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Educational Quotes

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Educational Quotes

“...methods are more important than facts. The educational value of a problem given to a student depends mostly on how often the thought processes that are invoked to solve it will be helpful in later situations. It has little to do with how useful the answer to the problem may be. On the other hand, a good problem must also motivate the students; they should be interested in seeing the answer. Since students differ so greatly, I cannot expect everyone to like the problems that please me.”

“Education is not preparation for life; education is life itself.”

“Failure is instructive. The person who really thinks learns quite as much from his failures as from his successes.”

“The Common Core State Standards Initiative is an important step forward in ensuring that the United States remains competitive in the global economy. Career technical education (CTE) shares the Initiative s goal that all students must be college and career ready. CTE programs that incorporate the Common Core Standards will ensure students have the academic and technical knowledge and skills to be successful in the 21st century workplace.”

“The major economic policy challenges facing the nation today - pick your favorites among the usual suspects of low public and household savings, concerns about educational quality and achievement, high and rising income inequality, the large imbalances between our social insurance commitments and resources - are not about monetary policy.”

“Libraries are not just for reading in, but for sociable thinking, exploring, exchanging ideas and falling in love. They were never silent. Technology will not change that, for even in the starchiest heyday of Victorian self-improvement, libraries were intended to be meeting places of the mind, recreational as well as educational.”

“Children have to be educated, but they have also to be left to educate themselves.”

“Our whole educational system, from the elementary schools to the universities, is increasingly turning out people who have never heard enough conflicting arguments to develop the skills and discipline required to produce a coherent analysis, based on logic and evidence. The implications of having so many people so incapable of confronting opposing arguments with anything besides ad hominem responses reach far.”

“If you can dream it, you can do it.”

“Are our ways of teaching students to ask some questions always correlative with our ways of teaching them not to ask - indeed, to be unconscious of - others? Does the educational system exist in order to promulgate knowledge, or is its main function rather to universalize a society’s tacit agreement about what it has decided it does not and cannot know?”