Quotes about education (3086 quotes, page 8)

“I have often observed, to my regret, that a widespread prejudice exists with regard to the educability of intelligence. The familiar proverb, "When one is stupid, it is for a long time," seems to be accepted indiscriminately by teachers with a stunted critical judgement. These teacher lose interest in students with low intelligence. Their lack of sympathy and respect is illustrated by their unrestrained comments in the presence of the children: "This child will never achieve anything… He is poorly endowed… He is not intelligent at all." I have heard such rash statements too often. They are repeated daily in primary schools, nor are secondary schools exempt from the charge.”

Alfred Binet (1857–1911) French psychologist and inventor of the first usable intelligence test

Alfred Binet (1909/1975, 105), as cited in: B.R. Hergenhahn. An Introduction to the History of Psychology 2009. p. 312-3
Modern ideas about children, 1909/1975

Children , Stupidity , School , Intelligence

“The development of Christianity in all the sects of the Western world during the past two centuries has been the progressive elimination from all of them of the elements of our natively Aryan morality that were superimposed on the doctrine before and during the Middle Ages to make it acceptable to our race and so a religion that could not be exported as a whole to other races. With the progressive weakening of our racial instincts, all the cults have been restored to conformity with the "primitive" Christianity of the holy book, i. e., to the undiluted poison of the Jewish originals. I should, perhaps, have made it more explicit in my little book that the effective power of the alien cult is by no means confined to sects that affirm a belief in supernatural beings. As I have stressed in other writings, when the Christian myths became unbelievable, they left in the minds of even intelligent and educated men a residue, the detritus of the rejected mythology, in the form of superstitions about "all mankind," "human rights," and similar figments of the imagination that had gained currency only on the assumption that they had been decreed by an omnipotent deity, so that in practical terms we must regard as basically Christian and religious such irrational cults as Communism and the tangle of fancies that is called "Liberalism" and is the most widely accepted faith among our people today.”

Revilo P. Oliver (1908–1994) American philologist

The Jewish Strategy, Chapter 12 "Christianity"
1990s, The Jewish Strategy (2001)

Men , People , Books , Age

“When I look at a work of Art I ask myself: does it inspire me, does it touch and move me, do I learn something from it, does it startle or amaze me - do I get excited, upset? That is the test any artwork has to pass: can it create an emotional impact on a human being even when he has no education or any information about art? I’ve always had a problem with art that you can only understand if you have a degree in art history, and I have a problem with theories. Most of them are bullshit anyway. Most critics and theorists have little respect for artists, and I think the importance of theory in art is totally overrated. Real art is self-evident. Real art is intense, enchanting, exciting and unsettling; it has a quality and magic that you cannot explain. Art is not logic, and if you want to experience it, your mind and rational thinking will be of little help. Art is something spiritual that you can only experience with your senses, your heart, your soul.”

Gottfried Helnwein (1948) Austrian photographer and painter

Interview by Brendan Maher http://www.gottfried-helnwein-interview.com/index.html, Start, Ireland, November 24, 2004

Art , Soul , History , Understanding

“A mother gave her children Aesop’s fables to read, in the hope of educating and improving their minds; but they very soon brought the book back, and the eldest, wise beyond his years, delivered himself as follows: This is no book for us; it’s much too childish and stupid. You can’t make us believe that foxes and wolves and ravens are able to talk; we’ve got beyond stories of that kind! In these young hopefuls you have the enlightened Rationalists of the future.”

Arthur Schopenhauer book Parerga and Paralipomena

“Similes, Parables and Fables” Parerga and Paralipomena
Parerga and Paralipomena (1851)

Children , Books , Stupidity , Hope

“What the state desires of education is soldiers, reliable voters, law-abiding citizens, contented working men, prosperous traders. Hence a spirit of docility and credulity, often of timidity, prevails in the school.”

Everett Dean Martin (1880–1941)

Source: The Meaning of a Liberal Education (1926), p. 74

Men , School , Law

“After all, if you believe that no one was ever corrupted by a book, you also have to believe that no one was ever improved by a book (or a play or a movie). You have to believe, in other words, that all art is morally trivial and that, consequently, all education is morally irrelevant. No one, not even a university professor, really believes that.”

Irving Kristol (1920–2009) American columnist, journalist, and writer

New York Times Magazine, March 28, 1971.
1970s

Books , Art , Universe

“Ideological education is the key link to be grasped in uniting the whole Party for great political struggles. Unless this is done, the Party cannot accomplish any of its political tasks.”

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

On Coalition Government (1945)

“A study of business education in the United States was recently conducted by Professors Robert A. Gordon of the University of California (Berkeley) and John E. Howell of Stanford University. Their book, Higher Education for Business, has been published by Columbia University Press. Among their major recommendations are:
1 - An increase in the general-education content of undergraduate business education to more than 50 per cent…
2 - Elimination of "fields of concentration" in undergraduate business schools and "drastic streamlining of the number of required courses."”

Robert Aaron Gordon (1908–1978) American economist

"Business itself is enough specialized," Professors Gordon and Howell wrote...
Robert A. Gordon and James E. Howell. "Higher education for business." The Journal of Business Education 35.3 (1959): 115-117.

Books , School , Business , Study

“Here's the clear "science:"When the male sperm and female egg join, a new and unique life form is created. At conception. Not at birth or viability, or when a lawyer says so. At conception this happens. John McCain got it right; Obama pled less scientific knowledge than a 5th grader.This life is either human or something else. Science irrefutably would declare that the life which is starting from that moment is human. It's not a stalk of broccoli, it's not a parrot, squirrel, or dolphin. It will never become a tree—it can only become a human. It has the entire DNA schedule that it will have for the rest of its life right then. In days it will begin to take on increasingly observable human characteristics and form, but at conception, it is biologically human.If this life is human, then the only issue left is whether this human life falls under the notion that it has a fundamental right of existence or not. If not, it is because we as a culture have decided that some human lives are simply not worth living. If we can decide that about an innocent and unborn baby, we can also decide it on the basis of less absolute criteria than that. If we make that choice (and this is all about "CHOICE," isn’t it?) then someone may decide that a terminally ill person is not a life worth living. Maybe a severely disabled child is a life not worth living; what about a person with a limited IQ? Say that's absurd—that an educated and enlightened society would never be so audacious as to begin to terminate life based on such arbitrary excuses? Maybe you haven't studied Nazi Germany, in which the murder of six million Jews was justified because of their religion and millions of others were murdered because of their politics. Germany was not a primitive, superstitious culture. It was one filled with the intelligentsia and enlightened.This is an important issue. It's why we can't trust Obama with America's future because he's not even sure which Americans are worth saving and which ones aren't. And it's why that for many of us, McCain's selection of a running mate really does matter. Because John McCain clearly is pro life, I will support and vote for him because Obama is not an option for me as a pro life person. I will be disappointed if McCain doesn't pick a true pro life person and realize that should that happen, he will lose many of the very people who supported me. I cannot expect all of you to vote for McCain if he chooses someone whose record isn't pro life. It will be a less than perfect decision for all of us—our only real choices are McCain and Obama; one will protect life and one won't. Some will argue for a 3rd party candidate and I respect that, but in political realities, that is essentially a vote for Obama and I can't go there.”

Mike Huckabee (1955) Arkansas politician

A Message from the Governor
HuckPAC
2008-08-23
http://www.huckpac.com/?Fuseaction=Blogs.View&Blog_id=1848&CommentPage=5
2011-03-01

Life , People , Religion , Disappointment

“We now come to the underpinning contention of the previous monograph. Psychological phenomena, especially those involved in learning and education, stem from or are related to states of consciousness. Using the argument which relates the information available about conscious processes to the type of experimental situation, we maintain that the basic unit of psychological /educational observation is a conversation. In order to test hypotheses and explicate the conversational transactions, it is necessary to invoke various tools and explanatory constructs. These are coherent enough to count when interlocked as a theory, and this theory was dubbed conversation theory.”

