Sugar Labs - User contributions [en]

Oversight Board/2015-2016-candidates

2015-12-02T21:10:08Z

Mokurai: Yes, Mokurai is a candidate again, with a new OER project coming up

<noinclude>[[Category:Oversight board]]
[[Category:Governance]]
[[Category:Team]]
</noinclude>

==Election==
All seven (7) seats are open for election / re-election to the [[Oversight Board|Sugar Labs Oversight Board]] for 2015-2016.

==Candidates==
Here are the candidates
* Edward [[User:Mokurai | Mokurai]] Cherlin [[Open Educational Resources]] (New OER project in planning stage)
* Claudia Urrea (http://wiki.sugarlabs.org/go/User:Claudia_Urrea)
* Laura Vargas [http://pe.sugarlabs.org/ir/~kaametza Sugar Evolution]
* Adam Holt ([[User:Holt|platform]])
* Walter Bender ([[User:Walter|Sugar Stable/Sugar Future]])
* Sam Parkinson ([[User:SAMdroid#Platform_2015]])
* '''Your name''' (''link to your platform'')

==References==
* [[Oversight_Board/2014-2015-candidates]]
* [[Oversight_Board/2013-2014-candidates]]
* [[Oversight_Board/2012-2013-candidates]]
* [[Oversight_Board/2011-2012-candidates]]
* [[Oversight_Board/2010-2011-candidates]]
* [[Oversight_Board/2009-2010-candidates]]
* [[Sugar Labs/Members]]

Oversight Board/2014-2015-candidates

2015-02-04T18:15:30Z

Mokurai: /* Candidates */ Mokurai volunteers

<noinclude>[[Category:Oversight board]]
[[Category:Governance]]
[[Category:Team]]
</noinclude>

==Election==
Four (4) seats are open ([[Sugar Labs/Governance#Oversight_Board|due to staggered seat terms]]) for election / re-election to the [[Oversight Board|Sugar Labs Oversight Board]] for 2014-2015, those of Daniel Francis, Gonzalo Odiard, Adam Holt, and Claudia Urrea.

==Candidates==
Here are the candidates:
* Gonzalo Odiard ([[User:Godiard/SugarOversightCandidacy2012#Sugar_Oversight_candidacy_2015.2F2016|proposals]])
* Edward [[User:Mokurai | Mokurai]] Cherlin [[Open Educational Resources]]
* '''Your name''' (''link to your platform'')

==References==
* [[Oversight_Board/2013-2014-candidates]]
* [[Oversight_Board/2012-2013-candidates]]
* [[Oversight_Board/2011-2012-candidates]]
* [[Oversight_Board/2010-2011-candidates]]
* [[Oversight_Board/2009-2010-candidates]]
* [[Sugar Labs/Members]]

Machine/booki

2013-12-15T18:55:42Z

Mokurai: /* django */ Fix screen command, -x, not -R

{{TOCright}}

== Description ==

This VM is build as a Webservice to create and store "textbooks".
Technically this service is build on top of django and the [[http://download.booki.cc/ booki]] - plugins/extensions.

== OS ==

[[Machine/template-maverick|Ubuntu 10.10]]

== Services ==

* [[Service/zzz_template|TEMPLATE_SERVICE]]

== Hardware ==

* KVM Virtual Machine

== Location ==

[[Machine/housetree|housetree]]

== Admins ==

* [[User:Mokurai|Mokurai]]
* [[User:dogi|Stefan Unterhauser]]

== ToDo ==
* use apache for http delivery ... right now this service is provided by the django /python command "django-admin runserver 0.0.0.0:80" which has to be excuted in a screen session ...

== known problems ==
===django===
from time to time django has to be restarted ... grrrrr.
ssh mokurai@booki.treehouse.su
sudo -s
screen -x
[CTRL-C] #to terminate the blocked/slow/running django
django-admin runserver 0.0.0.0:80 #start again
[CTRL-A followed by D] # detach screen session without terminating ...

===objavi===
Books in booki are translated to PDF and other output formats by objavi. This instance of objavi says that it is generating the output document, runs through a progress bar, and then fails to make any further progress.

Default booki installations point to an objavi instance maintained by FLOSS Manuals, so that it is not necessary to install it locally.

== variables which have to be set ==
declare -x PYTHONPATH=":/var/www/:/var/www/booki/lib/:/srv/booki/lib:/var/www/:/var/www/booki/lib/:/srv/booki/lib:/srv/booki/lib/booki:/var/www/:/var/www/mybooki/lib/:/srv/booki/lib:/var/www/:/var/www/mybooki/lib/:/srv/booki/lib"
root@booki:/var/www/mybooki# export|grep SETTINGS
declare -x DJANGO_SETTINGS_MODULE="mybooki.settings"

Open Educational Resources

2013-08-06T18:36:11Z

Mokurai: /* Sources and Directories */ Bangladesh materials in English

Open Educational Resources (OERs) are digital replacements for textbooks available under some form of Free license, such as Creative Commons. There are many projects to create OERs, including the Sugar Labs [[Replacing Textbooks]] project, and projects of state and national governments, NGOs, professional associations, and individual contributors.

Most OERs are PDFs of existing content, including printed textbooks, but there are also innovative projects to produce interactive OERs using a variety of software, including Sugar, Logo, and Smalltalk, and to rethink educational content based on research into child development and computers in education. Much more research and development will be needed in this direction.

Globally, there is a need for OERs in several hundred subjects. Each country needs about 100 for 12 grades, usually divided into semesters, with five subjects taught at a time. Local content is needed for topics such as health, history, geography, literature, civics, and agriculture in more than 190 countries, some of which can share large portions. Materials for learning to speak, read, and write numerous languages are needed.

A rather different concept is [http://oaspa.org/guest-blog-janneke-adema/ Open Access Books], where a version of content is available at no cost, and another with additional services is available for a fee. In general, OAB products do not permit modification and republishing, although the choice of license is a hot topic for discussion. This is viewed in the publishing industry as a logical step forward from Open Access publishing of research journals, and is aimed at book-form research publications.

[[File:OERlogo.svg]]

Public Domain OER logo from Wikimedia Commons

==External Links==

===Countries===

* Bangladesh is the first country we know of to digitize a complete set of textbooks for grades 1-12. Resources listed below.

* Uruguay is seeking up to 1,000 digital learning resources in a Request For Proposals (RFP). The Sugar Labs [[Replacing Textbooks]] program wanted to offer some to them, but it turned out to be impractical.

* South Korea [http://www.koreatimes.co.kr/www/news/nation/2011/07/117_89881.html has announced] a plan to digitize all of its textbooks and to provide all students with computers.

===Sources and Directories===

In no particular order, except that Bangladesh gets pride of place. Please add more if you find them. How do these
facilities compare with one another?

* [http://www.infokosh.bangladesh.gov.bd/ Bangladesh National e-Content Repository] in Bangla. Story: [http://www.priyo.com/tech/2011/02/28/pm-opens-e-content-repository-20905.html PM opens e-content repository]. 30,000 teachers, 148 government organisations and 50 local and foreign non-government organisations. 50,000 pages, planned to increase to 5,000,000.

* [http://www.ebook.gov.bd/ e-Book ::. ই-বুক জগতে স্বাগতম] in Bangla. Story: [http://news.priyo.com/video/2011/04/24/pm-opens-online-version-textbo-24346.html PM opens online version of textbooks] Access to Information (A2I) Project of the PM’s Office and the National Curriculum and Textbook Board (NCTB) jointly transformed 33 primary level and 73 secondary level textbooks into e-books in collaboration with the UNDP.

* [http://www.nctb.gov.bd/downloadpage22.php National Curriculum & Textbook Board, Bangladesh] now with a set of downloadable materials for all grade levels and a variety of subjects in both Bangla and English.

* [http://www.curriki.org/xwiki/bin/view/Main/Browse Curriki] free and open K-12 resources

* The [http://www.librarianchick.com/ Librarian Chick catalog] of free digital educational resources

* The [http://www.clrn.org/fdti/ California Free Digital Textbook Initiative] at high school level

* The [http://www.shuttleworthfoundation.org/projects/free-high-school-science-texts/ Shuttleworth Foundation's Free high school science texts]

* [http://cnx.org/lenses/siyavula Connexions] free and open K-9 textbooks from the Shuttleworth Foundation's Siyavula project.

* [http://collegeopentextbooks.org/ College Open Textbooks]

* [http://www.merlot.org/ MERLOT] (Multimedia Educational Resource for Learning and Online Teaching)

* [http://wiki.waveplace.org/display/wp/Courseware Waveplace OERs for Haiti]

* [http://collegeopentextbooks.ning.com/ College Open Textbooks Community]

* [http://www.col.org/ Commonwealth of Learning]

* [http://wikieducator.org/OERF:Home Open educational Resource Foundation]

* [http://lemill.net/ LeMill] Web community for finding, authoring and sharing open educational resources in multiple languages

* [http://www.peacecorps.gov/wws/index.cfm Peace Corps World Wise Schools]

* [http://www.ocwconsortium.org/en/aboutus/whatisocw OpenCourseWare Consortium] at university level

* [http://groups.diigo.com/group/math-links Math Links] - educators sharing interesting resources around the teaching and learning of mathematics

* [http://www.opentapestry.com/ Open Tapestry] 110,000 listings. Replaces OER Recommender.

* [http://www.floridastandards.org/resources/ResourceHomepage.aspx Florida Standards - resources] - collection of links to reviewed OERs - some are commercially created, some are open

* [http://laptop.moodle.com.au/ OLPC Australia Moodle server]

* [http://www.tele-task.de/de/archive/lecture/overview/5819/ Alan Kay videos on computers in education]

* [http://www.openculture.com/free_textbooks 150 Free Textbooks] - list by subject, many are high school (Grades 9-12)

* [https://docs.google.com/document/d/1jgEQ2GydgaExXNLPOYZn8WMJaFZoFp3CpTonMIrHO64/edit?pli=1 First-year Spanish resources, college level]

* [http://www.oerafrica.org/ OER Africa] Includes links to [http://www.oerafrica.org/OERRepositoriesSearch/tabid/297/Default.aspx other sources of OERs].

===Commercial Publishers of OERs===

It's true. Free OERs plus paid services.

* [http://www.ck12.org CK-12]] Primary and Secondary
* [http://www.flatworldknowledge.com/ Flatworld Knowledge] College

===Discussions===

* [http://www.wsis-community.org/pg/groups/14358/open-educational-resources-oer/ UNESCO WSIS Platform of Communities Open Educational Resources (OER)]

* [http://openeducation.zunia.org/post/open-educational-resources-oers/ World Bank Zunia OER discussion]

===Other OER Logos===

[http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/global-oer-logo/ UNESCO OER Logos] under Creative Commons-BY-SA licenses permitting modifications, including further translations.

[[File:UNESCO_OER_logo.svg]]

UNESCO English OER logo

[[File:Oer-rmx.svg]]

Remix of UNESCO English OER logo

User:Mokurai/Quotes

2013-05-30T20:04:53Z

Mokurai: /* Richard Feynman (1918–1988) */ Book title in italics

Quotations on the nature of education and related ideas, and what people have tried to make of them instead. See also
* [http://en.wikiquote.org/wiki/Education Wikiquote on education].
* [http://manarafoundation.org/quotes/all/education Manara Foundation education quotes]
* [http://www.angelo.edu/faculty/kboudrea/cheap/cheap1_e.htm#Education Cheap Thoughts: Education]
* [http://www.informationphysics.com/truth Bob Salsa's Truth Quotes Page]

=Positive=

==Shakyamuni Buddha (c. 563 BCE to 483 BCE)==

* Do not believe in anything simply because you have heard it. Do not believe in anything simply because it is spoken and rumored by many. Do not believe in anything simply because it is found written in your religious books. Do not believe in anything merely on the authority of your teachers and elders. Do not believe in traditions because they have been handed down for many generations. But after observation and analysis, when you find that anything agrees with reason and is conducive to the good and benefit of one and all, then accept it and live up to it.

:''Kalama Sutta''

==Anonymous==

* Man is most nearly himself when he achieves the seriousness of a child at play.
:Usually attributed, incorrectly, to Heraclitus (c. 535–c. 475 BCE)

* I cannot teach anybody anything. I can only make them think.
:Attributed to Socrates (c. 469 BCE–399 BCE), but no source is provided.

* Make it your business to know yourself, which is the most difficult lesson in the world.

:Attributed to Miguel de Cervantes Saavedra (1547–1616)

* A society grows great when old men plant trees in whose shade they know they shall never sit.
:Allegedly a Greek proverb, but no source is provided.

* Everything should be made as simple as possible, but ''no simpler''.
:Attributed to Albert Einstein (1879–1955), but no source is provided.

* Anonymous poem, ''What is a Boy?''[sic] (1944)

:He is a person who is going to carry on what you have started.
:He is to sit right where you are sitting and attend when you are gone to those things you think are so important.
:You may adopt all the policies you please, but how they will be carried out depends on him.
:Even if you make leagues and treaties, he will have to manage them.
:He is going to sit at your desk in the Senate, and occupy your place on the Supreme Bench.
:He will assume control of your cities, states and nations.
:He is going to move in and take over your prisons, churches, schools, universities and corporations.
:All your work is going to be judged and praised or condemned by him.
:Your reputation and your future are in his hands.
:All you work is for him, and the fate of the nations and of humanity is in his hands.
:So it might be well to pay him some attention.
::''Masonic Historiology'', edited by Allotter J. McKow
::Similar quotations have been attributed to [http://en.wikiquote.org/wiki/Abraham_lincoln#Disputed Abraham Lincoln].

==Aristotle (384 BCE–322 BCE)==

* All men by nature desire to know. An indication of this is the delight we take in our senses.

* In modern times there are opposing views about the practice of education. There is no general agreement about what the young should learn either in relation to virtue or in relation to the best life; nor is it clear whether their education ought to be directed more towards the intellect than towards the character of the soul.... And it is not certain whether training should be directed at things useful in life, or at those conducive to virtue, or at non-essentials.... And there is no agreement as to what in fact does tend towards virtue. Men do not all prize most highly the same virtue, so naturally they differ also about the proper training for it. (unsourced)

==Plutarch (c. 46 – 120 AD)==

* The mind is not a vessel to be filled but a fire to be kindled. Alternative translation: The correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting...
:''On Listening to Lectures''

==Epictetus (AD 55–AD 135)==

* Only the educated are free.
:(''Discourses'', Book II, ch. 1)

==Imperator Caesar Marcus Aurelius Antoninus Augustus (121–180)==

* Give thyself time to learn something new and good, and cease to be whirled around.
:''Meditations'', II, 7

* Οἱ ἄνθρωποι γεγόνασιν ἀλλήλων ἕνεκεν· ἢ δίδασκε οὖν ἢ φέρε.
:All men are made one for another: either then teach them better, or bear with them.
:VIII, 56 (trans. Meric Casaubon)
:Variant: Men exist for the sake of one another. Teach them then or bear with them.
:VIII, 59 (trans. George Long)

==Charlemagne (January 29 745 – January 28, 814)==

* Quamvis enim melius sit benefacere quam nosse, prius tamen est nosse quam facere.
:Right action is better than knowledge; but in order to do what is right, we must know what is right.
:"De Litteris Colendis", in Jean-Barthélemy Hauréau De la philosophie scolastique (1850) p. 10; translation from T. H. Huxley Science and Education ([1893] 2007) p. 132

:Although indeed it would be better to do good than to know, first however comes knowing how to do it.—Mokurai's translation.

==Michel de Montaigne (1533–92)==

* Nothing is so firmly believed as that which we least know.
:Essais, Book I, ch. 32

==Daniel Defoe (ca. 1659-1661–1731)==

* I have often thought of it as one of the most barbarous customs in the world, considering us as a civilized and a Christian country, that we deny the advantages of learning to women.

:''The Education Of Women''

==William Shakespeare (1564–1616)==

* The fool doth think he is wise, but the wise man knows himself to be a fool.
:''As You Like It'', Act V, Scene 1

See also the [http://en.wikipedia.org/wiki/Dunning%E2%80%93Kruger_effect Dunning-Kruger Effect].

==Samuel Johnson (1709–1784)==

* There are, in every age, new errors to be rectified, and new prejudices to be opposed.

==Edmund Burke (1729–1797)==

The Father of Conservatism, who is today just another lousy Liberal.

* The first and the simplest emotion which we discover in the human mind is Curiosity.

:''A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful'' (1757)

==Thomas Jefferson (1743–1826)==

* If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.
:Letter to Colonel Charles Yancey (6 January 1816) ME 14:384

* Enlighten the people generally, and tyranny and oppressions of body and mind will vanish like evil spirits at the dawn of day.
:Letter to Éleuthère Irénée du Pont de Nemours (24 April 1816)

* I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. This is the true corrective of abuses of constitutional power.
:Letter to William Charles Jarvis, (28 September 1820).

==Simon Bolivar (1783–1830)==

* The first duty of a government is to give education to the people.

==William Blake (1757–1827)==

* The man who never alters his opinion is like standing water, and breeds reptiles of the mind.

==Abraham Lincoln (1809–1865)==

* Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in.
:[http://showcase.netins.net/web/creative/lincoln/speeches/1832.htm Communication to the People of Sangamo County] (9 March 1832)

==Henry Thomas Buckle (1821-1862)==

* Men and women range themselves into three classes or orders of intelligence; you can tell the lowest class by their habit of always talking about persons; the next by the fact that their habit is always to converse about things; the highest by their preference for the discussion of ideas.

: ''Haud immemor. Reminiscences of legal and social life in Edinburgh and London, 1850-1900'' by Charles Stewart. Edinburgh and London: W. Blackwood & sons, 1901

Also attributed to Admiral Hyman Rickover and to Eleanor Roosevelt, in various forms, including the more pithy

* Great minds discuss ideas, average minds discuss events, small minds discuss people.

==Søren Aabye Kierkegaard (1813—1855)==

* Which is more difficult, to awaken one who sleeps or to awaken one who, awake, dreams that he is awake?
: ''Works of Love''

==Oscar Wilde (1854–1900)==

* Education is an admirable thing. But it is well to remember from time to time that nothing that is worth knowing can be taught.

:''A Few Maxims For The Instruction Of The Over-Educated'' 
:First published anonymously in the Saturday Review (17 November 1894)

==Woodrow Wilson (1856–1924)==

* I not only use all the brains that I have, but all that I can borrow.

==George Bernard Shaw (1856–1950)==

* Education: A succession of eye-openers each involving the repudiation of some previously held belief.
:(attributed: source unknown)

==John Dewey (1859–1952)==

* What the best and wisest parent wants for his child is what we should want for all the children of the community.
:''The School and Society'', 1900

==John Alexander Smith (1863–1939)==

* Gentlemen, you are now about to embark on a course of studies which will occupy you for two years. Together, they form a noble adventure. But I would like to remind you of an important point. Nothing that you will learn in the course of your studies will be of the slightest possible use to you in after life, save only this, that if you work hard and intelligently you should be able to detect when a man is talking rot, and that, in my view, is the main, if not the sole, purpose of education.

:Smith was Professor of Moral Philosophy at Oxford University.
:Statement recorded in 1914.

==H. G. Wells (Herbert George Wells, 1866-09-21–1946-08-13)==

* Human history becomes more and more a race between education and catastrophe.

:''The Outline of History'', Ch. 41 (1920)
:Fiction and non-fiction writer, Socialist

==Gandhi (1869–1948)==

* First they ignore you, then they laugh at you, then they fight you, then you win.
:[and then they claim it was their idea all along [[User:Mokurai|Mokurai]] 01:08, 14 December 2008 (UTC)]

* You must be the change you seek.

==Maria Montessori (1870–1952)==

* The greatest sign of success for a teacher is to be able to say, "The children are now working as if I did not exist."
* Never help a child with a task at which he feels he can succeed.

==Robert Frost (1874–1963)==

But yield who will to their separation, 
My object in living is to unite 
My avocation and my vocation 
As my two eyes make one in sight. 
Only where love and need are one, 
And the work is play for mortal stakes, 
Is the deed ever really done 
For Heaven and the future's sakes.

:''Two Tramps In Mudtime''

==Albert Einstein (1879–1955)==

* It is almost a miracle that modern teaching methods have not yet entirely strangled the holy curiosity of inquiry; for what this delicate little plant needs more than anything, besides stimulation, is freedom.

* Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination.

* I must be willing to give up what I am in order to become what I will be.

==Pablo Picasso (1881–1973)==

* I am always doing that which I can not do, in order that I may learn how to do it.

==Edna St. Vincent Millay (1892 – 1950)==

Euclid alone has looked on Beauty bare. 
Let all who prate of Beauty hold their peace, 
And lay them prone upon the earth and cease 
To ponder on themselves, the while they stare 
At nothing, intricately drawn nowhere 
In shapes of shifting lineage; let geese 
Gabble and hiss, but heroes seek release 
From dusty bondage into luminous air. 
O blinding hour, O holy, terrible day, 
When first the shaft into his vision shone 
Of light anatomized! Euclid alone 
Has looked on Beauty bare. Fortunate they 
Who, though once only and then but far away, 
Have heard her massive sandal set on stone.

Sonnet XXII from ''The Harp-Weaver and Other Poems'' (1923)

==Albert Szent-Gyorgy (1893–1986)==

* Discovery consists of seeing what everyone else has seen and thinking what no one else has thought.
:Nobel laureate (biology/medicine)

==James Thurber (1894–1961)==

* It is better to ask some of the questions than to know all the answers.

:From [http://www.brunswick.k12.me.us/hdwyer/the-scotty-who-knew-too-much/ "The Scotty who Knew Too Much"], in ''[http://books.google.com/books?id=HedNG3C2BpUC&printsec=frontcover&dq=fables+for+our+times&hl=en&sa=X&ei=r7tAUf_qNOfzygHgwoGAAQ&ved=0CDoQ6AEwAA Fables for Our Time]'', 1940

==Amadou Hampâté Bâ (1900—1991)==

* When an old man dies, a library burns down.

:Malian author
:Often misattributed as "old African proverb" or "Senegalese proverb".

==Margaret Mead (1901—1978)==

* Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it is the only thing that ever has.

==Vladimir Horowitz (1903—1989)==

* It's better to make your own mistakes than to copy someone else's.

: Unsourced

==B. F. Skinner (1904–1990)==

* Education is what survives when what has been learned has been forgotten.

:Also attributed to James Bryant Conant, Albert Einstein.

==Robert A. Heinlein (1907–1988)==

* A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects.

==Peter Drucker (1909—2005)==

* The important and difficult job is never to find the right answers, it is to find the right question. For there are few things as useless—if not dangerous—as the right answer to the wrong question.

Source?

* The most serious mistakes are not made as a result of wrong answers. The truly dangerous thing is asking the wrong questions.

''Men, Ideas and Politics'', Harvard Business Review Press, 2010

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2010.

==Clark Kerr (1911—2003)==

* The purpose of the university is to make students safe for ideas, not ideas safe for students.

Unsourced

==John Tukey (1915—2000)==

* Far better an approximate answer to the right question, which is often vague, than an exact answer to the wrong question, which can always be made precise.

"Sunset Salvo," The American Statistician, Vol. 40, No. 1, 1986, pp. 72-76.

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2012.

==Jerome Bruner (born 1915)==

* We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

:''The Process of Education'' (1960)

==Nelson Mandela (born 1918)==

* Education is the most powerful weapon which you can use to change the world.

==Richard Feynman (1918-1988)==

* What I cannot create, I do not understand.

:On his blackboard at time of death in 1988; as quoted in ''The Universe in a Nutshell'' by Stephen Hawking

==Kenneth E. Iverson (1920-2004)==

* The initial motive for developing APL was to provide a tool for writing and teaching. Although APL has been exploited mostly in commercial programming, I continue to believe that its most important use remains to be exploited: as a simple, precise, executable notation for the teaching of a wide range of subjects.

