“We should not value education as a means to prosperity, but prosperity as a means to education. Only then will our priorities be right. For education, unlike prosperity is an end in itself. .. power and influence come through the acquisition of useless knowledge. . . irrelevant subjects bring understanding of the human condition, by forcing the student to stand back from it.” ShouldHumansMeanEndsValuesUnderstandingEducationInfluenceConditionsSubjectsStudentsProsperityPrioritiesUselessHuman ConditionIrrelevantAcquisitionValue Of EducationUseless Knowledge Author:Roger Scruton
“Did any great genius ever enter the world in the wake of commonplace pre-natal conditions? Was a maker of history ever born amidst the pleasant harmonies of a satisfied domesticity? Of a mother who was less than remarkable, although she may have escaped being great? Did a woman with no wildness in her blood ever inform a brain with electric fire? The students of history know that while many mothers of great men have been virtuous, none have been commonplace, and few have been happy.” KnowsMenWorldMayHas BeensMotherBornBrainFireBloodConditionsStudentsGeniusHarmonySatisfiedPleasantGreat MenRemarkableMakersVirtuousElectricCommonplaceWildnessDomesticityNatal Author:Gertrude Atherton
“It is part of the educator's responsibility to see equally to two things: First, that the problem grows out of the conditions of the experience being had in the present, and that it is within the range of the capacity of students; and, secondly, that it is such that it arouses in the learner an active quest for information and for production of new ideas. The new facts and new ideas thus obtained become the ground for further experiences in which new problems are presented.” FirstsTwoIdeasFactsProblemGrowsEducationResponsibilityConditionsInformationStudentsCapacityProductionsActiveRangeTwo ThingsQuestsNew IdeasEducatorLearners Book:Experience And Education Source: Experience And Education
“I was working as a journalist for an Israeli paper in Paris, and my salary at the highest was fifty dollars a month. At the end of the month I always had palpitations; I didn't know how to pay my rent. Even after the war, I was often hungry. But that's part of the romantic condition of a student. To be a student in Paris and not be hungry is wrong.” KnowsWarEndsPayKnow HowConditionsStudentsMonthsPaperHighestDollarsHungryJournalistParisFiftySalaryIsraeliPalpitation Author:Elie Wiesel
“Because my graduate academic training at law school was not one that included most of the intellectual traditions I find useful for understanding the conditions and problems that most concern me - anti-colonial theories, Foucault, critical disability studies, prison studies and the like are rarely seen in standard US Law School curricula, where students are still fighting on many campuses to get a single class on race or poverty offered - I developed most of my thinking about these topics through activist reading groups and collaborative writing projects with other activist scholars.” ThinkingWritingStillsProblemSchoolLawFightingReadingUnderstandingRaceClassPovertyStudyGroupsConditionsStudentsTheoryProjectsIntellectualTrainingStandardsConcernTraditionPrisonCriticalActivistDisabilityGraduatesAcademicScholarTopicsCampusLaw SchoolFighting On Author:Dean Spade
“The limitations of federal laws are able to create real progress at the local level. Ultimately, to effect not just incremental progress but progress that is transformational for students, we need committed leadership - people who believe deeply that their students can achieve at the highest levels and who know how to create the conditions at the classroom, school and system level to give them the opportunities they deserve.” PeopleKnowsNeedsGivingBelieveRealAbleSchoolLawOpportunityLevelsKnow HowProgressAchieveConditionsEffectsStudentsHighestDeserveCommittedLocalsLimitationClassroom Author:Wendy Kopp
“The role of the problem-posing educator is to create, together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos.” ProblemTogetherLevelsRolesConditionsStudentsEducatorLogosPosingTrue Knowledge Book:Pedagogy of the Oppressed: 30th Anniversary Edition Source: Pedagogy of the Oppressed: 30th Anniversary Edition