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I received the fundamentals of my education in school, but that was not enough. My real education, the superstructure, the details, the true architecture, I got out of the public library. For an impoverished child whose family could not afford to buy books, the library was the open door to wonder and achievement, and I can never be sufficiently grateful that I had the wit to charge through that door and make the most of it.
The Metropolitan Police Service is still, despite what people think, a working-class organisation and as such rejects totally the notion of an officer class. That is why every newly minted constable, regardless of their educational background, has to spend a two-year probationary period as an ordinary plod on the streets. This is because nothing builds character like being abused, spat at and vomited by members of the public.
I believe that the community's duty to education is, therefore, its paramount moral duty. By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard and chance way. But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.
Common education standards are essential for producing the educated work force America needs to remain globally competitive. This voluntary state lead effort will help ensure that all students can receive the college and career ready, world class education they deserve, no matter where they live. I applaud the states efforts that got us here today and the work of NGA, CCSSO and Achieve in supporting this important achievement.
Today it is perfectly legal to discriminate against criminals in nearly all the ways that it was once legal to discriminate against African Americans. Once you're labeled a felon, the old forms of discrimination - employment discrimination, housing discrimination, denial of the right to vote, denial of educational opportunity, denial of food stamps and other public benefits, and exclusion from jury service - are suddenly legal.
I like what Barcelona is doing. This city almost perfectly combines its natural advantages with cultural attractions, IT parks and first-rate educational opportunities. The same applies for Dublin, which manages to achieve a blend of complexity, tolerance and artistry and makes a point of not devoting every part of the city to the tourism industry. Sometimes creativity also means forgoing short-term profits and simply saying no.
Their military training will ensure success in war, but they must maintain unity by not allowing the state to grow to large, and by ensuring that the measures for promotion and demotion from one class to another are carried out. Above all they must maintain the educational system unchanged; for on education everything else depends, and it is an illusion to imagine that mere legislation without it can effect anything of consequence.
To reverse the trend and reduce the role of government in our lives, and thus alleviate the government deficit and inflation pressures, is a giant educational task. The social and economic ideas that gave birth to the transfer system must be discredited and replaced with old values of individual independence and self-reliance. The social philosophy of individual freedom and unhampered private property must again be our guiding light.
As the years progress, what women and men will discover is that the most lasting and rewarding educational experiences come not from specific information provided in classroom lectures or assigned textbooks, but from the values obtained in active engagement in meaningful issues. We achieve for ourselves only as we appreciate the problems and concerns of others-and only as we see our own lives as part of a much greater social purpose.
Educational bureaucracies dull a child's questing sensitivity. The young must be dampened down. Never let them know how good they can be. That brings change. Spend lots of committee time talking about how to deal with exceptional students. Don't spend any time dealing with how the conventional teacher feels threatened by emerging talents and squelches them because of a deep-seated desire to feel superior and safe in a safe environment.
Once again the Naderites were onstage attacking the Educational Testing Service - the organization which develops and administers the scholastic aptitude tests...the reason for the wax is that the E.T.S. tests persist in showing some people to be smarter than others. And if some people are smarter than others, there might actually be some justification for an economic system in which some people have more money and authority than others.
The Common Core State Standards Initiative is an important step forward in ensuring that the United States remains competitive in the global economy. Career technical education (CTE) shares the Initiative s goal that all students must be college and career ready. CTE programs that incorporate the Common Core Standards will ensure students have the academic and technical knowledge and skills to be successful in the 21st century workplace.
Let's say hypothetically, knowing what we know now about public policy, that we could close the education gap so that it was only a couple percentage points, and we could make sure that hiring barriers and educational barriers had been leveled down, and unemployment among African Americans right now instead of being double was only 10 percent higher than white unemployment - if we got to that point , America as a whole would be a lot richer.
The primary, the most urgent requirement is the promotion of education. It is inconceivable that any nation should achieve prosperity and success unless this paramount, this fundamental concern is carried forward. The principal reason for the decline and fall of peoples is ignorance. Today the mass of the people are uninformed even as to ordinary affairs, how much less do they grasp the core of the important problems and complex needs of the time.