"A Personal View of APL", ''IBM Systems Journal'', '''30''' (4), 1991

==Isaac Asimov (1920–1992)==

Individualized education via computers so that everybody can be interested in learning lifelong.
:[http://www.youtube.com/watch?v=CJAIERgWhZQ&feature=related Interview with Bill Moyers, World of Ideas, 1988]

==Marvin Minsky (born 1927)==

* You don't understand anything until you learn it more than one way.
:In Rebecca Herold, ''Managing an Information Security and Privacy Awareness and Training Program'' (2005), 101.
* We like to think that a child's play is unconstrained—but when children appear to feel joyous and free, this may merely hide from their minds their purposefulness; you can see this more clearly when you attempt to drag them away from their chosen tasks. For they are exploring their worlds to see what's there, making explanations of what those things are, and imagining what else could be; exploring, explaining and learning are among a child's most purposeful urges and goals. The playfulness of childhood is the most demanding teacher we have. Never again in those children's lives will anything drive them to work so hard.
:''The Emotion Machine''

==Seymour Papert (Born 1928)==

* Programming a computer means nothing more or less than communicating to it in a language that it and the human user can both "understand". And learning languages is one of the things children do best. Every normal child learns to talk. Why then should a child not learn to "talk" to a computer?
:''Mindstorms: Children, Computers, and Powerful Ideas''

==Martin Luther King, Jr. (1929-1968)==

* "I have the audacity to believe that people everywhere can have three meals a day for their bodies, education and culture for the minds, and dignity, equality, and freedom for their spirits."

:Taken from his remarks upon acceptance of the Nobel Prize

==Kofi Annan (Born 1938)==

Former UN Secretary-General

:This is not just a matter of giving a laptop to each child, as if bestowing on them some magical charm. The magic lies within—within each child, within each scientist, scholar, or just plain citizen in the making. This initiative is meant to bring it forth into the light of day.

==Alan Kay (born 1940)==

* The important thing here is that the music is not in the piano. And knowledge and edification is not in the computer. The computer is simply an instrument whose music is ideas.

* By the time I got to school, I had already read a couple hundred books. I knew in the first grade that they were lying to me because I had already been exposed to other points of view. School is basically about one point of view — the one the teacher has or the textbooks have. They don't like the idea of having different points of view, so it was a battle. Of course I would pipe up with my five-year-old voice.
:Alan Kay by Scott Gasch

* If you don't fail at least 90 percent of the time, you're not aiming high enough.

==Edward Mokurai Cherlin (born 1946)==

* The essential capacity for discovery is the ability to visualize more than one part of an elephant that you have never seen.

* "First they ignore you, then they laugh at you, then they fight you, then you win."—Gandhi. Then they claim that it was their idea all along.

==Michio Kaku (born 1947)==

* We are all born scientists.

==Terry Pratchett (born 1948)==

* When you light a fire for a man, you keep him warm for a night. When you set him on fire, you keep him warm for the rest of his life.
:''Jingo'' (See Plutarch, above, if you don't get it.)

==Douglas Adams (1952–2001)==

* "We'll be saying a big hello to all intelligent lifeforms everywhere and to everyone else out there, the secret is to bang the rocks together, guys."
:''Hitchhiker's Guide to the Galaxy''

=Negative=

All of the following come down to

* When I want to hear ''your'' opinion, I'll '''tell''' it to you.

a line I first encountered in a Robert Asprin fantasy novel.

==Plato (ca. 428 BCE–347 BCE)==

The greatest principle of all is that nobody, whether male or female, should be without a leader. Nor should the mind of anybody be habituated to letting him (or her) do anything at all on his (or her) own initiative–to his leader he shall direct his eye and follow him faithfully. And even in the smallest matter he should stand under leadership. For example, he should get up, or move, or wash, or take his meals...only if he has been told to do so. In a word, he should teach his soul, by long habit, never to dream of acting independently, and to become utterly incapable of it.

:Plato, ''Laws'' 942d (350 BCE)

==Johann Gottlieb Fichte (1762–1814)==

* You must fashion [the person], and fashion him in such a way that he simply cannot will otherwise than what you wish him to will.

:''Addresses to the German Nation''

==John Stuart Mill (1806–1873)==

* A general State education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body. An education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments...

:''On Liberty'' (1859)

==Mark Twain (Samuel L. Clemens, 1835–1910)==

* In the first place God made idiots. This was for practice. Then he made School Boards.

:''Following the Equator; Pudd'nhead Wilson's New Calendar''

* It ain't what you don't know that gets you into trouble. It's what you know for sure that just ain't so.
:Confidently attributed to Twain and a multitude of others

==Upton Sinclair (1878–1968)==

* It is difficult to get a man to understand something, when his salary depends upon his not understanding it.

:''I, Candidate for Governor: And How I Got Licked'' (1935), ISBN 0-520-08198-6; repr. University of California Press, 1994, p. 109.

==Martin Bormann (1900–1945?)==
Private secretary to German Führer Adolf Hitler
* Education is dangerous—Every educated person is a future enemy.
:Quoted in "The Trial of the Germans: An Account of the Twenty-Two Defendants Before the International Military Tribunal" - Page 101 by Eugene Davidson - History - 1997

==Antoine de Saint-Exupéry (1900—1944)==

* « Quand il naît par mutation dans les jardins une rose nouvelle, voilà tous les jardiniers qui s’émeuvent. On isole la rose, on cultive la rose, on la favorise. Mais il n’est point de jardinier pour les hommes. Mozart enfant sera marqué comme les autres par la machine à emboutir...Ce qui me tourmente,...c’est un peu, dans chacun de ces hommes, [http://www.burundibwacu.org/spip.php?article290 Mozart assassiné]. »

* "When a mutant rose arises in a garden, all the gardeners rejoice. They give it a special place, they cultivate it, they bestow all their care on it. But there are no gardeners for people. An infant Mozart is marked just like all the others by the stamping press...What torments me is...in each of these people, a bit of Mozart murdered."

==Richard Feynman (1918–1988)==

I got a telephone call from a pretty famous lawyer here in Pasadena, Mr. Norris, who was at that time on the State Board of Education. He asked me if I would serve on the State Curriculum Commission, which had to choose the new schoolbooks for the state of California...

I had a special bookshelf put in my study downstairs (the books took up seventeen feet), and began reading all the books that were going to be discussed in the next meeting. We were going to start out with the elementary schoolbooks...

It was a pretty big job, and I worked all the time at it down in the basement. My wife says that during this period it was like living over a volcano. It would be quiet for a while, but then all of a sudden, "BLLLLLOOOOOOWWWWW!!!!" -- there would be a big explosion from the "volcano" below.

The reason was that the books were so lousy. They were false. They were hurried. They would try to be rigorous, but they would use examples (like automobiles in the street for "sets") which were almost OK, but in which there were always some subtleties. The definitions weren't accurate. Everything was a little bit ambiguous -- they weren't smart enough to understand what was meant by "rigor." They were faking it. They were teaching something they didn't understand, and which was, in fact, useless, at that time, for the child.

:[http://www.textbookleague.org/103feyn.htm Judging Books by Their Covers], in ''Surely You're Joking, Mr. Feynman!'' (1985)

==Stephen Jay Gould (1941–2002)==

* We pass through this world but once. Few tragedies can be more extensive than the stunting of life, few injustices deeper than the denial of an opportunity to strive or even to hope, by a limit imposed from without, but falsely identified as lying within.

:''The Mismeasure of Man''

User:Mokurai/Quotes

2013-05-30T19:56:30Z

Mokurai: /* Michel de Montaigne (1533-92) */ Character substitution

Quotations on the nature of education and related ideas, and what people have tried to make of them instead. See also
* [http://en.wikiquote.org/wiki/Education Wikiquote on education].
* [http://manarafoundation.org/quotes/all/education Manara Foundation education quotes]
* [http://www.angelo.edu/faculty/kboudrea/cheap/cheap1_e.htm#Education Cheap Thoughts: Education]
* [http://www.informationphysics.com/truth Bob Salsa's Truth Quotes Page]

=Positive=

==Shakyamuni Buddha (c. 563 BCE to 483 BCE)==

* Do not believe in anything simply because you have heard it. Do not believe in anything simply because it is spoken and rumored by many. Do not believe in anything simply because it is found written in your religious books. Do not believe in anything merely on the authority of your teachers and elders. Do not believe in traditions because they have been handed down for many generations. But after observation and analysis, when you find that anything agrees with reason and is conducive to the good and benefit of one and all, then accept it and live up to it.

:''Kalama Sutta''

==Anonymous==

* Man is most nearly himself when he achieves the seriousness of a child at play.
:Usually attributed, incorrectly, to Heraclitus (c. 535–c. 475 BCE)

* I cannot teach anybody anything. I can only make them think.
:Attributed to Socrates (c. 469 BCE–399 BCE), but no source is provided.

* Make it your business to know yourself, which is the most difficult lesson in the world.

:Attributed to Miguel de Cervantes Saavedra (1547–1616)

* A society grows great when old men plant trees in whose shade they know they shall never sit.
:Allegedly a Greek proverb, but no source is provided.

* Everything should be made as simple as possible, but ''no simpler''.
:Attributed to Albert Einstein (1879–1955), but no source is provided.

* Anonymous poem, ''What is a Boy?''[sic] (1944)

:He is a person who is going to carry on what you have started.
:He is to sit right where you are sitting and attend when you are gone to those things you think are so important.
:You may adopt all the policies you please, but how they will be carried out depends on him.
:Even if you make leagues and treaties, he will have to manage them.
:He is going to sit at your desk in the Senate, and occupy your place on the Supreme Bench.
:He will assume control of your cities, states and nations.
:He is going to move in and take over your prisons, churches, schools, universities and corporations.
:All your work is going to be judged and praised or condemned by him.
:Your reputation and your future are in his hands.
:All you work is for him, and the fate of the nations and of humanity is in his hands.
:So it might be well to pay him some attention.
::''Masonic Historiology'', edited by Allotter J. McKow
::Similar quotations have been attributed to [http://en.wikiquote.org/wiki/Abraham_lincoln#Disputed Abraham Lincoln].

==Aristotle (384 BCE–322 BCE)==

* All men by nature desire to know. An indication of this is the delight we take in our senses.

* In modern times there are opposing views about the practice of education. There is no general agreement about what the young should learn either in relation to virtue or in relation to the best life; nor is it clear whether their education ought to be directed more towards the intellect than towards the character of the soul.... And it is not certain whether training should be directed at things useful in life, or at those conducive to virtue, or at non-essentials.... And there is no agreement as to what in fact does tend towards virtue. Men do not all prize most highly the same virtue, so naturally they differ also about the proper training for it. (unsourced)

==Plutarch (c. 46 – 120 AD)==

* The mind is not a vessel to be filled but a fire to be kindled. Alternative translation: The correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting...
:''On Listening to Lectures''

==Epictetus (AD 55–AD 135)==

* Only the educated are free.
:(''Discourses'', Book II, ch. 1)

==Imperator Caesar Marcus Aurelius Antoninus Augustus (121–180)==

* Give thyself time to learn something new and good, and cease to be whirled around.
:''Meditations'', II, 7

* Οἱ ἄνθρωποι γεγόνασιν ἀλλήλων ἕνεκεν· ἢ δίδασκε οὖν ἢ φέρε.
:All men are made one for another: either then teach them better, or bear with them.
:VIII, 56 (trans. Meric Casaubon)
:Variant: Men exist for the sake of one another. Teach them then or bear with them.
:VIII, 59 (trans. George Long)

==Charlemagne (January 29 745 – January 28, 814)==

* Quamvis enim melius sit benefacere quam nosse, prius tamen est nosse quam facere.
:Right action is better than knowledge; but in order to do what is right, we must know what is right.
:"De Litteris Colendis", in Jean-Barthélemy Hauréau De la philosophie scolastique (1850) p. 10; translation from T. H. Huxley Science and Education ([1893] 2007) p. 132

:Although indeed it would be better to do good than to know, first however comes knowing how to do it.—Mokurai's translation.

==Michel de Montaigne (1533–92)==

* Nothing is so firmly believed as that which we least know.
:Essais, Book I, ch. 32

==Daniel Defoe (ca. 1659-1661–1731)==

* I have often thought of it as one of the most barbarous customs in the world, considering us as a civilized and a Christian country, that we deny the advantages of learning to women.

:''The Education Of Women''

==William Shakespeare (1564–1616)==

* The fool doth think he is wise, but the wise man knows himself to be a fool.
:''As You Like It'', Act V, Scene 1

See also the [http://en.wikipedia.org/wiki/Dunning%E2%80%93Kruger_effect Dunning-Kruger Effect].

==Samuel Johnson (1709–1784)==

* There are, in every age, new errors to be rectified, and new prejudices to be opposed.

==Edmund Burke (1729–1797)==

The Father of Conservatism, who is today just another lousy Liberal.

* The first and the simplest emotion which we discover in the human mind is Curiosity.

:''A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful'' (1757)

==Thomas Jefferson (1743–1826)==

* If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.
:Letter to Colonel Charles Yancey (6 January 1816) ME 14:384

* Enlighten the people generally, and tyranny and oppressions of body and mind will vanish like evil spirits at the dawn of day.
:Letter to Éleuthère Irénée du Pont de Nemours (24 April 1816)

* I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. This is the true corrective of abuses of constitutional power.
:Letter to William Charles Jarvis, (28 September 1820).

==Simon Bolivar (1783–1830)==

* The first duty of a government is to give education to the people.

==William Blake (1757–1827)==

* The man who never alters his opinion is like standing water, and breeds reptiles of the mind.

==Abraham Lincoln (1809–1865)==

* Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in.
:[http://showcase.netins.net/web/creative/lincoln/speeches/1832.htm Communication to the People of Sangamo County] (9 March 1832)

==Henry Thomas Buckle (1821-1862)==

* Men and women range themselves into three classes or orders of intelligence; you can tell the lowest class by their habit of always talking about persons; the next by the fact that their habit is always to converse about things; the highest by their preference for the discussion of ideas.

: ''Haud immemor. Reminiscences of legal and social life in Edinburgh and London, 1850-1900'' by Charles Stewart. Edinburgh and London: W. Blackwood & sons, 1901

Also attributed to Admiral Hyman Rickover and to Eleanor Roosevelt, in various forms, including the more pithy

* Great minds discuss ideas, average minds discuss events, small minds discuss people.

==Søren Aabye Kierkegaard (1813—1855)==

* Which is more difficult, to awaken one who sleeps or to awaken one who, awake, dreams that he is awake?
: ''Works of Love''

==Oscar Wilde (1854–1900)==

* Education is an admirable thing. But it is well to remember from time to time that nothing that is worth knowing can be taught.

:''A Few Maxims For The Instruction Of The Over-Educated'' 
:First published anonymously in the Saturday Review (17 November 1894)

==Woodrow Wilson (1856–1924)==

* I not only use all the brains that I have, but all that I can borrow.

==George Bernard Shaw (1856–1950)==

* Education: A succession of eye-openers each involving the repudiation of some previously held belief.
:(attributed: source unknown)

==John Dewey (1859–1952)==

* What the best and wisest parent wants for his child is what we should want for all the children of the community.
:''The School and Society'', 1900

==John Alexander Smith (1863–1939)==

* Gentlemen, you are now about to embark on a course of studies which will occupy you for two years. Together, they form a noble adventure. But I would like to remind you of an important point. Nothing that you will learn in the course of your studies will be of the slightest possible use to you in after life, save only this, that if you work hard and intelligently you should be able to detect when a man is talking rot, and that, in my view, is the main, if not the sole, purpose of education.

:Smith was Professor of Moral Philosophy at Oxford University.
:Statement recorded in 1914.

==H. G. Wells (Herbert George Wells, 1866-09-21–1946-08-13)==

* Human history becomes more and more a race between education and catastrophe.

:''The Outline of History'', Ch. 41 (1920)
:Fiction and non-fiction writer, Socialist

==Gandhi (1869–1948)==

* First they ignore you, then they laugh at you, then they fight you, then you win.
:[and then they claim it was their idea all along [[User:Mokurai|Mokurai]] 01:08, 14 December 2008 (UTC)]

* You must be the change you seek.

==Maria Montessori (1870–1952)==

* The greatest sign of success for a teacher is to be able to say, "The children are now working as if I did not exist."
* Never help a child with a task at which he feels he can succeed.

==Robert Frost (1874–1963)==

But yield who will to their separation, 
My object in living is to unite 
My avocation and my vocation 
As my two eyes make one in sight. 
Only where love and need are one, 
And the work is play for mortal stakes, 
Is the deed ever really done 
For Heaven and the future's sakes.

:''Two Tramps In Mudtime''

==Albert Einstein (1879–1955)==

* It is almost a miracle that modern teaching methods have not yet entirely strangled the holy curiosity of inquiry; for what this delicate little plant needs more than anything, besides stimulation, is freedom.

* Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination.

* I must be willing to give up what I am in order to become what I will be.

==Pablo Picasso (1881–1973)==

* I am always doing that which I can not do, in order that I may learn how to do it.

==Edna St. Vincent Millay (1892 – 1950)==

Euclid alone has looked on Beauty bare. 
Let all who prate of Beauty hold their peace, 
And lay them prone upon the earth and cease 
To ponder on themselves, the while they stare 
At nothing, intricately drawn nowhere 
In shapes of shifting lineage; let geese 
Gabble and hiss, but heroes seek release 
From dusty bondage into luminous air. 
O blinding hour, O holy, terrible day, 
When first the shaft into his vision shone 
Of light anatomized! Euclid alone 
Has looked on Beauty bare. Fortunate they 
Who, though once only and then but far away, 
Have heard her massive sandal set on stone.

Sonnet XXII from ''The Harp-Weaver and Other Poems'' (1923)

==Albert Szent-Gyorgy (1893–1986)==

* Discovery consists of seeing what everyone else has seen and thinking what no one else has thought.
:Nobel laureate (biology/medicine)

==James Thurber (1894–1961)==

* It is better to ask some of the questions than to know all the answers.

:From [http://www.brunswick.k12.me.us/hdwyer/the-scotty-who-knew-too-much/ "The Scotty who Knew Too Much"], in ''[http://books.google.com/books?id=HedNG3C2BpUC&printsec=frontcover&dq=fables+for+our+times&hl=en&sa=X&ei=r7tAUf_qNOfzygHgwoGAAQ&ved=0CDoQ6AEwAA Fables for Our Time]'', 1940

==Amadou Hampâté Bâ (1900—1991)==

* When an old man dies, a library burns down.

:Malian author
:Often misattributed as "old African proverb" or "Senegalese proverb".

==Margaret Mead (1901—1978)==

* Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it is the only thing that ever has.

==Vladimir Horowitz (1903—1989)==

* It's better to make your own mistakes than to copy someone else's.

: Unsourced

==B. F. Skinner (1904–1990)==

* Education is what survives when what has been learned has been forgotten.

:Also attributed to James Bryant Conant, Albert Einstein.

==Robert A. Heinlein (1907–1988)==

* A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects.

==Peter Drucker (1909—2005)==

* The important and difficult job is never to find the right answers, it is to find the right question. For there are few things as useless—if not dangerous—as the right answer to the wrong question.

Source?

* The most serious mistakes are not made as a result of wrong answers. The truly dangerous thing is asking the wrong questions.

''Men, Ideas and Politics'', Harvard Business Review Press, 2010

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2010.

==Clark Kerr (1911—2003)==

* The purpose of the university is to make students safe for ideas, not ideas safe for students.

Unsourced

==John Tukey (1915—2000)==

* Far better an approximate answer to the right question, which is often vague, than an exact answer to the wrong question, which can always be made precise.

"Sunset Salvo," The American Statistician, Vol. 40, No. 1, 1986, pp. 72-76.

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2012.

==Jerome Bruner (born 1915)==

* We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

:''The Process of Education'' (1960)

==Nelson Mandela (born 1918)==

* Education is the most powerful weapon which you can use to change the world.

==Richard Feynman (1918-1988)==

* What I cannot create, I do not understand.

:On his blackboard at time of death in 1988; as quoted in ''The Universe in a Nutshell'' by Stephen Hawking

==Kenneth E. Iverson (1920-2004)==

* The initial motive for developing APL was to provide a tool for writing and teaching. Although APL has been exploited mostly in commercial programming, I continue to believe that its most important use remains to be exploited: as a simple, precise, executable notation for the teaching of a wide range of subjects.

"A Personal View of APL", ''IBM Systems Journal'', '''30''' (4), 1991

==Isaac Asimov (1920–1992)==

Individualized education via computers so that everybody can be interested in learning lifelong.
:[http://www.youtube.com/watch?v=CJAIERgWhZQ&feature=related Interview with Bill Moyers, World of Ideas, 1988]

==Marvin Minsky (born 1927)==

* You don't understand anything until you learn it more than one way.
:In Rebecca Herold, ''Managing an Information Security and Privacy Awareness and Training Program'' (2005), 101.
* We like to think that a child's play is unconstrained—but when children appear to feel joyous and free, this may merely hide from their minds their purposefulness; you can see this more clearly when you attempt to drag them away from their chosen tasks. For they are exploring their worlds to see what's there, making explanations of what those things are, and imagining what else could be; exploring, explaining and learning are among a child's most purposeful urges and goals. The playfulness of childhood is the most demanding teacher we have. Never again in those children's lives will anything drive them to work so hard.
:''The Emotion Machine''

==Seymour Papert (Born 1928)==

* Programming a computer means nothing more or less than communicating to it in a language that it and the human user can both "understand". And learning languages is one of the things children do best. Every normal child learns to talk. Why then should a child not learn to "talk" to a computer?
:''Mindstorms: Children, Computers, and Powerful Ideas''

==Martin Luther King, Jr. (1929-1968)==

* "I have the audacity to believe that people everywhere can have three meals a day for their bodies, education and culture for the minds, and dignity, equality, and freedom for their spirits."

:Taken from his remarks upon acceptance of the Nobel Prize

==Kofi Annan (Born 1938)==

Former UN Secretary-General

:This is not just a matter of giving a laptop to each child, as if bestowing on them some magical charm. The magic lies within—within each child, within each scientist, scholar, or just plain citizen in the making. This initiative is meant to bring it forth into the light of day.

==Alan Kay (born 1940)==

* The important thing here is that the music is not in the piano. And knowledge and edification is not in the computer. The computer is simply an instrument whose music is ideas.

* By the time I got to school, I had already read a couple hundred books. I knew in the first grade that they were lying to me because I had already been exposed to other points of view. School is basically about one point of view — the one the teacher has or the textbooks have. They don't like the idea of having different points of view, so it was a battle. Of course I would pipe up with my five-year-old voice.
:Alan Kay by Scott Gasch

* If you don't fail at least 90 percent of the time, you're not aiming high enough.

==Edward Mokurai Cherlin (born 1946)==

* The essential capacity for discovery is the ability to visualize more than one part of an elephant that you have never seen.

* "First they ignore you, then they laugh at you, then they fight you, then you win."—Gandhi. Then they claim that it was their idea all along.

==Michio Kaku (born 1947)==

* We are all born scientists.

==Terry Pratchett (born 1948)==

* When you light a fire for a man, you keep him warm for a night. When you set him on fire, you keep him warm for the rest of his life.
:''Jingo'' (See Plutarch, above, if you don't get it.)

==Douglas Adams (1952–2001)==

* "We'll be saying a big hello to all intelligent lifeforms everywhere and to everyone else out there, the secret is to bang the rocks together, guys."
:''Hitchhiker's Guide to the Galaxy''

=Negative=

All of the following come down to

* When I want to hear ''your'' opinion, I'll '''tell''' it to you.

a line I first encountered in a Robert Asprin fantasy novel.

==Plato (ca. 428 BCE–347 BCE)==

The greatest principle of all is that nobody, whether male or female, should be without a leader. Nor should the mind of anybody be habituated to letting him (or her) do anything at all on his (or her) own initiative–to his leader he shall direct his eye and follow him faithfully. And even in the smallest matter he should stand under leadership. For example, he should get up, or move, or wash, or take his meals...only if he has been told to do so. In a word, he should teach his soul, by long habit, never to dream of acting independently, and to become utterly incapable of it.

:Plato, ''Laws'' 942d (350 BCE)

==Johann Gottlieb Fichte (1762–1814)==

* You must fashion [the person], and fashion him in such a way that he simply cannot will otherwise than what you wish him to will.

:''Addresses to the German Nation''

==John Stuart Mill (1806–1873)==

* A general State education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body. An education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments...

:''On Liberty'' (1859)

==Mark Twain (Samuel L. Clemens, 1835–1910)==

* In the first place God made idiots. This was for practice. Then he made School Boards.

:''Following the Equator; Pudd'nhead Wilson's New Calendar''

* It ain't what you don't know that gets you into trouble. It's what you know for sure that just ain't so.
:Confidently attributed to Twain and a multitude of others

==Upton Sinclair (1878–1968)==

* It is difficult to get a man to understand something, when his salary depends upon his not understanding it.

