Quotes About Schooling

Quotes tagged as "schooling" (showing 1-30 of 63)
Leonardo da Vinci
“Study without desire spoils the memory, and it retains nothing that it takes in.”
Leonardo da Vinci

Jean Piaget
“The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered.”
Jean Piaget

Malcolm X
“I'm sorry to say that the subject I most disliked was mathematics. I have thought about it. I think the reason was that mathematics leaves no room for argument. If you made a mistake, that was all there was to it.”
Malcolm X, The Autobiography of Malcolm X

“AFTER SCHOOL SPECIAL


Dear Mr. Schneider,
I attended your elementary
School almost thirty years ago
And I'm very sure that
You will remember
Me.

My name is Suzy.
I'm that hyperactive girl
From the Egyptian family
Who used to always play dead
On the playground during
Recess.

You used to keep me
After school a lot,
And then my father would
Force me to make the long
Walk home in the cold or rain.
Sometimes I would arrive
After dark.

I'm writing to tell you
That I was bored as a kid.
I was bored by your curriculum
And the way I was always taught a
Bunch of useless
Junk.

I did not like being locked up
In a prison of scheduled time
Learning about irrelevant material,
And watching belittling cartoons and
Shows approved by academia that
Made me even more
Bored.

As a kid
Who was constantly
Growing, evolving, and
Being shaped by all around me,
I wanted to travel,
See other kids
In the world like me,
To understand what was going
On amongst us and around us,
To know what we were here for
And what was our real purpose
For existence.

I have some questions
I would like to ask you, Mr. Schneider,
Now that I know that you are no
Longer a school principal,
But the new superintendent
Of the entire school
District.

I want to know
Why racism today
Was not clearly explained to me
Even though we covered events
That happened long ago.
I want to know why you
Never shared with us
Why other countries
Never liked us,
Why we are taught to compete,
To be divided in teams,
And why conformity is associated
With popularity, while
Eccentricity is considered
Undesirable?

I want to know
Why my cafeteria lunches
Were slammed packed
With bottom-tier
Processed junk food
Only suitable
For pigs?
And why is it
That whenever a bully
Slammed a kid into a locker for
His lunch money,
Nobody explained to us
That egotism, selfishness and greed
Were the seeds of
War?

I want to know
Why we were never taught
To stick up for each other,
To love one another, and that
Segregation sorted by the
Occupations of our fathers,
The neighborhoods we lived in, our houses,
Choices of sport, wealth, clothing,
Color of our skin
And the texture of our hair
Should never, ever
Divide us?

And lastly,
I want to know why
Is it that whenever I pledged
Allegiance to the flag,
I was never told that I was
Actually hailing to the
Chief?

You used to say that
I was a troubled child,
A misfit, and that I needed
Obedience training,
But you never acknowledged that
I was the fastest runner in the district
And that I took the school
To State and Nationals to compete
In the Spelling Bee among kids
Grades higher than me.
And that it was me,
Who won that big trophy
That sat in your office when you
Used to detain me for hours
And tell me I was no
Good.

Mr. Schneider,
If we are not taught truths as kids,
Then how do you expect us to
Grow up to be truthful citizens?
If we are only being taught the written way,
And it has not shown positive effects
In societies of yesterday or today,
Then how can we progress as a
United and compassionate
Nation?
What good is it,
To memorize the histories
Of our forefathers,
Without learning what could be
Gained from their lessons and mistakes
To improve our future
Tomorrows?


