27 Quotes Tagged: Education

I don't want to believe. I want to know.

Ralph Nimmo carecía de título universitario y se enorgullecía de ello. -Un título [...] es el primer paso de un recorrido calamitoso. Como no quieres desperdiciarlo, pasas al trabajo de graduado y a la investigación doctoral. Terminas por ser un absoluto ignorante de todo, excepto en tu estrechísima especialidad.

Now, when I read constantly about the way in which library funds are being cut and cut, I can only think that the door is closing and that American society has found one more way to destroy itself.

It is good for a student to be poor. Getting and spending, the typical American college student lays waste his powers. Work and contemplation don't mix, and university days ought to be days of contemplation.

Things somehow seem more real and vivid when one can apply somebody else's ready-made phrase about them (...) you bring them out triumphantly, and feel you've clinched the argument with the mere magical sound of them. That's what comes of the higher education.

What I was learning in college was chiefly, I think, to express myself, and I see now, that as the old orator prescribed, 1st, action; 2d, action; 3d, action; my teachers should have prescribed to me, 1st, sincerity; 2d, sincerity; 3d, sincerity.

Gewalt ist die letzte Zuflucht des Unfähigen.

That's another trouble with education as we now have it. People think of education as something that they can finish.

Many years later he looked through one of my books and said,

I mean what else is there for a woman to do if she doesn't want to go from the parental to the marital home with nothing in between? 'An educated woman,'Millie amended. 'An educated woman,' Ursula agreed.

For a full day he had checked and rechecked equations and relationships in a rattling uncertainty, mixed with growing excitement and a bitter gratitude that he had been taught at least elementary psychomathematics.

Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists -
although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'.
But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in.
Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation,

What are the natural features which make a township handsome? A river, with its waterfalls and meadows, a lake, a hill, a cliff or individual rocks, a forest, and ancient trees standing singly. Such things are beautiful; they have a high use which dollars and cents never represent. If the inhabitants of a town were wise, they would seek to preserve these things, though at a considerable expense; for such things educate far more than any hired teachers or preachers, or any at present recognized system of school education.

The opposite of education isn't ignorance but miseducation.

It is impossible to give the soldier a good education without making him a deserter.