:''I, Candidate for Governor: And How I Got Licked'' (1935), ISBN 0-520-08198-6; repr. University of California Press, 1994, p. 109.

==Martin Bormann (1900–1945?)==
Private secretary to German Führer Adolf Hitler
* Education is dangerous—Every educated person is a future enemy.
:Quoted in "The Trial of the Germans: An Account of the Twenty-Two Defendants Before the International Military Tribunal" - Page 101 by Eugene Davidson - History - 1997

==Antoine de Saint-Exupéry (1900—1944)==

* « Quand il naît par mutation dans les jardins une rose nouvelle, voilà tous les jardiniers qui s’émeuvent. On isole la rose, on cultive la rose, on la favorise. Mais il n’est point de jardinier pour les hommes. Mozart enfant sera marqué comme les autres par la machine à emboutir...Ce qui me tourmente,...c’est un peu, dans chacun de ces hommes, [http://www.burundibwacu.org/spip.php?article290 Mozart assassiné]. »

* "When a mutant rose arises in a garden, all the gardeners rejoice. They give it a special place, they cultivate it, they bestow all their care on it. But there are no gardeners for people. An infant Mozart is marked just like all the others by the stamping press...What torments me is...in each of these people, a bit of Mozart murdered."

==Richard Feynman (1918–1988)==

I got a telephone call from a pretty famous lawyer here in Pasadena, Mr. Norris, who was at that time on the State Board of Education. He asked me if I would serve on the State Curriculum Commission, which had to choose the new schoolbooks for the state of California...

I had a special bookshelf put in my study downstairs (the books took up seventeen feet), and began reading all the books that were going to be discussed in the next meeting. We were going to start out with the elementary schoolbooks...

It was a pretty big job, and I worked all the time at it down in the basement. My wife says that during this period it was like living over a volcano. It would be quiet for a while, but then all of a sudden, "BLLLLLOOOOOOWWWWW!!!!" -- there would be a big explosion from the "volcano" below.

The reason was that the books were so lousy. They were false. They were hurried. They would try to be rigorous, but they would use examples (like automobiles in the street for "sets") which were almost OK, but in which there were always some subtleties. The definitions weren't accurate. Everything was a little bit ambiguous -- they weren't smart enough to understand what was meant by "rigor." They were faking it. They were teaching something they didn't understand, and which was, in fact, useless, at that time, for the child.

:[http://www.textbookleague.org/103feyn.htm Judging Books by Their Covers], in Surely You're Joking, Mr. Feynman! (1985)

==Stephen Jay Gould (1941–2002)==

* We pass through this world but once. Few tragedies can be more extensive than the stunting of life, few injustices deeper than the denial of an opportunity to strive or even to hope, by a limit imposed from without, but falsely identified as lying within.

:''The Mismeasure of Man''

User:Mokurai/Quotes

2013-05-30T19:55:34Z

Mokurai: /* Samuel Johnson (1709-1784) */

Quotations on the nature of education and related ideas, and what people have tried to make of them instead. See also
* [http://en.wikiquote.org/wiki/Education Wikiquote on education].
* [http://manarafoundation.org/quotes/all/education Manara Foundation education quotes]
* [http://www.angelo.edu/faculty/kboudrea/cheap/cheap1_e.htm#Education Cheap Thoughts: Education]
* [http://www.informationphysics.com/truth Bob Salsa's Truth Quotes Page]

=Positive=

==Shakyamuni Buddha (c. 563 BCE to 483 BCE)==

* Do not believe in anything simply because you have heard it. Do not believe in anything simply because it is spoken and rumored by many. Do not believe in anything simply because it is found written in your religious books. Do not believe in anything merely on the authority of your teachers and elders. Do not believe in traditions because they have been handed down for many generations. But after observation and analysis, when you find that anything agrees with reason and is conducive to the good and benefit of one and all, then accept it and live up to it.

:''Kalama Sutta''

==Anonymous==

* Man is most nearly himself when he achieves the seriousness of a child at play.
:Usually attributed, incorrectly, to Heraclitus (c. 535–c. 475 BCE)

* I cannot teach anybody anything. I can only make them think.
:Attributed to Socrates (c. 469 BCE–399 BCE), but no source is provided.

* Make it your business to know yourself, which is the most difficult lesson in the world.

:Attributed to Miguel de Cervantes Saavedra (1547–1616)

* A society grows great when old men plant trees in whose shade they know they shall never sit.
:Allegedly a Greek proverb, but no source is provided.

* Everything should be made as simple as possible, but ''no simpler''.
:Attributed to Albert Einstein (1879–1955), but no source is provided.

* Anonymous poem, ''What is a Boy?''[sic] (1944)

:He is a person who is going to carry on what you have started.
:He is to sit right where you are sitting and attend when you are gone to those things you think are so important.
:You may adopt all the policies you please, but how they will be carried out depends on him.
:Even if you make leagues and treaties, he will have to manage them.
:He is going to sit at your desk in the Senate, and occupy your place on the Supreme Bench.
:He will assume control of your cities, states and nations.
:He is going to move in and take over your prisons, churches, schools, universities and corporations.
:All your work is going to be judged and praised or condemned by him.
:Your reputation and your future are in his hands.
:All you work is for him, and the fate of the nations and of humanity is in his hands.
:So it might be well to pay him some attention.
::''Masonic Historiology'', edited by Allotter J. McKow
::Similar quotations have been attributed to [http://en.wikiquote.org/wiki/Abraham_lincoln#Disputed Abraham Lincoln].

==Aristotle (384 BCE–322 BCE)==

* All men by nature desire to know. An indication of this is the delight we take in our senses.

* In modern times there are opposing views about the practice of education. There is no general agreement about what the young should learn either in relation to virtue or in relation to the best life; nor is it clear whether their education ought to be directed more towards the intellect than towards the character of the soul.... And it is not certain whether training should be directed at things useful in life, or at those conducive to virtue, or at non-essentials.... And there is no agreement as to what in fact does tend towards virtue. Men do not all prize most highly the same virtue, so naturally they differ also about the proper training for it. (unsourced)

==Plutarch (c. 46 – 120 AD)==

* The mind is not a vessel to be filled but a fire to be kindled. Alternative translation: The correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting...
:''On Listening to Lectures''

==Epictetus (AD 55–AD 135)==

* Only the educated are free.
:(''Discourses'', Book II, ch. 1)

==Imperator Caesar Marcus Aurelius Antoninus Augustus (121–180)==

* Give thyself time to learn something new and good, and cease to be whirled around.
:''Meditations'', II, 7

* Οἱ ἄνθρωποι γεγόνασιν ἀλλήλων ἕνεκεν· ἢ δίδασκε οὖν ἢ φέρε.
:All men are made one for another: either then teach them better, or bear with them.
:VIII, 56 (trans. Meric Casaubon)
:Variant: Men exist for the sake of one another. Teach them then or bear with them.
:VIII, 59 (trans. George Long)

==Charlemagne (January 29 745 – January 28, 814)==

* Quamvis enim melius sit benefacere quam nosse, prius tamen est nosse quam facere.
:Right action is better than knowledge; but in order to do what is right, we must know what is right.
:"De Litteris Colendis", in Jean-Barthélemy Hauréau De la philosophie scolastique (1850) p. 10; translation from T. H. Huxley Science and Education ([1893] 2007) p. 132

:Although indeed it would be better to do good than to know, first however comes knowing how to do it.—Mokurai's translation.

==Michel de Montaigne (1533-92)==

* Nothing is so firmly believed as that which we least know.
:Essais, Book I, ch. 32

==Daniel Defoe (ca. 1659-1661–1731)==

* I have often thought of it as one of the most barbarous customs in the world, considering us as a civilized and a Christian country, that we deny the advantages of learning to women.

:''The Education Of Women''

==William Shakespeare (1564–1616)==

* The fool doth think he is wise, but the wise man knows himself to be a fool.
:''As You Like It'', Act V, Scene 1

See also the [http://en.wikipedia.org/wiki/Dunning%E2%80%93Kruger_effect Dunning-Kruger Effect].

==Samuel Johnson (1709–1784)==

* There are, in every age, new errors to be rectified, and new prejudices to be opposed.

==Edmund Burke (1729–1797)==

The Father of Conservatism, who is today just another lousy Liberal.

* The first and the simplest emotion which we discover in the human mind is Curiosity.

:''A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful'' (1757)

==Thomas Jefferson (1743–1826)==

* If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.
:Letter to Colonel Charles Yancey (6 January 1816) ME 14:384

* Enlighten the people generally, and tyranny and oppressions of body and mind will vanish like evil spirits at the dawn of day.
:Letter to Éleuthère Irénée du Pont de Nemours (24 April 1816)

* I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. This is the true corrective of abuses of constitutional power.
:Letter to William Charles Jarvis, (28 September 1820).

==Simon Bolivar (1783–1830)==

* The first duty of a government is to give education to the people.

==William Blake (1757–1827)==

* The man who never alters his opinion is like standing water, and breeds reptiles of the mind.

==Abraham Lincoln (1809–1865)==

* Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in.
:[http://showcase.netins.net/web/creative/lincoln/speeches/1832.htm Communication to the People of Sangamo County] (9 March 1832)

==Henry Thomas Buckle (1821-1862)==

* Men and women range themselves into three classes or orders of intelligence; you can tell the lowest class by their habit of always talking about persons; the next by the fact that their habit is always to converse about things; the highest by their preference for the discussion of ideas.

: ''Haud immemor. Reminiscences of legal and social life in Edinburgh and London, 1850-1900'' by Charles Stewart. Edinburgh and London: W. Blackwood & sons, 1901

Also attributed to Admiral Hyman Rickover and to Eleanor Roosevelt, in various forms, including the more pithy

* Great minds discuss ideas, average minds discuss events, small minds discuss people.

==Søren Aabye Kierkegaard (1813—1855)==

* Which is more difficult, to awaken one who sleeps or to awaken one who, awake, dreams that he is awake?
: ''Works of Love''

==Oscar Wilde (1854–1900)==

* Education is an admirable thing. But it is well to remember from time to time that nothing that is worth knowing can be taught.

:''A Few Maxims For The Instruction Of The Over-Educated'' 
:First published anonymously in the Saturday Review (17 November 1894)

==Woodrow Wilson (1856–1924)==

* I not only use all the brains that I have, but all that I can borrow.

==George Bernard Shaw (1856–1950)==

* Education: A succession of eye-openers each involving the repudiation of some previously held belief.
:(attributed: source unknown)

==John Dewey (1859–1952)==

* What the best and wisest parent wants for his child is what we should want for all the children of the community.
:''The School and Society'', 1900

==John Alexander Smith (1863–1939)==

* Gentlemen, you are now about to embark on a course of studies which will occupy you for two years. Together, they form a noble adventure. But I would like to remind you of an important point. Nothing that you will learn in the course of your studies will be of the slightest possible use to you in after life, save only this, that if you work hard and intelligently you should be able to detect when a man is talking rot, and that, in my view, is the main, if not the sole, purpose of education.

:Smith was Professor of Moral Philosophy at Oxford University.
:Statement recorded in 1914.

==H. G. Wells (Herbert George Wells, 1866-09-21–1946-08-13)==

* Human history becomes more and more a race between education and catastrophe.

:''The Outline of History'', Ch. 41 (1920)
:Fiction and non-fiction writer, Socialist

==Gandhi (1869–1948)==

* First they ignore you, then they laugh at you, then they fight you, then you win.
:[and then they claim it was their idea all along [[User:Mokurai|Mokurai]] 01:08, 14 December 2008 (UTC)]

* You must be the change you seek.

==Maria Montessori (1870–1952)==

* The greatest sign of success for a teacher is to be able to say, "The children are now working as if I did not exist."
* Never help a child with a task at which he feels he can succeed.

==Robert Frost (1874–1963)==

But yield who will to their separation, 
My object in living is to unite 
My avocation and my vocation 
As my two eyes make one in sight. 
Only where love and need are one, 
And the work is play for mortal stakes, 
Is the deed ever really done 
For Heaven and the future's sakes.

:''Two Tramps In Mudtime''

==Albert Einstein (1879–1955)==

* It is almost a miracle that modern teaching methods have not yet entirely strangled the holy curiosity of inquiry; for what this delicate little plant needs more than anything, besides stimulation, is freedom.

* Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination.

* I must be willing to give up what I am in order to become what I will be.

==Pablo Picasso (1881–1973)==

* I am always doing that which I can not do, in order that I may learn how to do it.

==Edna St. Vincent Millay (1892 – 1950)==

Euclid alone has looked on Beauty bare. 
Let all who prate of Beauty hold their peace, 
And lay them prone upon the earth and cease 
To ponder on themselves, the while they stare 
At nothing, intricately drawn nowhere 
In shapes of shifting lineage; let geese 
Gabble and hiss, but heroes seek release 
From dusty bondage into luminous air. 
O blinding hour, O holy, terrible day, 
When first the shaft into his vision shone 
Of light anatomized! Euclid alone 
Has looked on Beauty bare. Fortunate they 
Who, though once only and then but far away, 
Have heard her massive sandal set on stone.

Sonnet XXII from ''The Harp-Weaver and Other Poems'' (1923)

==Albert Szent-Gyorgy (1893–1986)==

* Discovery consists of seeing what everyone else has seen and thinking what no one else has thought.
:Nobel laureate (biology/medicine)

==James Thurber (1894–1961)==

* It is better to ask some of the questions than to know all the answers.

:From [http://www.brunswick.k12.me.us/hdwyer/the-scotty-who-knew-too-much/ "The Scotty who Knew Too Much"], in ''[http://books.google.com/books?id=HedNG3C2BpUC&printsec=frontcover&dq=fables+for+our+times&hl=en&sa=X&ei=r7tAUf_qNOfzygHgwoGAAQ&ved=0CDoQ6AEwAA Fables for Our Time]'', 1940

==Amadou Hampâté Bâ (1900—1991)==

* When an old man dies, a library burns down.

:Malian author
:Often misattributed as "old African proverb" or "Senegalese proverb".

==Margaret Mead (1901—1978)==

* Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it is the only thing that ever has.

==Vladimir Horowitz (1903—1989)==

* It's better to make your own mistakes than to copy someone else's.

: Unsourced

==B. F. Skinner (1904–1990)==

* Education is what survives when what has been learned has been forgotten.

:Also attributed to James Bryant Conant, Albert Einstein.

==Robert A. Heinlein (1907–1988)==

* A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects.

==Peter Drucker (1909—2005)==

* The important and difficult job is never to find the right answers, it is to find the right question. For there are few things as useless—if not dangerous—as the right answer to the wrong question.

Source?

* The most serious mistakes are not made as a result of wrong answers. The truly dangerous thing is asking the wrong questions.

''Men, Ideas and Politics'', Harvard Business Review Press, 2010

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2010.

==Clark Kerr (1911—2003)==

* The purpose of the university is to make students safe for ideas, not ideas safe for students.

Unsourced

==John Tukey (1915—2000)==

* Far better an approximate answer to the right question, which is often vague, than an exact answer to the wrong question, which can always be made precise.

"Sunset Salvo," The American Statistician, Vol. 40, No. 1, 1986, pp. 72-76.

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2012.

==Jerome Bruner (born 1915)==

* We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

:''The Process of Education'' (1960)

==Nelson Mandela (born 1918)==

* Education is the most powerful weapon which you can use to change the world.

==Richard Feynman (1918-1988)==

* What I cannot create, I do not understand.

:On his blackboard at time of death in 1988; as quoted in ''The Universe in a Nutshell'' by Stephen Hawking

==Kenneth E. Iverson (1920-2004)==

* The initial motive for developing APL was to provide a tool for writing and teaching. Although APL has been exploited mostly in commercial programming, I continue to believe that its most important use remains to be exploited: as a simple, precise, executable notation for the teaching of a wide range of subjects.

"A Personal View of APL", ''IBM Systems Journal'', '''30''' (4), 1991

==Isaac Asimov (1920–1992)==

Individualized education via computers so that everybody can be interested in learning lifelong.
:[http://www.youtube.com/watch?v=CJAIERgWhZQ&feature=related Interview with Bill Moyers, World of Ideas, 1988]

==Marvin Minsky (born 1927)==

* You don't understand anything until you learn it more than one way.
:In Rebecca Herold, ''Managing an Information Security and Privacy Awareness and Training Program'' (2005), 101.
* We like to think that a child's play is unconstrained—but when children appear to feel joyous and free, this may merely hide from their minds their purposefulness; you can see this more clearly when you attempt to drag them away from their chosen tasks. For they are exploring their worlds to see what's there, making explanations of what those things are, and imagining what else could be; exploring, explaining and learning are among a child's most purposeful urges and goals. The playfulness of childhood is the most demanding teacher we have. Never again in those children's lives will anything drive them to work so hard.
:''The Emotion Machine''

==Seymour Papert (Born 1928)==

* Programming a computer means nothing more or less than communicating to it in a language that it and the human user can both "understand". And learning languages is one of the things children do best. Every normal child learns to talk. Why then should a child not learn to "talk" to a computer?
:''Mindstorms: Children, Computers, and Powerful Ideas''

==Martin Luther King, Jr. (1929-1968)==

* "I have the audacity to believe that people everywhere can have three meals a day for their bodies, education and culture for the minds, and dignity, equality, and freedom for their spirits."

:Taken from his remarks upon acceptance of the Nobel Prize

==Kofi Annan (Born 1938)==

Former UN Secretary-General

:This is not just a matter of giving a laptop to each child, as if bestowing on them some magical charm. The magic lies within—within each child, within each scientist, scholar, or just plain citizen in the making. This initiative is meant to bring it forth into the light of day.

==Alan Kay (born 1940)==

* The important thing here is that the music is not in the piano. And knowledge and edification is not in the computer. The computer is simply an instrument whose music is ideas.

* By the time I got to school, I had already read a couple hundred books. I knew in the first grade that they were lying to me because I had already been exposed to other points of view. School is basically about one point of view — the one the teacher has or the textbooks have. They don't like the idea of having different points of view, so it was a battle. Of course I would pipe up with my five-year-old voice.
:Alan Kay by Scott Gasch

* If you don't fail at least 90 percent of the time, you're not aiming high enough.

==Edward Mokurai Cherlin (born 1946)==

* The essential capacity for discovery is the ability to visualize more than one part of an elephant that you have never seen.

* "First they ignore you, then they laugh at you, then they fight you, then you win."—Gandhi. Then they claim that it was their idea all along.

==Michio Kaku (born 1947)==

* We are all born scientists.

==Terry Pratchett (born 1948)==

* When you light a fire for a man, you keep him warm for a night. When you set him on fire, you keep him warm for the rest of his life.
:''Jingo'' (See Plutarch, above, if you don't get it.)

==Douglas Adams (1952–2001)==

* "We'll be saying a big hello to all intelligent lifeforms everywhere and to everyone else out there, the secret is to bang the rocks together, guys."
:''Hitchhiker's Guide to the Galaxy''

=Negative=

All of the following come down to

* When I want to hear ''your'' opinion, I'll '''tell''' it to you.

a line I first encountered in a Robert Asprin fantasy novel.

==Plato (ca. 428 BCE–347 BCE)==

The greatest principle of all is that nobody, whether male or female, should be without a leader. Nor should the mind of anybody be habituated to letting him (or her) do anything at all on his (or her) own initiative–to his leader he shall direct his eye and follow him faithfully. And even in the smallest matter he should stand under leadership. For example, he should get up, or move, or wash, or take his meals...only if he has been told to do so. In a word, he should teach his soul, by long habit, never to dream of acting independently, and to become utterly incapable of it.

:Plato, ''Laws'' 942d (350 BCE)

==Johann Gottlieb Fichte (1762–1814)==

* You must fashion [the person], and fashion him in such a way that he simply cannot will otherwise than what you wish him to will.

:''Addresses to the German Nation''

==John Stuart Mill (1806–1873)==

* A general State education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body. An education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments...

:''On Liberty'' (1859)

==Mark Twain (Samuel L. Clemens, 1835–1910)==

* In the first place God made idiots. This was for practice. Then he made School Boards.

:''Following the Equator; Pudd'nhead Wilson's New Calendar''

* It ain't what you don't know that gets you into trouble. It's what you know for sure that just ain't so.
:Confidently attributed to Twain and a multitude of others

==Upton Sinclair (1878–1968)==

* It is difficult to get a man to understand something, when his salary depends upon his not understanding it.

:''I, Candidate for Governor: And How I Got Licked'' (1935), ISBN 0-520-08198-6; repr. University of California Press, 1994, p. 109.

==Martin Bormann (1900–1945?)==
Private secretary to German Führer Adolf Hitler
* Education is dangerous—Every educated person is a future enemy.
:Quoted in "The Trial of the Germans: An Account of the Twenty-Two Defendants Before the International Military Tribunal" - Page 101 by Eugene Davidson - History - 1997

==Antoine de Saint-Exupéry (1900—1944)==

* « Quand il naît par mutation dans les jardins une rose nouvelle, voilà tous les jardiniers qui s’émeuvent. On isole la rose, on cultive la rose, on la favorise. Mais il n’est point de jardinier pour les hommes. Mozart enfant sera marqué comme les autres par la machine à emboutir...Ce qui me tourmente,...c’est un peu, dans chacun de ces hommes, [http://www.burundibwacu.org/spip.php?article290 Mozart assassiné]. »

* "When a mutant rose arises in a garden, all the gardeners rejoice. They give it a special place, they cultivate it, they bestow all their care on it. But there are no gardeners for people. An infant Mozart is marked just like all the others by the stamping press...What torments me is...in each of these people, a bit of Mozart murdered."

==Richard Feynman (1918–1988)==

I got a telephone call from a pretty famous lawyer here in Pasadena, Mr. Norris, who was at that time on the State Board of Education. He asked me if I would serve on the State Curriculum Commission, which had to choose the new schoolbooks for the state of California...

I had a special bookshelf put in my study downstairs (the books took up seventeen feet), and began reading all the books that were going to be discussed in the next meeting. We were going to start out with the elementary schoolbooks...

It was a pretty big job, and I worked all the time at it down in the basement. My wife says that during this period it was like living over a volcano. It would be quiet for a while, but then all of a sudden, "BLLLLLOOOOOOWWWWW!!!!" -- there would be a big explosion from the "volcano" below.

The reason was that the books were so lousy. They were false. They were hurried. They would try to be rigorous, but they would use examples (like automobiles in the street for "sets") which were almost OK, but in which there were always some subtleties. The definitions weren't accurate. Everything was a little bit ambiguous -- they weren't smart enough to understand what was meant by "rigor." They were faking it. They were teaching something they didn't understand, and which was, in fact, useless, at that time, for the child.

:[http://www.textbookleague.org/103feyn.htm Judging Books by Their Covers], in Surely You're Joking, Mr. Feynman! (1985)

==Stephen Jay Gould (1941–2002)==

* We pass through this world but once. Few tragedies can be more extensive than the stunting of life, few injustices deeper than the denial of an opportunity to strive or even to hope, by a limit imposed from without, but falsely identified as lying within.

:''The Mismeasure of Man''

User:Mokurai/Quotes

2013-05-30T19:55:11Z

Mokurai: /* William Shakespeare (1564&endash;1616) */

Quotations on the nature of education and related ideas, and what people have tried to make of them instead. See also
* [http://en.wikiquote.org/wiki/Education Wikiquote on education].
* [http://manarafoundation.org/quotes/all/education Manara Foundation education quotes]
* [http://www.angelo.edu/faculty/kboudrea/cheap/cheap1_e.htm#Education Cheap Thoughts: Education]
* [http://www.informationphysics.com/truth Bob Salsa's Truth Quotes Page]

=Positive=

==Shakyamuni Buddha (c. 563 BCE to 483 BCE)==

* Do not believe in anything simply because you have heard it. Do not believe in anything simply because it is spoken and rumored by many. Do not believe in anything simply because it is found written in your religious books. Do not believe in anything merely on the authority of your teachers and elders. Do not believe in traditions because they have been handed down for many generations. But after observation and analysis, when you find that anything agrees with reason and is conducive to the good and benefit of one and all, then accept it and live up to it.

:''Kalama Sutta''

==Anonymous==

* Man is most nearly himself when he achieves the seriousness of a child at play.
:Usually attributed, incorrectly, to Heraclitus (c. 535–c. 475 BCE)

* I cannot teach anybody anything. I can only make them think.
:Attributed to Socrates (c. 469 BCE–399 BCE), but no source is provided.

* Make it your business to know yourself, which is the most difficult lesson in the world.