Gordon Pask (1928–1996) British psychologist

Source: Conversation Theory (1976), p. 3.

Learning

“Is it wise to say to men of rank and property, who, from old lineage or present possessions have a deep interest in the common weal, that they live indeed in a country where, by the blessings of a free constitution, it is possible for any man, themselves only excepted, by the honest exertions of talents and industry, in the avocations of political life, to make him-self honoured and respected by his countrymen, and to render good service, to the slate; that they alone can never be permitted to enter this career? That they may indeed usefully employ themselves, in the humbler avocations of private life, but that public service they never can perform, public honour they never shall attain? What we have lost by the continuance of this system, it is not for man to know. What we may have lost can more easily be imagined. If it had unfortunately happened that by the circumstances of birth and education, a Nelson, a Wellington, a Burke, a Fox, or a Pitt, had belonged to this class of the community, of what honours and what glory might not the page of British history have been deprived? To what perils and calamities might not this country have been exposed? The question is not whether we would have so large a part of the population Catholic or not. There they are, and we must deal with them as we can. It is in vain to think that by any human pressure, we can stop the spring which gushes from the earth. But it is for us to consider whether we will force it to spend its strength in secret and hidden courses, undermining our fences, and corrupting our soil, or whether we shall, at once, turn the current into the open and spacious channel of honourable and constitutional ambition, converting it into the means of national prosperity and public wealth.”

Henry Temple, 3rd Viscount Palmerston (1784–1865) British politician

Speech http://hansard.millbanksystems.com/commons/1813/mar/01/mr-grattans-motion-for-a-committee-on in the House of Commons in favour of Catholic Emancipation (1 March 1813).
1810s

Life , Men , Secret , Imagination

“Education doesn’t have aims. It is the aim of other things.”

Andrew Abbott (1948) American sociologist and Professor of Sociology at the University of Chicago.

Abott (2002) “Welcome to the University of Chicago http://www.ditext.com/abbott/abbott_aims.html Aims of Education Address. 2002

“Over this period many issues have been clarified. Today we know very much more about these twenty-seven short writings from a little religious sub-culture in the Roman empire than ever before. Nevertheless, they risk being forgotten - partly because the link with the Christian history which they have influenced has been broken, partly because many of our educated contemporaries come from other religious and cultural traditions, and partly because the results of historical-critical research are so complex that many people are deterred from trying to grasp them.”

Gerd Theissen (1943) German theologian

Preface
The New Testament : History, Literature, Religion (2003)

People , History

“In the history of education, the most striking phenomenon is that schools of learning, which at one epoch are alive with a ferment of genius, in a succeeding generation exhibit merely pedantry and routine.”

Ted Sizer (1932–2009) American education reformer

Source: Horace's Compromise: The Dilemma of the American High School (1984), p. 95.

School , History , Learning

“Bigotry is the disease of ignorance, of morbid minds; enthusiasm of the free and buoyant. Education & free discussion are the antidotes of both.”

Thomas Jefferson (1743–1826) 3rd President of the United States of America

Letter to John Adams (1 August 1816)
1810s

Disease

“How could I as an individual, Ernesto Guevara, accept the degree of Doctor Honoris Causa conferred by the School of Education, since the only education I have imparted has been that of guerrilla camps, harsh words, and fierce example? And I believe such things certainly cannot be transformed into a cap and gown. That is why I continue to wear my Rebel Army uniform.”

Ernesto Che Guevara (1928–1967) Argentine Marxist revolutionary

Speech at the University of Las Villas (1959)

School

“He was the first highly educated and cultured Filipino to direct he attention of his countrymen to their illustrious men, and to their art, literature, poetry and music.”

Epifanio de los Santos (1871–1928) Filipino politician

As quoted by Hartendorp “Don Pañong – Genius" in Philippine Magazine (September 1929).
BALIW

Men , Art , Music , Literature

“His aunt drily remarked that, at this rate, he would soon get through all the sights; but she could not guess — having lived always in Washington — how little the sights of Washington had to do with its interest.

The boy could not have told her; he was nowhere near an understanding of himself. The more he was educated, the less he understood. Slavery struck him in the face; it was a nightmare; a horror; a crime; the sum of all wickedness! Contact made it only more repulsive. He wanted to escape, like the negroes, to free soil. Slave States were dirty, unkempt, poverty-stricken, ignorant, vicious! He had not a thought but repulsion for it; and yet the picture had another side. The May sunshine and shadow had something to do with it; the thickness of foliage and the heavy smells had more; the sense of atmosphere, almost new, had perhaps as much again; and the brooding indolence of a warm climate and a negro population hung in the atmosphere heavier than the catalpas. The impression was not simple, but the boy liked it: distinctly it remained on his mind as an attraction, almost obscuring Quincy itself. The want of barriers, of pavements, of forms; the looseness, the laziness; the indolent Southern drawl; the pigs in the streets; the negro babies and their mothers with bandanas; the freedom, openness, swagger, of nature and man, soothed his Johnson blood.”

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

The Education of Henry Adams (1907)

Boy , Understanding , Nature , Sense

“Even the most inspired verse, which boasts not without a relative justification to be immortal, becomes in the course of ages a scarcely legible hieroglyphic; the language it was written in dies, a learned education and an imaginative effort are requisite to catch even a vestige of its original force. Nothing is so irrevocable as mind.”

George Santayana (1863–1952) 20th-century Spanish-American philosopher associated with Pragmatism

The Life of Reason: The Phases of Human Progress (1905-1906), Vol. I, Reason in Common Sense

Age , Imagination , Effort , Learning

“Today, of course, it is customary to collapse, if not overwrite, our individual characteristics into new, but now acceptable stereotypes. It no longer matters whether one is from urban New York City or rural Georgia. It doesn't matter whether we came from a highly educated family or a barely literate one. It does not matter if you are a Roman Catholic or a Southern Baptist. All of these differences are canceled by race, and a revised set of acceptable stereotypes have been put in place.”

Clarence Thomas (1948) Associate Justice of the Supreme Court of the United States

1990s, I Am a Man, a Black Man, an American (1998)

Family

“A principal aim of education is to give students a taste for literature, for the books of life and power, and to accomplish this, it is necessary that their minds be held aloof from the babblement and discussions of the hour, that they may accustom themselves to take interest in the words and deeds of the greatest men, and so make themselves able and worthy to shape a larger and nobler future; but if their hours of leisure are spent over journals and reviews, they will, in later years, become the helpless victims of the newspaper habit.”

John Lancaster Spalding (1840–1916) Catholic bishop

Source: Aphorisms and Reflections (1901), p. 148

Life , Men , Books , Literature

“The first work I published was a poem. That was one of my most exciting moments. Afterwards, I wrote many different types of articles, including prose, novels, and even science fiction. However, I found I wasn't very qualified, because I only had a four-year primary school education. So I turned to writing fairy tales.”

Zheng Yuanjie (1955) Chiese writer

Zheng Yuanjie (2008) in: "China's Hans Christian Andersen" on CRIENGLISH.com, June 19, 2008 ( online http://english.cri.cn/4406/2008/06/19/1141@370720.htm).

School , Science

“Naturally, when considering the whole issue of who will live in Europe, one could argue that this problem will be solved by successful integration. The reality, however, is that we’re not aware of any examples of successful integration… In countering arguments for successful integration, we must also point out that if people with diverging goals find themselves in the same system or country, it won’t lead to integration, but to chaos. It’s obvious that the culture of migrants contrasts dramatically with European culture. Opposing ideologies and values cannot be simultaneously upheld, as they are mutually exclusive. To give you the most obvious example, the European people think it desirable for men and women to be equal, while for the Muslim community this idea is unacceptable, as in their culture the relationship between men and women is seen in terms of a hierarchical order. These two concepts cannot be upheld at the same time. It’s only a question of time before one or the other prevails. Of course one could also argue that communities coming to us from different cultures can be re-educated. But we must see – and Bishop Tőkés also spoke about this – that now the Muslim communities coming to Europe see their own culture, their own faith, their own lifestyles and their own principles as stronger and more valuable than ours. So, whether we like it or not, in terms of respect for life, optimism, commitment, the subordination of individual interests and ideals, today Muslim communities are stronger than Christian communities. Why would anyone want to adopt a culture that appears to be weaker than their own strong culture? They won’t, and they never will! Therefore re-education and integration based on re-education cannot succeed.”

