certainly capable of doing some real damage to targeted countries and societies, but Islam has no chance of becoming the religion of a science-based, space-conquering world society. Exclusivist revelations have no appeal among educated people, especially after they have acquainted themselves with the Vedantic or Buddhist philosophies. That is why the Churches are investing huge resources in the battle for Asia's mind, where they face their most formidable enemy. That is why they are so active in India: not only is India's atmosphere of religious freedom more hospitable to them than the conditions of Islamic countries, or even of non-Islamic countries where proselytization is prohibited (countries as divergent as China, Myanmar, Israel, and, at least formally, Nepal); but they also know and fear the intrinsic superiority of the Indian religion.”

Koenraad Elst (1959) orientalist, writer

Quoted in "The Myth of Saint Thomas and the Mylapore Shiva Temple: Third Revised Edition" by Ishwar Sharan (2010) https://books.google.com.au/books?id=HL35NxR5S_QC 2000s

Money, People, World, Fear

“Science is unreasonably effective, it's generated knowledge beyond all expectation. It's also delivered perspective. Yes, we are an insignificant speck in an infinite universe, but we're also rare. And because we're rare, we're valuable. So what are we to do to secure our future? Well, we must learn to value the acquisition of knowledge for its own sake, and not just because it grows our economy or allows us to build better bombs. We must also learn to value the human race and take responsibility for our own survival. Why? Because there's nobody else out there to value us or to look after us. And finally, most important of all, we must educate the next generation in the great discoveries of science and we must teach them to use the light of reason to banish the darkness of superstition, because if we do that, then at least there's a chance that this universe will remain a human one.”

Brian Cox (physicist) (1968) English physicist and former musician

Human Universe, episode 5

Knowledge, Light, Learning, Universe

“Is there any such thing as "an education"? The answer that is made by the devotees of the dogma of individual differences is No; there are as many different educations as there are different individuals; it is "authoritarian" to say that there is any education that is necessary, or even suitable, for every individual.”

Robert Maynard Hutchins (1899–1977) philosopher and university president

Great Books: The Foundation of a Liberal Education (1954)

“This decade holds many changes for the United States, but the greatest needs regarding America's productivity in the 1990s, are better education and employee training.”

Gregory Balestrero (1947) American industrial engineer

American Society of Mechanical Engineers, Society for Integrated Manufacturing (1990). Manufacturing Review v.3 no.1-3 1990. p. 131.
1990s

Change, Training

“By the end of World War II, the specter of an imminent working class uprising that had so haunted the ruling classes of Europe and North America for the previous century had largely disappeared. This was because class war was suspended by a tacit settlement. To put it crudely: the white working class of the North Atlantic countries, from the United States to West Germany, were offered a deal. If they agreed to set aside any fantasies of fundamentally changing the nature of the system, then they would be allowed to keep their unions, enjoy a wide variety of social benefits (pensions, vacations, health care …), and, perhaps most important, through generously funded and ever-expanding public educational institutions, know that their children had a reasonable chance of leaving the working class entirely. One key element in all this was a tacit guarantee that increases in workers' productivity would be met by increases in wages: a guarantee that held good until the late 1970s. Largely as a result, the period saw both rapidly rising productivity and rapidly rising incomes, laying the basis for the consumer economy of today.”

David Graeber (1961) American anthropologist and anarchist

Source: Debt: The First 5,000 Years (2011), Chapter Twelve, "1971–The Beginning…", p. 373

War, Children, Health, World

“Every man shall be entitled to a sound and objective education and there shall be genuine equality of opportunity. Education shall be a matter of environment as well as of instruction, and everyone shall be entitled to an education untouched by the interests of any party or religion.”

H. G. Wells (1866–1946) English writer

The Rights of Man, or what are we fighting for? (1940)

Religion

“The dialogical character of education as the practice of freedom does not begin when the teacher-student meets with the students-teachers in pedagogical situation, but rather when the former first asks herself or himself what she or he will dialogue with the latter about.”

Paulo Freire (1921–1997) educator and philosopher

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

Freedom, Teachers

“The chief aim of education is to show you, after you make a livelihood, how to enjoy living; and you can live longest and best and most rewardingly by attaining and preserving the happiness of learning.”