:Attributed to Miguel de Cervantes Saavedra (1547–1616)

* A society grows great when old men plant trees in whose shade they know they shall never sit.
:Allegedly a Greek proverb, but no source is provided.

* Everything should be made as simple as possible, but ''no simpler''.
:Attributed to Albert Einstein (1879–1955), but no source is provided.

* Anonymous poem, ''What is a Boy?''[sic] (1944)

:He is a person who is going to carry on what you have started.
:He is to sit right where you are sitting and attend when you are gone to those things you think are so important.
:You may adopt all the policies you please, but how they will be carried out depends on him.
:Even if you make leagues and treaties, he will have to manage them.
:He is going to sit at your desk in the Senate, and occupy your place on the Supreme Bench.
:He will assume control of your cities, states and nations.
:He is going to move in and take over your prisons, churches, schools, universities and corporations.
:All your work is going to be judged and praised or condemned by him.
:Your reputation and your future are in his hands.
:All you work is for him, and the fate of the nations and of humanity is in his hands.
:So it might be well to pay him some attention.
::''Masonic Historiology'', edited by Allotter J. McKow
::Similar quotations have been attributed to [http://en.wikiquote.org/wiki/Abraham_lincoln#Disputed Abraham Lincoln].

==Aristotle (384 BCE–322 BCE)==

* All men by nature desire to know. An indication of this is the delight we take in our senses.

* In modern times there are opposing views about the practice of education. There is no general agreement about what the young should learn either in relation to virtue or in relation to the best life; nor is it clear whether their education ought to be directed more towards the intellect than towards the character of the soul.... And it is not certain whether training should be directed at things useful in life, or at those conducive to virtue, or at non-essentials.... And there is no agreement as to what in fact does tend towards virtue. Men do not all prize most highly the same virtue, so naturally they differ also about the proper training for it. (unsourced)

==Plutarch (c. 46 – 120 AD)==

* The mind is not a vessel to be filled but a fire to be kindled. Alternative translation: The correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting...
:''On Listening to Lectures''

==Epictetus (AD 55–AD 135)==

* Only the educated are free.
:(''Discourses'', Book II, ch. 1)

==Imperator Caesar Marcus Aurelius Antoninus Augustus (121–180)==

* Give thyself time to learn something new and good, and cease to be whirled around.
:''Meditations'', II, 7

* Οἱ ἄνθρωποι γεγόνασιν ἀλλήλων ἕνεκεν· ἢ δίδασκε οὖν ἢ φέρε.
:All men are made one for another: either then teach them better, or bear with them.
:VIII, 56 (trans. Meric Casaubon)
:Variant: Men exist for the sake of one another. Teach them then or bear with them.
:VIII, 59 (trans. George Long)

==Charlemagne (January 29 745 – January 28, 814)==

* Quamvis enim melius sit benefacere quam nosse, prius tamen est nosse quam facere.
:Right action is better than knowledge; but in order to do what is right, we must know what is right.
:"De Litteris Colendis", in Jean-Barthélemy Hauréau De la philosophie scolastique (1850) p. 10; translation from T. H. Huxley Science and Education ([1893] 2007) p. 132

:Although indeed it would be better to do good than to know, first however comes knowing how to do it.—Mokurai's translation.

==Michel de Montaigne (1533-92)==

* Nothing is so firmly believed as that which we least know.
:Essais, Book I, ch. 32

==Daniel Defoe (ca. 1659-1661–1731)==

* I have often thought of it as one of the most barbarous customs in the world, considering us as a civilized and a Christian country, that we deny the advantages of learning to women.

:''The Education Of Women''

==William Shakespeare (1564–1616)==

* The fool doth think he is wise, but the wise man knows himself to be a fool.
:''As You Like It'', Act V, Scene 1

See also the [http://en.wikipedia.org/wiki/Dunning%E2%80%93Kruger_effect Dunning-Kruger Effect].

==Samuel Johnson (1709-1784)==

* There are, in every age, new errors to be rectified, and new prejudices to be opposed.

==Edmund Burke (1729–1797)==

The Father of Conservatism, who is today just another lousy Liberal.

* The first and the simplest emotion which we discover in the human mind is Curiosity.

:''A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful'' (1757)

==Thomas Jefferson (1743–1826)==

* If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.
:Letter to Colonel Charles Yancey (6 January 1816) ME 14:384

* Enlighten the people generally, and tyranny and oppressions of body and mind will vanish like evil spirits at the dawn of day.
:Letter to Éleuthère Irénée du Pont de Nemours (24 April 1816)

* I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. This is the true corrective of abuses of constitutional power.
:Letter to William Charles Jarvis, (28 September 1820).

==Simon Bolivar (1783–1830)==

* The first duty of a government is to give education to the people.

==William Blake (1757–1827)==

* The man who never alters his opinion is like standing water, and breeds reptiles of the mind.

==Abraham Lincoln (1809–1865)==

* Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in.
:[http://showcase.netins.net/web/creative/lincoln/speeches/1832.htm Communication to the People of Sangamo County] (9 March 1832)

==Henry Thomas Buckle (1821-1862)==

* Men and women range themselves into three classes or orders of intelligence; you can tell the lowest class by their habit of always talking about persons; the next by the fact that their habit is always to converse about things; the highest by their preference for the discussion of ideas.

: ''Haud immemor. Reminiscences of legal and social life in Edinburgh and London, 1850-1900'' by Charles Stewart. Edinburgh and London: W. Blackwood & sons, 1901

Also attributed to Admiral Hyman Rickover and to Eleanor Roosevelt, in various forms, including the more pithy

* Great minds discuss ideas, average minds discuss events, small minds discuss people.

==Søren Aabye Kierkegaard (1813—1855)==

* Which is more difficult, to awaken one who sleeps or to awaken one who, awake, dreams that he is awake?
: ''Works of Love''

==Oscar Wilde (1854–1900)==

* Education is an admirable thing. But it is well to remember from time to time that nothing that is worth knowing can be taught.

:''A Few Maxims For The Instruction Of The Over-Educated'' 
:First published anonymously in the Saturday Review (17 November 1894)

==Woodrow Wilson (1856–1924)==

* I not only use all the brains that I have, but all that I can borrow.

==George Bernard Shaw (1856–1950)==

* Education: A succession of eye-openers each involving the repudiation of some previously held belief.
:(attributed: source unknown)

==John Dewey (1859–1952)==

* What the best and wisest parent wants for his child is what we should want for all the children of the community.
:''The School and Society'', 1900

==John Alexander Smith (1863–1939)==

* Gentlemen, you are now about to embark on a course of studies which will occupy you for two years. Together, they form a noble adventure. But I would like to remind you of an important point. Nothing that you will learn in the course of your studies will be of the slightest possible use to you in after life, save only this, that if you work hard and intelligently you should be able to detect when a man is talking rot, and that, in my view, is the main, if not the sole, purpose of education.

:Smith was Professor of Moral Philosophy at Oxford University.
:Statement recorded in 1914.

==H. G. Wells (Herbert George Wells, 1866-09-21–1946-08-13)==

* Human history becomes more and more a race between education and catastrophe.

:''The Outline of History'', Ch. 41 (1920)
:Fiction and non-fiction writer, Socialist

==Gandhi (1869–1948)==

* First they ignore you, then they laugh at you, then they fight you, then you win.
:[and then they claim it was their idea all along [[User:Mokurai|Mokurai]] 01:08, 14 December 2008 (UTC)]

* You must be the change you seek.

==Maria Montessori (1870–1952)==

* The greatest sign of success for a teacher is to be able to say, "The children are now working as if I did not exist."
* Never help a child with a task at which he feels he can succeed.

==Robert Frost (1874–1963)==

But yield who will to their separation, 
My object in living is to unite 
My avocation and my vocation 
As my two eyes make one in sight. 
Only where love and need are one, 
And the work is play for mortal stakes, 
Is the deed ever really done 
For Heaven and the future's sakes.

:''Two Tramps In Mudtime''

==Albert Einstein (1879–1955)==

* It is almost a miracle that modern teaching methods have not yet entirely strangled the holy curiosity of inquiry; for what this delicate little plant needs more than anything, besides stimulation, is freedom.

* Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination.

* I must be willing to give up what I am in order to become what I will be.

==Pablo Picasso (1881–1973)==

* I am always doing that which I can not do, in order that I may learn how to do it.

==Edna St. Vincent Millay (1892 – 1950)==

Euclid alone has looked on Beauty bare. 
Let all who prate of Beauty hold their peace, 
And lay them prone upon the earth and cease 
To ponder on themselves, the while they stare 
At nothing, intricately drawn nowhere 
In shapes of shifting lineage; let geese 
Gabble and hiss, but heroes seek release 
From dusty bondage into luminous air. 
O blinding hour, O holy, terrible day, 
When first the shaft into his vision shone 
Of light anatomized! Euclid alone 
Has looked on Beauty bare. Fortunate they 
Who, though once only and then but far away, 
Have heard her massive sandal set on stone.

Sonnet XXII from ''The Harp-Weaver and Other Poems'' (1923)

==Albert Szent-Gyorgy (1893–1986)==

* Discovery consists of seeing what everyone else has seen and thinking what no one else has thought.
:Nobel laureate (biology/medicine)

==James Thurber (1894–1961)==

* It is better to ask some of the questions than to know all the answers.

:From [http://www.brunswick.k12.me.us/hdwyer/the-scotty-who-knew-too-much/ "The Scotty who Knew Too Much"], in ''[http://books.google.com/books?id=HedNG3C2BpUC&printsec=frontcover&dq=fables+for+our+times&hl=en&sa=X&ei=r7tAUf_qNOfzygHgwoGAAQ&ved=0CDoQ6AEwAA Fables for Our Time]'', 1940

==Amadou Hampâté Bâ (1900—1991)==

* When an old man dies, a library burns down.

:Malian author
:Often misattributed as "old African proverb" or "Senegalese proverb".

==Margaret Mead (1901—1978)==

* Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it is the only thing that ever has.

==Vladimir Horowitz (1903—1989)==

* It's better to make your own mistakes than to copy someone else's.

: Unsourced

==B. F. Skinner (1904–1990)==

* Education is what survives when what has been learned has been forgotten.

:Also attributed to James Bryant Conant, Albert Einstein.

==Robert A. Heinlein (1907–1988)==

* A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects.

==Peter Drucker (1909—2005)==

* The important and difficult job is never to find the right answers, it is to find the right question. For there are few things as useless—if not dangerous—as the right answer to the wrong question.

Source?

* The most serious mistakes are not made as a result of wrong answers. The truly dangerous thing is asking the wrong questions.

''Men, Ideas and Politics'', Harvard Business Review Press, 2010

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2010.

==Clark Kerr (1911—2003)==

* The purpose of the university is to make students safe for ideas, not ideas safe for students.

Unsourced

==John Tukey (1915—2000)==

* Far better an approximate answer to the right question, which is often vague, than an exact answer to the wrong question, which can always be made precise.

"Sunset Salvo," The American Statistician, Vol. 40, No. 1, 1986, pp. 72-76.

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2012.

==Jerome Bruner (born 1915)==

* We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

:''The Process of Education'' (1960)

==Nelson Mandela (born 1918)==

* Education is the most powerful weapon which you can use to change the world.

==Richard Feynman (1918-1988)==

* What I cannot create, I do not understand.

:On his blackboard at time of death in 1988; as quoted in ''The Universe in a Nutshell'' by Stephen Hawking

==Kenneth E. Iverson (1920-2004)==

* The initial motive for developing APL was to provide a tool for writing and teaching. Although APL has been exploited mostly in commercial programming, I continue to believe that its most important use remains to be exploited: as a simple, precise, executable notation for the teaching of a wide range of subjects.

"A Personal View of APL", ''IBM Systems Journal'', '''30''' (4), 1991

==Isaac Asimov (1920–1992)==

Individualized education via computers so that everybody can be interested in learning lifelong.
:[http://www.youtube.com/watch?v=CJAIERgWhZQ&feature=related Interview with Bill Moyers, World of Ideas, 1988]

==Marvin Minsky (born 1927)==

* You don't understand anything until you learn it more than one way.
:In Rebecca Herold, ''Managing an Information Security and Privacy Awareness and Training Program'' (2005), 101.
* We like to think that a child's play is unconstrained—but when children appear to feel joyous and free, this may merely hide from their minds their purposefulness; you can see this more clearly when you attempt to drag them away from their chosen tasks. For they are exploring their worlds to see what's there, making explanations of what those things are, and imagining what else could be; exploring, explaining and learning are among a child's most purposeful urges and goals. The playfulness of childhood is the most demanding teacher we have. Never again in those children's lives will anything drive them to work so hard.
:''The Emotion Machine''

==Seymour Papert (Born 1928)==

* Programming a computer means nothing more or less than communicating to it in a language that it and the human user can both "understand". And learning languages is one of the things children do best. Every normal child learns to talk. Why then should a child not learn to "talk" to a computer?
:''Mindstorms: Children, Computers, and Powerful Ideas''

==Martin Luther King, Jr. (1929-1968)==

* "I have the audacity to believe that people everywhere can have three meals a day for their bodies, education and culture for the minds, and dignity, equality, and freedom for their spirits."

:Taken from his remarks upon acceptance of the Nobel Prize

==Kofi Annan (Born 1938)==

Former UN Secretary-General

:This is not just a matter of giving a laptop to each child, as if bestowing on them some magical charm. The magic lies within—within each child, within each scientist, scholar, or just plain citizen in the making. This initiative is meant to bring it forth into the light of day.

==Alan Kay (born 1940)==

* The important thing here is that the music is not in the piano. And knowledge and edification is not in the computer. The computer is simply an instrument whose music is ideas.

* By the time I got to school, I had already read a couple hundred books. I knew in the first grade that they were lying to me because I had already been exposed to other points of view. School is basically about one point of view — the one the teacher has or the textbooks have. They don't like the idea of having different points of view, so it was a battle. Of course I would pipe up with my five-year-old voice.
:Alan Kay by Scott Gasch

* If you don't fail at least 90 percent of the time, you're not aiming high enough.

==Edward Mokurai Cherlin (born 1946)==

* The essential capacity for discovery is the ability to visualize more than one part of an elephant that you have never seen.

* "First they ignore you, then they laugh at you, then they fight you, then you win."—Gandhi. Then they claim that it was their idea all along.

==Michio Kaku (born 1947)==

* We are all born scientists.

==Terry Pratchett (born 1948)==

* When you light a fire for a man, you keep him warm for a night. When you set him on fire, you keep him warm for the rest of his life.
:''Jingo'' (See Plutarch, above, if you don't get it.)

==Douglas Adams (1952–2001)==

* "We'll be saying a big hello to all intelligent lifeforms everywhere and to everyone else out there, the secret is to bang the rocks together, guys."
:''Hitchhiker's Guide to the Galaxy''

=Negative=

All of the following come down to

* When I want to hear ''your'' opinion, I'll '''tell''' it to you.

a line I first encountered in a Robert Asprin fantasy novel.

==Plato (ca. 428 BCE–347 BCE)==

The greatest principle of all is that nobody, whether male or female, should be without a leader. Nor should the mind of anybody be habituated to letting him (or her) do anything at all on his (or her) own initiative–to his leader he shall direct his eye and follow him faithfully. And even in the smallest matter he should stand under leadership. For example, he should get up, or move, or wash, or take his meals...only if he has been told to do so. In a word, he should teach his soul, by long habit, never to dream of acting independently, and to become utterly incapable of it.

:Plato, ''Laws'' 942d (350 BCE)

==Johann Gottlieb Fichte (1762–1814)==

* You must fashion [the person], and fashion him in such a way that he simply cannot will otherwise than what you wish him to will.

:''Addresses to the German Nation''

==John Stuart Mill (1806–1873)==

* A general State education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body. An education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments...

:''On Liberty'' (1859)

==Mark Twain (Samuel L. Clemens, 1835–1910)==

* In the first place God made idiots. This was for practice. Then he made School Boards.

:''Following the Equator; Pudd'nhead Wilson's New Calendar''

* It ain't what you don't know that gets you into trouble. It's what you know for sure that just ain't so.
:Confidently attributed to Twain and a multitude of others

==Upton Sinclair (1878–1968)==

* It is difficult to get a man to understand something, when his salary depends upon his not understanding it.

:''I, Candidate for Governor: And How I Got Licked'' (1935), ISBN 0-520-08198-6; repr. University of California Press, 1994, p. 109.

==Martin Bormann (1900–1945?)==
Private secretary to German Führer Adolf Hitler
* Education is dangerous—Every educated person is a future enemy.
:Quoted in "The Trial of the Germans: An Account of the Twenty-Two Defendants Before the International Military Tribunal" - Page 101 by Eugene Davidson - History - 1997

==Antoine de Saint-Exupéry (1900—1944)==

* « Quand il naît par mutation dans les jardins une rose nouvelle, voilà tous les jardiniers qui s’émeuvent. On isole la rose, on cultive la rose, on la favorise. Mais il n’est point de jardinier pour les hommes. Mozart enfant sera marqué comme les autres par la machine à emboutir...Ce qui me tourmente,...c’est un peu, dans chacun de ces hommes, [http://www.burundibwacu.org/spip.php?article290 Mozart assassiné]. »

* "When a mutant rose arises in a garden, all the gardeners rejoice. They give it a special place, they cultivate it, they bestow all their care on it. But there are no gardeners for people. An infant Mozart is marked just like all the others by the stamping press...What torments me is...in each of these people, a bit of Mozart murdered."

==Richard Feynman (1918–1988)==

I got a telephone call from a pretty famous lawyer here in Pasadena, Mr. Norris, who was at that time on the State Board of Education. He asked me if I would serve on the State Curriculum Commission, which had to choose the new schoolbooks for the state of California...

I had a special bookshelf put in my study downstairs (the books took up seventeen feet), and began reading all the books that were going to be discussed in the next meeting. We were going to start out with the elementary schoolbooks...

It was a pretty big job, and I worked all the time at it down in the basement. My wife says that during this period it was like living over a volcano. It would be quiet for a while, but then all of a sudden, "BLLLLLOOOOOOWWWWW!!!!" -- there would be a big explosion from the "volcano" below.

The reason was that the books were so lousy. They were false. They were hurried. They would try to be rigorous, but they would use examples (like automobiles in the street for "sets") which were almost OK, but in which there were always some subtleties. The definitions weren't accurate. Everything was a little bit ambiguous -- they weren't smart enough to understand what was meant by "rigor." They were faking it. They were teaching something they didn't understand, and which was, in fact, useless, at that time, for the child.

:[http://www.textbookleague.org/103feyn.htm Judging Books by Their Covers], in Surely You're Joking, Mr. Feynman! (1985)

==Stephen Jay Gould (1941–2002)==

* We pass through this world but once. Few tragedies can be more extensive than the stunting of life, few injustices deeper than the denial of an opportunity to strive or even to hope, by a limit imposed from without, but falsely identified as lying within.

:''The Mismeasure of Man''

User:Mokurai/Quotes

2013-05-30T19:54:15Z

Mokurai: /* Daniel Defoe (ca. 1659-1661–1731) */ Shakespeare

Quotations on the nature of education and related ideas, and what people have tried to make of them instead. See also
* [http://en.wikiquote.org/wiki/Education Wikiquote on education].
* [http://manarafoundation.org/quotes/all/education Manara Foundation education quotes]
* [http://www.angelo.edu/faculty/kboudrea/cheap/cheap1_e.htm#Education Cheap Thoughts: Education]
* [http://www.informationphysics.com/truth Bob Salsa's Truth Quotes Page]

=Positive=

==Shakyamuni Buddha (c. 563 BCE to 483 BCE)==

* Do not believe in anything simply because you have heard it. Do not believe in anything simply because it is spoken and rumored by many. Do not believe in anything simply because it is found written in your religious books. Do not believe in anything merely on the authority of your teachers and elders. Do not believe in traditions because they have been handed down for many generations. But after observation and analysis, when you find that anything agrees with reason and is conducive to the good and benefit of one and all, then accept it and live up to it.

:''Kalama Sutta''

==Anonymous==

* Man is most nearly himself when he achieves the seriousness of a child at play.
:Usually attributed, incorrectly, to Heraclitus (c. 535–c. 475 BCE)

* I cannot teach anybody anything. I can only make them think.
:Attributed to Socrates (c. 469 BCE–399 BCE), but no source is provided.

* Make it your business to know yourself, which is the most difficult lesson in the world.

:Attributed to Miguel de Cervantes Saavedra (1547–1616)

* A society grows great when old men plant trees in whose shade they know they shall never sit.
:Allegedly a Greek proverb, but no source is provided.

* Everything should be made as simple as possible, but ''no simpler''.
:Attributed to Albert Einstein (1879–1955), but no source is provided.

* Anonymous poem, ''What is a Boy?''[sic] (1944)

:He is a person who is going to carry on what you have started.
:He is to sit right where you are sitting and attend when you are gone to those things you think are so important.
:You may adopt all the policies you please, but how they will be carried out depends on him.
:Even if you make leagues and treaties, he will have to manage them.
:He is going to sit at your desk in the Senate, and occupy your place on the Supreme Bench.
:He will assume control of your cities, states and nations.
:He is going to move in and take over your prisons, churches, schools, universities and corporations.
:All your work is going to be judged and praised or condemned by him.
:Your reputation and your future are in his hands.
:All you work is for him, and the fate of the nations and of humanity is in his hands.
:So it might be well to pay him some attention.
::''Masonic Historiology'', edited by Allotter J. McKow
::Similar quotations have been attributed to [http://en.wikiquote.org/wiki/Abraham_lincoln#Disputed Abraham Lincoln].

==Aristotle (384 BCE–322 BCE)==

* All men by nature desire to know. An indication of this is the delight we take in our senses.

* In modern times there are opposing views about the practice of education. There is no general agreement about what the young should learn either in relation to virtue or in relation to the best life; nor is it clear whether their education ought to be directed more towards the intellect than towards the character of the soul.... And it is not certain whether training should be directed at things useful in life, or at those conducive to virtue, or at non-essentials.... And there is no agreement as to what in fact does tend towards virtue. Men do not all prize most highly the same virtue, so naturally they differ also about the proper training for it. (unsourced)

==Plutarch (c. 46 – 120 AD)==

* The mind is not a vessel to be filled but a fire to be kindled. Alternative translation: The correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting...
:''On Listening to Lectures''

==Epictetus (AD 55–AD 135)==

* Only the educated are free.
:(''Discourses'', Book II, ch. 1)

==Imperator Caesar Marcus Aurelius Antoninus Augustus (121–180)==

* Give thyself time to learn something new and good, and cease to be whirled around.
:''Meditations'', II, 7

* Οἱ ἄνθρωποι γεγόνασιν ἀλλήλων ἕνεκεν· ἢ δίδασκε οὖν ἢ φέρε.
:All men are made one for another: either then teach them better, or bear with them.
:VIII, 56 (trans. Meric Casaubon)
:Variant: Men exist for the sake of one another. Teach them then or bear with them.
:VIII, 59 (trans. George Long)

==Charlemagne (January 29 745 – January 28, 814)==

* Quamvis enim melius sit benefacere quam nosse, prius tamen est nosse quam facere.
:Right action is better than knowledge; but in order to do what is right, we must know what is right.
:"De Litteris Colendis", in Jean-Barthélemy Hauréau De la philosophie scolastique (1850) p. 10; translation from T. H. Huxley Science and Education ([1893] 2007) p. 132

:Although indeed it would be better to do good than to know, first however comes knowing how to do it.—Mokurai's translation.

==Michel de Montaigne (1533-92)==

* Nothing is so firmly believed as that which we least know.
:Essais, Book I, ch. 32

==Daniel Defoe (ca. 1659-1661–1731)==

* I have often thought of it as one of the most barbarous customs in the world, considering us as a civilized and a Christian country, that we deny the advantages of learning to women.

:''The Education Of Women''

==William Shakespeare (1564&endash;1616)==

* The fool doth think he is wise, but the wise man knows himself to be a fool.
:''As You Like It'', Act V, Scene 1

See also the [http://en.wikipedia.org/wiki/Dunning%E2%80%93Kruger_effect Dunning-Kruger Effect].

==Samuel Johnson (1709-1784)==

* There are, in every age, new errors to be rectified, and new prejudices to be opposed.

==Edmund Burke (1729–1797)==

The Father of Conservatism, who is today just another lousy Liberal.

* The first and the simplest emotion which we discover in the human mind is Curiosity.