And finally,
I want to thank you;
For I know you have a tough job
Dealing with rebellious children like me.
Your job of mass processing and boxing
The young minds of America has not been an easy one,
And I congratulate you
On your recent promotion.
But I sincerely want to thank you,
Thank you,
And thank you,
For always pointing out
That I was
Different.”
Suzy Kassem, Rise Up and Salute the Sun: The Writings of Suzy Kassem
tags: academia, academic, america, american-education, american-youth, being-different, blullying, bored, boring, boxing, bright-minds, bullies, bully, cafeteria, cafeteria-lunches, cartoons, censorship, chief, children, class, classes, clothing, color-of-our-skin, commonalities, compassion, compassionate, compete, competition, conformity, corruption, countries, country, democracy, detain, dictatorship, different, discipline, district, divide, divided, eccentric, eccentricity, educate, education, education-system, educational, educational-quotes, educational-system, egotism, egyptian, elementary-school, ethics, event, events, evil, evolve, evolving, existence, fathers, flag, forefathers, future, girl, greed, grow, growing, hair, hair-texture, historical-events, histories, history, houses, improve, income, income-strata, intelligent, junk-food, kids, knowledge, learn, learning, lesson, life, locker, love, lunch, lunch-money, mass-processing, memorize, memory, misfit, mistakes, neighborhoods, nonconformity, obedience, occupation, occupational, occupations, pigs, playground, pledge, pledge-allegiance, plutocracy, poetry, poets, popular, popularity, popularity-contests, positive, principal, programming, promotion, protect-each-other, public-school, public-school-system, punish, purpose, purpose-for-existence, question, questioning, race, racism, racists, rebellious, recess, runner, school, school-class, school-district, school-lessons, school-principal, school-programs, school-system, schooling, seeds, segregate, segregation, selfishness, shaped, skin-color, slammed, smart, spelling, spelling-bee, sport, stick-up, suzy-kassem, suzy-kassem-as-a-child, taught, teach, team, teams, thank-you, thinker, thinking, thinking-different, tomorrow, training, travel, traveling, trophy, troubled, troubled-child, truthful-citizens, truths, understand, undesirable, unique, united, united-nation, united-states, war, wealth, young, young-minds, young-minds-of-america, young-philosopher, youth

Jiddu Krishnamurti
“To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination.”
Jiddu Krishnamurti, Education and the Significance of Life

John Holt
“For many years I have been asking myself why intelligent children act unintelligently at school. The simple answer is, "Because they're scared." I used to suspect that children's defeatism had something to do with their bad work in school, but I thought I could clear it away with hearty cries of "Onward! You can do it!" What I now see for the first time is the mechanism by which fear destroys intelligence, the way it affects a child's whole way of looking at, thinking about, and dealing with life. So we have two problems, not one: to stop children from being afraid, and then to break them of the bad thinking habits into which their fears have driven them.

What is most surprising of all is how much fear there is in school. Why is so little said about it. Perhaps most people do not recognize fear in children when they see it. They can read the grossest signs of fear; they know what the trouble is when a child clings howling to his mother; but the subtler signs of fear escaping them. It is these signs, in children's faces, voices, and gestures, in their movements and ways of working, that tell me plainly that most children in school are scared most of the time, many of them very scared. Like good soldiers, they control their fears, live with them, and adjust themselves to them. But the trouble is, and here is a vital difference between school and war, that the adjustments children make to their fears are almost wholly bad, destructive of their intelligence and capacity. The scared fighter may be the best fighter, but the scared learner is always a poor learner.”
John Holt, How Children Fail

Malcolm X
“I imagine that one of the biggest troubles with colleges is there are too many distractions, too much panty-raiding, fraternities, and boola-boola and all of that.”
Malcolm X, The Autobiography of Malcolm X

John Holt
“This idea that children won't learn without outside rewards and penalties, or in the debased jargon of the behaviorists, "positive and negative reinforcements," usually becomes a self-fulfilling prophecy. If we treat children long enough as if that were true, they will come to believe it is true. So many people have said to me, "If we didn't make children do things, they wouldn't do anything." Even worse, they say, "If I weren't made to do things, I wouldn't do anything."

It is the creed of a slave.”
John Holt, How Children Fail

“...some nights I'd sneak out and listen to the radio in my Dad's old Chevy - children need solitude - they don't teach that in school...”
John Geddes, A Familiar Rain

Junot Díaz
“For Oscar, high school was the equivalent of a medieval spectacle, like being put in the stocks and forced to endure the peltings and outrages of a mob of deranged half-wits, an experience from which he supposed he should have emerged a better person, but that’s not really what happened—and if there were any lessons to be gleaned from the ordeal of those years he never quite figured out what they were. He walked into school every day like the fat lonely nerdy kid he was, and all he could think about was the day of his manumission, when he would at last be set free from its unending horror. Hey, Oscar, are there faggots on Mars?—Hey, Kazoo, catch this. The first time he heard the term moronic inferno he know exactly where it was located and who were its inhabitants.”
Junot Díaz, The Brief Wondrous Life of Oscar Wao