Their pupils and their little charges are not nourished and fed by what they learn: the learning is passed from hand to hand with only one end in view: to show it off, to put into our accounts to entertain others with it, as though it were merely counters, useful for totting up and producing statements, but having no other use or currency. 'Apud alios loqui didicerunt, non ipsi secum' [They have learned how to talk with others, not with themselves]
Educational exchange can turn nations into people, contributing as no other form of communication can to the humanizing of international relations. Man's capacity for decent behavior seems to vary directly with his perception of others as individual humans with human motives and feelings, whereas his capacity for barbarism seems related to his perception of an adversary in abstract terms, as the embodiment, that is, of some evil design or ideology.
... work is only part of a man's life; play, family, church, individual and group contacts, educational opportunities, the intelligent exercise of citizenship, all play a part in a well-rounded life. Workers are men and women with potentialities for mental and spiritual development as well as for physical health. We are paying the price today of having too long sidestepped all that this means to the mental, moral, and spiritual health of our nation.
There are tribes, I should say nations, which prior to the AIM movement had only ten or fifteen employees, and now have upwards of 2000. There are educational programs that didn't exist before, there are housing programs, health programs, senior citizen programs, cultural programs and the list goes on. It's all because some people stood up and said sovereignty is our right by treaty and the constitution says treaty law is the supreme law of the land.
Education may well be, as of right, the instrument whereby every individual, in a society like our own, can gain access to any kind of discourse. But we well know that in its distribution, in what it permits and in what it prevents, it follows the well-trodden battle-lines of social conflict. Every educational system is a political means of maintaining or of modifying the appropriation of discourse, with the knowledge and the powers it carries with it.
The United States, which has been called the home of the persecuted and the dispossessed, has been since its founding an asylum for emotional orphans. For over three hundred years, refugees from political oppression, religious persecution, famine, poverty, and a rigid class system which limited educational and economic opportunities have been leaving their native villages and cities and coming to the United States in search of freedom and a better life.
And there was, in those Ipswich years, for me at least, a raw educational component; though I used to score well in academic tests, I seemed to know very little of how the world worked and was truly grateful for instruction, whether it was how to stroke a backhand, mix a martini, use a wallpaper steamer, or do the Twist. My wife, too, seemed willing to learn. Old as we must have looked to our children, we were still taking lessons, in how to be grown-up.
There have been many measures taken to try to turn the educational system towards more control, more indoctrination, more vocational training, imposing a debt, which traps students and young people into a life of conformity... That's the exact opposite of [what] traditionally comes out of The Enlightenment. And there's a constant struggle between those. In the colleges, in the schools, do you train for passing tests, or do you train for creative inquiry?
Today our (Society of Jesus) prime educational objective must be to form men (and women) for others; men (and women) who will live not for themselves but for God and his Christ - for the God-man who lived and died for all the world; men (and women) who cannot even conceive of love of God which does not include love for the least of their neighbors; men (and women) completely convinced that love of God which does not issue in justice for others is a farce.
Where America has got to move is not growth for the sake of growth, but it`s got to move to a society that provides a high quality of life for all of our people. In other words, if people have health care as a right, as do the people of every other major country, then there's less worry about growth. If people have educational opportunity and their kids can go to college and they have child care, then there's less worry about growth for the sake of growth.
If Confucius can serve as the Patron Saint of Chinese education, let me propose Socrates as his equivalent in a Western educational context - a Socrates who is never content with the initial superficial response, but is always probing for finer distinctions, clearer examples, a more profound form of knowing. Our concept of knowledge has changed since classical times, but Socrates has provided us with a timeless educational goal - ever deeper understanding.
To say that you have taught when students haven't learned is to say you have sold when no one has bought. But how can you know that students have learned without spending hours correcting tests and papers? . . . check students understanding while you are teaching (not at 10 o'clock at night when you're correcting papers) so you don't move on with unlearned material that can accumulate like a snowball and eventually engulf the student in confusion and despair.
Obama is not just a powerful speaker, but a thinker engaged with the ideas of his country and his age--this argument by historian James Kloppenberg should therefore fascinate anyone interested in American politics or how ideas shape public life. Tracing the influences of Obama's family, educational, and work experiences on his ideas, Reading Obama locates a unique individual in the crosscurrents of American democracy and continuing fights over American ideals.