:''A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful'' (1757)

==Thomas Jefferson (1743–1826)==

* If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.
:Letter to Colonel Charles Yancey (6 January 1816) ME 14:384

* Enlighten the people generally, and tyranny and oppressions of body and mind will vanish like evil spirits at the dawn of day.
:Letter to Éleuthère Irénée du Pont de Nemours (24 April 1816)

* I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. This is the true corrective of abuses of constitutional power.
:Letter to William Charles Jarvis, (28 September 1820).

==Simon Bolivar (1783–1830)==

* The first duty of a government is to give education to the people.

==William Blake (1757–1827)==

* The man who never alters his opinion is like standing water, and breeds reptiles of the mind.

==Abraham Lincoln (1809–1865)==

* Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in.
:[http://showcase.netins.net/web/creative/lincoln/speeches/1832.htm Communication to the People of Sangamo County] (9 March 1832)

==Henry Thomas Buckle (1821-1862)==

* Men and women range themselves into three classes or orders of intelligence; you can tell the lowest class by their habit of always talking about persons; the next by the fact that their habit is always to converse about things; the highest by their preference for the discussion of ideas.

: ''Haud immemor. Reminiscences of legal and social life in Edinburgh and London, 1850-1900'' by Charles Stewart. Edinburgh and London: W. Blackwood & sons, 1901

Also attributed to Admiral Hyman Rickover and to Eleanor Roosevelt, in various forms, including the more pithy

* Great minds discuss ideas, average minds discuss events, small minds discuss people.

==Søren Aabye Kierkegaard (1813—1855)==

* Which is more difficult, to awaken one who sleeps or to awaken one who, awake, dreams that he is awake?
: ''Works of Love''

==Oscar Wilde (1854–1900)==

* Education is an admirable thing. But it is well to remember from time to time that nothing that is worth knowing can be taught.

:''A Few Maxims For The Instruction Of The Over-Educated'' 
:First published anonymously in the Saturday Review (17 November 1894)

==Woodrow Wilson (1856–1924)==

* I not only use all the brains that I have, but all that I can borrow.

==George Bernard Shaw (1856–1950)==

* Education: A succession of eye-openers each involving the repudiation of some previously held belief.
:(attributed: source unknown)

==John Dewey (1859–1952)==

* What the best and wisest parent wants for his child is what we should want for all the children of the community.
:''The School and Society'', 1900

==John Alexander Smith (1863–1939)==

* Gentlemen, you are now about to embark on a course of studies which will occupy you for two years. Together, they form a noble adventure. But I would like to remind you of an important point. Nothing that you will learn in the course of your studies will be of the slightest possible use to you in after life, save only this, that if you work hard and intelligently you should be able to detect when a man is talking rot, and that, in my view, is the main, if not the sole, purpose of education.

:Smith was Professor of Moral Philosophy at Oxford University.
:Statement recorded in 1914.

==H. G. Wells (Herbert George Wells, 1866-09-21–1946-08-13)==

* Human history becomes more and more a race between education and catastrophe.

:''The Outline of History'', Ch. 41 (1920)
:Fiction and non-fiction writer, Socialist

==Gandhi (1869–1948)==

* First they ignore you, then they laugh at you, then they fight you, then you win.
:[and then they claim it was their idea all along [[User:Mokurai|Mokurai]] 01:08, 14 December 2008 (UTC)]

* You must be the change you seek.

==Maria Montessori (1870–1952)==

* The greatest sign of success for a teacher is to be able to say, "The children are now working as if I did not exist."
* Never help a child with a task at which he feels he can succeed.

==Robert Frost (1874–1963)==

But yield who will to their separation, 
My object in living is to unite 
My avocation and my vocation 
As my two eyes make one in sight. 
Only where love and need are one, 
And the work is play for mortal stakes, 
Is the deed ever really done 
For Heaven and the future's sakes.

:''Two Tramps In Mudtime''

==Albert Einstein (1879–1955)==

* It is almost a miracle that modern teaching methods have not yet entirely strangled the holy curiosity of inquiry; for what this delicate little plant needs more than anything, besides stimulation, is freedom.

* Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination.

* I must be willing to give up what I am in order to become what I will be.

==Pablo Picasso (1881–1973)==

* I am always doing that which I can not do, in order that I may learn how to do it.

==Edna St. Vincent Millay (1892 – 1950)==

Euclid alone has looked on Beauty bare. 
Let all who prate of Beauty hold their peace, 
And lay them prone upon the earth and cease 
To ponder on themselves, the while they stare 
At nothing, intricately drawn nowhere 
In shapes of shifting lineage; let geese 
Gabble and hiss, but heroes seek release 
From dusty bondage into luminous air. 
O blinding hour, O holy, terrible day, 
When first the shaft into his vision shone 
Of light anatomized! Euclid alone 
Has looked on Beauty bare. Fortunate they 
Who, though once only and then but far away, 
Have heard her massive sandal set on stone.

Sonnet XXII from ''The Harp-Weaver and Other Poems'' (1923)

==Albert Szent-Gyorgy (1893–1986)==

* Discovery consists of seeing what everyone else has seen and thinking what no one else has thought.
:Nobel laureate (biology/medicine)

==James Thurber (1894–1961)==

* It is better to ask some of the questions than to know all the answers.

:From [http://www.brunswick.k12.me.us/hdwyer/the-scotty-who-knew-too-much/ "The Scotty who Knew Too Much"], in ''[http://books.google.com/books?id=HedNG3C2BpUC&printsec=frontcover&dq=fables+for+our+times&hl=en&sa=X&ei=r7tAUf_qNOfzygHgwoGAAQ&ved=0CDoQ6AEwAA Fables for Our Time]'', 1940

==Amadou Hampâté Bâ (1900—1991)==

* When an old man dies, a library burns down.

:Malian author
:Often misattributed as "old African proverb" or "Senegalese proverb".

==Margaret Mead (1901—1978)==

* Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it is the only thing that ever has.

==Vladimir Horowitz (1903—1989)==

* It's better to make your own mistakes than to copy someone else's.

: Unsourced

==B. F. Skinner (1904–1990)==

* Education is what survives when what has been learned has been forgotten.

:Also attributed to James Bryant Conant, Albert Einstein.

==Robert A. Heinlein (1907–1988)==

* A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects.

==Peter Drucker (1909—2005)==

* The important and difficult job is never to find the right answers, it is to find the right question. For there are few things as useless—if not dangerous—as the right answer to the wrong question.

Source?

* The most serious mistakes are not made as a result of wrong answers. The truly dangerous thing is asking the wrong questions.

''Men, Ideas and Politics'', Harvard Business Review Press, 2010

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2010.

==Clark Kerr (1911—2003)==

* The purpose of the university is to make students safe for ideas, not ideas safe for students.

Unsourced

==John Tukey (1915—2000)==

* Far better an approximate answer to the right question, which is often vague, than an exact answer to the wrong question, which can always be made precise.

"Sunset Salvo," The American Statistician, Vol. 40, No. 1, 1986, pp. 72-76.

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2012.

==Jerome Bruner (born 1915)==

* We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

:''The Process of Education'' (1960)

==Nelson Mandela (born 1918)==

* Education is the most powerful weapon which you can use to change the world.

==Richard Feynman (1918-1988)==

* What I cannot create, I do not understand.

:On his blackboard at time of death in 1988; as quoted in ''The Universe in a Nutshell'' by Stephen Hawking

==Kenneth E. Iverson (1920-2004)==

* The initial motive for developing APL was to provide a tool for writing and teaching. Although APL has been exploited mostly in commercial programming, I continue to believe that its most important use remains to be exploited: as a simple, precise, executable notation for the teaching of a wide range of subjects.

"A Personal View of APL", ''IBM Systems Journal'', '''30''' (4), 1991

==Isaac Asimov (1920–1992)==

Individualized education via computers so that everybody can be interested in learning lifelong.
:[http://www.youtube.com/watch?v=CJAIERgWhZQ&feature=related Interview with Bill Moyers, World of Ideas, 1988]

==Marvin Minsky (born 1927)==

* You don't understand anything until you learn it more than one way.
:In Rebecca Herold, ''Managing an Information Security and Privacy Awareness and Training Program'' (2005), 101.
* We like to think that a child's play is unconstrained—but when children appear to feel joyous and free, this may merely hide from their minds their purposefulness; you can see this more clearly when you attempt to drag them away from their chosen tasks. For they are exploring their worlds to see what's there, making explanations of what those things are, and imagining what else could be; exploring, explaining and learning are among a child's most purposeful urges and goals. The playfulness of childhood is the most demanding teacher we have. Never again in those children's lives will anything drive them to work so hard.
:''The Emotion Machine''

==Seymour Papert (Born 1928)==

* Programming a computer means nothing more or less than communicating to it in a language that it and the human user can both "understand". And learning languages is one of the things children do best. Every normal child learns to talk. Why then should a child not learn to "talk" to a computer?
:''Mindstorms: Children, Computers, and Powerful Ideas''

==Martin Luther King, Jr. (1929-1968)==

* "I have the audacity to believe that people everywhere can have three meals a day for their bodies, education and culture for the minds, and dignity, equality, and freedom for their spirits."

:Taken from his remarks upon acceptance of the Nobel Prize

==Kofi Annan (Born 1938)==

Former UN Secretary-General

:This is not just a matter of giving a laptop to each child, as if bestowing on them some magical charm. The magic lies within—within each child, within each scientist, scholar, or just plain citizen in the making. This initiative is meant to bring it forth into the light of day.

==Alan Kay (born 1940)==

* The important thing here is that the music is not in the piano. And knowledge and edification is not in the computer. The computer is simply an instrument whose music is ideas.

* By the time I got to school, I had already read a couple hundred books. I knew in the first grade that they were lying to me because I had already been exposed to other points of view. School is basically about one point of view — the one the teacher has or the textbooks have. They don't like the idea of having different points of view, so it was a battle. Of course I would pipe up with my five-year-old voice.
:Alan Kay by Scott Gasch

* If you don't fail at least 90 percent of the time, you're not aiming high enough.

==Edward Mokurai Cherlin (born 1946)==

* The essential capacity for discovery is the ability to visualize more than one part of an elephant that you have never seen.

* "First they ignore you, then they laugh at you, then they fight you, then you win."—Gandhi. Then they claim that it was their idea all along.

==Michio Kaku (born 1947)==

* We are all born scientists.

==Terry Pratchett (born 1948)==

* When you light a fire for a man, you keep him warm for a night. When you set him on fire, you keep him warm for the rest of his life.
:''Jingo'' (See Plutarch, above, if you don't get it.)

==Douglas Adams (1952–2001)==

* "We'll be saying a big hello to all intelligent lifeforms everywhere and to everyone else out there, the secret is to bang the rocks together, guys."
:''Hitchhiker's Guide to the Galaxy''

=Negative=

All of the following come down to

* When I want to hear ''your'' opinion, I'll '''tell''' it to you.

a line I first encountered in a Robert Asprin fantasy novel.

==Plato (ca. 428 BCE–347 BCE)==

The greatest principle of all is that nobody, whether male or female, should be without a leader. Nor should the mind of anybody be habituated to letting him (or her) do anything at all on his (or her) own initiative–to his leader he shall direct his eye and follow him faithfully. And even in the smallest matter he should stand under leadership. For example, he should get up, or move, or wash, or take his meals...only if he has been told to do so. In a word, he should teach his soul, by long habit, never to dream of acting independently, and to become utterly incapable of it.

:Plato, ''Laws'' 942d (350 BCE)

==Johann Gottlieb Fichte (1762–1814)==

* You must fashion [the person], and fashion him in such a way that he simply cannot will otherwise than what you wish him to will.

:''Addresses to the German Nation''

==John Stuart Mill (1806–1873)==

* A general State education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body. An education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments...

:''On Liberty'' (1859)

==Mark Twain (Samuel L. Clemens, 1835–1910)==

* In the first place God made idiots. This was for practice. Then he made School Boards.

:''Following the Equator; Pudd'nhead Wilson's New Calendar''

* It ain't what you don't know that gets you into trouble. It's what you know for sure that just ain't so.
:Confidently attributed to Twain and a multitude of others

==Upton Sinclair (1878–1968)==

* It is difficult to get a man to understand something, when his salary depends upon his not understanding it.

:''I, Candidate for Governor: And How I Got Licked'' (1935), ISBN 0-520-08198-6; repr. University of California Press, 1994, p. 109.

==Martin Bormann (1900–1945?)==
Private secretary to German Führer Adolf Hitler
* Education is dangerous—Every educated person is a future enemy.
:Quoted in "The Trial of the Germans: An Account of the Twenty-Two Defendants Before the International Military Tribunal" - Page 101 by Eugene Davidson - History - 1997

==Antoine de Saint-Exupéry (1900—1944)==

* « Quand il naît par mutation dans les jardins une rose nouvelle, voilà tous les jardiniers qui s’émeuvent. On isole la rose, on cultive la rose, on la favorise. Mais il n’est point de jardinier pour les hommes. Mozart enfant sera marqué comme les autres par la machine à emboutir...Ce qui me tourmente,...c’est un peu, dans chacun de ces hommes, [http://www.burundibwacu.org/spip.php?article290 Mozart assassiné]. »

* "When a mutant rose arises in a garden, all the gardeners rejoice. They give it a special place, they cultivate it, they bestow all their care on it. But there are no gardeners for people. An infant Mozart is marked just like all the others by the stamping press...What torments me is...in each of these people, a bit of Mozart murdered."

==Richard Feynman (1918–1988)==

I got a telephone call from a pretty famous lawyer here in Pasadena, Mr. Norris, who was at that time on the State Board of Education. He asked me if I would serve on the State Curriculum Commission, which had to choose the new schoolbooks for the state of California...

I had a special bookshelf put in my study downstairs (the books took up seventeen feet), and began reading all the books that were going to be discussed in the next meeting. We were going to start out with the elementary schoolbooks...

It was a pretty big job, and I worked all the time at it down in the basement. My wife says that during this period it was like living over a volcano. It would be quiet for a while, but then all of a sudden, "BLLLLLOOOOOOWWWWW!!!!" -- there would be a big explosion from the "volcano" below.

The reason was that the books were so lousy. They were false. They were hurried. They would try to be rigorous, but they would use examples (like automobiles in the street for "sets") which were almost OK, but in which there were always some subtleties. The definitions weren't accurate. Everything was a little bit ambiguous -- they weren't smart enough to understand what was meant by "rigor." They were faking it. They were teaching something they didn't understand, and which was, in fact, useless, at that time, for the child.

:[http://www.textbookleague.org/103feyn.htm Judging Books by Their Covers], in Surely You're Joking, Mr. Feynman! (1985)

==Stephen Jay Gould (1941–2002)==

* We pass through this world but once. Few tragedies can be more extensive than the stunting of life, few injustices deeper than the denial of an opportunity to strive or even to hope, by a limit imposed from without, but falsely identified as lying within.

:''The Mismeasure of Man''

Translation Team/Getting Involved

2013-05-26T14:16:55Z

Mokurai: Register by e-mail; registration page removed

<noinclude>{{GoogleTrans-en}}{{TeamHeader|Translation Team}}</noinclude>
{{stub}}

* Join this mailing list, http://lists.laptop.org/listinfo/localization .
* Send an e-mail to language administrator [mailto:cjl@sugarlabs.org Chris Leonard] asking him to register you in Pootle. The registration page was removed due to spam robots.
* If your language is not in Pootle yet, send email to the localization list.
* Start translating! (Refer to [http://people.sugarlabs.org/sayamindu/pootleforxo2_5.pdf this quickstart guide] if required)
* See [[Translation Team/TODO]].
* See [[Translation Team/Wiki Translation]].

[[Category:Participate]]

User:Mokurai/Quotes

2013-03-13T17:49:16Z

Mokurai: /* Albert Szent-Gyorgy (1893–1986) */ James Thurber

Quotations on the nature of education and related ideas, and what people have tried to make of them instead. See also
* [http://en.wikiquote.org/wiki/Education Wikiquote on education].
* [http://manarafoundation.org/quotes/all/education Manara Foundation education quotes]
* [http://www.angelo.edu/faculty/kboudrea/cheap/cheap1_e.htm#Education Cheap Thoughts: Education]
* [http://www.informationphysics.com/truth Bob Salsa's Truth Quotes Page]

=Positive=

==Shakyamuni Buddha (c. 563 BCE to 483 BCE)==

* Do not believe in anything simply because you have heard it. Do not believe in anything simply because it is spoken and rumored by many. Do not believe in anything simply because it is found written in your religious books. Do not believe in anything merely on the authority of your teachers and elders. Do not believe in traditions because they have been handed down for many generations. But after observation and analysis, when you find that anything agrees with reason and is conducive to the good and benefit of one and all, then accept it and live up to it.

:''Kalama Sutta''

==Anonymous==

* Man is most nearly himself when he achieves the seriousness of a child at play.
:Usually attributed, incorrectly, to Heraclitus (c. 535–c. 475 BCE)

* I cannot teach anybody anything. I can only make them think.
:Attributed to Socrates (c. 469 BCE–399 BCE), but no source is provided.

* Make it your business to know yourself, which is the most difficult lesson in the world.

:Attributed to Miguel de Cervantes Saavedra (1547–1616)

* A society grows great when old men plant trees in whose shade they know they shall never sit.
:Allegedly a Greek proverb, but no source is provided.

* Everything should be made as simple as possible, but ''no simpler''.
:Attributed to Albert Einstein (1879–1955), but no source is provided.

* Anonymous poem, ''What is a Boy?''[sic] (1944)

:He is a person who is going to carry on what you have started.
:He is to sit right where you are sitting and attend when you are gone to those things you think are so important.
:You may adopt all the policies you please, but how they will be carried out depends on him.
:Even if you make leagues and treaties, he will have to manage them.
:He is going to sit at your desk in the Senate, and occupy your place on the Supreme Bench.
:He will assume control of your cities, states and nations.
:He is going to move in and take over your prisons, churches, schools, universities and corporations.
:All your work is going to be judged and praised or condemned by him.
:Your reputation and your future are in his hands.
:All you work is for him, and the fate of the nations and of humanity is in his hands.
:So it might be well to pay him some attention.
::''Masonic Historiology'', edited by Allotter J. McKow
::Similar quotations have been attributed to [http://en.wikiquote.org/wiki/Abraham_lincoln#Disputed Abraham Lincoln].

==Aristotle (384 BCE–322 BCE)==

* All men by nature desire to know. An indication of this is the delight we take in our senses.

* In modern times there are opposing views about the practice of education. There is no general agreement about what the young should learn either in relation to virtue or in relation to the best life; nor is it clear whether their education ought to be directed more towards the intellect than towards the character of the soul.... And it is not certain whether training should be directed at things useful in life, or at those conducive to virtue, or at non-essentials.... And there is no agreement as to what in fact does tend towards virtue. Men do not all prize most highly the same virtue, so naturally they differ also about the proper training for it. (unsourced)

==Plutarch (c. 46 – 120 AD)==

* The mind is not a vessel to be filled but a fire to be kindled. Alternative translation: The correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting...
:''On Listening to Lectures''

==Epictetus (AD 55–AD 135)==

* Only the educated are free.
:(''Discourses'', Book II, ch. 1)

==Imperator Caesar Marcus Aurelius Antoninus Augustus (121–180)==

* Give thyself time to learn something new and good, and cease to be whirled around.
:''Meditations'', II, 7

* Οἱ ἄνθρωποι γεγόνασιν ἀλλήλων ἕνεκεν· ἢ δίδασκε οὖν ἢ φέρε.
:All men are made one for another: either then teach them better, or bear with them.
:VIII, 56 (trans. Meric Casaubon)
:Variant: Men exist for the sake of one another. Teach them then or bear with them.
:VIII, 59 (trans. George Long)

==Charlemagne (January 29 745 – January 28, 814)==

* Quamvis enim melius sit benefacere quam nosse, prius tamen est nosse quam facere.
:Right action is better than knowledge; but in order to do what is right, we must know what is right.
:"De Litteris Colendis", in Jean-Barthélemy Hauréau De la philosophie scolastique (1850) p. 10; translation from T. H. Huxley Science and Education ([1893] 2007) p. 132

:Although indeed it would be better to do good than to know, first however comes knowing how to do it.—Mokurai's translation.

==Michel de Montaigne (1533-92)==

* Nothing is so firmly believed as that which we least know.
:Essais, Book I, ch. 32

==Daniel Defoe (ca. 1659-1661–1731)==

* I have often thought of it as one of the most barbarous customs in the world, considering us as a civilized and a Christian country, that we deny the advantages of learning to women.

:''The Education Of Women''

==Samuel Johnson (1709-1784)==

* There are, in every age, new errors to be rectified, and new prejudices to be opposed.

==Edmund Burke (1729–1797)==

The Father of Conservatism, who is today just another lousy Liberal.

* The first and the simplest emotion which we discover in the human mind is Curiosity.

:''A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful'' (1757)

==Thomas Jefferson (1743–1826)==

* If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.
:Letter to Colonel Charles Yancey (6 January 1816) ME 14:384

* Enlighten the people generally, and tyranny and oppressions of body and mind will vanish like evil spirits at the dawn of day.
:Letter to Éleuthère Irénée du Pont de Nemours (24 April 1816)

* I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. This is the true corrective of abuses of constitutional power.
:Letter to William Charles Jarvis, (28 September 1820).

==Simon Bolivar (1783–1830)==

* The first duty of a government is to give education to the people.

==William Blake (1757–1827)==

* The man who never alters his opinion is like standing water, and breeds reptiles of the mind.

==Abraham Lincoln (1809–1865)==

* Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in.
:[http://showcase.netins.net/web/creative/lincoln/speeches/1832.htm Communication to the People of Sangamo County] (9 March 1832)

==Henry Thomas Buckle (1821-1862)==

* Men and women range themselves into three classes or orders of intelligence; you can tell the lowest class by their habit of always talking about persons; the next by the fact that their habit is always to converse about things; the highest by their preference for the discussion of ideas.

: ''Haud immemor. Reminiscences of legal and social life in Edinburgh and London, 1850-1900'' by Charles Stewart. Edinburgh and London: W. Blackwood & sons, 1901

Also attributed to Admiral Hyman Rickover and to Eleanor Roosevelt, in various forms, including the more pithy

* Great minds discuss ideas, average minds discuss events, small minds discuss people.

==Søren Aabye Kierkegaard (1813—1855)==

* Which is more difficult, to awaken one who sleeps or to awaken one who, awake, dreams that he is awake?
: ''Works of Love''

==Oscar Wilde (1854–1900)==

* Education is an admirable thing. But it is well to remember from time to time that nothing that is worth knowing can be taught.

:''A Few Maxims For The Instruction Of The Over-Educated'' 
:First published anonymously in the Saturday Review (17 November 1894)

==Woodrow Wilson (1856–1924)==

* I not only use all the brains that I have, but all that I can borrow.

==George Bernard Shaw (1856–1950)==

* Education: A succession of eye-openers each involving the repudiation of some previously held belief.
:(attributed: source unknown)

==John Dewey (1859–1952)==

* What the best and wisest parent wants for his child is what we should want for all the children of the community.
:''The School and Society'', 1900

==John Alexander Smith (1863–1939)==

* Gentlemen, you are now about to embark on a course of studies which will occupy you for two years. Together, they form a noble adventure. But I would like to remind you of an important point. Nothing that you will learn in the course of your studies will be of the slightest possible use to you in after life, save only this, that if you work hard and intelligently you should be able to detect when a man is talking rot, and that, in my view, is the main, if not the sole, purpose of education.

:Smith was Professor of Moral Philosophy at Oxford University.
:Statement recorded in 1914.

==H. G. Wells (Herbert George Wells, 1866-09-21–1946-08-13)==

* Human history becomes more and more a race between education and catastrophe.

:''The Outline of History'', Ch. 41 (1920)
:Fiction and non-fiction writer, Socialist

==Gandhi (1869–1948)==

* First they ignore you, then they laugh at you, then they fight you, then you win.
:[and then they claim it was their idea all along [[User:Mokurai|Mokurai]] 01:08, 14 December 2008 (UTC)]

* You must be the change you seek.

==Maria Montessori (1870–1952)==

* The greatest sign of success for a teacher is to be able to say, "The children are now working as if I did not exist."
* Never help a child with a task at which he feels he can succeed.

