Quotes of All Topics . Occasions . Authors
The physical five oranges goes up the ladder to the picture of the five oranges which goes up to the representation of the five oranges as a numeral. This points in the direction of a definition of abstraction: when we abstract we voluntarily ignore details of a context, so that we can accomplish a goal.
Today's family is built like a pyramid; with all the intrafamilial rivalries, tensions, jealousies, angers, hatreds, loves and needs focused on the untrained, vulnerable, insecure, young, inexperienced and incompetent parental apex ... about whose incompetence our vaunted educational system does nothing.
When I read educational articles it often seems to me that this important side of the matter, the purely personal side, is not emphasized enough; the fact that it is so much more agreeable and interesting to be an educated person than not. The sheer pleasure of being educated does not seem to be stressed.
A very large part of English middle-class education is devoted to the training of servants...In so far as it is, by definition, the training of upper servants, it includes, of course, the instilling of that kind of confidence which will enable the upper servants to supervise and direct the lower servants.
It is little short of a miracle that modern methods of instruction have not already completely strangled the holy curiosity of inquiry.... 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.
For it was only after I could become President of this country that I could really see in all its hopeful and troubling implications just how much the hopes of our citizens and the security of our Nation and the real strength of our democracy depended upon the learning and the understanding of our people.
Education in general, and higher education in particular, is on the brink of a huge disruption. Two big questions, which were once so well-settled that we ceased asking them, are now up for grabs. What should young people be learning? And what sorts of credentials indicate they're ready for the workforce?
For me, education has never been simply a policy issue - it's personal. Neither of my parents and hardly anyone in the neighborhood where I grew up went to college. But thanks to a lot of hard work and plenty of financial aid, I had the opportunity to attend some of the finest universities in this country.
I played to win. When I was a child, my brothers and I played cowboys and Indians in the park, and I was always an Indian who got captured. That was a learning experience; they were showing me that as a woman I was going to be captured. But in a metaphorical sense, I think I did eventually become a cowboy.
Thomas Young was born in 1731 in upstate New York. The child of impoverished Irish immigrants, he grew up in a log cabin without the benefit of a formal education. But he was an avid reader who began collecting books at a young age and eventually amassed one of the finest personal libraries in New England.
The functionaries of every government have propensities to command at will the liberty and property of their constituents. There is no safe deposit for these but with the people themselves, nor can they be safe with them without information. Where the press is free, and every man able to read, all is safe.
The aim of education should not be to teach how to use human energies to improve the environment, for we are finally beginning to realize that the cornerstone of education is the development of the human personality, and that in this regard education is of immediate importance for the salvation of mankind.
Infants and young children are not just sitting twiddling their thumbs, waiting for their parents to teach them to read and do math. They are expending a vast amount of time and effort in exploring and understanding their immediate world. Healthy education supports and encourages this spontaneous learning.
Every one in the world ought to do the things for which he is specially adapted. It is the part of wisdom to recognize what each one of us is best fitted for, and it is the part of education to perfect and utilize such predispositions. Because education can direct and aid nature but can never transform her.
In his first year in office, President Obama pulled us back from the brink of the greatest economic crisis since the Great Depression and worked to lay a new foundation for economic growth. The president identified three key strategies to build that lasting prosperity: innovation, investment, and education.
Because if you don't have a great workforce, a great higher education system, you're not going to have the next eBay, the next AmGen, the next, you know, Miasole, and not only California but America is going to fall behind a whole new competitive context which is obviously China, India, and other countries.
Why are we never quite at ease in the presence of a schoolmaster? Because we are conscious that he is not quite at his ease in ours. He is awkward, and out of place in the society of his equals. He comes like Gulliver from among his little people, and he cannot fit the stature of his understanding to yours.
The atmosphere [in the school lunchroom] is not quite that of a prison, because the students are permitted to talk quietly, under the frowning scrutiny of teachers standing around on duty, during their meal-they are not supposed to talk while standing in line, though this rule is only sporadically enforced.
It is among the commonplaces of education that we often first cut off the living root and then try to replace its natural functions by artificial means. Thus we suppress the child's curiosity and then when he lacks a natural interest in learning he is offered special coaching for his scholastic difficulties.
No longer can we afford to stuff the brains of the young with facts. The time is too short, the necessity for results too pressing. The new education must be based on the elimination of facts except as they illustrate principles. How to use facts, not how to accumulate them, is the purpose of true education.
Students do not need to be labeled or measured any more than they are. They don't need more Federal funds, grants, and gimmicks. What they need from us is common sense, dedication, and bright, energetic teachers who believe that all children are achievers and who take personally the failure of any one child.
Admitting that it is the profession of our sex to teach, we perceive the mother to be first in point of precedence, in degree of power, in the faculty of teaching, and in the department allotted. For in point of precedence she is next to the Creator, in power over her pupil, limitless and without competitor.
Colleges, in like manner, have their indispensable office,--to teach elements. But they can only highly serve us, when they aim not to drill, but to create; when they gather from far every ray of various genius to their hospitable halls, and, by the concentrated fires, set the hearts of their youth on flame.
Ensuring that we help prepare all kids for life, college, and work in our knowledge-based economy will require a collaborative, sustained effort from all stakeholders - from the president and the secretary of education on down to states, school districts, principals, teachers, parents, and community members.
I went to drama school for four years at Carnegie Mellon, conservatory training before television comedy. I was doing Shakespeare and Chekov plays. It's about delivering on the promise of a $100,000 education and taking the shackles off and trying the hand at my craft. I'm thrilled with what I've seen so far.
