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“[...] There is none that disperses its control more complexly through the voting system, the work situation, the church, the family, the school, the mass media - none more successful in mollifying opposition with reforms, isolating people from one another, creating patriotic loyalty.”

“It always surprises me when donors who operate successful businesses assume that just building a school structure means that a community now has access to education. When creating a business, does renting an office space now mean that you're producing goods, training staff and generating revenues?”

“I HAVE no patience with the hypothesis occasionally expressed, and often implied, especially in tales written to teach children to be good, that babies are born pretty much alike, and that the sole agencies in creating differences between boy and boy, and man and man, are steady application and moral effort. It is in the most unqualified manner that I object to pretensions of natural equality. The experiences of the nursery, the school, the University, and of professional careers, are a chain of proofs to the contrary.”

“Creating a high-functioning education system requires all the strategies involved in building high-functioning organisations anywhere. It requires a deliberate and aggressive strategy to ensure extraordinary talent at every level of the system, from the superintendentcy to district offices to principalships to classrooms. It requires building systems for accountability; offering parents the ability to choose their public schools is the ultimate form of this. It requires building a strong culture at the system and school levels based on high expectations for student achievement.”

“I've always loved the beauty world. Ever since I was a child, I looked at magazines and wore fragrances and tried out samples and sets. I worked at Clinique in the creative department for a summer during high school. And when I graduated from university, I worked at Prescriptives. My uncle [Leonard Lauder, chairman emeritus of the Estée Lauder Companies] smartly had wanted me to go into a small brand - to figure out what part of the company I loved. I discovered I was passionate about the creative process, the product development, creating a concept around a fragrance or lipstick.”

“And if you look at society, the way it works, they are creating, from cradle to grave, left-brain prisoners. To advance in this society, you have to be good at passing exams in school, which are taking in left-brain information overwhelmingly. Then you go to the next level, and so on so that by the time you reach any level of significant influence in society or the institutions of society, you are fundamentally locked into your left brain. Or at least the majority of people are.”

“There's also a growing trend toward having gardens in schools to literally show kids where food comes from by having them grow and prepare their own food. There's also a movement that's bringing farmers into schools and creating relationships between local farms and local cafeterias, so that instead of frozen mystery meat, you have fresh produce that's coming from the area that has a name and a face associated with it.”

“I actually went on lectures at Harvard, Stanford, Oxford and all the business schools eight years ago, explaining what the implications were and how the platforms could be powerful in creating the narrative of your brand and mobilizing your life so that you become humanized as well. I understood that and thought that was really empowering, not only to artists, but to brands as well and in general.”

“My family didn't go to church. Once when I slept over at the house of a friend, her parents brought me to Sunday school with her. I was given this little pamphlet of tiny poems about the natural world, about butterflies and sunsets. My 7-year-old self was so astounded by how these few words were creating pictures and feelings in me.”

“As formal teaching and training grow in extent, there is the danger of creating an undesirable split between the experience gained in more direct associations and what is acquired in school. This danger was never greater than at the present time, on account of the rapid growth in the last few centuries of knowledge and technical modes of skill.”

“Because my college was a local college, it had a historic role in educating minorities and the tuition increase was viewed as an obstacle in creating more opportunity for minorities. I threw myself info the protests with all my heart. Ultimately, a group of us barricaded ourselves in the school for about 3 weeks so we brought the running of the campus to a halt.”

“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.”