Gilbert Highet (1906–1978) British academic

The Immortal Profession: The Joys of Teaching and Learning (1976)

Happiness, Learning

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

Nelson Mandela (1918–2013) President of South Africa, anti-apartheid activist

1990s, Long Walk to Freedom (1995)

Personality, Daughters

“Our 'overhead' expense in segregating the delinquent, the defective and the dependent, in prisons, asylums and permanent homes, our failure to segregate morons who are increasing and multiplying … demonstrate our foolhardy and extravagant sentimentalism. No industrial corporation could maintain its existence upon such a foundation. Yet hardheaded 'captains of industry,' financiers who pride themselves upon their cool-headed and keen-sighted business ability are dropping millions into rosewater philanthropies and charities that are silly at best and vicious at worst. In our dealings with such elements there is a bland maladministration and misuse of huge sums that should in all righteousness be used for the development and education of the healthy elements of the community.”

Margaret Sanger (1879–1966) American birth control activist, educator and nurse

Source: The Pivot of Civilization, 1922, Chapter 12, "Woman and the Future"

Home, Communication, Failure, Business

“Those who won our independence by revolution were not cowards. They did not fear political change. They did not exalt order at the cost of liberty. To courageous, self-reliant men, with confidence in the power of free and fearless reasoning applied through the processes of popular government, no danger flowing from speech can be deemed clear and present, unless the incidence of the evil apprehended is so imminent that it may befall before there is opportunity for full discussion. If there be time to expose through discussion the falsehood and fallacies, to avert the evil by the processes of education, the remedy to be applied is more speech, not enforced silence.”

Louis Brandeis (1856–1941) American Supreme Court Justice

Concurring, Whitney v. California, 274 U.S. 357 (1927).
Judicial opinions

Men, Fear, Confidence, Courage

“It is from the traditional family that we absorb those universal ideals and principles which are the teaching of Jesus, the bedrock of our religious faith. We are taught the difference between right and wrong, and about the law, just punishment and discipline. We are taught to obey our parents, as Jesus did, and about the sanctity of truth and life itself. We are warned against lying, cheating and stealing. We learn that we must respect the person and property of others, care for each other, live and work together in cooperation, show loyalty, patience, kindness and share what we have. The family teaches us about the importance of knowledge, education, hard work and effort. It teaches us about enjoying ourselves, having fun, keeping fit and healthy.”

Kamisese Mara (1920–2004) President of Fiji

Opening address, Pacific Vision festival, Auckland, New Zealand (26 July 1999) http://www.minpac.govt.nz/resources/reference/pvdocs/opening/mara.php.

Life, Truth, Family, Faith

“The history of the Democratic Party can be concisely captured by referring to its steadfast allegiance to the four Ss. Slavery, Secession, Segregation, and Socialism. During the Obama presidency we have seen how hard old habits die, even for a black man whose race was the long-time victim of Democratic Party's bone-deep authoritarianism. Under this Democratic president we have seen a war waged on several fronts against America's young. Indeed, the Democrats' historic taste for and belief in slavery have resurfaced with a vengeance and indiscriminately under the Obama administration, whether white, black, yellow, red, male, or female America's young are dying and being forced to work for Obama and his lieutenants as they seek to maintain their party's hold on political power. How so? Well, America has never had a president and administration so eager to kill unborn Americans. Even with post-1973 science having proved irrefutably that the unborn are human beings, and even though American law always has defined them as U. S. citizens, Obama and his colleagues have strengthened at every point they could the absurd notion that unborn humans are the chattel property of the woman who bears them, and so can be disposed of, that is, murdered, at her whim. And, in what must be considered a masterpiece of Orwellian language, Obama and his team, and most Democrats since 1973, describe this federal government-issued license to kill as a woman's 'right', a means by which she manifests her equality with men. They then damn any one who questions the logic, sanity, or justice of this argument as an 'extremist'. Only in an America in which a political entity as devoted to the four 'Ss' as the Democratic Party could opposition to the cold-blooded murder of fellow citizens unable defend themselves be identified by the country’s best-educated as 'extremism'. If this is indeed a right, it is a right gives each woman the right to be a slave-owner and a Nazi. Such a 'right' really is no different than the rights sanctioned by the Dred Scott decision and the Nuremberg laws, each of which legally defined certain categories of people out of the human race in order to enslave or kill them. Since 1973, the application of this 'right' has produced precisely the same results as Dred Scott and the Nuremberg laws, though in numbers so immense, 55 million and climbing, that they make those acts seem rather tame and minimally destructive of humans.”