Viktor Orbán (1963) Hungarian politician, chairman of Fidesz

Life , Women , Men , People

“Kindness is a part of human nature, this is what we have forgotten in our educational system. We emphasize a lot on exams and test results that we forgot the very basic human element in every single individual – kindness.”

Maszlee Malik (1974) A Malaysian politician

Maszlee Malik (2018) cited in " Maszlee pledges to introduce more kindness into school system https://www.thestar.com.my/news/nation/2018/10/01/need-for-wellrounded-youths-maszlee-pledges-to-introduce-more-kindness-into-school-system/" on The Star Online, 1 October 2018

Nature , Parting

“Crime is valuable feedback about what childhood in a society means, about its education, economics and culture—about whether this is a society that works or not.”

David Fleming (1940–2010) British activist

Lean Logic, (2016), p. 276, entry on Lean Law and Order http://www.flemingpolicycentre.org.uk/lean-logic-surviving-the-future/

Childhood

“in our society at all levels not only uneducated but educated as well are dominated by superstitions of various kinds. The superstitions of the educated are only more sophisticated than those of the uneducated. So one needs to introduce real knowledge in place of superstitious beliefs. You need to explain to people believing in superstitious ideas that the ideas are not correct and this can be verified experimentally. When doing science popularization you have to express some facts of the real universe or the real world to the person who is not willing to believe in it and if you express it in a very pedantic way or say to the person that you are a fool, you should not believe this then it is not good because then he will believe in his superstitions even more. So you have to persuade him to think for himself, you don’t tell him what to believe but you ask him to try this experiment and see what is the reality. So that way you may be able to convince the person.”

Jayant Narlikar (1938) Indian physicist

An Exclusive Interview with Prof. Jayant Vishnu Narlikar

People , World , Fools , Way

“A word says more than a thousand images. Exercises for the visually inclined: illustrate "appreciation", "humor", "software", "education", "inalienable rights", "elegance", "fact."”

Erik Naggum (1965–2009) Norwegian computer programmer

Re: Emacs inferior to XEmacs? http://groups.google.com/group/comp.unix.programmer/msg/716a6bf5d03226a1 (Usenet article).
Usenet articles, Miscellaneous

Exercises

“Mr. President, you're entitled as a president to your own airplane, and to your own house, but not to your own facts. I'm not going to cut education funding. I don't have any plan to cut education funding.”

Mitt Romney (1947) American businessman and politician

Presidential debate, , * 2012-10-03
2012 presidential debate: President Obama and Mitt Romney’s remarks in Denver on Oct. 3
Washington Post
http://www.washingtonpost.com/politics/decision2012/2012-presidential-debate-president-obama-and-mitt-romneys-remarks-in-denver-on-oct-3-running-transcript/2012/10/03/24d6eb6e-0d91-11e2-bd1a-b868e65d57eb_story_4.html
2012-10-04, viewable at [2012-10-03, Special Programming : Mitt Romney zingers at first presidential debate, CNN, YouTube, http://www.youtube.com/watch?v=2PvpBLQXEJg, 2012-10-04]
in response to President Obama's assertion, "His running mate, Congressman Ryan, put forward a budget... it wasn't very detailed (this seems to be a trend), but what it did do, if you extrapolated how much money we're talking about, you'd look at cutting the education budget up to 20%."
possibly paraphrasing "Everyone is entitled to his own opinion, but not his own facts.", attributed to Senator Daniel Patrick Moynihan
2012

Housing

“If the student got little from his mates, he got little more from his masters. The four years passed at college were, for his purposes, wasted. Harvard College was a good school, but at bottom what the boy disliked most was any school at all. He did not want to be one in a hundred — one per cent of an education. He regarded himself as the only person for whom his education had value, and he wanted the whole of it.”

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

The Education of Henry Adams (1907)

School , Boy , Personality

“Why has it [the Church] never done what it was sent to do? Others …will say it has done so. Has it not lifted woman to equality and companionship with man, secured the sanctity and stability of marriage, changed parental despotism to parental service, and eliminated unnatural vice, the abandonment of children, blood revenge, and the robbery of the shipwrecked from the customs of Christian nations? Has it not abolished slavery, mitigated war, covered all lands with a network of charities to uplift the poor and the fallen, fostered the institutions of education, aided the progress of civil liberty and social justice, and diffused a softening tenderness throughout human life? It has done all that, and vastly more.”

Walter Rauschenbusch (1861–1918) United States Baptist theologian

Source: Christianity and the Social Crisis (1907), Ch.4 Why Has Christianity Never Undertaken the Work of Social Reconstruction?, p. 147

Life , Marriage , War , Children

“Unschooling is first and foremost an educational approach. Unschooling was not created by Holt, nor propagated by my colleagues and me since Holt’s death in 1985, to be an ideological parenting method, though I think unschooling certainly informs one’s parenting. Just as we trust children to discover and learn things in their own way, so, too, can parents be trusted to figure out how unschooling will work in their family and adapt it to their relationships with each of their children.”

Pat Farenga American activist

On Unschooling, Parenting, and Video Addiction (2011)

Death , Children , Family , Way

“College education tends to make simple things complicated and hard to understand. What we should do is to teach our children the most essential and simple principles of life and ways to handle problems.”

Zheng Yuanjie (1955) Chiese writer

Zheng Yuanjie (2004) in: "Zheng Yuanjie's 19 years in fairy tales" on chinadaily.com.cn, May 10, 2004 ( online http://www.chinadaily.com.cn/english/doc/2004-05/10/content_329434.htm).

Life , Children , Way , Understanding

“This “sublime revenge” of ressentiment (in Nietzsche's words) has indeed played a creative role in the history of value systems. It is “sublime,” for the impulses of revenge against those who are strong, healthy, rich, or handsome now disappear entirely. Ressentiment has brought deliverance from the inner torment of these affects. Once the sense of values has shifted and the new judgments have spread, such people cease to be enviable, hateful, and worthy of revenge. They are unfortunate and to be pitied, for they are beset with “evils.” Their sight now awakens feelings of gentleness, pity, and commiseration. When the reversal of values comes to dominate accepted morality and is invested with the power of the ruling ethos, it is transmitted by tradition, suggestion, and education to those who are endowed with the seemingly devaluated qualities. They are struck with a “bad conscience” and secretly condemn themselves. The “slaves,” as Nietzsche says, infect the “masters.” Ressentiment man, on the other hand, now feels “good,” “pure,” and “human”—at least in the conscious layers of his mind. He is delivered from hatred, from the tormenting desire of an impossible revenge, though deep down his poisoned sense of life and the true values may still shine through the illusory ones. There is no more calumny, no more defamation of particular persons or things. The systematic perversion and reinterpretation of the values themselves is much more effective than the “slandering” of persons or the falsification of the world view could ever be."”

