Feb 04 2007
If things are working properly, random quotes should be showing up along the side of each page of the site. This page lists all the quotes in the database.
An invasion of armies can be resisted, but not an idea whose time has come.
We worry about what a child will become tomorrow, yet we forget that he is someone today.
If you cannot write well, you cannot think well, and if you cannot think well, others will do your thinking for you.
Learning makes a man fit company for himself.
When asked how much educated men were superior to those uneducated, Aristotle answered, ‘As much as the living are to the dead.’
The most exciting phrase to hear in science, the one that heralds new discoveries, is not ‘Eureka!’ (I found it!) but ‘That’s funny…’
The right to freedom in the area of intellectual development and personal philosophy is fully as important as freedom of religion. Thus there should be a separation of education and state just as there is a separation of church and state.
Man’s mind is not a container to be filled but rather a fire to be kindled.
Teachers open the door, but you must enter by yourself.
Learning is a treasure that will follow its owner everywhere.
You can’t separate creativity from risk-taking. I think the best ideas are so whacko and ahead of their time, that everybody’s going to laugh at them. So people have to feel confident enough to just throw it out anyway, and not be hurt if nobody likes if.
The object of teaching a child is to enable the child to get along without the teacher. We need to educate our children for their future, not our past.
The art of teaching is the art of assisting discovery.
It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty.
It is little short of a miracle that modern methods of instruction have not already completely strangled the holy curiosity of inquiry, because what this delicate little plant needs most, apart from initial stimulation, is freedom; without that it is surely destroyed … I believe that one could even deprive a healthy beast of prey of its voraciousness, if one could force it with a whip to eat continuously whether it were hungry or not.
It is in fact a part of the function of education to help us escape — not from our own time, for we are bound by that — but from the intellectual and emotional limitations of our own time.
Education is to mould the human being for ongoing change and even for the eventual crisis which might arise as a result of the transition.
Education: Being able to differentiate between what you do know and what you don’t. It’s knowing where to go to find out what you need to know; and it’s knowing how to use the information once you get it.
Christ didn’t set up the Judea Compulsory School System. He issued an invitation, ‘Follow me,’ and some did, and some didn’t. And Christ didn’t send the truant officer after those who didn’t.
Depending upon the individual teacher’s political perspective, schools are, from the right wing, a necessary way to avoid social chaos and target winners, or from the left wing, a way to adjust children to fit a particular social hierarchy controlled by the upper classes, and hopefully a means to control children’s minds to accept a different, more liberal hierarchy. In either case, when looked at politically, schools are a means of behavioral, attitudinal indoctrination, places in which the development of the mind is only a rhetorical genuflection.
Whatever an education is, it should make you a unique individual, not a conformist; it should furnish you with an original spirit with which to tackle the big challenges, it should allow you to find values which will be your road map through life; it should make you spiritually rich, a person who loves whatever you are doing, wherever you are, whomever you are with; it should teach you what is important, how to live and how to die.
After you fall into a habit of accepting what other people tell you to think you lose the power to think for yourself. I suspect that’s why so few of us challenge the premises of old-age homes, television, day-care centers and schools.
…the best learning happens in real life with real problems and real people and not in classrooms.
The primary purpose of a liberal education is to make one’s mind a pleasant place in which to spend one’s time.
The poor thinker dashes madly after an answer; the good thinker takes his time & looks at the problem…The good thinker can take his time because he can tolerate uncertainty, he can stand not knowing. The poor thinker can’t stand not knowing; it drives him crazy.
What is most important and valuable about the home as a base for children’s growth into the world is not that it is a better school than the schools, but that it isn’t a school at all.
Leaders are not, as we are often led to think, people who go along with huge crowds following them. Leaders are people who go their own way without caring, or even looking to see, whether anyone is following them. ‘Leadership qualities’ are not the qualities that enable people to attract followers, but those that enable them to do without them. They include, at the very least, courage, endurance, patience, humor, flexibility, resourcefulness, stubbornness, a keen sense of reality, and the ability to keep a cool and clear head, even when things are going badly. True leaders, in short, do not make people into followers, but into other leaders.
‘Education’ is something that some people do to others for their own good, trying to make them learn what they think they ought to know, cannot be reformed or carried out wisely or humanely, because its purpose is neither wise nor humane. A most fundamental human right is the right to decide for ourselves how we will explore the world around us, think about our own and other persons’ experiences, and find and make the meaning of our own lives. Whoever takes that right away from us attacks the very center of our being and does us a most profound and lasting injury. Education, with its supporting systems of compulsory and competitive schooling, all its carrots and sticks, grades, diplomas and credentials, now seems to me perhaps the most authoritarian and dangerous of all the social inventions of mankind.
The most we will be able to do will be to find ways to help some children escape education and schooling and to help some others, who cannot escape, to be less damaged by it than they are now. You cannot have human liberty, and the sense of all persons’ uniqueness, dignity, and worth on which it must rest, if you give to some people the right to say officially and ‘objectively’ that some people are more able and worthy than others.
A school should not be a preparation for life; A school should be life.
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