Michael Scheuer (1952) American counterterrorism analyst

As quoted in "Obama and his party offer America's young … death, misery, and slavery" http://non-intervention.com/1143/obama-and-his-party-offer-america%E2%80%99s-young-%E2%80%A6-death-misery-and-slavery/ (21 November 2013), by M. Scheuer, Michael Scheuer's Non-Intervention. 2010s

Men, War, People, Justice

“By loose coupling, the author intends to convey the image that coupled events are responsive, but that each event also preserves its own identity and some evidence of its physical or logical separateness. Thus, in the case of an educational organization, it may be the case that the counselor's office is loosely coupled to the principal's office. The image is that the principal and the counselor are somehow attached, but that each retains some identity and separateness and that their attachment may be circumscribed, infrequent, weak in its mutual affects, unimportant, and/or slow to respond.”

Karl E. Weick (1936) Organisational psychologist

Source: 1970s, "Educational organizations as loosely coupled systems," 1976, p. 3

“Hysteria will not help us to solve the problem that confronts us. We overstate the danger when we say that twelve millions seek, because of post-war conditions abroad, to come immediately to America. Ending June 30, 1914, the year's immigration figures were 1,218,480. Then came the war and a vast slump, from which we are just recovering. Calculations placed immigration statistics for the current year as 1,079,428—figures still below the prewar status. But even though we need have no grave fears, now is the time for a careful reexamination and revision of our immigration policies. We should have no more aliens to cope with, in the immediate months to come, than our institutions are able to handle. To assume burdens we can not easily meet would lie unfair both to us and to the alien. In protecting ourselves we are protecting him as well. We can not lower our standards, or allow them to be lowered, so as to include him. We must prepare him for our standards. And that means wise education. In the home, in the school, in industry, in citizenship, we have not heretofore applied thoroughly the human test, and that is our next step in the Americanization of the alien. Much work has yet to be done in the immediate months to come. Some protective measure, therefore, seems necessary.”

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

1920s, Whose Country Is This? (1921)

War, Lie, Fear, School

“The unspoken ideology of capitalism didn’t admit, back then, of any corporate duty beyond making a return on investment for the shareholders while obeying the law.
Then the terrible teens hit, with a global recession followed by a stuttering shock wave of corporate scandals as rock-ribbed enterprises were exposed as hollow husks run by conscience-free predators who were even less community-minded and altruistic than gangsters. The ravenous supermarket chains had gutted the entire logistic and retail sector, replacing high-street banks and post offices as well as food stores and gas stations, recklessly destroying community infrastructure; manufacturers had outsourced production to the cheapest overseas bidders, hollowing out the middle-class incomes on which consumer capitalism depended: The prison-industrial complex, higher education, and private medical sectors were intent on milking a public purse that no longer had a solid tax base with which to pay. Maximizing short-term profit worked brilliantly for sociopathic executives looking to climb the promotion ladder—but as a long-term strategy for stability, a spiraling Gini coefficient left a lot to be desired.”

Charles Stross book Rule 34

Source: Rule 34 (2011), Chapter 7, “Liz: Black Swans” (pp. 82-83)

Law, Food, Communication, Dependency

“An officer corps, my West Point education emphasized, must have a code of ethics that tolerates no lying, no cheating, no stealing, no immorality, no killing other than that recognized under international rules of war and essential for military victory. Yet I also learned to my chagrin that there are those who fail the standards and that the code must be constantly policed. I saw failures at West Point, and for all my preventive efforts, I also saw failures among those who subsequently served under my command. Yet if an officer corps is to serve the nation as it should, firm dedication to a high moral code must always be the goal. One of the most exciting events of my plebe year was the commencement address by the Army Chief of Staff, General MacArthur, who was much as any man extolled such a code. Already a distinguished soldier even before World War II and the Korean War, General MacArthur spoke at a time when pacifism and economy imperiled the military services and the nation's security. While warning against misguided pacifism and politically inspired economy, he spoke of West Point as "the soul of the Army."”

William Westmoreland book A Soldier Reports

"The military code that you perpetuate," he said, "has come down to us from even before the age of knighthood and chivalry. It will stand the test of any code of ethics or philosophy."
Source: A Soldier Reports (1976), p. 11.

War, Age, World, Soul

“Affirmative action in education is what we need -- not quotas," he said, delivering the 49th convocation address at the IIT Madras.”

Fali Sam Nariman (1929) Indian politician

Affirmative action, not quotas for education': Nariman

“The educated reader knows, as he reads me, that he is listening to a fugue in four voices.”

Albert Caraco (1919–1971) French-Uruguayan philosopher

Source: Journal of 1969, p. 134

Reading

“An author that's in now might be out in ten years. And vice-versa. Who knows when the final sifting is done, in the year 2050, say, who will be read of my generation? You'd like to think you will be one. But there has to be a constant weeding that goes on. The Victorians read all kinds of writers who we don't have time for now. Who reads Thackeray? An educated person reads Dickens, or reads some Dickens. But Thackeray?”

