Education Limitations Quotes

I can see no ultimate good results that can accrue from the education of a race without planting in their being a hope of attaining the highest position in government affairs and society. In fact I can see no reason to expect that any man can be made happy by whetting his intelligence to that point where he can better contemplate or realize the hopeless gulf that must ever separate him and his race from the best things that the dominant race (who employ him as a servant) have in store for themselves. I believe that any person so situated would grow miserable, in proportion as he increased in intelligence…. Whatever tends to sour our natures, or that causes us to give way to passion or temper, tends to destroy us, and no cost should be considered in a matter so fraught with danger to the attainment of the civilization and Christianization of the world as will the attempt to compel these two races to live in the same territory.

Being schooled is the same thing as learning, and you can never be too old to have your coattail pulled when you're wrong about something.

Where I'm from, you focus on finishing school. Even finishing college is seen as a stretch - you just get a job after school, and that's it.

No matter how much I admire our schools, I know that no university exists that can provide an education; what a university can provide is an outline, to give the learner a direction and guidance. The rest one has to do for oneself.

No common education has served to remove and soften the differences of origin and language.

I regret the trifling narrow contracted education of the females of my own country.

Literary or scientific, liberal or specialist, all our education is predominantly verbal and therefore fails to accomplish what it is supposed to do. Instead of transforming children into fully developed adults, it turns out students of the natural sciences who are completely unaware of Nature as the primary fact of experience, it inflicts upon the world students of the humanities who know nothing of humanity, their own or anyone else's.

Now the problem with standardized tests is that it's based on the mistake that we can simply scale up the education of children like you would scale up making carburetors. And we can't, because human beings are very different from motorcars, and they have feelings about what they do and motivations in doing it, or not.

Any system of education...which limits instruction to the arts and sciences and rejects the aids of religion in forming the characters of citizens, is essentially defective.

"People's minds are trained largely at the expense of their hearts." This is not so; it is only that there are more educable minds than there are educable hearts.

Nothing replaces real-life experience. Of course, I say this as someone who went to law school.

The more education you do, the less you are capable of doing.

A college degree does not lessen the length of your ears; it only conceals it.

The things that have been most valuable to me I did not learn in school. Traditional education is based on facts and figures and passing tests - not on a comprehension of the material and its application to your life.

Computer science education cannot make anybody an expert programmer any more than studying brushes and pigment can make somebody an expert painter.

The notion about education has changed and that now it’s sort of much more aligned with, “Well, schools can’t combat poverty. We can’t possibly expect schools to do the work to overcome poverty.” I think that notion which has changed over the last few decades is part, not all, but part of what is maybe leading to people feeling less of a sense of possibility.

It is as impossible to withhold education from the receptive mind, as it is impossible to force it upon the unreasoning.

Be not over solicitous about education. It may be able to do much, but it does not do as much as expected from it. It may mould and direct the character, but it rarely alters it.

A diploma only proves that you know how to look up answers.

What we call education and culture is for the most part nothing but the substitution of reading for experience, of literature for life, of the obsolete fictitious for the contemporary real.

Modern education develops the intellect and imparts skills, but does not promote qualities in any way.

If we are going to have to worry all the time that we might offend some students' sensibilities, we are not going to be able to teach in a way that actually matters. We're not going to be able to teach about sex, gender, race, religion, or violence.

Human intelligence is richer and more dynamic than we have been led to believe by formal academic education.

One of the disadwantages of school and learning, he thought dreamily, was that the mind seemed to have the tendency too see and represent all things as though they were flat and had only two dimensions. This, somehow, seemed to render all matters of intellect shallow and worthless.

To remain a spinster was to be societally “redundant,” but to marry, for a girl, was to be absorbed into the self of another, like a vanishing twin. A woman’s education was designed to coax her to sleep at sixteen and keep her unchanged and unconscious forever. It was an undoing. It wasn’t a start but a “finishing.”