==Robert Frost (1874–1963)==

But yield who will to their separation, 
My object in living is to unite 
My avocation and my vocation 
As my two eyes make one in sight. 
Only where love and need are one, 
And the work is play for mortal stakes, 
Is the deed ever really done 
For Heaven and the future's sakes.

:''Two Tramps In Mudtime''

==Albert Einstein (1879–1955)==

* It is almost a miracle that modern teaching methods have not yet entirely strangled the holy curiosity of inquiry; for what this delicate little plant needs more than anything, besides stimulation, is freedom.

* Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination.

* I must be willing to give up what I am in order to become what I will be.

==Pablo Picasso (1881–1973)==

* I am always doing that which I can not do, in order that I may learn how to do it.

==Edna St. Vincent Millay (1892 – 1950)==

Euclid alone has looked on Beauty bare. 
Let all who prate of Beauty hold their peace, 
And lay them prone upon the earth and cease 
To ponder on themselves, the while they stare 
At nothing, intricately drawn nowhere 
In shapes of shifting lineage; let geese 
Gabble and hiss, but heroes seek release 
From dusty bondage into luminous air. 
O blinding hour, O holy, terrible day, 
When first the shaft into his vision shone 
Of light anatomized! Euclid alone 
Has looked on Beauty bare. Fortunate they 
Who, though once only and then but far away, 
Have heard her massive sandal set on stone.

Sonnet XXII from ''The Harp-Weaver and Other Poems'' (1923)

==Albert Szent-Gyorgy (1893–1986)==

* Discovery consists of seeing what everyone else has seen and thinking what no one else has thought.
:Nobel laureate (biology/medicine)

==James Thurber (1894–1961)==

* It is better to ask some of the questions than to know all the answers.

:From [http://www.brunswick.k12.me.us/hdwyer/the-scotty-who-knew-too-much/ "The Scotty who Knew Too Much"], in ''[http://books.google.com/books?id=HedNG3C2BpUC&printsec=frontcover&dq=fables+for+our+times&hl=en&sa=X&ei=r7tAUf_qNOfzygHgwoGAAQ&ved=0CDoQ6AEwAA Fables for Our Time]'', 1940

==Amadou Hampâté Bâ (1900—1991)==

* When an old man dies, a library burns down.

:Malian author
:Often misattributed as "old African proverb" or "Senegalese proverb".

==Margaret Mead (1901—1978)==

* Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it is the only thing that ever has.

==Vladimir Horowitz (1903—1989)==

* It's better to make your own mistakes than to copy someone else's.

: Unsourced

==B. F. Skinner (1904–1990)==

* Education is what survives when what has been learned has been forgotten.

:Also attributed to James Bryant Conant, Albert Einstein.

==Robert A. Heinlein (1907–1988)==

* A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects.

==Peter Drucker (1909—2005)==

* The important and difficult job is never to find the right answers, it is to find the right question. For there are few things as useless—if not dangerous—as the right answer to the wrong question.

Source?

* The most serious mistakes are not made as a result of wrong answers. The truly dangerous thing is asking the wrong questions.

''Men, Ideas and Politics'', Harvard Business Review Press, 2010

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2010.

==Clark Kerr (1911—2003)==

* The purpose of the university is to make students safe for ideas, not ideas safe for students.

Unsourced

==John Tukey (1915—2000)==

* Far better an approximate answer to the right question, which is often vague, than an exact answer to the wrong question, which can always be made precise.

"Sunset Salvo," The American Statistician, Vol. 40, No. 1, 1986, pp. 72-76.

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2012.

==Jerome Bruner (born 1915)==

* We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

:''The Process of Education'' (1960)

==Nelson Mandela (born 1918)==

* Education is the most powerful weapon which you can use to change the world.

==Richard Feynman (1918-1988)==

* What I cannot create, I do not understand.

:On his blackboard at time of death in 1988; as quoted in ''The Universe in a Nutshell'' by Stephen Hawking

==Kenneth E. Iverson (1920-2004)==

* The initial motive for developing APL was to provide a tool for writing and teaching. Although APL has been exploited mostly in commercial programming, I continue to believe that its most important use remains to be exploited: as a simple, precise, executable notation for the teaching of a wide range of subjects.

"A Personal View of APL", ''IBM Systems Journal'', '''30''' (4), 1991

==Isaac Asimov (1920–1992)==

Individualized education via computers so that everybody can be interested in learning lifelong.
:[http://www.youtube.com/watch?v=CJAIERgWhZQ&feature=related Interview with Bill Moyers, World of Ideas, 1988]

==Marvin Minsky (born 1927)==

* You don't understand anything until you learn it more than one way.
:In Rebecca Herold, ''Managing an Information Security and Privacy Awareness and Training Program'' (2005), 101.
* We like to think that a child's play is unconstrained—but when children appear to feel joyous and free, this may merely hide from their minds their purposefulness; you can see this more clearly when you attempt to drag them away from their chosen tasks. For they are exploring their worlds to see what's there, making explanations of what those things are, and imagining what else could be; exploring, explaining and learning are among a child's most purposeful urges and goals. The playfulness of childhood is the most demanding teacher we have. Never again in those children's lives will anything drive them to work so hard.
:''The Emotion Machine''

==Seymour Papert (Born 1928)==

* Programming a computer means nothing more or less than communicating to it in a language that it and the human user can both "understand". And learning languages is one of the things children do best. Every normal child learns to talk. Why then should a child not learn to "talk" to a computer?
:''Mindstorms: Children, Computers, and Powerful Ideas''

==Martin Luther King, Jr. (1929-1968)==

* "I have the audacity to believe that people everywhere can have three meals a day for their bodies, education and culture for the minds, and dignity, equality, and freedom for their spirits."

:Taken from his remarks upon acceptance of the Nobel Prize

==Kofi Annan (Born 1938)==

Former UN Secretary-General

:This is not just a matter of giving a laptop to each child, as if bestowing on them some magical charm. The magic lies within—within each child, within each scientist, scholar, or just plain citizen in the making. This initiative is meant to bring it forth into the light of day.

==Alan Kay (born 1940)==

* The important thing here is that the music is not in the piano. And knowledge and edification is not in the computer. The computer is simply an instrument whose music is ideas.

* By the time I got to school, I had already read a couple hundred books. I knew in the first grade that they were lying to me because I had already been exposed to other points of view. School is basically about one point of view — the one the teacher has or the textbooks have. They don't like the idea of having different points of view, so it was a battle. Of course I would pipe up with my five-year-old voice.
:Alan Kay by Scott Gasch

* If you don't fail at least 90 percent of the time, you're not aiming high enough.

==Edward Mokurai Cherlin (born 1946)==

* The essential capacity for discovery is the ability to visualize more than one part of an elephant that you have never seen.

* "First they ignore you, then they laugh at you, then they fight you, then you win."—Gandhi. Then they claim that it was their idea all along.

==Michio Kaku (born 1947)==

* We are all born scientists.

==Terry Pratchett (born 1948)==

* When you light a fire for a man, you keep him warm for a night. When you set him on fire, you keep him warm for the rest of his life.
:''Jingo'' (See Plutarch, above, if you don't get it.)

==Douglas Adams (1952–2001)==

* "We'll be saying a big hello to all intelligent lifeforms everywhere and to everyone else out there, the secret is to bang the rocks together, guys."
:''Hitchhiker's Guide to the Galaxy''

=Negative=

All of the following come down to

* When I want to hear ''your'' opinion, I'll '''tell''' it to you.

a line I first encountered in a Robert Asprin fantasy novel.

==Plato (ca. 428 BCE–347 BCE)==

The greatest principle of all is that nobody, whether male or female, should be without a leader. Nor should the mind of anybody be habituated to letting him (or her) do anything at all on his (or her) own initiative–to his leader he shall direct his eye and follow him faithfully. And even in the smallest matter he should stand under leadership. For example, he should get up, or move, or wash, or take his meals...only if he has been told to do so. In a word, he should teach his soul, by long habit, never to dream of acting independently, and to become utterly incapable of it.

:Plato, ''Laws'' 942d (350 BCE)

==Johann Gottlieb Fichte (1762–1814)==

* You must fashion [the person], and fashion him in such a way that he simply cannot will otherwise than what you wish him to will.

:''Addresses to the German Nation''

==John Stuart Mill (1806–1873)==

* A general State education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body. An education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments...

:''On Liberty'' (1859)

==Mark Twain (Samuel L. Clemens, 1835–1910)==

* In the first place God made idiots. This was for practice. Then he made School Boards.

:''Following the Equator; Pudd'nhead Wilson's New Calendar''

* It ain't what you don't know that gets you into trouble. It's what you know for sure that just ain't so.
:Confidently attributed to Twain and a multitude of others

==Upton Sinclair (1878–1968)==

* It is difficult to get a man to understand something, when his salary depends upon his not understanding it.

:''I, Candidate for Governor: And How I Got Licked'' (1935), ISBN 0-520-08198-6; repr. University of California Press, 1994, p. 109.

==Martin Bormann (1900–1945?)==
Private secretary to German Führer Adolf Hitler
* Education is dangerous—Every educated person is a future enemy.
:Quoted in "The Trial of the Germans: An Account of the Twenty-Two Defendants Before the International Military Tribunal" - Page 101 by Eugene Davidson - History - 1997

==Antoine de Saint-Exupéry (1900—1944)==

* « Quand il naît par mutation dans les jardins une rose nouvelle, voilà tous les jardiniers qui s’émeuvent. On isole la rose, on cultive la rose, on la favorise. Mais il n’est point de jardinier pour les hommes. Mozart enfant sera marqué comme les autres par la machine à emboutir...Ce qui me tourmente,...c’est un peu, dans chacun de ces hommes, [http://www.burundibwacu.org/spip.php?article290 Mozart assassiné]. »

* "When a mutant rose arises in a garden, all the gardeners rejoice. They give it a special place, they cultivate it, they bestow all their care on it. But there are no gardeners for people. An infant Mozart is marked just like all the others by the stamping press...What torments me is...in each of these people, a bit of Mozart murdered."

==Richard Feynman (1918–1988)==

I got a telephone call from a pretty famous lawyer here in Pasadena, Mr. Norris, who was at that time on the State Board of Education. He asked me if I would serve on the State Curriculum Commission, which had to choose the new schoolbooks for the state of California...

I had a special bookshelf put in my study downstairs (the books took up seventeen feet), and began reading all the books that were going to be discussed in the next meeting. We were going to start out with the elementary schoolbooks...

It was a pretty big job, and I worked all the time at it down in the basement. My wife says that during this period it was like living over a volcano. It would be quiet for a while, but then all of a sudden, "BLLLLLOOOOOOWWWWW!!!!" -- there would be a big explosion from the "volcano" below.

The reason was that the books were so lousy. They were false. They were hurried. They would try to be rigorous, but they would use examples (like automobiles in the street for "sets") which were almost OK, but in which there were always some subtleties. The definitions weren't accurate. Everything was a little bit ambiguous -- they weren't smart enough to understand what was meant by "rigor." They were faking it. They were teaching something they didn't understand, and which was, in fact, useless, at that time, for the child.

:[http://www.textbookleague.org/103feyn.htm Judging Books by Their Covers], in Surely You're Joking, Mr. Feynman! (1985)

==Stephen Jay Gould (1941–2002)==

* We pass through this world but once. Few tragedies can be more extensive than the stunting of life, few injustices deeper than the denial of an opportunity to strive or even to hope, by a limit imposed from without, but falsely identified as lying within.

:''The Mismeasure of Man''

User:Mokurai/Quotes

2013-01-20T20:22:37Z

Mokurai: /* Martin Luther King, Jr. (1929-1968) */ Add Kofi Annan

Quotations on the nature of education and related ideas, and what people have tried to make of them instead. See also
* [http://en.wikiquote.org/wiki/Education Wikiquote on education].
* [http://manarafoundation.org/quotes/all/education Manara Foundation education quotes]
* [http://www.angelo.edu/faculty/kboudrea/cheap/cheap1_e.htm#Education Cheap Thoughts: Education]
* [http://www.informationphysics.com/truth Bob Salsa's Truth Quotes Page]

=Positive=

==Shakyamuni Buddha (c. 563 BCE to 483 BCE)==

* Do not believe in anything simply because you have heard it. Do not believe in anything simply because it is spoken and rumored by many. Do not believe in anything simply because it is found written in your religious books. Do not believe in anything merely on the authority of your teachers and elders. Do not believe in traditions because they have been handed down for many generations. But after observation and analysis, when you find that anything agrees with reason and is conducive to the good and benefit of one and all, then accept it and live up to it.

:''Kalama Sutta''

==Anonymous==

* Man is most nearly himself when he achieves the seriousness of a child at play.
:Usually attributed, incorrectly, to Heraclitus (c. 535–c. 475 BCE)

* I cannot teach anybody anything. I can only make them think.
:Attributed to Socrates (c. 469 BCE–399 BCE), but no source is provided.

* Make it your business to know yourself, which is the most difficult lesson in the world.

:Attributed to Miguel de Cervantes Saavedra (1547–1616)

* A society grows great when old men plant trees in whose shade they know they shall never sit.
:Allegedly a Greek proverb, but no source is provided.

* Everything should be made as simple as possible, but ''no simpler''.
:Attributed to Albert Einstein (1879–1955), but no source is provided.

* Anonymous poem, ''What is a Boy?''[sic] (1944)

:He is a person who is going to carry on what you have started.
:He is to sit right where you are sitting and attend when you are gone to those things you think are so important.
:You may adopt all the policies you please, but how they will be carried out depends on him.
:Even if you make leagues and treaties, he will have to manage them.
:He is going to sit at your desk in the Senate, and occupy your place on the Supreme Bench.
:He will assume control of your cities, states and nations.
:He is going to move in and take over your prisons, churches, schools, universities and corporations.
:All your work is going to be judged and praised or condemned by him.
:Your reputation and your future are in his hands.
:All you work is for him, and the fate of the nations and of humanity is in his hands.
:So it might be well to pay him some attention.
::''Masonic Historiology'', edited by Allotter J. McKow
::Similar quotations have been attributed to [http://en.wikiquote.org/wiki/Abraham_lincoln#Disputed Abraham Lincoln].

==Aristotle (384 BCE–322 BCE)==

* All men by nature desire to know. An indication of this is the delight we take in our senses.

* In modern times there are opposing views about the practice of education. There is no general agreement about what the young should learn either in relation to virtue or in relation to the best life; nor is it clear whether their education ought to be directed more towards the intellect than towards the character of the soul.... And it is not certain whether training should be directed at things useful in life, or at those conducive to virtue, or at non-essentials.... And there is no agreement as to what in fact does tend towards virtue. Men do not all prize most highly the same virtue, so naturally they differ also about the proper training for it. (unsourced)

==Plutarch (c. 46 – 120 AD)==

* The mind is not a vessel to be filled but a fire to be kindled. Alternative translation: The correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting...
:''On Listening to Lectures''

==Epictetus (AD 55–AD 135)==

* Only the educated are free.
:(''Discourses'', Book II, ch. 1)

==Imperator Caesar Marcus Aurelius Antoninus Augustus (121–180)==

* Give thyself time to learn something new and good, and cease to be whirled around.
:''Meditations'', II, 7

* Οἱ ἄνθρωποι γεγόνασιν ἀλλήλων ἕνεκεν· ἢ δίδασκε οὖν ἢ φέρε.
:All men are made one for another: either then teach them better, or bear with them.
:VIII, 56 (trans. Meric Casaubon)
:Variant: Men exist for the sake of one another. Teach them then or bear with them.
:VIII, 59 (trans. George Long)

==Charlemagne (January 29 745 – January 28, 814)==

* Quamvis enim melius sit benefacere quam nosse, prius tamen est nosse quam facere.
:Right action is better than knowledge; but in order to do what is right, we must know what is right.
:"De Litteris Colendis", in Jean-Barthélemy Hauréau De la philosophie scolastique (1850) p. 10; translation from T. H. Huxley Science and Education ([1893] 2007) p. 132

:Although indeed it would be better to do good than to know, first however comes knowing how to do it.—Mokurai's translation.

==Michel de Montaigne (1533-92)==

* Nothing is so firmly believed as that which we least know.
:Essais, Book I, ch. 32

==Daniel Defoe (ca. 1659-1661–1731)==

* I have often thought of it as one of the most barbarous customs in the world, considering us as a civilized and a Christian country, that we deny the advantages of learning to women.

:''The Education Of Women''

==Samuel Johnson (1709-1784)==

* There are, in every age, new errors to be rectified, and new prejudices to be opposed.

==Edmund Burke (1729–1797)==

The Father of Conservatism, who is today just another lousy Liberal.

* The first and the simplest emotion which we discover in the human mind is Curiosity.

:''A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful'' (1757)

==Thomas Jefferson (1743–1826)==

* If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.
:Letter to Colonel Charles Yancey (6 January 1816) ME 14:384

* Enlighten the people generally, and tyranny and oppressions of body and mind will vanish like evil spirits at the dawn of day.
:Letter to Éleuthère Irénée du Pont de Nemours (24 April 1816)

* I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. This is the true corrective of abuses of constitutional power.
:Letter to William Charles Jarvis, (28 September 1820).

==Simon Bolivar (1783–1830)==

* The first duty of a government is to give education to the people.

==William Blake (1757–1827)==

* The man who never alters his opinion is like standing water, and breeds reptiles of the mind.

==Abraham Lincoln (1809–1865)==

* Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in.
:[http://showcase.netins.net/web/creative/lincoln/speeches/1832.htm Communication to the People of Sangamo County] (9 March 1832)

==Henry Thomas Buckle (1821-1862)==

* Men and women range themselves into three classes or orders of intelligence; you can tell the lowest class by their habit of always talking about persons; the next by the fact that their habit is always to converse about things; the highest by their preference for the discussion of ideas.

: ''Haud immemor. Reminiscences of legal and social life in Edinburgh and London, 1850-1900'' by Charles Stewart. Edinburgh and London: W. Blackwood & sons, 1901

Also attributed to Admiral Hyman Rickover and to Eleanor Roosevelt, in various forms, including the more pithy

* Great minds discuss ideas, average minds discuss events, small minds discuss people.

==Søren Aabye Kierkegaard (1813—1855)==

* Which is more difficult, to awaken one who sleeps or to awaken one who, awake, dreams that he is awake?
: ''Works of Love''

==Oscar Wilde (1854–1900)==

* Education is an admirable thing. But it is well to remember from time to time that nothing that is worth knowing can be taught.

:''A Few Maxims For The Instruction Of The Over-Educated'' 
:First published anonymously in the Saturday Review (17 November 1894)

==Woodrow Wilson (1856–1924)==

* I not only use all the brains that I have, but all that I can borrow.

==George Bernard Shaw (1856–1950)==

* Education: A succession of eye-openers each involving the repudiation of some previously held belief.
:(attributed: source unknown)

==John Dewey (1859–1952)==

* What the best and wisest parent wants for his child is what we should want for all the children of the community.
:''The School and Society'', 1900

==John Alexander Smith (1863–1939)==

* Gentlemen, you are now about to embark on a course of studies which will occupy you for two years. Together, they form a noble adventure. But I would like to remind you of an important point. Nothing that you will learn in the course of your studies will be of the slightest possible use to you in after life, save only this, that if you work hard and intelligently you should be able to detect when a man is talking rot, and that, in my view, is the main, if not the sole, purpose of education.

:Smith was Professor of Moral Philosophy at Oxford University.
:Statement recorded in 1914.

==H. G. Wells (Herbert George Wells, 1866-09-21–1946-08-13)==

* Human history becomes more and more a race between education and catastrophe.

:''The Outline of History'', Ch. 41 (1920)
:Fiction and non-fiction writer, Socialist

==Gandhi (1869–1948)==

* First they ignore you, then they laugh at you, then they fight you, then you win.
:[and then they claim it was their idea all along [[User:Mokurai|Mokurai]] 01:08, 14 December 2008 (UTC)]

* You must be the change you seek.

==Maria Montessori (1870–1952)==

* The greatest sign of success for a teacher is to be able to say, "The children are now working as if I did not exist."
* Never help a child with a task at which he feels he can succeed.

==Robert Frost (1874–1963)==

But yield who will to their separation, 
My object in living is to unite 
My avocation and my vocation 
As my two eyes make one in sight. 
Only where love and need are one, 
And the work is play for mortal stakes, 
Is the deed ever really done 
For Heaven and the future's sakes.

:''Two Tramps In Mudtime''

==Albert Einstein (1879–1955)==

* It is almost a miracle that modern teaching methods have not yet entirely strangled the holy curiosity of inquiry; for what this delicate little plant needs more than anything, besides stimulation, is freedom.

* Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination.

* I must be willing to give up what I am in order to become what I will be.

==Pablo Picasso (1881–1973)==

* I am always doing that which I can not do, in order that I may learn how to do it.

==Edna St. Vincent Millay (1892 – 1950)==

Euclid alone has looked on Beauty bare. 
Let all who prate of Beauty hold their peace, 
And lay them prone upon the earth and cease 
To ponder on themselves, the while they stare 
At nothing, intricately drawn nowhere 
In shapes of shifting lineage; let geese 
Gabble and hiss, but heroes seek release 
From dusty bondage into luminous air. 
O blinding hour, O holy, terrible day, 
When first the shaft into his vision shone 
Of light anatomized! Euclid alone 
Has looked on Beauty bare. Fortunate they 
Who, though once only and then but far away, 
Have heard her massive sandal set on stone.

Sonnet XXII from ''The Harp-Weaver and Other Poems'' (1923)

==Albert Szent-Gyorgy (1893–1986)==

* Discovery consists of seeing what everyone else has seen and thinking what no one else has thought.
:Nobel laureate (biology/medicine)

==Amadou Hampâté Bâ (1900—1991)==

* When an old man dies, a library burns down.

:Malian author
:Often misattributed as "old African proverb" or "Senegalese proverb".

==Margaret Mead (1901—1978)==

* Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it is the only thing that ever has.

==Vladimir Horowitz (1903—1989)==

* It's better to make your own mistakes than to copy someone else's.

: Unsourced

==B. F. Skinner (1904–1990)==

* Education is what survives when what has been learned has been forgotten.

:Also attributed to James Bryant Conant, Albert Einstein.

==Robert A. Heinlein (1907–1988)==

* A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects.

==Peter Drucker (1909—2005)==

* The important and difficult job is never to find the right answers, it is to find the right question. For there are few things as useless—if not dangerous—as the right answer to the wrong question.

Source?

* The most serious mistakes are not made as a result of wrong answers. The truly dangerous thing is asking the wrong questions.

''Men, Ideas and Politics'', Harvard Business Review Press, 2010

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2010.

==Clark Kerr (1911—2003)==

* The purpose of the university is to make students safe for ideas, not ideas safe for students.

Unsourced

==John Tukey (1915—2000)==

* Far better an approximate answer to the right question, which is often vague, than an exact answer to the wrong question, which can always be made precise.

"Sunset Salvo," The American Statistician, Vol. 40, No. 1, 1986, pp. 72-76.

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2012.

==Jerome Bruner (born 1915)==

* We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

:''The Process of Education'' (1960)

==Nelson Mandela (born 1918)==

* Education is the most powerful weapon which you can use to change the world.

==Richard Feynman (1918-1988)==

* What I cannot create, I do not understand.

:On his blackboard at time of death in 1988; as quoted in ''The Universe in a Nutshell'' by Stephen Hawking

==Kenneth E. Iverson (1920-2004)==

* The initial motive for developing APL was to provide a tool for writing and teaching. Although APL has been exploited mostly in commercial programming, I continue to believe that its most important use remains to be exploited: as a simple, precise, executable notation for the teaching of a wide range of subjects.

"A Personal View of APL", ''IBM Systems Journal'', '''30''' (4), 1991

==Isaac Asimov (1920–1992)==

Individualized education via computers so that everybody can be interested in learning lifelong.
:[http://www.youtube.com/watch?v=CJAIERgWhZQ&feature=related Interview with Bill Moyers, World of Ideas, 1988]

==Marvin Minsky (born 1927)==

* You don't understand anything until you learn it more than one way.
:In Rebecca Herold, ''Managing an Information Security and Privacy Awareness and Training Program'' (2005), 101.
* We like to think that a child's play is unconstrained—but when children appear to feel joyous and free, this may merely hide from their minds their purposefulness; you can see this more clearly when you attempt to drag them away from their chosen tasks. For they are exploring their worlds to see what's there, making explanations of what those things are, and imagining what else could be; exploring, explaining and learning are among a child's most purposeful urges and goals. The playfulness of childhood is the most demanding teacher we have. Never again in those children's lives will anything drive them to work so hard.
:''The Emotion Machine''

==Seymour Papert (Born 1928)==

* Programming a computer means nothing more or less than communicating to it in a language that it and the human user can both "understand". And learning languages is one of the things children do best. Every normal child learns to talk. Why then should a child not learn to "talk" to a computer?
:''Mindstorms: Children, Computers, and Powerful Ideas''

==Martin Luther King, Jr. (1929-1968)==

* "I have the audacity to believe that people everywhere can have three meals a day for their bodies, education and culture for the minds, and dignity, equality, and freedom for their spirits."