Max Scheler (1874–1928) German philosopher

Variant: The man of ressentiment cannot justify or even understand his own existence and sense of life in terms of positive values such as power, health, beauty, freedom, and independence. Weakness, fear, anxiety, and a slavish disposition prevent him from obtaining them. Therefore he comes to feel that “all this is vain anyway” and that salvation lies in the opposite phenomena: poverty, suffering, illness, and death. This “sublime revenge” of ressentiment (in Nietzsche’s words) has indeed played a creative role in the history of value systems. It is “sublime,” for the impulses of revenge against those who are strong, healthy, rich, or handsome now disappear entirely. Ressentiment has brought deliverance from the inner torment of these affects. Once the sense of values has shifted and the new judgments have spread, such people cease to been viable, hateful, and worthy of revenge. They are unfortunate and to be pitied, for they are beset with “evils.” Their sight now awakens feelings of gentleness, pity, and commiseration. When the reversal of values comes to dominate accepted morality and is invested with the power of the ruling ethos, it is transmitted by tradition, suggestion, and education to those who are endowed with the seemingly devaluated qualities. They are struck with a “bad conscience” and secretly condemn themselves. The “slaves,” as Nietzsche says, infect the “masters.” Ressentiment man, on the other hand, now feels “good,” “pure,” and “human”—at least in the conscious layers of his mind. He is delivered from hatred, from the tormenting desire of an impossible revenge, though deep down his poisoned sense of life and the true values may still shine through the illusory ones. There is no more calumny, no more defamation of particular persons or things. The systematic perversion and reinterpretation of the values themselves is much more effective than the “slandering” of persons or the falsification of the world view could ever be.
Source: Das Ressentiment im Aufbau der Moralen (1912), L. Coser, trans. (1973), pp. 76-77

Life , Hate , People , World

“I remember when I first went to Singapore. I marveled at how planned everything was. But the sense of marvel was not totally positive. They had everything laid out for you: where you were going to be born, what you were going to do as a child, where you were going to get your education, where they would channel you when you’d go to work. They had things planned out for your retirement, and then for your death. It gives rise to the feeling that you might as well go ahead and die and get it over with, if that was going to circumscribe the totality of your life. But thinking about the possibility that true awakening can be found through your efforts: that breaks through those circumscribed limits. That’s not part of anybody else’s plan, but that can be part of your plan. And to whatever extent you can nurture that conviction, it keeps your heart nurtured and nourished as well.”

Thanissaro Bhikkhu (1949) Theravadin Buddhist Monk and Scholar

Conviction and Confidence (2010)

Life , Death , Feeling , Thinking

“There are buildings which will hold a few, but which will break down under the weight of a crowd. The ice of the river may be strong enough to bear a man, but would break through under the weight of an elephant. The ice under us in this country is very thin, and is made very weak by the warm fogs of prejudice… Our policy should be to unite with the great mass of the American people in all their activities, and resolve to fall or flourish with our common country. We cannot afford to draw the color-line in politics, trade, education, manners, religion, fashion, or civilization. Especially we cannot afford to draw the color-line in politics. No folly could be greater. A party acting on that basis would be not merely a misfortune, but a dire calamity to our people.”

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

Speech http://teachingamericanhistory.org/library/document/the-nations-problem/

People , Religion , Color , Fashion

“There is a quality of the educated mind which may best be described as a kind of sincerity, and conversely the outstanding trait of ignorance is that of clever insincerity.”

Everett Dean Martin (1880–1941)

Source: The Meaning of a Liberal Education (1926), p. 43

Sincerity

“My early work in newspaper comics and comic books allowed me to entertain millions of readers weekly, but I always felt there was more to say. I pioneered the use of comics for instructional manuals for American soldiers, covering three major wars, and later used comics to educate grade school children. Both were heady responsibilities that I took very seriously. But I yearned to do still more with the medium. At an age when I could have "retired," I chose instead to create literary comics, than a decidedly oxymoronic term. Acceptance has not always been easy, but I have seen it arrive in my lifetime. It has been most gratifying to see the graphic novel and many of its exceptional creators gradually become an accepted part of the book world. I couldn't find a major publisher to take A Contract With God only a quarter century ago, and now graphic novels represent the book industry's fastest growing genre.”

Will Eisner (1917–2005) American cartoonist

XIX-XX, December 2004
A Contract With God (2004)

God , War , Children , Books

“Education is emancipation from herd opinion, self-mastery, capacity for self-criticism, suspended judgment, and urbanity.”

Everett Dean Martin (1880–1941)

Preface p. vii
The Meaning of a Liberal Education (1926)

“I can be influenced by what seems to me to be justice and good sense; but the class war will find me on the side of the educated bourgeoisie.”

John Maynard Keynes book Essays in Persuasion

Essays in Persuasion (1931), Am I a Liberal? (1925)

War , Justice , Sense

“The purpose of my work: to introduce, or, rather, to re-introduce the original ways of human development. Once viewed as personal responsibility, personal growth, education, and social doctrine were highly effective. Now that they have begun to be approached as an "acceptance," our ideals have begun to rely on the willingness of others to go along with our philosophies. It is now time for us to return to the selfish ideals of the past.”

Ayn Rand (1905–1982) Russian-American novelist and philosopher

Journals of Ayn Rand (1997)

Way , Time , Past , Personality

“We can begin, like the Scholastic masters, with an objection: videtur quod non … ""It seems not to be true that…"" And this is the objection: a time like the present [i. e., a few years after the Second World War, in Germany] seems, of all times, not to be a time to speak of leisure. […]
That is no small objection. But there is also a good answer to it. […]
For, when we consider the foundations of Western European culture (is it, perhaps, too rash to assume that our re-building will in fact be carried out in a ""Western"" spirit? Indeed, this and no other is the very assumption that is at issue today), one of these foundations is leisure. We can read it in the first chapter of Aristotle's Metaphysics. And the very history of the meaning of the word bears a similar message. The Greek word for leisure (σχολή) is the origin of Latin scola, German Schule, English school. The names for the institutions of education and learning mean ""leisure.""”

Josef Pieper (1904–1997) German philosopher

Source: Leisure, the Basis of Culture (1948), Leisure, the Basis of Culture, pp. 3–4

War , World , School , History

“Education aims at independence of judgment. Propaganda offers ready-made opinions for the unthinking herd.”

Everett Dean Martin (1880–1941)

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

“I started Live Action with some school friends of mine when I was 15 years old because I knew of no other group in my hometown of San Jose that was educating my peers about abortion as a human rights abuse, about the dignity of children in the womb, and about the risks of abortion to women. I felt passionately that if people knew the facts, they would become pro-life. I also was convicted: I had been given life, I knew how precious life was, but there were children close to me, in my own city, who were not protected.”

Lila Rose (1988) American anti-abortion activist

An Interview with Anti-Abortion Activist Lila Rose http://www.dailywire.com/news/1193/interview-anti-abortion-activist-lila-rose-pardes-seleh (November 18, 2015)

Life , Women , Children , People

“I can be educational, but if I'm not funny and entertaining, too, who's going to come and listen to me or watch me on TV.”

Bill Nye (1955) American science educator, comedian, television host, actor, writer, scientist and former mechanical engineer

[NewsBank, D-01, Bill Nye, the Science Guy, brings humor to normally serious field, The Daily Gazette, Schenectady, New York, March 9, 2005, Bill Buell]

“To answer your first question - most significantly the [ Federal Art Project ] project was my training ground in the real sense of the word. I feel very strongly about this. We were all poor, or most of us, and to have the time and opportunity to continue working - I was then in my twenties which is the important period - the crucial period for the young painter. This was most important and figures significantly in my own development. Although I feel that my personal image as a painter did not come about until I began my easel painting with personal imagery which was about 1941. The project kept me alive and working - it was my education.”

Phillip Guston (1913–1980) American artist

n.p.
1961 - 1980, Oral history interview with Philip Guston, 1965 January 29

Art , Feeling , Question , Sense

“May we all come to realize that education and the humanities should be valued for nurturing our minds and society as a whole, and not only as a means to build future careers.”

Newton Lee American computer scientist

ACM Computers in Entertainment (Volume 5, Issue 2, May 2007)

Future

“I went to a school that was founded on a lot of very radical ideals of how education should be changed. But what’s happening to schools like that sort of all over the country is in economic pressure they’re becoming more and more preparatory because that’s what people will really pay the money for private schooling for now.”

