Education Reform Quotes

Quotes tagged as "education-reform" (showing 1-30 of 60)
Amit Ray
“Formal education teaches how to stand, but to see the rainbow you must come out and walk many steps on your own.”
Amit Ray, Nonviolence: The Transforming Power

Amit Ray
“Education is beautification of the inner world and the outer world.”
Amit Ray, Nonviolence: The Transforming Power

“Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered.

In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck.

Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students.

This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not.

The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.”
Christopher Langan

Noam Chomsky
“Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important.

It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have.

What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.”
Noam Chomsky

Abhijit Naskar
“If education were the same as information, the encyclopedias would be the greatest sages in the world.”
Abhijit Naskar, The Education Decree

Abhijit Naskar
“This is not education my friend. It is a process of manufacturing computation devices that look like Homo sapiens, and thereby falsely labeled as Education.”
Abhijit Naskar, The Education Decree

Abhijit Naskar
“The system that aims at educating our boys and girls in the same manner as in the circus where the trainer teaches the lion to sit on a stool, has not understood the true meaning of education itself. Instead of being like a circus where the trainer uses his stick to make animals do stunts to serve the interest of the audience, the system of education should be like an Orchestra where the conductor waves his stick to orchestrate the music already within the musicians’ heart in the most beautiful manner. The teacher should be like the conductor in the orchestra, not the trainer in the circus.”
Abhijit Naskar, The Education Decree

Abhijit Naskar
“Real education leads to the liberation of the mind.”
Abhijit Naskar, The Education Decree

Saji Ijiyemi
“Not everyone in school is learning. Not everyone learning is in school”
Saji Ijiyemi

Abhijit Naskar
“Instead of being like a circus where the trainer uses his stick to make animals do stunts to serve the interest of the audience, the system of education should be like an Orchestra where the conductor waves his stick to orchestrate the music already within the musicians’ heart in the most beautiful manner. The teacher should be like the conductor in the orchestra, not the trainer in the circus.”
Abhijit Naskar, The Education Decree

Abhijit Naskar
“A healthy and ideal system of education would be where a teacher would patiently impart knowledge, instead of curriculum, upon the students, only after assessing their acceptability – where a student would acquire knowledge in order to learn, not to earn – where the parents would be willing to make necessary sacrifices in order to adorn their child with curiosity and thereafter nourish that curiosity, regardless of how absurdly impractical it becomes to the eyes of the society.”
Abhijit Naskar, The Education Decree

Abhijit Naskar
“All systems of the society should serve the mind, instead of the mind serving the systems.”
Abhijit Naskar, The Education Decree

Abhijit Naskar
“The craving for security has conditioned the society to perceive education not as an endeavor of the mind, rather as a preprogrammed task created by some sophisticated, illusory structure known as the “system of education”. Education means breaking free from the manacles of limitations put forward by primitive ignorance. Yet today’s fake education is gloriously founded upon the primordial element of “limitation”. And the authorities of this so-called education often take pride in their ship shape structure where they manufacture dumb manikins.”
Abhijit Naskar

Abhijit Naskar
“The point is, education in its truest form, is the foundation of all human endeavors. It is the most noble of all the civilized elements of human consciousness. Education enables the humans to achieve their fullest mental and physical potential in both personal and social life. The ability of being educated is what distinguishes humans from animals. You can teach a cockatoo to repeat a bunch of vocabularies, but you cannot teach it to construct a space shuttle and go to the moon.”
Abhijit Naskar, The Education Decree

Paulo Freire
“There's no such thing as neutral education. Education either functions as an instrument to bring about conformity or freedom.”
Paulo Freire, Pedagogy of the Oppressed

Abhijit Naskar
“Education means breaking free from the manacles of limitations put forward by primitive ignorance.”
Abhijit Naskar

Abhijit Naskar
“Education enables the humans to achieve their fullest mental and physical potential in both personal and social life.”
Abhijit Naskar, The Education Decree

Abhijit Naskar
“The authorities of this so-called education take pride in their ship shape structure where they manufacture dumb manikins.”
Abhijit Naskar

Abhijit Naskar
“Mind is the Alpha – Mind is the Omega. There is nothing else in the pursuit of knowledge. And more importantly, there is nothing else in education. All systems of the society should serve the mind, instead of the mind serving the systems.”
Abhijit Naskar, The Education Decree

Abhijit Naskar
“Education means nourishing the mind and make it develop in order to see beyond the limitations of current social perception - it means breaking the barriers of the rugged sociological system that impede in the progress of human civilization - it means trying out new things for the first time in human history and succeeding in a few while failing in some. And that is how a species grows to become more advanced.”
Abhijit Naskar, The Education Decree

“Our current education system was created in the late 1800s and early 1900s, and was modeled after the new factories of the industrial revolution. Public schools, set up to supply the factories with a skilled labor force, crammed education into a relatively small number of years. We have tried to pack more and more in while extending schooling up to age 24 or 25, for some segments of the population. In general, such an approach still reflects factory thinking—get your education now and get it efficiently, in classrooms in lockstep fashion. Unfortunately, most people learn in those classrooms to hate education for the rest of their lives.

The factory system doesn't work in the modern world, because two years after graduation, whatever you learned is out of date. We need education spread over a lifetime, not jammed into the early years—except for such basics as reading, writing, and perhaps citizenship. Past puberty, education needs to be combined in interesting and creative ways with work. The factory school system no longer makes sense.”
Robert Epstein

Amit Kalantri
“Universities are reluctant to update their syllabus as per industry requirement, not because their students will have to take the trouble to learn new things but because their professors will have to take the trouble to teach new things.”
Amit Kalantri, Wealth of Words

Philip Pullman
“But if we get education right... it would acknowledge that the path to true learning begins nowhere else but in delight, and the words on the signpost say: “Once upon a time … - Isis lecture, 2003”
Philip Pullman

“You are yet to catch up with the real world if you've never studied any concepts outside the school syllabus or read any books beside the texts books school forced you to read. Most people are just programmed not educated”
Nicky Verd

Abhijit Naskar
“Education means breaking free.”
Abhijit Naskar, The Education Decree

Abhijit Naskar
“Real education opens up the mind to the vast world of possibilities and potential.”
Abhijit Naskar

“Every subject is much easier than the people who wish to make money teaching it would have you know. So, for every single subject that can be systematized, there is a systematization that allows you to get 80% percent of the power with probably 5 or 10% of the effort. So the key question is that you have to prove that you have the superpower to rearrange the subject, to disintermediate the people who get paid for teaching it – which will always push you towards mastery, which is a question of getting the last 2 or 3% out of the system. And so the good news is that you can rearrange any subject to learn most of it very, very quickly. The bad news is that it will feel terrible because you will be told that you are doing the wrong thing and dooming yourself to a life of mediocrity as a jack of many trades, master of none – but in fact, the problem is that the jack of one trade is the connector of none. Good luck!”
Eric R. Weinstein

Abhijit Naskar
“Education is an everlasting quest for knowledge and wisdom.”
Abhijit Naskar, The Education Decree

Abhijit Naskar
“La educación les permite a los humanos alcanzar su potencial mental y físico tanto en la vida personal como en la vida social.”
Abhijit Naskar, The Education Decree

“Beware of critics of education who cloak their desire to protect privilege (and inequality) in the garb of educational reform.”
Michael S. Roth, Beyond the University: Why Liberal Education Matters

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