To me, what socialism means is to guarantee a basic level of dignity. It's asserting the value of saying that the America we want and the America that we are proud of is one in which all children can access a dignified education. It's one in which no person is too poor to have the medicines they need to live.
Everyone deserves the best start in life, which is what UNICEF is working to provide the world's most vulnerable children. Education is essential to a child's development. I hope that as an Ambassador I can encourage people to join UNICEF's mission to make education a reality for children throughout the world.
For too long we have occupied ourselves with responding to the consequences of cruelty and abuse and have neglected the important task of building up an ethical system in which justice for animals is regarded as the norm rather than the exception. Our only hope is to put our focus on the education of the young.
When men and women, boys and girls, are denied the right to education, the right to own land, the access to basic services like healthcare and clean water, a fair price for the crops they grow, a fair wage for the work they do, or the right to be part of making decisions that affect them, the result is poverty.
Education is the key to the future: You've heard it a million times, and it's not wrong. Educated people have higher wages and lower unemployment rates, and better-educated countries grow faster and innovate more than other countries. But going to college is not enough. You also have to study the right subjects.
Perhaps the most valuable result of all education is the ability to make yourself do the thing you have to do, when it ought to be done, whether you like it or not. It is the first lesson that ought to be learned and however early a man's training begins, it is probably the last lesson that he learns thoroughly.
'Human history, ' H.G. Wells once wrote, 'becomes more and more a race between education and catastrophe.' You and I cannot be indifferent to the outcome of that race. We care deeply about the winner. Because we do care so deeply about the winner, that is why we are all in the East Room of the White House today.
You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder of your veins, you may miss your only love, you may see the world about you devastated by evil lunatics, or know your honour trampled in the sewers of baser minds. There is only one thing for it then - to learn.
David Langford, illustrates the difference between teaching and learning in a little story. He says, 'You know, last Wednesday I taught my dog to whistle. I really did. I taught him to whistle. It was hard work. I really went at it very hard. But I taught him to whistle. Of course, he didn't learn, but I taught.'
Education is 'the guardian genius of our democracy.' Nothing really means more to our future, not our military defenses, not our missiles or our bombers, not our production economy, not even our democratic system of government. For all of these are worthless if we lack the brain power to support and sustain them.
The education of the present race of females is not very favorable to domestic happiness. For my own part, I call education, not that which smothers a woman with accomplishments, but that which tends to consolidate a firm and regular system of character; that which tends to form a friend, a companion, and a wife.
Within the university... you can study without waiting for any efficient or immediate result. You may search, just for the sake of searching, and try for the sake of trying. So there is a possibility of what I would call playing. It's perhaps the only place within society where play is possible to such an extent.
Woman is an incarnation of 'Shakti'- the goddess of power. If she is bestowed with education, Gujarat's strength will double. Let the campaign of 'Kanya Kelavni' be spread in every home. Let the lamp of educating daughters be lit up in every heart. Then only the vision of 'Jay Jay Garvi Gujarat' will be realized.
I want to emphasize in the great concentration which we now place upon scientists and engineers how much we still need the men and women educated in the liberal tradition, willing to take the long look, undisturbed by prejudices and slogans of the moment, who attempt to make an honest judgment on difficult events.
In 1995, world military spending totaled nearly $800 billion. If we redirected just $40 billion of those resources over the next 10 years to fighting poverty, all of the world's population would enjoy basic social services, such as education, health care, nutrition, reproductive health, clean water and sanitation.
The principal goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done-men who are creative, inventive, and discovers. The second goal of education is to form minds which can be critical, can verify, and not accept everything they are offered.
Whoever controls the image and information of the past determines what and how future generations will think; whoever controls the information and images of the present determines how those same people will view the past." "He who controls the past commands the future. He who commands the future conquers the past.
Perhaps you have heard about the college executives who were discussing what they wanted to do after retirement age. One hoped to run a prison or school of correction so that the alumni would never come back to visit. Another chose to manage an orphan asylum so that he would not be plagued with advice from parents.
My mother was a dominant force in my life. She had a very specific idea about education, which was: you should know everything about everything. It was quite simple. There was no exclusivity, and there really was no judgment, which is a good thing for someone who still thinks of themselves as a very basic American.
Indian higher education is completely regulated. It's very difficult to start a private university. It's very difficult for a foreign university to come to India. As a result of that, our higher education is simply not keeping pace with India's demands. That is leading to a lot of problems which we need to address.
We hear a lot of talk these days about teaching values in higher education. Frankly, I am not sure this can be accomplished through a separate course in morality or ethics. I am convinced, however, that values are sustained on campus by the honesty of our words, and by the confidence we have in the words of others.
I look on trade and every mechanical craft as education also. But let me discriminate what is precious herein. There is in each ofthese works an act of invention, an intellectual step, or short series of steps taken; that act or step is the spiritual act; all the rest is mere repetition of the same a thousand times.
Our society offers little in the way of reeducation for those who have been torn away from their traditional culture and suddenly exposed to all the blandishments of mass culture-even the churches which follow the hillbillies to the city often make use of the same "hard sell" that the advertisers and politicians do.
Positive rights are the right to shelter, the right to education, the right to health care, the right to a living wage. These things are - these are, I would call them, more properly, political rights rather than positive rights. And they are extremely tricky, because now we are dealing with things that are zero sum.
A ‘liberal paradise’ would be a place where everybody has guaranteed employment, free comprehensive health care, free education, free food, free housing, free clothing, free utilities and only law enforcement personnel have guns. And, believe it or not, such a liberal utopia does indeed exist. ... It’s called prison.