Ezra Miller (1992) American actor

Interview, The Cinema Source, September 8, 2011 http://www.thecinemasource.com/blog/interviews/ezra-miller-interview-for-beware-the-gonzo/

Money , People , School , Change

“It is a mistake to think that social progress is to depend upon anything happening to the working people: some say that they are to be given more material goods and all will be well; some think they are to be given more "education" and the world will be saved. It is equally a mistake to think that what we need is the conversion to "unselfishness" of the capitalist class.”

Mary Parker Follett The New State

Source: The New State, 1918, p. 117. Chapter XIV: "The Group Principle at Work"

People , World , Thinking , Dependency

“We are living in 1937, and our universities, I suggest, are not half-way out of the fifteenth century. We have made hardly any changes in our conception of university organization, education, graduation, for a century - for several centuries. The three or four years' course of lectures, the bachelor who knows some, the master who knows most, the doctor who knows all, are ideas that have come down unimpaired from the Middle Ages. Nowadays no one should end his learning while he lives and these university degrees are preposterous. It is true that we have multiplied universities greatly in the past hundred years, but we seem to have multiplied them altogether too much upon the old pattern.. [A] new university is just another imitation of all the old universities that have ever been. Educationally we are still for all practical purposes in the coach and horse and galley stage.”

H. G. Wells book World Brain

World Brain (1938)

Age , Way , Idea , Learning

“I hope that we all agree that the aim is to provide the right education for every child. For some children, that will be an education that is firmly based in learning practical and vocational skills. For others, it will be an education based on academic excellence.”

Theresa May (1956) Prime Minister of the United Kingdom

Maiden speech to Parliament https://www.theyworkforyou.com/debates/?id=1997-06-02a.59.0 (02 June 1997)

Children , Hope , Learning

“The free Negro had rather more opportunity for economic advancement in the South than in the North. The Southerner was bothered by the race problem but knew how to handle the individual Negro, while the Northerner professed a benign interest in the race so long as its members were as remote as possible. Neither section was willing to grant equal rights in education, suffrage, or legal standing, while many states of all sections had laws prohibiting the immigration of free Negroes. Abraham Lincoln could not have maintained his standing in the Republican party had he not been a staunch supporter of the Illinois exclusion law and a firm opponent of political and social equality. It was most difficult for a Negro to get a job in the North, except at the most loathsome of tasks. Some Negroes, having been freed and sent to any Northern state which would receive them, became so miserable as to solicit a return to slavery.”

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

The Making of America (1986)

Law , Support , Problem

“One always feels that a merely educated man holds his philosophical views as if they were so many pennies in his pocket. They are separate from his life. Whereas with a cultured man there is no gap or lacuna between his opinions and his life. Both are dominated by the same organic, inevitable fatality. They are what he is.”

John Cowper Powys (1872–1963) British writer, lecturer and philosopher

Source: The Meaning of Culture (1929), p. 19

Life , Feeling

“In the shift from direct democracy to representational democracy, the printed book became an embodiment of thought for the physically absent author; and so the popular art form of the popular book and the pamphlet re-presented ideas and contributed to the public space of political philosophies of the Enlightenment. Television, however, now brings forth this new kind of public space, and it calls into being this new world, not of the educated citizenry in a republic, but of the electropeasantry in the state of Entertainment. Recall how people stopped singing in pubs when they brought in the TV set, and you will appreciate the new passivity in which people stop voting for their representatives as TV takes over the electoral campaigns.”

William Irwin Thompson (1938) American writer

Thompson (1991) Play, from The American Replacement of Nature.

People , Books , World , Art

“A secure pluralistic society requires communities that are educated and confident both in the identity and depth of their own traditions and in those of their neighbours.”

Aga Khan IV (1936) 49th and current Imam of Nizari Ismailism

Address at the Leadership and Diversity Conference Gatineau, Quebec, Canada (19 May 2004)

Confidence , Communication

“The power to guess the unseen from the seen, to trace the implication of things, to judge the whole piece by the pattern, the condition of feeling life, in general, so completely that you are well on your way to knowing any particular corner of it — this cluster of gifts may almost be said to constitute experience, and they occur in country and in town, and in the most differing stages of education. If experience consists of impressions, it may be said that impressions are experience, just as (have we not seen it?) they are the very air we breathe. Therefore, if I should certainly say to a novice, "Write from experience, and experience only," I should feel that this was a rather tantalizing monition if I were not careful immediately to add, "Try to be one of the people on whom nothing is lost!"”

Henry James (1843–1916) American novelist, short story author, and literary critic

The Art of Fiction http://public.wsu.edu/~campbelld/amlit/artfiction.html (1884)

Life , People , Way , Feeling

“In the metaphysical elements of aesthetics the various nonmoral feelings are to be made use of; in the elements of moral metaphysics the various moral feelings of men, according to the differences in sex, age, education, and government, of races and climates, are to be employed.”

Immanuel Kant (1724–1804) German philosopher

Part III : Selection on Education from Kant's other Writings, Ch. I Pedagogical Fragments, # 58
The Educational Theory of Immanuel Kant (1904)

Men , Age , Sex , Feeling

“The principal goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered.”

Jean Piaget (1896–1980) Swiss psychologist, biologist, logician, philosopher & academic

As quoted in Education for Democracy, Proceedings from the Cambridge School Conference on Progressive Education (1988) edited by Kathe Jervis and Arthur Tobier

Women , Men , School

“Unity isn't established by ignoring the differences between different groups, but by persuading everyone to take all the different struggles seriously. That needs to be in the front of our minds now--to organize as broad a movement as possible as we move forward. Because the attacks are happening on so many different levels: the criminal justice system, housing and evictions, public education, low wages and poverty. All sorts of struggles are happening right now, and we should be standing in solidarity and supporting all of them.”

Keeanga-Yamahtta Taylor (1950) American academic and author

The fight against racism doesn't stop here (2013)

Justice , Support , Housing

“We'll get closer to perfect kids from caring families and good education than we'll ever get from genetics.”

Francis S. Collins (1950) Geneticist; Director of the National Institutes of Health

2005 National DNA Day Online Chatroom Transcript, https://www.genome.gov/DNADay/q.cfm?aid=5419&year=2005

Family , Perfection

“I think it is a rule that men in business should not be taught other things. Any one will be almost sure to make money who has no other idea in his head. A college education, or intense study of abstract truth, will not enable a man to drive a bargain … The best politicians are not those who are deeply grounded in mathematical or in ethical science. Rules stand in the way of expediency. Many a man has been hindered from pushing his fortune in the world by an early cultivation of his moral sense.”

William Hazlitt (1778–1830) English writer

"On the Disadvantages of Intellectual Superiority"
Table Talk: Essays On Men And Manners http://www.blupete.com/Literature/Essays/TableHazIV.htm (1821-1822)

Men , Money , Truth , World

“Meanwhile, please pardon us for saying that we have found no music in the language of your letter, no rhyme in your reasoning, no value in your judgments, and no art or education in your performance as a whole.”

Sita Ram Goel (1921–2003) Indian activist

History of Hindu-Christian Encounters (1996)

Art , Music

“The world is filled with smart, talented, educated and gifted people. We meet them every day. They are all around us.”

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!

People , World

“It’s relevant that people whose polling places are schools are more likely to vote for sales taxes that will fund education. Or that judges become more likely to deny parole the longer they go without a break. Or that people serve themselves more food when using a large plate. Such effects, even when they’re small, can make a practical difference, especially when they influence votes and justice and health. But their existence doesn’t undermine the idea of a rational and deliberative self. To think otherwise would be like concluding that because salt adds flavor to food, nothing else does.”