John Updike (1932–2009) American novelist, poet, short story writer, art critic, and literary critic

Salon interview (2000)

Thinking, Time, Reading, Personality

“I am a sort of revolutionary. I have a strange ambition, though. I don’t want any statues. What I want is for the world to work. I want to create a context in which government, education, and families are nurturing. I want to enable, to empower, the institutions of man. Social transformation doesn’t argue against social change. Radicalism and resistance produce obvious values. But after a while, social change chases its own tail. Social change just produces social change. After most ordinary revolutions, after most social change, the world still doesn’t work. For the world to work you must have social transformation, which creates the space for effective social change.”

Werner Erhard (1935) Critical Thinker and Author

Interview with William Warren Bartley, cited in — [Bartley, William Warren, w:William Warren Bartley, Werner Erhard: the Transformation of a Man: the Founding of est, Clarkson N. Potter, Inc., 1978, New York, 157, 0-517-53502-5]

World, Family, Change

“We spoil the dispositions nature has given to women; we neglect their education, fill their minds with nothing solid, and destine them solely to please, and to please only by their graces or their vices.”

Anne-Thérèse de Marguenat de Courcelles, marquise de Lambert (1647–1733) writer from France

Wiki translation based on that of Amelia Gere Mason, The Women of the French Salons; New York: The Century Co., 1891. p. 142.
New Reflections on Women, 1727

Women, Nature

“When, where, and how were you, Joseph Smith, first called? How old were you? and what were you qualifications? I was between fourteen and fifteen years of age. Had you been to college? No. Had you studied in any seminary of learning? No. Did you know how to read? Yes. How to write? Yes. Did you understand much about arithmetic? No. About grammar? No. Did you understand all the branches of education which are generally taught in our common schools? No. But yet you say the Lord called you when you were but fourteen or fifteen years of age? How did he call you? I will give you a brief history as it came from his own mouth. I have often heard him relate it. He was wrought upon by the Spirit of God, and felt the necessity of repenting of his sins and serving God. He retired from his father's house a little way, and bowed himself down in the wilderness, and called upon the name of the Lord. He was inexperienced, and in great anxiety and trouble of mind in regard to what church he should join. He had been solicited by many churches to join with them, and he was in great anxiety to know which was right. He pleaded with the Lord to give him wisdom on the subject; and while he was thus praying, he beheld a vision, and saw a light approaching him from the heavens; and as it came down and rested on the tops of the trees, it became more glorious; and as it surrounded him, his mind was immediately caught away from beholding surrounding objects. In this cloud of light he saw two glorious personages; and one, pointing to the other, said, "Behold my beloved son! hear ye him."”

Orson Pratt (1811–1881) Apostle of the LDS Church

Journal of Discourses 7:220 (August 14, 1859).
Joseph Smith Jr.'s First Vision

Wisdom, God, Age, School

“Wadewitz was an educator who did not live to make money from her knowledge. Instead, she chose to spread her knowledge as freely as possible for the good of readers everywhere.”

Adrianne Wadewitz (1977–2014) academic and Wikipedian

Brandt, Shane (April 22, 2014). "Wikipedia editor dies, leaving behind appreciative students" http://thedailycougar.com/2014/04/22/wikipedia-editor-dies-leaving-behind-appreciative-students/. The Daily Cougar (Houston, Texas: thedailycougar.com; University of Houston). About

Money, Knowledge

“For 12 years I have had the honor of teaching geometry and mechanics applied to the arts, in favor of the industrial class… on the most important questions to the well-being, education, and morality of the workers, to the progress of national industry, to the development of all means of prosperity that work can produce for the splendor and happiness of our country.”

Charles Dupin (1784–1873) French mathematician

Charles Dupin (1831), Discours sur le Sort des Ouvriers [Discourse on the Condition of the Workers] Paris: Bachelier Librairie. p. 1. ; Translation Wren & Bedeian (2005, 73)

Happiness, Art, Question, Country

“My spiritual education… took place at a Unitarian Church. The theme was "many paths to the truth." …even the inconsistencies were illuminating. It became apparent to me that the basic truths were profound enough to transcend apparent contradictions.”

Ray Kurzweil (1948) Author, scientist, inventor, and futurist

The Singularity Is Near: When Humans Transcend Biology (2005)

Truth

Quotes about education page 22

Quotes about education
page 22