Educational Quotes

A customer is the most important visitor on our premises. He is not dependent on us. We are dependent on him. He is not an interruption in our work. He is the purpose of it. He is not an outsider in our business. He is part of it. We are not doing him a favor by serving him. He is doing us a favor by giving us an opportunity to do so.

The walls of the educational system must come down. Education should not be a privilege, so the children of those who have money can study.

When you teach a child something you take away forever his chance of discovering it for himself.

Play is the answer to how anything new comes about.

No individual has any right to come into the world and go out of it without leaving behind him distinct and legitimate reasons for having passed through it.

You cannot hope to build a better world without improving the individuals.

The more I read, the more I acquire, the more certain I am that I know nothing.

I think my deepest criticism of the educational system . . . is that it's all based upon a distrust of the student. Don't trust him to follow his own leads; guide him; tell him what to do; tell him what he should think; tell him what he should learn. Consequently at the very age when he should be developing adult characteristics of choice and decision making, when he should be trusted on some of those things, trusted to make mistakes and to learn from those mistakes, he is, instead, regimented and shoved into a curriculum, whether it fits him or not.

Outstanding leaders go out of their way to boost the self-esteem of their personnel. If people believe in themselves, it's amazing what they can accomplish.

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.

Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.

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.

If we were meant to talk more than listen, we would have two mouths and one ear.

Your customers don't care about you. They don't care about your product or service. They care about themselves, their dreams, their goals. Now, they will care much more if you help them reach their goals, and to do that, you must understand their goals, as well as their needs and deepest desires.

Every individual matters. Every individual has a role to play. Every individual makes a difference.

Plants are shaped by cultivation and men by education. .. We are born weak, we need strength; we are born totally unprovided, we need aid; we are born stupid, we need judgment. Everything we do not have at our birth and which we need when we are grown is given us by education.

A very little key will open a very heavy door.

Whoever acquires knowledge but does not practice it is as one who ploughs but does not sow.

We may not be able to prepare the future for our children, but we can at least prepare our children for the future.

The only 'good' learning is that which is in advance of development.

Imagination is the highest kite one can fly.

I believe that the teacher's place and work in the school is to be interpreted from this same basis. The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences.

Somewhere, something incredible is waiting to be known.

Throughout human history, as our species has faced the frightening, terrorizing fact that we do not know who we are, or where we are going in this ocean of chaos, it has been the authorities - the political, the religious, the educational authorities - who attempted to comfort us by giving us order, rules, regulations, informing - forming in our minds - their view of reality. To think for yourself you must question authority and learn how to put yourself in a state of vulnerable open-mindedness, chaotic, confused vulnerability to inform yourself.

If you have a garden and a library,
you have everything you need.

The hardest conviction to get into the mind of a beginner is that the education upon which he is engaged is not a college course, not a medical course, but a life course, for which the work of a few years under teachers is but a preparation.

Imparting education not only enlightens the receiver, but also broadens the giver - the teachers, the parents, the friends.

Childhood is a complex dialectical process characterized by periodicity, unevenness in the development of different functions, metamorphosis or qualitative transformation of one form into another, intertwining of external and internal factors, and adaptive processes which overcome impediments that the child encounters.

From error to error one discovers the entire truth.

The whole educational and professional training system is a very elaborate filter, which just weeds out people who are too independent, and who think for themselves, and who don't know how to be submissive, and so on -- because they're dysfunctional to the institutions.

To give real service you must add something which cannot be bought or measured with money, and that is sincerity and integrity.

My contention is, first, that we should want more from our educational efforts than adequate academic achievement and, second, that we will not achieve even that meager success unless our children believe that they themselves are cared for and learn to care for others.

In this time of extraordinary pressure, educational and social, perhaps a mother’s first duty to her children is to secure for them a quiet and growing time, a full six years of passive receptive life, the waking part of it for the most part spent out in the fresh air.

God is in the details.

The coming peril is the intellectual, educational, psychological and artistic overproduction, which, equally with economic overproduction, threatens the well-being of contemporary civilisation. People are inundated, blinded, deafened, and mentally paralysed by a flood of vulgar and tasteless externals, leaving them no time for leisure, thought, or creation from within themselves.

Teaching, like any truly human activity, emerges from one's inwardness, for better or worse. As I teach I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror and not run from what I see, I have a chance to gain self-knowledge-and knowing myself is as crucial to good teaching as knowing my students and my subject.

The student is infinitely more important than the subject matter.

Peace is a culture that we create by putting it in the curriculum for young people, through creating this next generation where young people get a chance to go across borders, across cultures, to learn more about each other's life, to create a global community, learn about opportunities for helping others. It's investing in peace and tolerance training, ending the gap between rich and poor.

It would be extremely naive to expect the dominant classes to develop a type of education that would enable subordinate classes to perceive social injustices critically.

Learning gives creativity Creativity leads to thinking Thinking provides knowledge Knowledge makes you great.

Half of what you will accomplish in a day will be determined before you leave home. Three quarters of what you achieve will be determined before you enter the classroom door

I believe that education is the fundamental method of social progress and reform.

When you have a conflict, that means that there are truths that have to be addressed on each side of the conflict. And when you have a conflict, then it's an educational process to try to resolve the conflict. And to resolve that, you have to get people on both sides of the conflict involved so that they can dialogue.

...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.

CHILDHOOD IS THAT STATE WHICH ENDS THE MOMENT A PUDDLE IS FIRST VIEWED AS AN OBSTACLE INSTEAD OF AN OPPORTUNITY

How do I love thee? Let me count the ways.

Three things give the student the possibility of surpassing his teacher: ask a lot of questions, remember the answers, teach.

Don't limit a child to your own learning, for he was born in another time.

An appeaser is one who feeds a crocodile, hoping it will eat him last.

Before you are a leader, success is all about growing yourself. When you become a leader, success is all about growing others.