Paul Bloom (1963) Canadian/American psychologist

“The War on Reason,” The Atlantic, March 2014, pp. 64–70

People , Health , School , Justice

“They (the British Rulers) devised for us an educational system in which all independence of thought would be stifled from the very first stages of one's school life—for, according to Macaulay, such a system was the best means of obtaining suitable clerks for the offices of the East India Company and, besides, of training obedient subjects.”

Muhammad Asad (1900–1992) Austro-Hungarian writer and academic

Source: This Law of Ours and Other Essays (1987), Chapter: Calling All Muslims, Radio Broadcast # 6, p 112

Life , School , Training

“I am just as white myself as I am black; and I am not afraid of the negro getting the upper hand in me… If you build the negro a church on every hill, and a schoolhouse in every valley, and endow them all for a hundred years, you will not make up for the wrongs you have done him. Who is it that asks for protection at the polls and for equal education? The men who came forth to clutch with iron fingers your faltering flag, and shed their blood for you, who protected the women and children of the South during the war, who have tilled your soil with their horny hands, and watered it with their tears!”

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

1890s, Speech at Tremont Temple (1890)

Women , Men , War , Children

“Hurricane Katrina didn't just knock a few bricks from the fabric of a levee. More importantly, it knocked a few bricks also from the notion that America is a shining beacon of hope for a troubled world.
It isn't. It's a house of straw. With no education to glue that straw together.”

Jeremy Clarkson (1960) English broadcaster, journalist and writer

"Flood that released America's demons", The Sun, September 10, 2005

Hope , Housing

“Our community can’t stake its future on telling young people whom they should or should not marry. The goal of outreach work should not be convincing Jews why they should marry other Jews. Outreach work should instead be about making Judaism relevant and providing substantive educational opportunities.”

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

http://forward.com/articles/133808/opening-our-tent/

People , Communication , Future

“I'm afraid for all those who'll have the bread snatched from their mouths by these machines. You are very fond, sir, of talking about the consideration we owe to the community; it seems to me, however, that the community has its duties too. What business has science and capitalism got, bringing all these new inventions into the works, before society has produced a generation educated up to using them!”

Henrik Ibsen The Pillars of Society

Aune, Act II
The Pillars of Society (1877)

Communication , Business , Science

“Philosophy establishes itself as a discourse by opposition to the authority of received opinion, especially the opinions sedimented as cult and as law. Philosophy puts into question the authority of what has been handed down. It is not just that there is a critique of philosophic authorities; rather, philosophy appears to be characterized by rejection of intellectual authority as such. How is philosophy to distinguish, then, a permissible authority from those many impermissible authorities which it must reject if it is to survive?
Perhaps it would be better to avoid the quandary altogether by dismissing authority in order to consider only the "content" of the claims under consideration, regardless of their pretensions. The dismissal fails for at least two reasons. The first is that there are no claims in philosophic texts that are wholly free at least from the implicit constructions of authority. If criticism takes only the content, then it ends up with something other than the texts that have constituted the discourse of philosophy. There is no Platonic "theory of Forms" dissociable from the Platonic pedagogy, that is, from the teaching authority of the Platonic Socrates. The second reason for not being able to dismiss authority altogether is that the very criticism that wants to look only at contents will impose itself as an authority in its choice of procedure. One will still have authority, but an authority that refuses to raise any question about authority.
Perhaps the question about legitimate authority could be avoided, again, by replying that the obvious criterion for claims in philosophy is the truth. The assumption here is that access to the truth is had entirely apart from the authority of philosophical traditions. Yet it is a biographical fact that one is brought into philosophy by education. First principles are learned most often not by simple observation or by the natural light of reason, but under the tutelage of some authoritative tradition.”

Mark D. Jordan (1953)

Authority and persuasion in philosophy (1985)

Truth , Law , Question , Nature

“Alexander: I myself was educated in Italy. My doctorate in philosophy is from the University of Padua.
Renne: Really? Philosophy?
Alexander: My dissertation was on worms.
Renne: Worms the philosopher?
Alexander: No, just worms.
Renne: Ah, the philosophy of worms.
Alexander: Not at all. Worms have no philosophy, as far as is known.”

Tom Stoppard (1937) British playwright

The Coast of Utopia: Voyage (2002)

Universe

“Another of his sayings was, that education was the best viaticum of old age.”

Diogenes Laërtius (180–240) biographer of ancient Greek philosophers

Aristotle, 9.
The Lives and Opinions of Eminent Philosophers (c. 200 A.D.), Book 5: The Peripatetics

Age

“Western culture in our education system will make our youth forget our cultural heritage, and will be completely Westernised. A country which forgets its own culture also loses its vibrancy.”

Dinanath Batra (1930) Indian school teacher

On the effect of western culture on Indian educations, as quoted in " Dinanath Batra targets foreign universities in new book http://www.deccanchronicle.com/141028/nation-current-affairs/article/dinanath-batra-targets-foreign-universities-new-book" Deccan Chronicle (28 October 2014)

Youth , Country , Forgetting

“Wars always bring about a conservative reaction. They overwhelm and destroy patient and careful efforts to improve the condition of man. Nothing can be heard in the cannon's roar but the voice of might. All the safeguards laboriously built to preserve individual freedom and foster man's welfare are blown to pieces with shot and shell. In the presence of the wholesale slaughter of men the value of life is cheapened to the zero point. What is one life compared with the almost daily records of tens of thousands or more mowed down like so many blades of grass in a field? Building up a conception of the importance of life is a matter of slow growth and education; and the work of generations is shattered and laid waste by machine guns and gases on a larger scale than ever before. Great wars have been followed by an unusually large number of killings between private citizens and individuals. These killers have become accustomed to thinking in terms of slaying and death toward all opposition, and these have been followed in turn by the most outrageous legal penalties and a large increase in the number of executions by the state. It is perfectly clear that hate begets hate, force is met with force, and cruelty can become so common that its contemplation brings pleasure, when it should produce pain.”

Clarence Darrow (1857–1938) American lawyer and leading member of the American Civil Liberties Union

Source: The Story of My Life (1932), Ch. 26 "The Aftermath Of The War"

Life , Death , Men , Pain

“What has become of the descendants of the irresponsible adventurers, the scapegrace sons, the bond servants, the redemptionists and the indentured maidens, the undesirables, and even the criminals, which made up-not all, of course, but nevertheless a considerable part of-the earliest emigrants to these virgin countries?
They have become the leaders of the thought of the world, the vanguard in the march of progress, the inspirers of liberty, the creators of national prosperity, the sponsors of universal education and enlightenment.”

William Randolph Hearst (1863–1951) American newspaper publisher

Communication to the American Crime Study Commission (May 19, 1929)

World , Universe , Parting , Country

“… I have always endeavoured, as my double duty of believer and sovereign dictated, to follow the precepts of the sacred Book of Islam: precepts of balance, justice and moderation. Although my religious education was very literal, in that I learnt to understand the precepts of the Koran precisely according to the text, we have seen that on several occasions throughout my life, I have felt myself to be very particularly in the hands of the Almighty.”

Mohammad Reza Pahlavi (1919–1980) Shah of Iran

Page 166
Publications, The Shah's Story (1980), On Islam and the Islamic Revolution

Life , Books , Justice , Understanding

“Seek education for yourself and it is the search for the good life. From ancient times men have sought knowledge that they might become better judges of good and evil.”

Everett Dean Martin (1880–1941)

Source: The Meaning of a Liberal Education (1926), p. 180

Life , Men , Search , Knowledge

“(a) There is a general tendency towards integration in the various sciences, natural and social. (b) Such integration seems to be centered in a general theory of systems. (c) Such theory may be an important means of aiming at exact theory in the nonphysical fields of science. (d) Developing unifying principles running "vertically" through the universe of the individual sciences, this theory brings us nearer to the goal of the unity of sciences. (e) This can lead to a much needed integration in scientific education.”