We have the most prolonged adolescence in the history of mankind. There is no other society that requires so many years to pass before people are grown up ... Adolescence is nurtured and prolonged by educational processes and by industry that has found a bonanza in embracing the adolescent population and fortifying 'adolescent values.' This prolongation of adolescence robs the country of the population group having the most risk takers, and the highest ideals.
During the 1960s, one neighborhood in San Francisco had the lowest income, the highest unemployment rate, the highest proportion of families with incomes under four thousand dollars a year, the least educational attainment, the highest tuberculosis rate, and the highest proportion of substandard housing ... That neighborhood was called Chinatown. Yet, in 1965, there were only five persons of Chinese ancestry committed to prison in the entire state of California.
Our present educational systems are all paramilitary. Their aim is to produce servants or soldiers who obey without question and who accepts their training as the best possible training. Those who are most successful in the state are those who have the most interest in prolonging the state as it is; they are also those who have the most say in the educational system, and in particular by ensuring that the educational product they want is the most highly rewarded.
If, then, you wish to insure the interest of your pupils, there is only one way to do it; and that is to make certain that they have something in their minds to attend with, when you begin to talk. That something can consist in nothing but a previous lot of ideas already interesting in themselves, and of such a nature that the incoming novel objects which you present can dovetail into them and form with them some kind of a logically associated or systematic whole.
This is the road I have tried to follow as a teacher: living my convictions; being open to the process of knowing and being sensitive to the experience of teaching as an art; being pushed forward by the challenges that prevent me from bureaucratizing my practice; accepting my limitations, yet always conscious of the necessary effort to overcome them and aware that I cannot hide them because to do so would be a failure to respect both my students and myself as a teacher.
I will say little of the importance of a good education; nor will I stop to prove that the current one is bad. Countless others have done so before me, and I do not like to fill a book with things everybody knows. I will note that for the longest time there has been nothing but a cry against the established practice without anyone taking it upon himself to propose a better one. The literature and the learning of our age tend much more to destruction than to edification.
The difference between neoliberalism and fascism or Nazism or other forms of totalitarianism is that it takes questions of ideology seriously. It takes the educational sphere seriously, and it tells people there's no alternative; that market freedom is really freedom in general; that a rabid kind of individualism is all that matters; that as Ayn Rand used to say, "self interest is the ultimate virtue" - and people believe this stuff. Because they have no other discourse.
It is not till it is discovered that high individual incomes will not purchase the mass of mankind immunity from cholera, typhus, and ignorance, still less secure them the positive advantages of educational opportunity and economic security, that slowly and reluctantly, amid prophecies of moral degeneration and economic disaster, society begins to make collective provision for needs which no ordinary individual, even if he works overtime all his life, can provide himself.
We kind of reduce our responsibility to not saying the N-word and to condemning the Klansmen, rather than saying many of our celebrated institutions are systemically racist. Many of our institutions that deal with law enforcement or controlling the bodies of Black people are systemically racist. Many of our educational institutions are systemically racist. Many of our corporate institutions are systemically racist. We don't have those conversations, so things don't change.
Every politically controlled educational system will inculcate the doctrine of state supremacy sooner or later. . . . Once that doctrine has been accepted, it becomes an almost superhuman task to break the stranglehold of the political power over the life of the citizen. It has had his body, property and mind in its clutches from infancy. An octopus would sooner release its prey. A tax-supported, compulsory educational system is the complete model of the totalitarian state.
While in the American academia the knowledge production on the Middle East in general and Syria in particular has been considerably transformed in recent years, the dissemination of these more updated views fails to reach the conventional educational system. For two main reasons: Politics can still subdue and censor views that are not endorsed ideologically, and academics have still not learned how to write openly, directly and, one should say, courageously about these issues.
What I had thought were signs of a broken educational system - the seemingly random placement of commas, the spastic syntax, the obnoxious overuse of quotation marks, the goofy misspelling of 'Jouralism' - were actually signs of the New Instantaneousness. 'Instant Jouralists' cannot be concerned with punctuation and grammar and spelling. That stuff just 'slows you down.' To be an 'Instant Jouralist,' you have to write as if you were being pursued by a cheetah across the Serengeti.
