Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand.
For those who believe in God, most of the big questions are answered. But for those of us who can't readily accept the God formula, the big answers don't remain stonewritten. We adjust to new conditions and discoveries. We are pliable. Love need not be a command nor faith a dictum. I am my own god. We are here to unlearn the teachings of the church, state and our educational system. We are here to drink beer. We are here to kill war. We are here to laugh at the odds and live our lives so well that Death will tremble to take us.
The state of our educational system is a disgrace to our country. We have an elementary and secondary school system in which close to half of the youngsters never graduate properly. It's a disgrace that there is more illiteracy today than there was 100 years ago.
Beware of a wolf in sheep's clothing.
Neoliberal violence produced in part through a massive shift in wealth to the upper 1%, growing inequality, the reign of the financial service industries, the closing down of educational opportunities, and the stripping of social protections from those marginalized by race and class has produced a generation without jobs, an independent life and even the most minimal social benefits.
From my grandfather's father, I learned to dispense with attendance at public schools, and to enjoy good teachers at home, and to recognize that on such things money should be eagerly spent.
The value of making young people stupid, subject to an educational deficit has enormous currency in a society in which existing relations of power are normalized. Under such conditions, those who hold power accountable are reviewed as treasonous while critically engaged young people are denounced as un-American.
One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by the people. Such a program constitutes cultural invasion, good intentions notwithstanding.
Governments can enhance growth by increasing inclusiveness. A country's most valuable resource is its people. So it is essential to ensure that everyone can live up to their potential, which requires educational opportunities for all.
Since philosophy is the art which teaches us how to live, and since children need to learn it as much as we do at other ages, why do we not instruct them in it? .. But in truth I know nothing about the philosophy of education except this: that the greatest and the most important difficulty known to human learning seems to lie in that area which treats how to bring up children and how to educate them.
The walls of the educational system must come down. Education should not be a privilege, so the children of those who have money can study.
My opinion is that you never find happiness until you stop looking for it.
Our volitional habits depend, then, first, on what the stock of ideas is which we have; and, second, on the habitual coupling of the several ideas with action or inaction respectively.
Life in the true sense is perceiving or thinking.
Learn as if you were not reaching your goal and as though you were scared of missing it
The plain fact is that education is itself a form of propaganda - a deliberate scheme to outfit the pupil, not with the capacity to weigh ideas, but with a simple appetite for gulping ideas ready-made. The aim is to make 'good' citizens, which is to say, docile and uninquisitive citizens.
One never learns to understand truly anything but what one loves.
The dark ghettos are social, political, educational and-above all-economic colonies. Their inhabitants are subject peoples, victims of the greed, cruelty, insensitivity, guilt, and fear of their masters.
The only 'good' learning is that which is in advance of development.
If we were meant to talk more than listen, we would have two mouths and one ear.
Those subjects have the greatest educational value, which are richest in incentives to the noblest self-activity.
I really do fervently believe that every child deserves to have the kind of access to educational opportunities, broadly defined, including music and sports, that I enjoyed. So, I'm trying to do my part, and I believe that all of us with a privileged background who are fortunate enough to have had that kind of access have a responsibility to try to pass it on.
The self taught man seldom knows anything accurately, and he does not know a tenth as much as he could have known if he had worked under teachers, and besides, he brags, and is the means of fooling other thoughtless people into going and doing as he himself has done.
When mental development is under discussion, there are many who say, 'How does movement come into it? We are talking about the mind.' And when we think of intellectual activity, we always imagine people sitting still, motionless. But mental development must be connected with movement and be dependent on it. It is vital that educational theory and practice should be informed by that idea.
I'm sure there was an educational angle to the trips (I think one was to the Ulster Museum) but it was the fun and banter I had with my friends I remember the most.