Ludwig von Bertalanffy (1901–1972) austrian biologist and philosopher

Variant: Mayor aims of general theory:
(1) There is a general tendency toward integration in the various sciences, natural and social.
(2) Such integration seems to be centered in a general theory of systems.
(3) Such theory may be an important means for aiming at exact theory in the nonphysical fields of science.
(4) Developing unifying principles running "vertically" through the universe of the individual sciences, this theory brings us nearer the goal of the unity of science.
(5) This can lead to a much-needed integration in scientific education.
Source: 1950s, "General systems theory," 1956, p. 38, cited in: Alexander Laszlo and Stanley Krippner (1992) " Systems Theories: Their Origins, Foundations, and Development http://archive.syntonyquest.org/elcTree/resourcesPDFs/SystemsTheory.pdf" In: J.S. Jordan (Ed.), Systems Theories and A Priori Aspects of Perception. Amsterdam: Elsevier Science, 1998. Ch. 3, pp. 47-74.

Nature , Universe , Science

“Where it is the chief aim to teach many things, little education is given or received.”

John Lancaster Spalding (1840–1916) Catholic bishop

Source: Aphorisms and Reflections (1901), p. 232

“And so literacy is crucial for the ability for this country to compete and the ability for people to realize dreams. It just is. And so we're going to - we're going to - here at SMU we're going to continue to focus on accountability in schools aiming to make sure people can read early before it's too late and we're going to do a joint venture with the Simmons Education School, which by the way, is a reform-minded school. I don't know if you know that. But the Simmons School of Education here at SMU is an excellent school run by people willing to challenge the status quo when the status quo is unacceptable.”

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

2010s, 2011, Q&A with Former President George W. Bush (January 2011)

People , School , Dreams , Way

“We're here to talk about education. But I want to say something before that…. You know, education, if you make the most of it and you study hard and you do your homework and you make an effort to be smart, you can do well. If you don't, you get stuck in Iraq.”

John F. Kerry (1943) politician from the United States

Speech to California students, 31 October 2006
Quoted in Kerry's 'Botched' Joke Backfires, CBS News/Associated Press, 2006-11-01, 2006-11-01 http://www.cbsnews.com/stories/2006/11/01/politics/main2141613.shtml,

Effort , Study

“The Atlanteans had no educational system as we understand the term. The kings and priests intuited; the masses obeyed.”

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

Source: Education in the New Age (1954), p. 40

Understanding

“We're going to have the best educated American people in the world.”

Dan Quayle (1947) American politician, lawyer

Attributed

People , World

“Even as with the American rejection of the League of Nations, our failure to live up to our obligations to the United Nations is led by a handful of willful senators who choose to pursue their narrow, selfish political objectives at the cost of our nation's conscience.
They pander to and are supported by the Christian Coalition and the rest of the religious right wing. Their leader, Pat Robertson, has written that we should have a world government but only when the messiah arrives. Any attempt to achieve world order before that time must be the work of the Devil!
This small but well-organized group, has intimidated both the Republican Party and the Clinton administration. It has attacked each of our Presidents since FDR for supporting the United Nations. Robertson explains that these Presidents were and are the unwitting agents of Lucifer.
The only way we who believe in the vision of a democratic world federal government can effectively overcome this reactionary movement is to organize a strong educational counteroffensive stretching from the most publicly visible people in all fields to the humblest individuals in every community. That is the vision and the program of the World Federalist Association.”

Walter Cronkite (1916–2009) American broadcast journalist

UN Address (1999)

People , World , Way , Communication

“This changed attitude toward slavery was, however, part of a changed attitude toward morality in general that was sweeping over Western civilization. This change was marked by the apotheosis of "change" itself. What had heretofore been regarded as moral absolutes came to be regarded as merely relative to a particular time and place—to History or Progress—with no enduring claim upon our consciences. Lincoln praised Jefferson for embodying in the Declaration "an abstract truth applicable to all men and all times." But the idea of such truth, and of the correlation of such truth with justice, was increasingly repudiated by the most educated and influential minds in the Western world. Representative of this triumph of historicism and moral relativism was historian Carl Becker's assertion in a landmark 20th-century work that "To ask whether the natural rights philosophy of the Declaration of Independence is true or false is essentially a meaningless question."”

Harry V. Jaffa (1918–2015) American historian and collegiate professor

2000s, God Bless America (2008), Slavery and the American Cause

Men , Truth , World , Justice

“Orwell's defenders always look to contextualize Orwell's shortcomings in a historic moment. Whatever his infraction, he was a victim of circumstance—times were different then, and, for example, Hitler was looking really good for a minute there. Orwell never meant that his books should be employed to stultify schoolchildren. And yet that's what "Animal Farm" is—an educational missile aimed at any healthy impulse towards reform. The argument that "Animal Farm" is a generalized indictment of totalitarianism is simply unsupportable by the text or any existing presentation of the text. Rather, the intelligence of the pigs as opposed to the stupidity of the other animals, and the ultimate hopelessness of revolution, renders "Animal Farm" a de facto endorsement of the status quo.”

John Reed (novelist) (1969) American writer

Saint George and the Damn Truth http://www.mobylives.com/Orwell_Reed.html

Books , Stupidity , Intelligence , Time

“Education in Chile has been modeled as a "consumer good" and this was accepted with much resignation by a broad layer of society for many years, they believed that education and health were to be treated like any other topic…. For this reason we cannot fail to recognize the intervention that the student movement made on the consciousness of thousands of Chileans who today are dissatisfied with the reality of today's education model, to whom a change of the outdated constitution makes sense, who understand the need to reform the taxation system, who no longer put up with the overexploitation of our natural resources, to benefit foreign capital, i. e. Chile awoke and once again came to believe in the possibility of building a different country. One which is more just, a country where education and health are guaranteed, a country where workers have dignified working conditions, where young people are not exploited nor ill-treated in their work-place, where women are integrated with rights and equal opportunities, a country where the environment is protected, where natural resources are exploited to improve the living condition of its people, a country were culture develops freely, where there is access to literature, a country where children don't suffer discrimination because they don't have any money, a country where a walk down your street doesn't mean constant fear of being assaulted, a country where the most disadvantaged youth don't have to resort to drugs or delinquency to give sense to their lives, a country where grandparents are not made to feel as burdens, a country where the development of knowledge becomes a task of society as a whole, where advances in science are placed at the service of the people. We are once again beginning to dream of this beautiful country …because we are not the same that we were a year ago, hope has resurfaced despite the elaborate effort of those who foster neoliberal ideology and who are trying to eternalize capitalism in a process of permanent auto-reproduction, excluding all possibility of a social revolution.”