I say this ironically, not because I favor the State, but because people are not in the state of mind right now where they feel that they can manage themselves. We have to go through an educational process - which does not involve, in my opinion, compromises with the State. But if the State disappeared tomorrow by accident, and the police disappeared and the army disappeared and the government agencies disappeared, the ironical situation is that people would suddenly feel denuded.
[Harriet Tubman] spoke passionately about her parents, her friends, shared stories about her childhood - learning about all these elements and aspects of her was mind-blowing and educational for me as a woman because I have to sometimes remind people that have known me for years, even in past relationships, that I'm still a woman, I still have vulnerabilities even though my aesthetic feels strong, powerful and full of all of the wisdom in the world, I'm still growing and becoming.
...instead of giving a rifle to somebody, build a school; instead of giving a rifle, build a community with adequate services. Instead of giving a rifle, develop an educational system that is not about conflict and violence, but one that promotes respect for values, for life, and respect for one's elders. This requires a huge investment. Yet if we can invest in a different vision of peaceful coexistence, I think we can change the world, because every problem has a nonviolent answer.
Don Keough's (CEO Coca-Cola) 11 Rules on "HOW TO LOSE": 1. Stop taking risks 2. Be content 3. Never deviate from what the founder did 4. Be inflexible 5. Rely totally on research and experts 6. Concentrate on competitors instead of your customers 7. Put yourself - not the customer - first 8. Solve administrative concerns first 9. Let others do your thinking for example, headquarters 10. Rely on T-G-E: "That's Good Enough" and T-N-M-J: "That's Not My Job!" 11. Rationalize slow growth
Once you're labeled a felon, the old forms of discrimination - employment discrimination, housing discrimination, denial of the right to vote, denial of educational opportunity, denial of food stamps and other public benefits, and exclusion from jury service - are suddenly legal. As a criminal, you have scarcely more rights, and largely less respect, than a black man living in Alabama at the height of Jim Crow. We have not ended racial caste in America; we have merely redesigned it.
Home economics should find its way into the curriculum of every school because the scientific study of a problem pertaining to food, shelter or clothing... raises manual labor that might be drudgery to the plane of intelligent effort that is always self-respecting...Home economics is not one department, in the sense in which dairying or entomology or soils is a department. It is not a single speciality... Many technical and educational departments will grow out of it as time goes on.
I feel like we're so limited by the context at which we look at life. The way we look at who we're supposed to be and how we're supposed to love... everything. I feel like that, in and of itself, is a project of a lifetime: the problem of how to break out of the limiting context that is imposed upon us by the educational system, by the church, by our parents... As a kid I rejected it without even thinking about it. Now that I'm a little older, I see how deeply destructive it really is.
We're primarily interested in solving the problem of 20 million black people. And if integration is going to solve the problem tomorrow, then let's integrate. But since the Supreme Court issued its desegregation decision seven years ago, and you only have about six or seven percent integration now, on an educational level, that means that the black man trying to use integration as a means of solving his problem will be another 100 years just getting integration on an educational level.
To begin with, our knowledge grows in spots. The spots may be large or small, but the knowledge ever grows all over... What you first gain from them is probably a small amount of new information, a few new definitions, or distinctions, or points of view. But while these special ideas are being added, the rest of your knowledge stands still, and only gradually will you 'line up' your previous opinions with the novelties I am trying to instil, and modify to some slight degree their mass.
...methods are more important than facts. The educational value of a problem given to a student depends mostly on how often the thought processes that are invoked to solve it will be helpful in later situations. It has little to do with how useful the answer to the problem may be. On the other hand, a good problem must also motivate the students; they should be interested in seeing the answer. Since students differ so greatly, I cannot expect everyone to like the problems that please me.
How our governments need standards of integrity! How our communities need yardsticks to measure decency! How our neighborhoods need models of beauty and cleanliness! How our schools need continued encouragement and assistance to maintain high educational standards! Rather than spend time complaining about the direction in which these institutions are going, we need to exert our influence in shaping the right direction. A small effort by a few can result in so much good for all of mankind.