:Taken from his remarks upon acceptance of the Nobel Prize

==Kofi Annan (Born 1938)==

Former UN Secretary-General

:This is not just a matter of giving a laptop to each child, as if bestowing on them some magical charm. The magic lies within—within each child, within each scientist, scholar, or just plain citizen in the making. This initiative is meant to bring it forth into the light of day.

==Alan Kay (born 1940)==

* The important thing here is that the music is not in the piano. And knowledge and edification is not in the computer. The computer is simply an instrument whose music is ideas.

* By the time I got to school, I had already read a couple hundred books. I knew in the first grade that they were lying to me because I had already been exposed to other points of view. School is basically about one point of view — the one the teacher has or the textbooks have. They don't like the idea of having different points of view, so it was a battle. Of course I would pipe up with my five-year-old voice.
:Alan Kay by Scott Gasch

* If you don't fail at least 90 percent of the time, you're not aiming high enough.

==Edward Mokurai Cherlin (born 1946)==

* The essential capacity for discovery is the ability to visualize more than one part of an elephant that you have never seen.

* "First they ignore you, then they laugh at you, then they fight you, then you win."—Gandhi. Then they claim that it was their idea all along.

==Michio Kaku (born 1947)==

* We are all born scientists.

==Terry Pratchett (born 1948)==

* When you light a fire for a man, you keep him warm for a night. When you set him on fire, you keep him warm for the rest of his life.
:''Jingo'' (See Plutarch, above, if you don't get it.)

==Douglas Adams (1952–2001)==

* "We'll be saying a big hello to all intelligent lifeforms everywhere and to everyone else out there, the secret is to bang the rocks together, guys."
:''Hitchhiker's Guide to the Galaxy''

=Negative=

All of the following come down to

* When I want to hear ''your'' opinion, I'll '''tell''' it to you.

a line I first encountered in a Robert Asprin fantasy novel.

==Plato (ca. 428 BCE–347 BCE)==

The greatest principle of all is that nobody, whether male or female, should be without a leader. Nor should the mind of anybody be habituated to letting him (or her) do anything at all on his (or her) own initiative–to his leader he shall direct his eye and follow him faithfully. And even in the smallest matter he should stand under leadership. For example, he should get up, or move, or wash, or take his meals...only if he has been told to do so. In a word, he should teach his soul, by long habit, never to dream of acting independently, and to become utterly incapable of it.

:Plato, ''Laws'' 942d (350 BCE)

==Johann Gottlieb Fichte (1762–1814)==

* You must fashion [the person], and fashion him in such a way that he simply cannot will otherwise than what you wish him to will.

:''Addresses to the German Nation''

==John Stuart Mill (1806–1873)==

* A general State education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body. An education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments...

:''On Liberty'' (1859)

==Mark Twain (Samuel L. Clemens, 1835–1910)==

* In the first place God made idiots. This was for practice. Then he made School Boards.

:''Following the Equator; Pudd'nhead Wilson's New Calendar''

* It ain't what you don't know that gets you into trouble. It's what you know for sure that just ain't so.
:Confidently attributed to Twain and a multitude of others

==Upton Sinclair (1878–1968)==

* It is difficult to get a man to understand something, when his salary depends upon his not understanding it.

:''I, Candidate for Governor: And How I Got Licked'' (1935), ISBN 0-520-08198-6; repr. University of California Press, 1994, p. 109.

==Martin Bormann (1900–1945?)==
Private secretary to German Führer Adolf Hitler
* Education is dangerous—Every educated person is a future enemy.
:Quoted in "The Trial of the Germans: An Account of the Twenty-Two Defendants Before the International Military Tribunal" - Page 101 by Eugene Davidson - History - 1997

==Antoine de Saint-Exupéry (1900—1944)==

* « Quand il naît par mutation dans les jardins une rose nouvelle, voilà tous les jardiniers qui s’émeuvent. On isole la rose, on cultive la rose, on la favorise. Mais il n’est point de jardinier pour les hommes. Mozart enfant sera marqué comme les autres par la machine à emboutir...Ce qui me tourmente,...c’est un peu, dans chacun de ces hommes, [http://www.burundibwacu.org/spip.php?article290 Mozart assassiné]. »

* "When a mutant rose arises in a garden, all the gardeners rejoice. They give it a special place, they cultivate it, they bestow all their care on it. But there are no gardeners for people. An infant Mozart is marked just like all the others by the stamping press...What torments me is...in each of these people, a bit of Mozart murdered."

==Richard Feynman (1918–1988)==

I got a telephone call from a pretty famous lawyer here in Pasadena, Mr. Norris, who was at that time on the State Board of Education. He asked me if I would serve on the State Curriculum Commission, which had to choose the new schoolbooks for the state of California...

I had a special bookshelf put in my study downstairs (the books took up seventeen feet), and began reading all the books that were going to be discussed in the next meeting. We were going to start out with the elementary schoolbooks...

It was a pretty big job, and I worked all the time at it down in the basement. My wife says that during this period it was like living over a volcano. It would be quiet for a while, but then all of a sudden, "BLLLLLOOOOOOWWWWW!!!!" -- there would be a big explosion from the "volcano" below.

The reason was that the books were so lousy. They were false. They were hurried. They would try to be rigorous, but they would use examples (like automobiles in the street for "sets") which were almost OK, but in which there were always some subtleties. The definitions weren't accurate. Everything was a little bit ambiguous -- they weren't smart enough to understand what was meant by "rigor." They were faking it. They were teaching something they didn't understand, and which was, in fact, useless, at that time, for the child.

:[http://www.textbookleague.org/103feyn.htm Judging Books by Their Covers], in Surely You're Joking, Mr. Feynman! (1985)

==Stephen Jay Gould (1941–2002)==

* We pass through this world but once. Few tragedies can be more extensive than the stunting of life, few injustices deeper than the denial of an opportunity to strive or even to hope, by a limit imposed from without, but falsely identified as lying within.

:''The Mismeasure of Man''

Open Educational Resources

2013-01-11T20:08:31Z

Mokurai: /* Sources and Directories */ Fix broken link

Open Educational Resources (OERs) are digital replacements for textbooks available under some form of Free license, such as Creative Commons. There are many projects to create OERs, including the Sugar Labs [[Replacing Textbooks]] project, and projects of state and national governments, NGOs, professional associations, and individual contributors.

Most OERs are PDFs of existing content, including printed textbooks, but there are also innovative projects to produce interactive OERs using a variety of software, including Sugar, Logo, and Smalltalk, and to rethink educational content based on research into child development and computers in education. Much more research and development will be needed in this direction.

Globally, there is a need for OERs in several hundred subjects. Each country needs about 100 for 12 grades, usually divided into semesters, with five subjects taught at a time. Local content is needed for topics such as health, history, geography, literature, civics, and agriculture in more than 190 countries, some of which can share large portions. Materials for learning to speak, read, and write numerous languages are needed.

A rather different concept is [http://oaspa.org/guest-blog-janneke-adema/ Open Access Books], where a version of content is available at no cost, and another with additional services is available for a fee. In general, OAB products do not permit modification and republishing, although the choice of license is a hot topic for discussion. This is viewed in the publishing industry as a logical step forward from Open Access publishing of research journals, and is aimed at book-form research publications.

[[File:OERlogo.svg]]

Public Domain OER logo from Wikimedia Commons

==External Links==

===Countries===

* Bangladesh is the first country we know of to digitize a complete set of textbooks for grades 1-12. Resources listed below.

* Uruguay is seeking up to 1,000 digital learning resources in a Request For Proposals (RFP). The Sugar Labs [[Replacing Textbooks]] program wanted to offer some to them, but it turned out to be impractical.

* South Korea [http://www.koreatimes.co.kr/www/news/nation/2011/07/117_89881.html has announced] a plan to digitize all of its textbooks and to provide all students with computers.

===Sources and Directories===

In no particular order. Please add more if you find them. How do these
facilities compare with one another?

* [http://www.curriki.org/xwiki/bin/view/Main/Browse Curriki] free and open K-12 resources

* The [http://www.librarianchick.com/ Librarian Chick catalog] of free digital educational resources

* The [http://www.clrn.org/fdti/ California Free Digital Textbook Initiative] at high school level

* The [http://www.shuttleworthfoundation.org/projects/free-high-school-science-texts/ Shuttleworth Foundation's Free high school science texts]

* [http://cnx.org/lenses/siyavula Connexions] free and open K-9 textbooks from the Shuttleworth Foundation's Siyavula project.

* [http://collegeopentextbooks.org/ College Open Textbooks]

* [http://www.merlot.org/ MERLOT] (Multimedia Educational Resource for Learning and Online Teaching)

* [http://wiki.waveplace.org/display/wp/Courseware Waveplace OERs for Haiti]

* [http://collegeopentextbooks.ning.com/ College Open Textbooks Community]

* [http://www.col.org/ Commonwealth of Learning]

* [http://wikieducator.org/OERF:Home Open educational Resource Foundation]

* [http://lemill.net/ LeMill] Web community for finding, authoring and sharing open educational resources in multiple languages

* [http://www.peacecorps.gov/wws/index.cfm Peace Corps World Wise Schools]

* [http://www.ocwconsortium.org/en/aboutus/whatisocw OpenCourseWare Consortium] at university level

* [http://groups.diigo.com/group/math-links Math Links] - educators sharing interesting resources around the teaching and learning of mathematics

* [http://www.opentapestry.com/ Open Tapestry] 110,000 listings. Replaces OER Recommender.

* [http://www.infokosh.bangladesh.gov.bd/ Bangladesh National e-Content Repository] in Bangla. Story: [http://www.priyo.com/tech/2011/02/28/pm-opens-e-content-repository-20905.html PM opens e-content repository]. 30,000 teachers, 148 government organisations and 50 local and foreign non-government organisations. 50,000 pages, planned to increase to 5,000,000.

* [http://www.ebook.gov.bd/ e-Book ::. ই-বুক জগতে স্বাগতম] in Bangla. Story: [http://news.priyo.com/video/2011/04/24/pm-opens-online-version-textbo-24346.html PM opens online version of textbooks] Access to Information (A2I) Project of the PM’s Office and the National Curriculum and Textbook Board (NCTB) jointly transformed 33 primary level and 73 secondary level textbooks into e-books in collaboration with the UNDP.

* [http://www.floridastandards.org/resources/ResourceHomepage.aspx Florida Standards - resources] - collection of links to reviewed OERs - some are commercially created, some are open

* [http://laptop.moodle.com.au/ OLPC Australia Moodle server]

* [http://www.tele-task.de/de/archive/lecture/overview/5819/ Alan Kay videos on computers in education]

* [http://www.openculture.com/free_textbooks 150 Free Textbooks] - list by subject, many are high school (Grades 9-12)

* [https://docs.google.com/document/d/1jgEQ2GydgaExXNLPOYZn8WMJaFZoFp3CpTonMIrHO64/edit?pli=1 First-year Spanish resources, college level]

* [http://www.oerafrica.org/ OER Africa] Includes links to [http://www.oerafrica.org/OERRepositoriesSearch/tabid/297/Default.aspx other sources of OERs].

===Commercial Publishers of OERs===

It's true. Free OERs plus paid services.

* [http://www.ck12.org CK-12]] Primary and Secondary
* [http://www.flatworldknowledge.com/ Flatworld Knowledge] College

===Discussions===

* [http://www.wsis-community.org/pg/groups/14358/open-educational-resources-oer/ UNESCO WSIS Platform of Communities Open Educational Resources (OER)]

* [http://openeducation.zunia.org/post/open-educational-resources-oers/ World Bank Zunia OER discussion]

===Other OER Logos===

[http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/global-oer-logo/ UNESCO OER Logos] under Creative Commons-BY-SA licenses permitting modifications, including further translations.

[[File:UNESCO_OER_logo.svg]]

UNESCO English OER logo

[[File:Oer-rmx.svg]]

Remix of UNESCO English OER logo

User:Mokurai/Quotes

2013-01-07T17:01:24Z

Mokurai: /* Terry Pratchett (born 1948) */ Source for quote

Quotations on the nature of education and related ideas, and what people have tried to make of them instead. See also
* [http://en.wikiquote.org/wiki/Education Wikiquote on education].
* [http://manarafoundation.org/quotes/all/education Manara Foundation education quotes]
* [http://www.angelo.edu/faculty/kboudrea/cheap/cheap1_e.htm#Education Cheap Thoughts: Education]
* [http://www.informationphysics.com/truth Bob Salsa's Truth Quotes Page]

=Positive=

==Shakyamuni Buddha (c. 563 BCE to 483 BCE)==

* Do not believe in anything simply because you have heard it. Do not believe in anything simply because it is spoken and rumored by many. Do not believe in anything simply because it is found written in your religious books. Do not believe in anything merely on the authority of your teachers and elders. Do not believe in traditions because they have been handed down for many generations. But after observation and analysis, when you find that anything agrees with reason and is conducive to the good and benefit of one and all, then accept it and live up to it.

:''Kalama Sutta''

==Anonymous==

* Man is most nearly himself when he achieves the seriousness of a child at play.
:Usually attributed, incorrectly, to Heraclitus (c. 535–c. 475 BCE)

* I cannot teach anybody anything. I can only make them think.
:Attributed to Socrates (c. 469 BCE–399 BCE), but no source is provided.

* Make it your business to know yourself, which is the most difficult lesson in the world.

:Attributed to Miguel de Cervantes Saavedra (1547–1616)

* A society grows great when old men plant trees in whose shade they know they shall never sit.
:Allegedly a Greek proverb, but no source is provided.

* Everything should be made as simple as possible, but ''no simpler''.
:Attributed to Albert Einstein (1879–1955), but no source is provided.

* Anonymous poem, ''What is a Boy?''[sic] (1944)

:He is a person who is going to carry on what you have started.
:He is to sit right where you are sitting and attend when you are gone to those things you think are so important.
:You may adopt all the policies you please, but how they will be carried out depends on him.
:Even if you make leagues and treaties, he will have to manage them.
:He is going to sit at your desk in the Senate, and occupy your place on the Supreme Bench.
:He will assume control of your cities, states and nations.
:He is going to move in and take over your prisons, churches, schools, universities and corporations.
:All your work is going to be judged and praised or condemned by him.
:Your reputation and your future are in his hands.
:All you work is for him, and the fate of the nations and of humanity is in his hands.
:So it might be well to pay him some attention.
::''Masonic Historiology'', edited by Allotter J. McKow
::Similar quotations have been attributed to [http://en.wikiquote.org/wiki/Abraham_lincoln#Disputed Abraham Lincoln].

==Aristotle (384 BCE–322 BCE)==

* All men by nature desire to know. An indication of this is the delight we take in our senses.

* In modern times there are opposing views about the practice of education. There is no general agreement about what the young should learn either in relation to virtue or in relation to the best life; nor is it clear whether their education ought to be directed more towards the intellect than towards the character of the soul.... And it is not certain whether training should be directed at things useful in life, or at those conducive to virtue, or at non-essentials.... And there is no agreement as to what in fact does tend towards virtue. Men do not all prize most highly the same virtue, so naturally they differ also about the proper training for it. (unsourced)

==Plutarch (c. 46 – 120 AD)==

* The mind is not a vessel to be filled but a fire to be kindled. Alternative translation: The correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting...
:''On Listening to Lectures''

==Epictetus (AD 55–AD 135)==

* Only the educated are free.
:(''Discourses'', Book II, ch. 1)

==Imperator Caesar Marcus Aurelius Antoninus Augustus (121–180)==

* Give thyself time to learn something new and good, and cease to be whirled around.
:''Meditations'', II, 7

* Οἱ ἄνθρωποι γεγόνασιν ἀλλήλων ἕνεκεν· ἢ δίδασκε οὖν ἢ φέρε.
:All men are made one for another: either then teach them better, or bear with them.
:VIII, 56 (trans. Meric Casaubon)
:Variant: Men exist for the sake of one another. Teach them then or bear with them.
:VIII, 59 (trans. George Long)

==Charlemagne (January 29 745 – January 28, 814)==

* Quamvis enim melius sit benefacere quam nosse, prius tamen est nosse quam facere.
:Right action is better than knowledge; but in order to do what is right, we must know what is right.
:"De Litteris Colendis", in Jean-Barthélemy Hauréau De la philosophie scolastique (1850) p. 10; translation from T. H. Huxley Science and Education ([1893] 2007) p. 132

:Although indeed it would be better to do good than to know, first however comes knowing how to do it.—Mokurai's translation.

==Michel de Montaigne (1533-92)==

* Nothing is so firmly believed as that which we least know.
:Essais, Book I, ch. 32

==Daniel Defoe (ca. 1659-1661–1731)==

* I have often thought of it as one of the most barbarous customs in the world, considering us as a civilized and a Christian country, that we deny the advantages of learning to women.

:''The Education Of Women''

==Samuel Johnson (1709-1784)==

* There are, in every age, new errors to be rectified, and new prejudices to be opposed.

==Edmund Burke (1729–1797)==

The Father of Conservatism, who is today just another lousy Liberal.

* The first and the simplest emotion which we discover in the human mind is Curiosity.

:''A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful'' (1757)

==Thomas Jefferson (1743–1826)==

* If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.
:Letter to Colonel Charles Yancey (6 January 1816) ME 14:384

* Enlighten the people generally, and tyranny and oppressions of body and mind will vanish like evil spirits at the dawn of day.
:Letter to Éleuthère Irénée du Pont de Nemours (24 April 1816)

* I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. This is the true corrective of abuses of constitutional power.
:Letter to William Charles Jarvis, (28 September 1820).

==Simon Bolivar (1783–1830)==

* The first duty of a government is to give education to the people.

==William Blake (1757–1827)==

* The man who never alters his opinion is like standing water, and breeds reptiles of the mind.

==Abraham Lincoln (1809–1865)==

* Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in.
:[http://showcase.netins.net/web/creative/lincoln/speeches/1832.htm Communication to the People of Sangamo County] (9 March 1832)

==Henry Thomas Buckle (1821-1862)==

* Men and women range themselves into three classes or orders of intelligence; you can tell the lowest class by their habit of always talking about persons; the next by the fact that their habit is always to converse about things; the highest by their preference for the discussion of ideas.

: ''Haud immemor. Reminiscences of legal and social life in Edinburgh and London, 1850-1900'' by Charles Stewart. Edinburgh and London: W. Blackwood & sons, 1901

Also attributed to Admiral Hyman Rickover and to Eleanor Roosevelt, in various forms, including the more pithy

* Great minds discuss ideas, average minds discuss events, small minds discuss people.

==Søren Aabye Kierkegaard (1813—1855)==

* Which is more difficult, to awaken one who sleeps or to awaken one who, awake, dreams that he is awake?
: ''Works of Love''

==Oscar Wilde (1854–1900)==

* Education is an admirable thing. But it is well to remember from time to time that nothing that is worth knowing can be taught.

:''A Few Maxims For The Instruction Of The Over-Educated'' 
:First published anonymously in the Saturday Review (17 November 1894)

==Woodrow Wilson (1856–1924)==

* I not only use all the brains that I have, but all that I can borrow.

==George Bernard Shaw (1856–1950)==

* Education: A succession of eye-openers each involving the repudiation of some previously held belief.
:(attributed: source unknown)

==John Dewey (1859–1952)==

* What the best and wisest parent wants for his child is what we should want for all the children of the community.
:''The School and Society'', 1900

==John Alexander Smith (1863–1939)==

* Gentlemen, you are now about to embark on a course of studies which will occupy you for two years. Together, they form a noble adventure. But I would like to remind you of an important point. Nothing that you will learn in the course of your studies will be of the slightest possible use to you in after life, save only this, that if you work hard and intelligently you should be able to detect when a man is talking rot, and that, in my view, is the main, if not the sole, purpose of education.

:Smith was Professor of Moral Philosophy at Oxford University.
:Statement recorded in 1914.

==H. G. Wells (Herbert George Wells, 1866-09-21–1946-08-13)==

* Human history becomes more and more a race between education and catastrophe.

:''The Outline of History'', Ch. 41 (1920)
:Fiction and non-fiction writer, Socialist

==Gandhi (1869–1948)==

* First they ignore you, then they laugh at you, then they fight you, then you win.
:[and then they claim it was their idea all along [[User:Mokurai|Mokurai]] 01:08, 14 December 2008 (UTC)]

* You must be the change you seek.

==Maria Montessori (1870–1952)==

* The greatest sign of success for a teacher is to be able to say, "The children are now working as if I did not exist."
* Never help a child with a task at which he feels he can succeed.

==Robert Frost (1874–1963)==

But yield who will to their separation, 
My object in living is to unite 
My avocation and my vocation 
As my two eyes make one in sight. 
Only where love and need are one, 
And the work is play for mortal stakes, 
Is the deed ever really done 
For Heaven and the future's sakes.

:''Two Tramps In Mudtime''

==Albert Einstein (1879–1955)==

* It is almost a miracle that modern teaching methods have not yet entirely strangled the holy curiosity of inquiry; for what this delicate little plant needs more than anything, besides stimulation, is freedom.

* Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination.

* I must be willing to give up what I am in order to become what I will be.

==Pablo Picasso (1881–1973)==

* I am always doing that which I can not do, in order that I may learn how to do it.

==Edna St. Vincent Millay (1892 – 1950)==

Euclid alone has looked on Beauty bare. 
Let all who prate of Beauty hold their peace, 
And lay them prone upon the earth and cease 
To ponder on themselves, the while they stare 
At nothing, intricately drawn nowhere 
In shapes of shifting lineage; let geese 
Gabble and hiss, but heroes seek release 
From dusty bondage into luminous air. 
O blinding hour, O holy, terrible day, 
When first the shaft into his vision shone 
Of light anatomized! Euclid alone 
Has looked on Beauty bare. Fortunate they 
Who, though once only and then but far away, 
Have heard her massive sandal set on stone.

Sonnet XXII from ''The Harp-Weaver and Other Poems'' (1923)

==Albert Szent-Gyorgy (1893–1986)==

* Discovery consists of seeing what everyone else has seen and thinking what no one else has thought.
:Nobel laureate (biology/medicine)

==Amadou Hampâté Bâ (1900—1991)==

* When an old man dies, a library burns down.

:Malian author
:Often misattributed as "old African proverb" or "Senegalese proverb".

==Margaret Mead (1901—1978)==

* Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it is the only thing that ever has.

==Vladimir Horowitz (1903—1989)==

* It's better to make your own mistakes than to copy someone else's.

: Unsourced

==B. F. Skinner (1904–1990)==

* Education is what survives when what has been learned has been forgotten.

:Also attributed to James Bryant Conant, Albert Einstein.

==Robert A. Heinlein (1907–1988)==

* A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects.

==Peter Drucker (1909—2005)==

* The important and difficult job is never to find the right answers, it is to find the right question. For there are few things as useless—if not dangerous—as the right answer to the wrong question.

Source?

* The most serious mistakes are not made as a result of wrong answers. The truly dangerous thing is asking the wrong questions.

''Men, Ideas and Politics'', Harvard Business Review Press, 2010

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2010.

==Clark Kerr (1911—2003)==

* The purpose of the university is to make students safe for ideas, not ideas safe for students.

Unsourced

==John Tukey (1915—2000)==

* Far better an approximate answer to the right question, which is often vague, than an exact answer to the wrong question, which can always be made precise.

"Sunset Salvo," The American Statistician, Vol. 40, No. 1, 1986, pp. 72-76.

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2012.

==Jerome Bruner (born 1915)==

* We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

:''The Process of Education'' (1960)

==Nelson Mandela (born 1918)==

* Education is the most powerful weapon which you can use to change the world.

==Richard Feynman (1918-1988)==

* What I cannot create, I do not understand.

