Sukavich Rangsitpol quote: “Education is perceived as a crucial instrument for increasing productivity and income, skills, competency of human reso…”

“So-called racial differences in IQ scores are more a consequence of disparities in socioeconomic status and the quality of education than of any genetic differences between ethnic groups. Efforts to improve educational quality and opportunity can increase the economic benefits associated with increased educational achievement.”

Daniel J. Fairbanks (1956) American artist

Source: Everyone is African: How Science Explodes the Myth of Race (2015), pp. 154–155.

“Education is a social process. Education is growth. Education is, not a preparation for life; education is life itself.”

John Dewey (1859–1952) American philosopher, psychologist, and educational reformer

“The trouble in school is that you can do so little to help kids because you come up against this dead end of the educational system. I think a comprehensive system is the only answer for these kids, if it is carried through properly. But education reflects the system, rather than changes it. People say it’s an instrument of social change; well, if it is, it’s a bloody slow one. I think education reflects the class system, and the system has to change before education can.”

Barry Hines (1939–2016) British author

Barry Hines 1970 interview

“John Dewey… said “Education is a social process; education is growth; education is not preparation for life, but is life itself.” I understand and completely agree with this philosophy.”

Virgil John Tangborn (1920–1944)

October 1, 1938

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

Jim Stanford (1961) Canadian economist

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

“The last chapter modeled technological progress as an increase in the number of types of products, N. In this chapter, we allow for improvements in the quality or productivity of each type. This approach has come to be known as the Schumpeterian approach to endogenous growth. We can think of increases in N as basic innovations that amount to dramatically new kinds of goods or methods of production. In contrast, increases in the quality of the existing products involve a continuing series of improvements and refinements of goods and techniques.”

Robert Barro (1944) American classical macroeconomist

Robert J. Barro, Xavier Sala-i-Martin, Economic growth 2nd ed. (2004), Ch. 7 : Technological Change: Schumpeterian Models of Quality Ladders

“The last chapter modeled technological progress as an increase in the number of types of products, N. In this chapter, we allow for improvements in the quality or productivity of each type. This approach has come to be known as the Schumpeterian approach to endogenous growth. We can think of increases in N as basic innovations that amount to dramatically new kinds of goods or methods of production. In contrast, increases in the quality of the existing products involve a continuing series of improvements and refinements of goods and techniques.”

Xavier Sala-i-Martin (1962) Catalan economist

Robert J. Barro, Xavier Sala-i-Martin, Economic growth 2nd ed. (2004), Ch. 7 : Technological Change: Schumpeterian Models of Quality Ladders

“I maintain that education is a prime instrument of national purpose and that the quality of its education is inseparably involved in the quality of the nation.”

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

Source: Philosophy of Education, p. 86.

“Real success is about helping other people succeed. To be well educated in a society of increasing illiteracy is not real success; neither is to be well fed and healthy while millions die of malnutrition.”

Nigel Cumberland (1967) British author and leadership coach

Your Job-Hunt Ltd – Advice from an Award-Winning Asian Headhunter (2003), Successful Recruitment in a Week (2012) https://books.google.ae/books?idp24GkAsgjGEC&printsecfrontcover&dqnigel+cumberland&hlen&saX&ved0ahUKEwjF75Xw0IHNAhULLcAKHazACBMQ6AEIGjAA#vonepage&qnigel%20cumberland&ffalse, 100 Things Successful People Do: Little Exercises for Successful Living (2016) https://books.google.ae/books?idnu0lCwAAQBAJ&dqnigel+cumberland&hlen&saX&ved0ahUKEwjF75Xw0IHNAhULLcAKHazACBMQ6AEIMjAE

“The problem that confronts most of us is whether the individual is merely the instrument of society or the end of society. Are you and I as individuals to be used, directed, educated, controlled, shaped to a certain pattern by society and government; or does society, the State, exist for the individual? Is the individual the end of society; or is he merely a puppet to be taught, exploited, butchered as an instrument of war? That is the problem that is confronting most of us. That is the problem of the world; whether the individual is a mere instrument of society, a plaything of influences to be moulded; or whether society exists for the individual.”

Jiddu Krishnamurti (1895–1986) Indian spiritual philosopher

1950s, The First and Last Freedom (1954)

“Education is perceived as a crucial instrument for increasing productivity and income, skills, competency of human resources, and sustainable growth. In the end, education helps reduce social problems, and improves quality of life so that people can live equally with others in society.”

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Sukavich Rangsitpol 31

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