Schools Quotes

Quotes tagged as "schools" Showing 1-30 of 173
Walt Whitman
“Note, to-day, an instructive, curious spectacle and conflict. Science, (twin, in its fields, of Democracy in its)—Science, testing absolutely all thoughts, all works, has already burst well upon the world—a sun, mounting, most illuminating, most glorious—surely never again to set. But against it, deeply entrench'd, holding possession, yet remains, (not only through the churches and schools, but by imaginative literature, and unregenerate poetry,) the fossil theology of the mythic-materialistic, superstitious, untaught and credulous, fable-loving, primitive ages of humanity.”
Walt Whitman, Complete Prose Works

Jim C. Hines
“1. Bullying is not okay. Period.

2. Freedom of religion does not give you the right to physically or verbally assault people.

3. If your sincerely-held religious beliefs require you to bully children, then your beliefs are fucked up.”
Jim C. Hines

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

Leo Tolstoy
“To educate the peasantry, three things are needed: schools, schools and schools.”
Leo Tolstoy, Anna Karenina

Thomas More
“One of the greatest problems of our time is that many are schooled but few are educated.”
Thomas More, Selected Writings

B.F. Skinner
“Education is what survives when what has been learnt has been forgotten.”
B.F. Skinner

Michel Foucault
“Is it surprising that the cellular prison, with its regular chronologies, forced labour, its authorities of surveillance and registration, its experts in normality, who continue and multiply the functions of the judge, should have become the modern instrument of penality? Is it surprising that prisons resemble factories, schools, barracks, hospitals, which all resemble prisons?”
Michel Foucault

“Pick a leader who will keep jobs in your country by offering companies incentives to hire only within their borders, not one who allows corporations to outsource jobs for cheaper labor when there is a national employment crisis. Choose a leader who will invest in building bridges, not walls. Books, not weapons. Morality, not corruption. Intellectualism and wisdom, not ignorance. Stability, not fear and terror. Peace, not chaos. Love, not hate. Convergence, not segregation. Tolerance, not discrimination. Fairness, not hypocrisy. Substance, not superficiality. Character, not immaturity. Transparency, not secrecy. Justice, not lawlessness. Environmental improvement and preservation, not destruction. Truth, not lies.”
Suzy Kassem, Rise Up and Salute the Sun: The Writings of Suzy Kassem

Donalyn Miller
“The purpose of school should not be to prepare students for more school. We should be seeking to have fully engaged students now.”
Donalyn Miller, The Book Whisperer: Awakening the Inner Reader in Every Child

“Pick a leader who will not only bail out banks and airlines, but also families from losing their homes -- or jobs due to their companies moving to other countries. Pick a leader who will fund schools, not limit spending on education and allow libraries to close. Pick a leader who chooses diplomacy over war. An honest broker in foreign relations. A leader with integrity, one who says what they mean, keeps their word and does not lie to their people. Pick a leader who is strong and confident, yet humble. Intelligent, but not sly. A leader who encourages diversity, not racism. One who understands the needs of the farmer, the teacher, the doctor, and the environmentalist -- not only the banker, the oil tycoon, the weapons developer, or the insurance and pharmaceutical lobbyist.”
Suzy Kassem, Rise Up and Salute the Sun: The Writings of Suzy Kassem

Paul Murray
“Ignoring is what you are supposed to do with bullies, so they get bored and leave you alone. But the problem in school is that they don't get bored, because whatever else there is to do is more boring still.”
Paul Murray, Skippy Dies

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

P.J. O'Rourke
“I have been told by the third grade teacher that my daughter Poppet is reading at middle school level. Yet if I leave Poppet a note in block letters telling her to feed the dogs I will come home to find the dogs have been ... given a swim in the above-ground pool, dressed in tutus, provided with hair weaves. What I will not find is that the dogs have been fed. 'I thought you wanted me to free the dogs,' says Poppet whose school district is not spending quite what D.C.'s is, thanks to voter rejection of the last school bond referendum.”
P.J. O'Rourke

Arthur Conan Doyle
“It's a very cheery thing to come into London by any of these lines which run high and allow you to look down upon the houses like this."

I thought he was joking, for the view was sordid enough, but he soon explained himself.

"Look at those big, isolated clumps of buildings rising up above the slates, like brick islands in a lead-coloured sea."

"The board-schools."

"Light-houses, my boy! Beacons of the future! Capsules with hundreds of bright little seeds in each, out of which will spring the wiser, better England of the future.”
Arthur Conan Doyle, Sherlock Holmes: The Complete Novels and Stories, Volume I

Greg Mortenson
“I'm no military expert, and these figures might not be exactly right,' I said. 'But as best I can tell, we've launched 114 Tomahawk cruise missiles into Afghanistan so far. Now take the cost of one of those missiles, tipped with a Raytheon guidance system, which I think is about $840,000. For that much money, you could build dozens of schools that could provide tens of thousands of students with a balanced, non extremist education over the course of a generation. Which do you think will make us more secure?”
Greg Mortenson, Stones Into Schools: Promoting Peace With Books, Not Bombs, in Afghanistan and Pakistan

Eric J. Hobsbawm
“The Labour party on the whole has not been a very effective opposition since the election, partly because it spent months and months electing its new leader. I think the Labour party should, for one thing, stress much more that for most people in the past 13 years, the period was not one of collapse into chaos but actually one where the situation improved, and particularly in areas such as schools, hospitals and a variety of other cultural achievements—so the idea that somehow or other it all needs to be taken down and ground into the dust is not valid. I think we need to defend what most people think basically needs defending and that is the provision of some form of welfare from the cradle to the grave.”
Eric Hobsbawm