Ayn Rand
“We, Equality 7-2521, were not happy in those year in the Home of the Students. It was not that the learning was too hard for us. It was that the learning was too easy. This is a great sin, to be born with a head which is too quick. It is not good to be different from our brothers, but it is evil to be superior to them. The Teachers told us so, and they frowned when they looked at us.”
Ayn Rand, Anthem

George Pelecanos
“We get schooled by the people around us, and it stays inside us deep.”
George Pelecanos, Soul Circus

Ron Rash
“We had some good times at school. I didn't know how good those times was till I left, but I guess that's the way of it”
Ron Rash, Serena

John Taylor Gatto
“I feel ashamed that so many of us cannot imagine a better way to do things than locking children up all day in cells instead of letting them grow up knowing their families, mingling with the world, assuming real obligations, striving to be independent and self-reliant and free.”
John Taylor Gatto

John Holt
“Not long after the book came out I found myself being driven to a meeting
by a professor of electrical engineering in the graduate school I of MIT. He said that after reading the book he realized that his graduate students were using on him, and had used for the ten years and more he had been teaching there, all the evasive strategies I described in the book — mumble, guess-and-look, take a wild guess and see what happens, get the teacher to answer his own questions, etc.

But as I later realized, these are the games that all humans play when others
are sitting in judgment on them.”
John Holt, How Children Fail

Erich Maria Remarque
“The first bombardment showed us our mistake, and under it the world as they had taught it to us broke in pieces.”
Erich Maria Remarque, All Quiet on the Western Front

Iain Pears
“Considering he was neither priest nor scholar, the young man gave sensible, thoughtful replies -- the more so, perhaps, for being untrained, for he had not learned what he should believe or should not believe. Present a statement to him in flagrant contradiction to all Christian doctrine and he could be persuaded to agree on its good sense, unless he remembered it was the sort of thing of which pyres are made for the incautious.”
Iain Pears, The Dream of Scipio

Amy Joy
“Literature cannot be imposed; it must be discovered.”
Amy Joy

Christopher Isherwood
“There was nothing to be done with him and his kind - unless you were prepared to shoot them.”
Christopher Isherwood, Lions and Shadows: An Education in the Twenties

Heidi Julavits
“Like Semmering Academy, the Grove School was a Gothic pile of bricks run by 1950s-era chalk drones, which maintained its cultural viability by perpetuating a weirdly seductive anxiety throughout its community. Mary herself was a victim of the seduction; despite the trying and repetitive emotional requirements of her job, she remained eternally fascinated by the wicker-thin girls and their wicker-thin mothers, all of them favoring dark wool skirts and macintoshes and unreadably far-away expressions; if she squinted, they could have emerged intact from any of the last seven decades.”
Heidi Julavits, The Uses of Enchantment

“Property taxes' rank right up there with 'income taxes' in terms of immorality and destructiveness. Where 'income taxes' are simply slavery using different words, 'property taxes' are just a Mafia turf racket using different words. For the former, if you earn a living on the gang's turf, they extort you. For the latter, if you own property in their territory, they extort you. The fact that most people still imagine both to be legitimate and acceptable shows just how powerful authoritarian indoctrination is. Meanwhile, even a brief objective examination of the concepts should make anyone see the lunacy of it. 'Wait, so every time I produce anything or trade with anyone, I have to give a cut to the local crime lord??' 'Wait, so I have to keep paying every year, for the privilege of keeping the property I already finished paying for??' And not only do most people not make such obvious observations, but if they hear someone else pointing out such things, the well-trained Stockholm Syndrome slaves usually make arguments condoning their own victimization. Thus is the power of the mind control that comes from repeated exposure to BS political mythology and propaganda.”
Larken Rose

Robert D. Putnam
“Schools themselves aren't creating the opportunity gap: the gap is already large by the time children enter kindergarten and does not grow as children progress through school. The gaps in cognitive achievement by level of maternal education that we observe at age 18-powerful predictors of who goes to college and who does not - are mostly present at age 6when children enter school. Schooling plays only a minor role in alleviating or creating test score gaps.”
Robert D. Putnam, Our Kids: The American Dream in Crisis

