Alexandra Adornetto Quotes

From the time I started school, it was clear to everyone that I wasn't learning at the same pace as other kids.

Nothing in education is so astonishing as the amount of ignorance it accumulates in the form of inert facts.

The paradox of education is precisely this - that as one begins to become conscious one begins to examine the society in which he is being educated.

I'm not a nerd, don't plan to be a nerd and read books - which I can't do at all.

I was growing up in the 50's and 60's. Back then they didn't even know what dyslexia was.

While I've worked on many topics and written many books, I have not abandoned my interest in multiple intelligences.

A child miseducated is a child lost.

Somehow it's O.K. for people to chuckle about not being good at math. Yet if I said, 'I never learned to read,' they'd say I was an illiterate dolt.

Common Core, the initiative that claims to more accurately measure K-12 student knowledge in English and math, also encourages children to step up their 'critical thinking.'

Not every child learns the same way. I could not learn through my eyes. Reading was impossible. Math, to compute it in my mind, was impossible. I learned everything through listening.

I think it is shocking that 15- and 16-year-olds leave school unable to add up and with the reading ability of a four-year-old.

We have fallen into the bad and unquestioned habit of thinking that our educational system is broken, but it is working on all cylinders. What our educational system aims to produce is cultural amnesia, a wholesale lack of curiosity, history-less free agents, and educational goals composed of content-free processes and unexamined buzz-words like “critical thinking,” “diversity,” “ways of knowing,” “social justice,” and “cultural competence.”

One of the tragedies of our educational system is that we've taken this incredibly interesting subject - how the universe works - and made it boring.

Appropriate assessments are a crucial part of effectively educating students. But they only measure a narrow segment of what kids need to learn.

The truth is, my life was made infinitely more difficult because I didn't read any books. But I didn't read any books. That's my story. That's my truth.

Most people I knew had been crippled by their educations. Some were even dying spiritually.

Testing is not a substitute for curriculum and instruction. Good education cannot be achieved by a strategy of testing children, shaming educators, and closing schools.

Standardised tests cannot capture all, but on the other hand, students who are not capable of doing well on standardised tests are not well-equipped to thrive in today's world and so it's important for teachers to ensure that students gain the foundation necessary to meet the baseline educational standards these tests represent.

Without knowledge there can be no sure progress. Vice and barbarism are the inseparable companions of ignorance. Nor is it too much to say that, except in rare instances, the highest virtue is attained only through intelligence.

We are sensitized by the books we read. And the more books we read, and the deeper their lessons sink into us, the more pairs of glasses we have. And those glasses enable us to see things we would have otherwise missed.

He hath not eat paper, as it were; he hath not drunk ink; his intellect is not replenished; he is only an animal, only sensible in the duller parts. (Shakespeare, Love's Labor's Lost, IV)

The mind, in discovering truths, acts in the same manner as it acts through the eye in discovering objects; when once any object has been seen, it is impossible to put the mind back to the same condition it was in before it saw it.

True knowledge is power; but in order to feel at home with it, we must be constitutionally qualified. And if we are not, it is likely to give the soul such a twist as to deform it forever.

All ignorance toboggans into know and trudges up to ignorance again.

There are three kinds of minds: first those that attain insight and understanding of things by their own means, then those that recognize what is right when others explain it to them, and finally those that are capable of neither one nor the other.