Dana Stabenow
“Easy equation. No jobs, no people. No people, no kids. No kids, no schools. No schools, no community. No community, no jobs, and the snake eats its tail and consumes itself.”
Dana Stabenow, Bad Blood

“Teachers have to model the behaviors they expect from students. If you expect your students to be respectful, you need to be the first one to be seen showing respect to every student and every other teacher. If you expect your students to be curious learners, then you yourself should be a curious learner who is willing to learn from your students sometimes. Do not ask of your students any behavior which you are not willing and able to model.”
Hendrith Vanlon Smith Jr, The Wealth Reference Guide: An American Classic

“Teaching is about helping students to cultivate talents, foster understanding, and develop skills.”
Hendrith Vanlon Smith Jr

Diane Ravitch
“The other article was by Lois Weiner, a professor who prepared urban teachers at New Jersey City University. Weiner was a parent activist at P.S. 3 in District 2, which she described as a highly progressive alternative school with an unusual degree of parent involvement. She claims that district administrators were stifling teachers and parents at P.S.3 by mandating "constructivist" materials and specific instructional strategies ... She [Weiner] continued, "The degree of micromanagement is astounding." Those who challenged the district office's mandates, she said, risked getting an unsatisfactory rating or being fired. Weiner contended that "opposition from parents is building against the new math curriculum," which was supposed to be field-tested with control groups, but instead was mandated for every classroom." Teachers were expressly prohibited from using other math textbooks or materials, and some were clandestinely "photocopying pages of now-banned workbooks.”
Diane Ravitch, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education

Diane Ravitch
“The state put a Broad-trained superintendent, Randy Ward, in charge of the Oakland schools ... Ward embraced the small schools but went further; his school reform plan aimed to turn the district into a marketplace of school choice while overhauling the bureaucracy. He closed low-performing schools and opened charter schools. He attracted $26 million in grants from the Broad Foundation, the Gates Foundation, the Dell Foundation, and corporations based in Oakland.”
Diane Ravitch, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education

Diane Ravitch
“Do we need neighborhood public schools? I believe we do ... For more than a century, they have been an essential element of our democratic institutions. We abandon them at our peril.”
Diane Ravitch, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education

Diane Ravitch
“But the problem with the marketplaces that it dissolves communities and replaces them with consumers. Going to school is not the same as going shopping. Parents should not be burdened with locating a suitable school for their child. They should be able to take their child to the neighborhood public school as a matter of course and expect that it has well-educated teachers and a sound educational program.”
Diane Ravitch, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education

Diane Ravitch
“Nor is it wise to entrust our schools to inexperienced teachers, principals, and superintendents. Education is too important to relinquish to the vagaries of the market and the good intentions of amateurs.

American education has a long history of infatuation with fads and ill-considered ideas. The current obsession with making our schools work like a business may be the worst of them, for it is threatening to destroy public education. Who will stand up to the tycoons and politicians and tell them so?”
Diane Ravitch, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education

Diane Ravitch
“Not everything that matters can be quantified. What is tested may ultimately be less important than what is untested, such as a student's ability to seek alternative explanations, to raise questions, to pursue knowledge on his own, and to think differently. If we do not treasure our individualists, we will lose the spirit of innovation, inquiry, imagination, and dissent that has contributed powerfully to the success of our society in many different fields of endeavor.”
Diane Ravitch, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education

Diane Ravitch
“As we seek to reform our schools, we must take care to do no harm.”
Diane Ravitch, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education

Swami Dhyan Giten
“In this world, there is only one happiness and that is to be yourself. And because nobody is himself, everybody is trying somehow to hide, with masks, with pretensions and with hypocrisy.  They are being taught everything in the education system, but they are not taught to be themselves.  This is what makes everybody miserable. To be what you do not want to be, to do something that you do not want to do. These things are the basis of all
misery. Sooner or later, you have to decide. You have to say: Whatever the cost, I want to be myself. Condemned, ridiculed, losing respectability, everything is ok, but I cannot pretend anymore to be somebody else.
This decision and declaration of freedom, freedom from the weight of the crowd of people, gives back your natural being. Then you can simply be yourself just as you are.”
Swami Dhyan Giten, The Call of the Heart 

“Anyone looking for a good overview of the nation’s political history and a well-thought-out proposal for problem-solving within the government, society, and the educational system will find it here.
….. As Ellison declares, 'Now is the time to repair our divided nation.' He has given readers both the reason for such a divide and the way forward to bringing the nation together.”
— US Review of Books”
US Review of Books

“Parents and schools are teaching children how not to think, but how to be good little groupthinkers and people of faith, how to be liberal, multicultural, and politically correct. The idea of quality, excellence, glory, is anathema. It’s the love that dare not speak its name. The exceptional make the mediocre feel bad about themselves, so the mediocre use their force of numbers to demonize the exceptional. The mediocre cannot and will not be made to feel inadequate. Instead of making themselves adequate – God forbid! – they kill the exceptional and then no one notices their inadequacy. Hallelujah! Job done. Amen, Namaste, Brother!”
David Sinclair, Locusts, Hollywood, and the Valley of Ashes: Individualism Versus Collectivism

Michel Foucault
“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.”
Michel Foucault, The Archaeology of Knowledge and The Discourse on Language

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