Mokokoma Mokhonoana
“It is usually unbearably painful to read a book by an author who knows way less than you do, unless the book is a novel.”
Mokokoma Mokhonoana
tags: acceptable, accomplishment, account, accounts, adeptness, admissible, agony, aphorism, aphorisms, aphorist, aphorists, appreciation, apprehension, author, authors, awareness, be-acquainted-with, be-conversant-with, be-familiar-with, be-up-to-speed-on, be-versed-in, benighted, book, books, brookable, capability, capacity, cognition, cognizance, command, comprehend, comprehension, consciousness, cultivated, cultured, desolation, despair, discomfort, distress, educated, education, endurable, enlightened, entertain, entertaining, entertainment, erudite, erudition, escape, escapism, essay, essays, expertise, expertness, fiction, funny, grasp, grief, have-a-grasp-of, have-knowledge-of, have-learned, have-mastered, have-memorized, heartache, heartbreak, hilarious, humor, humorous, humour, ignorance, ignorant, illiterate, inexperienced, insufferable, insupportable, intolerable, joke, jokes, know, knowledgable, knowledge, knowledgeable, learned, learning, literature, man-of-letters, manageable, mastery, men-of-letters, misery, narrative, narratives, nonfiction, novel, overpowering, pain, perception, proficiency, quotations, quotes, realization, sadness, satire, scholarly, scholarship, schooling, skill, sorrow, stories, story, sufferable, suffering, supportable, sustainable, tolerable, too-much, torment, torture, unacceptable, unbearable, understand, understanding, uneducated, unendurable, unenlightened, unhappiness, uninformed, unknowledgeable, unlearned, unlettered, unmanageable, unread, unschooled, unsophisticated, untaught, untrained, untutored, unworldly, via-dolorosa, well-educated, well-informed, well-read, wisdom, woman-of-letters, women-of-letters, wretchedness, writer, writers

Christopher Isherwood
“Cambridge exceeded our most macabre expectations ... the arm-chairs, the crumpets, the beautifully-bound eighteenth century volumes, the fires roaring in stoked grates. Each of us had the loan of an absent undergraduate's rooms - bedroom, sitting-room and pantry; all fitted up in a style which, after the spartan simplicity of a public school study, seemed positively sinful.”
Christopher Isherwood, Lions and Shadows: An Education in the Twenties

“As long as high schools strive to list the number of Ivy League schools their graduates attend and teachers pile on work without being trained to identify stress-related symptoms, I fear for our children’s health. I am not mollified by the alums of my daughter’s school who return to tell everyone that the rigor of high school prepared them for college, making their first year easier than they’d anticipated.

If they make it that far.”
Candy Schulman

Robert M. Pirsig
“The student’s biggest problem was a slave mentality which had been built into him by years of carrot-and- whip grading, a mule mentality which said, "If you don’t whip me, I won’t work." He didn’t get whipped. He didn’t work. And the cart of civilization, which he supposedly was being trained to pull, was just going to have to creak along a little slower without him.

This is a tragedy, however, only if you presume that the cart of civilization, "the system," is pulled by mules. This is a common, vocational, "location" point of view, but it’s not the Church attitude.

The Church attitude is that civilization, or "the system" or "society" or whatever you want to call it, is best served not by mules but by free men. The purpose of abolishing grades and degrees is not to punish mules or to get rid of them but to provide an environment in which that mule can turn into a free man.”
Robert M. Pirsig, Zen and the Art of Motorcycle Maintenance: An Inquiry Into Values

Robert M. Pirsig
“When spontaneity and individuality and really good original stuff occurred in a classroom it was in spite of the instruction, not because of it. This seemed to make sense. He was ready to resign. Teaching dull conformity to hateful students wasn’t what he wanted to do.”
Robert M. Pirsig, Zen and the Art of Motorcycle Maintenance: An Inquiry Into Values

Murray N. Rothbard
“L'endoctrinement de la jeunesse dans les écoles était l'un des principaux piliers de ces États esclavagistes. En vérité, la principale différence entre les horreurs du XXème siècle et les despotismes plus anciens est que ces tyrannies modernes ont dû reposer sur un soutien des masses plus direct, et que par conséquent l'alphabétisation obligatoire et l'endoctrinement ont joué un rôle crucial.”
Murray N. Rothbard

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