Karol Cariola (1987) Chilean politician

Ser un joven comunista, por Karol Cariola, La Jota de Ingenieria, November 2011, 2013-10-03 http://www.jotainjenieria.cl/ser-un-joven-comunista-por-karol-cariola, Ser un joven comunista, por Karol Cariola, Oceansur.com, November 2011, 2013-10-03 http://www.oceansur.com/media/uploads/documents/files/prologo-karol.pdf,
Original: La educación en Chile ha sido modelada como un “bien de consumo”, hecho que fue aceptado por un amplio sector de la sociedad, con mucha resignación durante años, ellos creyeron que la Educación y la Salud debían ser tratados como cualquier otro tema.... Por esto no podemos dejar de reconocer el gran acierto del movimiento estudiantil al intervenir en las conciencias de miles de chilenos que hoy , ya no se conforman con la realidad del actual modelo de educación, que le hace sentido el cambio de esta añeja constitución, que entendieron necesaria una reforma tributaria, que ya no aguantan la sobre explotación de nuestros recursos naturales en beneficio de capitales extranjeros, es decir, Chile despertó y volvió a creer en la posibilidad de construir un país distinto, un país más justo, un país donde la educación y la salud estén garantizadas, un país donde los trabajadores tengan condiciones laborales dignas, donde los jóvenes no sean explotados ni mal tratados en su fuente laboral, donde las mujeres sean integradas con igualdad de derechos y oportunidades, un país donde se proteja el medio ambiente, en que los recursos naturales sean explotados para mejorar las condiciones de su pueblo, un país donde la cultura se desarrolle libremente, un país en el que haya acceso a la literatura, un país donde los niños no sufran la discriminación desde que nacen por no tener dinero, un país donde caminar por las calles no sean un temor constante de ser asaltados, un país donde los jóvenes más desposeídos no tengan que recurrir a las drogas y la delincuencia para dar sentido a sus vidas, un país donde los abuelos no se sientan un estorbo, un país donde el desarrollo del conocimiento sea una tarea de la sociedad en su conjunto, un país donde el avance de la ciencia se ponga al servicio del pueblo, ese hermoso país es el que hoy estamos volviendo a soñar, porque con emoción lo vuelvo a mencionar, Chile está cambiando, hoy no somos los mismos que hace un año atrás, las esperanzas han resurgido a pesar del esmero de aquellos que propician la ideología neoliberal y que pretenden eternizar el capitalismo en un proceso de auto reproducción permanente, excluyendo toda posibilidad de una revolución social.

Women , Money , Children , People

“We have now become pretty well acquainted with the sugar-growing part of Texas. The life of a planter who has a fair start in the world is one of the most independent imaginable. We here find the pleasures of fashionable life without its tyranny. I doubt, however, whether a person of Northern education could so far forget his home-bred notions and feelings as ever to be thoroughly Southern on the subject of slavery. We have seen none of “the horrors” so often described, but on the other hand I have seen nothing to change my Northern opinions.”

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

Letter to his mother, Sophia Birchard Hayes (27 January 1849)
Diary and Letters of Rutherford Birchard Hayes (1922 - 1926)

Life , Pleasure , World , Feeling

“What would the Israelis do if they could do what they want? They would live in peace with their neighbors, if they had neighbors who would live in peace with them. They would simply continue to build out their high tech sector and thrive. What do groups like ISIS and al-Qaeda and even Hamas want? They want to impose their religious views on the rest of humanity. They want to stifle every freedom that decent, educated, secular people care about. This is not a trivial difference. And yet judging from the level of condemnation that Israel now receives, you would think the difference ran the other way. This kind of confusion puts all of us in danger. This is the great story of our time. For the rest of our lives, and the lives of our children, we are going to be confronted by people who don't want to live peacefully in a secular, pluralistic world, because they are desperate to get to Paradise, and they are willing to destroy the very possibility of human happiness along the way. The truth is, we are all living in Israel. It's just that some of us haven't realized it yet.”

Sam Harris (1967) American author, philosopher and neuroscientist

Sam Harris, "Why Don't I Criticize Israel?" http://www.samharris.org/blog/item/why-dont-i-criticize-israel (27 July 2014)
2010s

Children , People , Truth , World

“The government of the US has no moral authority to elect itself as the judge over human rights in Cuba, where there has not been a single case of disappearance, torture or extra-judicial execution since 1959, and where despite the economic blockade, there are levels of health, education and culture that are internationally recognised.”

Harold Pinter (1930–2008) playwright from England

Harold Pinter, et al. "Letters: Human Rights and Cuba" http://www.guardian.co.uk/letters/story/0,3604,1445897,00.html, The Guardian (26 Mar. 2005). Pinter was a signatory.

Health

“Educational television should be absolutely forbidden. It can only lead to unreasonable expectations and eventual disappointment when your child discovers that the letters of the alphabet do not leap up out of books and dance around the room with royal-blue chickens.”

Fran Lebowitz book Social Studies

"Parental Guidance".
Social Studies (1981)

Books , Disappointment , Dance

“[T]o teach virtue we must educate the emotions, and this means learning "what to feel" in the various circumstances that prompt them.”

Roger Scruton (1944–2020) English philosopher

"Knowledge and Feeling" (p. 37)
Culture Counts (2007)

Feeling , Learning

“One of the most terrible things about the English education System in Ireland is its ruthlessness…it is cold and mechanical, like the ruthlessness of an immensely powerful engine. A machine vast, complicated… It grinds night and day; it obeys immutable and predetermined laws; it is as devoid of understanding, of sympathy, of imagination, as is any other piece of machinery that performs an appointed task. Into it is fed all raw human material in Ireland; it seizes upon it inexorably and rends and compresses and remoulds…”

Patrick Pearse (1879–1916) Irish revolutionary, shot by the British Army in 1916

The Cause Of Ireland, Liz Curtis, Beyond the Pale Publications, Belfast 1994, pg 190.This quote was taken from the original, in Padraig Pearse’s book The Murder Machine.

Law , Imagination , Understanding , Night

“I’m an innocent, brown-eyed child of the sun. Just a peach-picker’s boy from the West Side. Riverbank. My father’s a janitor with only a third-grade education and my mother makes tortillas at 5:00 A. M. before she goes to the cannery.”

Oscar Zeta Acosta book Autobiography of a Brown Buffalo

Source: Autobiography of a Brown Buffalo (1972), p. 54.

Boy , Sun

“Generally speaking, if we look at sports we find that their strong point is that because they are competitive they are interesting, and young people are likely to be attracted to them. No matter how valuable the method of physical education, if it is not put into practice, it will serve no purpose — therein lies the advantage of sports. But, in this regard there are matters to which we must also give a great deal of consideration. First, so-called sports were not created for the purpose of physical education; one competes for another purpose, namely, to win. Accordingly, the muscles are not necessarily developed in a balanced way, and in some cases the body is pushed too far or even injured. For that reason, while there is no doubt that sports are a good thing, serious consideration must be given to the selection of the sport and the training method. Sports must not be undertaken carelessly, over-zealously, or without restraint. However, it is safe to say that competitive sports are a form of physical education that should be promoted with this advice in mind. The reason I have worked to popularize sports for more than twenty years and that I have strived to bring the Olympic Games to Japan is entirely because I recognize these merits. However, in times like these, when many people are enthusiastic about sports, I would like to remind them of the adverse effects of sports as well. I also urge them to keep in mind the goals of physical education—to develop a sound body that is useful to you in your daily life — and be sure to consider whether or not the method of training is in keeping with the concept of”

Kanō Jigorō (1860–1938) Japanese educator and judoka

http://www.judoinfo.com/seiryoku2.htm seiryoku zenyo
"Judo and Physical Training" in Mind Over Muscle : Writings from the Founder of Judo (2006) edited by Naoki Murata, p. 57

Life , People , Way , Game

“Still more serious was the emergence of an insidious image of Hindu personality as a direct result of this loss of the national perspective on Indian history. In due course, most Hindus, particularly the English-educated Hindu elite, have been made to believe that a Hindu is not true to himself nor to his religion and culture unless he 1) honours as his own heroes all those invaders and crusaders who demolished his temples, desecrated the images of his Gods and Goddesses, burnt his Shãstras, humiliated his holy men, dishonoured his women, pillaged his property, massacred his countrymen en masse, sold his children into slavery, trampled upon every symbol of his religion and culture, and coerced his co-religionists to swear by an aggressive and intolerant dogma glorified as the Kalima; 2) shows reverence for an ideology of calculated and cold-blooded gangesterism masquerading as the only true religion; 3) pays homage to all those pretenders, scoundrels, and hoodlums which this ideology presents as its sufis, saints and heroes; 4) practises patience and tolerance towards those who vow openly and work ceaselessly to destroy his religion and culture, and to take forcible possession of his homeland; and 5) is always prepared to surrender everything he possesses or cherishes in order to avoid violence and bloodshed.”

Sita Ram Goel (1921–2003) Indian activist

History of Heroic Hindu Resistance to Early Muslim Invaders (1984; 2001)

Women , Men , God , Children