:On his blackboard at time of death in 1988; as quoted in ''The Universe in a Nutshell'' by Stephen Hawking

==Kenneth E. Iverson (1920-2004)==

* The initial motive for developing APL was to provide a tool for writing and teaching. Although APL has been exploited mostly in commercial programming, I continue to believe that its most important use remains to be exploited: as a simple, precise, executable notation for the teaching of a wide range of subjects.

"A Personal View of APL", ''IBM Systems Journal'', '''30''' (4), 1991

==Isaac Asimov (1920–1992)==

Individualized education via computers so that everybody can be interested in learning lifelong.
:[http://www.youtube.com/watch?v=CJAIERgWhZQ&feature=related Interview with Bill Moyers, World of Ideas, 1988]

==Marvin Minsky (born 1927)==

* You don't understand anything until you learn it more than one way.
:In Rebecca Herold, ''Managing an Information Security and Privacy Awareness and Training Program'' (2005), 101.
* We like to think that a child's play is unconstrained—but when children appear to feel joyous and free, this may merely hide from their minds their purposefulness; you can see this more clearly when you attempt to drag them away from their chosen tasks. For they are exploring their worlds to see what's there, making explanations of what those things are, and imagining what else could be; exploring, explaining and learning are among a child's most purposeful urges and goals. The playfulness of childhood is the most demanding teacher we have. Never again in those children's lives will anything drive them to work so hard.
:''The Emotion Machine''

==Seymour Papert (Born 1928)==

* Programming a computer means nothing more or less than communicating to it in a language that it and the human user can both "understand". And learning languages is one of the things children do best. Every normal child learns to talk. Why then should a child not learn to "talk" to a computer?
:''Mindstorms: Children, Computers, and Powerful Ideas''

==Martin Luther King, Jr. (1929-1968)==

* "I have the audacity to believe that people everywhere can have three meals a day for their bodies, education and culture for the minds, and dignity, equality, and freedom for their spirits."

:Taken from his remarks upon acceptance of the Nobel Prize

==Alan Kay (born 1940)==

* The important thing here is that the music is not in the piano. And knowledge and edification is not in the computer. The computer is simply an instrument whose music is ideas.

* By the time I got to school, I had already read a couple hundred books. I knew in the first grade that they were lying to me because I had already been exposed to other points of view. School is basically about one point of view — the one the teacher has or the textbooks have. They don't like the idea of having different points of view, so it was a battle. Of course I would pipe up with my five-year-old voice.
:Alan Kay by Scott Gasch

* If you don't fail at least 90 percent of the time, you're not aiming high enough.

==Edward Mokurai Cherlin (born 1946)==

* The essential capacity for discovery is the ability to visualize more than one part of an elephant that you have never seen.

* "First they ignore you, then they laugh at you, then they fight you, then you win."—Gandhi. Then they claim that it was their idea all along.

==Michio Kaku (born 1947)==

* We are all born scientists.

==Terry Pratchett (born 1948)==

* When you light a fire for a man, you keep him warm for a night. When you set him on fire, you keep him warm for the rest of his life.
:''Jingo'' (See Plutarch, above, if you don't get it.)

==Douglas Adams (1952–2001)==

* "We'll be saying a big hello to all intelligent lifeforms everywhere and to everyone else out there, the secret is to bang the rocks together, guys."
:''Hitchhiker's Guide to the Galaxy''

=Negative=

All of the following come down to

* When I want to hear ''your'' opinion, I'll '''tell''' it to you.

a line I first encountered in a Robert Asprin fantasy novel.

==Plato (ca. 428 BCE–347 BCE)==

The greatest principle of all is that nobody, whether male or female, should be without a leader. Nor should the mind of anybody be habituated to letting him (or her) do anything at all on his (or her) own initiative–to his leader he shall direct his eye and follow him faithfully. And even in the smallest matter he should stand under leadership. For example, he should get up, or move, or wash, or take his meals...only if he has been told to do so. In a word, he should teach his soul, by long habit, never to dream of acting independently, and to become utterly incapable of it.

:Plato, ''Laws'' 942d (350 BCE)

==Johann Gottlieb Fichte (1762–1814)==

* You must fashion [the person], and fashion him in such a way that he simply cannot will otherwise than what you wish him to will.

:''Addresses to the German Nation''

==John Stuart Mill (1806–1873)==

* A general State education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body. An education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments...

:''On Liberty'' (1859)

==Mark Twain (Samuel L. Clemens, 1835–1910)==

* In the first place God made idiots. This was for practice. Then he made School Boards.

:''Following the Equator; Pudd'nhead Wilson's New Calendar''

* It ain't what you don't know that gets you into trouble. It's what you know for sure that just ain't so.
:Confidently attributed to Twain and a multitude of others

==Upton Sinclair (1878–1968)==

* It is difficult to get a man to understand something, when his salary depends upon his not understanding it.

:''I, Candidate for Governor: And How I Got Licked'' (1935), ISBN 0-520-08198-6; repr. University of California Press, 1994, p. 109.

==Martin Bormann (1900–1945?)==
Private secretary to German Führer Adolf Hitler
* Education is dangerous—Every educated person is a future enemy.
:Quoted in "The Trial of the Germans: An Account of the Twenty-Two Defendants Before the International Military Tribunal" - Page 101 by Eugene Davidson - History - 1997

==Antoine de Saint-Exupéry (1900—1944)==

* « Quand il naît par mutation dans les jardins une rose nouvelle, voilà tous les jardiniers qui s’émeuvent. On isole la rose, on cultive la rose, on la favorise. Mais il n’est point de jardinier pour les hommes. Mozart enfant sera marqué comme les autres par la machine à emboutir...Ce qui me tourmente,...c’est un peu, dans chacun de ces hommes, [http://www.burundibwacu.org/spip.php?article290 Mozart assassiné]. »

* "When a mutant rose arises in a garden, all the gardeners rejoice. They give it a special place, they cultivate it, they bestow all their care on it. But there are no gardeners for people. An infant Mozart is marked just like all the others by the stamping press...What torments me is...in each of these people, a bit of Mozart murdered."

==Richard Feynman (1918–1988)==

I got a telephone call from a pretty famous lawyer here in Pasadena, Mr. Norris, who was at that time on the State Board of Education. He asked me if I would serve on the State Curriculum Commission, which had to choose the new schoolbooks for the state of California...

I had a special bookshelf put in my study downstairs (the books took up seventeen feet), and began reading all the books that were going to be discussed in the next meeting. We were going to start out with the elementary schoolbooks...

It was a pretty big job, and I worked all the time at it down in the basement. My wife says that during this period it was like living over a volcano. It would be quiet for a while, but then all of a sudden, "BLLLLLOOOOOOWWWWW!!!!" -- there would be a big explosion from the "volcano" below.

The reason was that the books were so lousy. They were false. They were hurried. They would try to be rigorous, but they would use examples (like automobiles in the street for "sets") which were almost OK, but in which there were always some subtleties. The definitions weren't accurate. Everything was a little bit ambiguous -- they weren't smart enough to understand what was meant by "rigor." They were faking it. They were teaching something they didn't understand, and which was, in fact, useless, at that time, for the child.

:[http://www.textbookleague.org/103feyn.htm Judging Books by Their Covers], in Surely You're Joking, Mr. Feynman! (1985)

==Stephen Jay Gould (1941–2002)==

* We pass through this world but once. Few tragedies can be more extensive than the stunting of life, few injustices deeper than the denial of an opportunity to strive or even to hope, by a limit imposed from without, but falsely identified as lying within.

:''The Mismeasure of Man''

Open Educational Resources

2012-12-04T16:14:52Z

Mokurai: Open Access Books

Open Educational Resources (OERs) are digital replacements for textbooks available under some form of Free license, such as Creative Commons. There are many projects to create OERs, including the Sugar Labs [[Replacing Textbooks]] project, and projects of state and national governments, NGOs, professional associations, and individual contributors.

Most OERs are PDFs of existing content, including printed textbooks, but there are also innovative projects to produce interactive OERs using a variety of software, including Sugar, Logo, and Smalltalk, and to rethink educational content based on research into child development and computers in education. Much more research and development will be needed in this direction.

Globally, there is a need for OERs in several hundred subjects. Each country needs about 100 for 12 grades, usually divided into semesters, with five subjects taught at a time. Local content is needed for topics such as health, history, geography, literature, civics, and agriculture in more than 190 countries, some of which can share large portions. Materials for learning to speak, read, and write numerous languages are needed.

A rather different concept is [http://oaspa.org/guest-blog-janneke-adema/ Open Access Books], where a version of content is available at no cost, and another with additional services is available for a fee. In general, OAB products do not permit modification and republishing, although the choice of license is a hot topic for discussion. This is viewed in the publishing industry as a logical step forward from Open Access publishing of research journals, and is aimed at book-form research publications.

[[File:OERlogo.svg]]

Public Domain OER logo from Wikimedia Commons

==External Links==

===Countries===

* Bangladesh is the first country we know of to digitize a complete set of textbooks for grades 1-12. Resources listed below.

* Uruguay is seeking up to 1,000 digital learning resources in a Request For Proposals (RFP). The Sugar Labs [[Replacing Textbooks]] program wanted to offer some to them, but it turned out to be impractical.

* South Korea [http://www.koreatimes.co.kr/www/news/nation/2011/07/117_89881.html has announced] a plan to digitize all of its textbooks and to provide all students with computers.

===Sources and Directories===

In no particular order. Please add more if you find them. How do these
facilities compare with one another?

* [http://www.curriki.org/xwiki/bin/view/Main/Browse Curriki] free and open K-12 resources

* The [http://www.librarianchick.com/ Librarian Chick catalog] of free digital educational resources

* The [http://www.clrn.org/fdti/ California Free Digital Textbook Initiative] at high school level

* The [http://www.shuttleworthfoundation.org/projects/free-high-school-science-texts/ Shuttleworth Foundation's Free high school science texts]

* [http://cnx.org/lenses/siyavula Connexions] free and open K-9 textbooks from the Shuttleworth Foundation's Siyavula project.

* [http://collegeopentextbooks.org/ College Open Textbooks]

* [http://www.merlot.org/ MERLOT] (Multimedia Educational Resource for Learning and Online Teaching)

* [http://wiki.waveplace.org/display/wp/Courseware Waveplace OERs for Haiti]

* [http://collegeopentextbooks.ning.com/ College Open Textbooks Community]

* [http://www.col.org/ Commonwealth of Learning]

* [http://wikieducator.org/OERF:Home Open educational Resource Foundation]

* [http://lemill.net/ LeMill] Web community for finding, authoring and sharing open educational resources in multiple languages

* [http://www.peacecorps.gov/wws/index.cfm Peace Corps World Wise Schools]

* [http://www.ocwconsortium.org/en/aboutus/whatisocw OpenCourseWare Consortium] at university level

* [http://groups.diigo.com/group/math-links Math Links] - educators sharing interesting resources around the teaching and learning of mathematics

* [http://www.opentapestry.com/ Open Tapestry] 110,000 listings. Replaces OER Recommender.

* [http://www.infokosh.bangladesh.gov.bd/ Bangladesh National e-Content Repository] in Bangla. Story: [http://www.priyo.com/tech/2011/02/28/pm-opens-e-content-repository-20905.html PM opens e-content repository]. 30,000 teachers, 148 government organisations and 50 local and foreign non-government organisations. 50,000 pages, planned to increase to 5,000,000.

* [http://www.ebook.gov.bd/ e-Book ::. ই-বুক জগতে স্বাগতম] in Bangla. Story: [http://www.priyo.com/tech/2011/04/24/pm-opens-online-version-textbo-24355.html PM opens online version of textbooks] Access to Information (A2I) Project of the PM’s Office and the National Curriculum and Textbook Board (NCTB) jointly transformed 33 primary level and 73 secondary level textbooks into e-books in collaboration with the UNDP.

* [http://www.floridastandards.org/resources/ResourceHomepage.aspx Florida Standards - resources] - collection of links to reviewed OERs - some are commercially created, some are open

* [http://laptop.moodle.com.au/ OLPC Australia Moodle server]

* [http://www.tele-task.de/de/archive/lecture/overview/5819/ Alan Kay videos on computers in education]

* [http://www.openculture.com/free_textbooks 150 Free Textbooks] - list by subject, many are high school (Grades 9-12)

* [https://docs.google.com/document/d/1jgEQ2GydgaExXNLPOYZn8WMJaFZoFp3CpTonMIrHO64/edit?pli=1 First-year Spanish resources, college level]

* [http://www.oerafrica.org/ OER Africa] Includes links to [http://www.oerafrica.org/OERRepositoriesSearch/tabid/297/Default.aspx other sources of OERs].

===Commercial Publishers of OERs===

It's true. Free OERs plus paid services.

* [http://www.ck12.org CK-12]] Primary and Secondary
* [http://www.flatworldknowledge.com/ Flatworld Knowledge] College

===Discussions===

* [http://www.wsis-community.org/pg/groups/14358/open-educational-resources-oer/ UNESCO WSIS Platform of Communities Open Educational Resources (OER)]

* [http://openeducation.zunia.org/post/open-educational-resources-oers/ World Bank Zunia OER discussion]

===Other OER Logos===

[http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/global-oer-logo/ UNESCO OER Logos] under Creative Commons-BY-SA licenses permitting modifications, including further translations.

[[File:UNESCO_OER_logo.svg]]

UNESCO English OER logo

[[File:Oer-rmx.svg]]

Remix of UNESCO English OER logo

User:Mokurai/Quotes

2012-11-30T21:11:39Z

Mokurai: /* Peter Drucker (1909—2005) */ Clark Kerr

Quotations on the nature of education and related ideas, and what people have tried to make of them instead. See also
* [http://en.wikiquote.org/wiki/Education Wikiquote on education].
* [http://manarafoundation.org/quotes/all/education Manara Foundation education quotes]
* [http://www.angelo.edu/faculty/kboudrea/cheap/cheap1_e.htm#Education Cheap Thoughts: Education]
* [http://www.informationphysics.com/truth Bob Salsa's Truth Quotes Page]

=Positive=

==Shakyamuni Buddha (c. 563 BCE to 483 BCE)==

* Do not believe in anything simply because you have heard it. Do not believe in anything simply because it is spoken and rumored by many. Do not believe in anything simply because it is found written in your religious books. Do not believe in anything merely on the authority of your teachers and elders. Do not believe in traditions because they have been handed down for many generations. But after observation and analysis, when you find that anything agrees with reason and is conducive to the good and benefit of one and all, then accept it and live up to it.

:''Kalama Sutta''

==Anonymous==

* Man is most nearly himself when he achieves the seriousness of a child at play.
:Usually attributed, incorrectly, to Heraclitus (c. 535–c. 475 BCE)

* I cannot teach anybody anything. I can only make them think.
:Attributed to Socrates (c. 469 BCE–399 BCE), but no source is provided.

* Make it your business to know yourself, which is the most difficult lesson in the world.

:Attributed to Miguel de Cervantes Saavedra (1547–1616)

* A society grows great when old men plant trees in whose shade they know they shall never sit.
:Allegedly a Greek proverb, but no source is provided.

* Everything should be made as simple as possible, but ''no simpler''.
:Attributed to Albert Einstein (1879–1955), but no source is provided.

* Anonymous poem, ''What is a Boy?''[sic] (1944)

:He is a person who is going to carry on what you have started.
:He is to sit right where you are sitting and attend when you are gone to those things you think are so important.
:You may adopt all the policies you please, but how they will be carried out depends on him.
:Even if you make leagues and treaties, he will have to manage them.
:He is going to sit at your desk in the Senate, and occupy your place on the Supreme Bench.
:He will assume control of your cities, states and nations.
:He is going to move in and take over your prisons, churches, schools, universities and corporations.
:All your work is going to be judged and praised or condemned by him.
:Your reputation and your future are in his hands.
:All you work is for him, and the fate of the nations and of humanity is in his hands.
:So it might be well to pay him some attention.
::''Masonic Historiology'', edited by Allotter J. McKow
::Similar quotations have been attributed to [http://en.wikiquote.org/wiki/Abraham_lincoln#Disputed Abraham Lincoln].

==Aristotle (384 BCE–322 BCE)==

* All men by nature desire to know. An indication of this is the delight we take in our senses.

* In modern times there are opposing views about the practice of education. There is no general agreement about what the young should learn either in relation to virtue or in relation to the best life; nor is it clear whether their education ought to be directed more towards the intellect than towards the character of the soul.... And it is not certain whether training should be directed at things useful in life, or at those conducive to virtue, or at non-essentials.... And there is no agreement as to what in fact does tend towards virtue. Men do not all prize most highly the same virtue, so naturally they differ also about the proper training for it. (unsourced)

==Plutarch (c. 46 – 120 AD)==

* The mind is not a vessel to be filled but a fire to be kindled. Alternative translation: The correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting...
:''On Listening to Lectures''

==Epictetus (AD 55–AD 135)==

* Only the educated are free.
:(''Discourses'', Book II, ch. 1)

==Imperator Caesar Marcus Aurelius Antoninus Augustus (121–180)==

* Give thyself time to learn something new and good, and cease to be whirled around.
:''Meditations'', II, 7

* Οἱ ἄνθρωποι γεγόνασιν ἀλλήλων ἕνεκεν· ἢ δίδασκε οὖν ἢ φέρε.
:All men are made one for another: either then teach them better, or bear with them.
:VIII, 56 (trans. Meric Casaubon)
:Variant: Men exist for the sake of one another. Teach them then or bear with them.
:VIII, 59 (trans. George Long)

==Charlemagne (January 29 745 – January 28, 814)==

* Quamvis enim melius sit benefacere quam nosse, prius tamen est nosse quam facere.
:Right action is better than knowledge; but in order to do what is right, we must know what is right.
:"De Litteris Colendis", in Jean-Barthélemy Hauréau De la philosophie scolastique (1850) p. 10; translation from T. H. Huxley Science and Education ([1893] 2007) p. 132

:Although indeed it would be better to do good than to know, first however comes knowing how to do it.—Mokurai's translation.

==Michel de Montaigne (1533-92)==

* Nothing is so firmly believed as that which we least know.
:Essais, Book I, ch. 32

==Daniel Defoe (ca. 1659-1661–1731)==

* I have often thought of it as one of the most barbarous customs in the world, considering us as a civilized and a Christian country, that we deny the advantages of learning to women.

:''The Education Of Women''

==Samuel Johnson (1709-1784)==

* There are, in every age, new errors to be rectified, and new prejudices to be opposed.

==Edmund Burke (1729–1797)==

The Father of Conservatism, who is today just another lousy Liberal.

* The first and the simplest emotion which we discover in the human mind is Curiosity.

:''A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful'' (1757)

==Thomas Jefferson (1743–1826)==

* If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.
:Letter to Colonel Charles Yancey (6 January 1816) ME 14:384

* Enlighten the people generally, and tyranny and oppressions of body and mind will vanish like evil spirits at the dawn of day.
:Letter to Éleuthère Irénée du Pont de Nemours (24 April 1816)

* I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. This is the true corrective of abuses of constitutional power.
:Letter to William Charles Jarvis, (28 September 1820).

==Simon Bolivar (1783–1830)==

* The first duty of a government is to give education to the people.

==William Blake (1757–1827)==

* The man who never alters his opinion is like standing water, and breeds reptiles of the mind.

==Abraham Lincoln (1809–1865)==

* Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in.
:[http://showcase.netins.net/web/creative/lincoln/speeches/1832.htm Communication to the People of Sangamo County] (9 March 1832)

==Henry Thomas Buckle (1821-1862)==

* Men and women range themselves into three classes or orders of intelligence; you can tell the lowest class by their habit of always talking about persons; the next by the fact that their habit is always to converse about things; the highest by their preference for the discussion of ideas.

: ''Haud immemor. Reminiscences of legal and social life in Edinburgh and London, 1850-1900'' by Charles Stewart. Edinburgh and London: W. Blackwood & sons, 1901

Also attributed to Admiral Hyman Rickover and to Eleanor Roosevelt, in various forms, including the more pithy

* Great minds discuss ideas, average minds discuss events, small minds discuss people.

==Søren Aabye Kierkegaard (1813—1855)==

* Which is more difficult, to awaken one who sleeps or to awaken one who, awake, dreams that he is awake?
: ''Works of Love''

==Oscar Wilde (1854–1900)==

* Education is an admirable thing. But it is well to remember from time to time that nothing that is worth knowing can be taught.

:''A Few Maxims For The Instruction Of The Over-Educated'' 
:First published anonymously in the Saturday Review (17 November 1894)

==Woodrow Wilson (1856–1924)==

* I not only use all the brains that I have, but all that I can borrow.

==George Bernard Shaw (1856–1950)==

* Education: A succession of eye-openers each involving the repudiation of some previously held belief.
:(attributed: source unknown)

==John Dewey (1859–1952)==

* What the best and wisest parent wants for his child is what we should want for all the children of the community.
:''The School and Society'', 1900

==John Alexander Smith (1863–1939)==

* Gentlemen, you are now about to embark on a course of studies which will occupy you for two years. Together, they form a noble adventure. But I would like to remind you of an important point. Nothing that you will learn in the course of your studies will be of the slightest possible use to you in after life, save only this, that if you work hard and intelligently you should be able to detect when a man is talking rot, and that, in my view, is the main, if not the sole, purpose of education.

:Smith was Professor of Moral Philosophy at Oxford University.
:Statement recorded in 1914.

==H. G. Wells (Herbert George Wells, 1866-09-21–1946-08-13)==

* Human history becomes more and more a race between education and catastrophe.

:''The Outline of History'', Ch. 41 (1920)
:Fiction and non-fiction writer, Socialist

==Gandhi (1869–1948)==

* First they ignore you, then they laugh at you, then they fight you, then you win.
:[and then they claim it was their idea all along [[User:Mokurai|Mokurai]] 01:08, 14 December 2008 (UTC)]

* You must be the change you seek.

==Maria Montessori (1870–1952)==

* The greatest sign of success for a teacher is to be able to say, "The children are now working as if I did not exist."
* Never help a child with a task at which he feels he can succeed.

==Robert Frost (1874–1963)==

But yield who will to their separation, 
My object in living is to unite 
My avocation and my vocation 
As my two eyes make one in sight. 
Only where love and need are one, 
And the work is play for mortal stakes, 
Is the deed ever really done 
For Heaven and the future's sakes.

:''Two Tramps In Mudtime''

==Albert Einstein (1879–1955)==

* It is almost a miracle that modern teaching methods have not yet entirely strangled the holy curiosity of inquiry; for what this delicate little plant needs more than anything, besides stimulation, is freedom.

* Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination.

* I must be willing to give up what I am in order to become what I will be.

==Pablo Picasso (1881–1973)==

* I am always doing that which I can not do, in order that I may learn how to do it.

==Edna St. Vincent Millay (1892 – 1950)==

Euclid alone has looked on Beauty bare. 
Let all who prate of Beauty hold their peace, 
And lay them prone upon the earth and cease 
To ponder on themselves, the while they stare 
At nothing, intricately drawn nowhere 
In shapes of shifting lineage; let geese 
Gabble and hiss, but heroes seek release 
From dusty bondage into luminous air. 
O blinding hour, O holy, terrible day, 
When first the shaft into his vision shone 
Of light anatomized! Euclid alone 
Has looked on Beauty bare. Fortunate they 
Who, though once only and then but far away, 
Have heard her massive sandal set on stone.

Sonnet XXII from ''The Harp-Weaver and Other Poems'' (1923)

==Albert Szent-Gyorgy (1893–1986)==

* Discovery consists of seeing what everyone else has seen and thinking what no one else has thought.
:Nobel laureate (biology/medicine)

==Amadou Hampâté Bâ (1900—1991)==

* When an old man dies, a library burns down.

:Malian author
:Often misattributed as "old African proverb" or "Senegalese proverb".

==Margaret Mead (1901—1978)==

* Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it is the only thing that ever has.

==Vladimir Horowitz (1903—1989)==

* It's better to make your own mistakes than to copy someone else's.

: Unsourced

==B. F. Skinner (1904–1990)==

* Education is what survives when what has been learned has been forgotten.

:Also attributed to James Bryant Conant, Albert Einstein.

==Robert A. Heinlein (1907–1988)==

* A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects.

==Peter Drucker (1909—2005)==

* The important and difficult job is never to find the right answers, it is to find the right question. For there are few things as useless—if not dangerous—as the right answer to the wrong question.

Source?

* The most serious mistakes are not made as a result of wrong answers. The truly dangerous thing is asking the wrong questions.

''Men, Ideas and Politics'', Harvard Business Review Press, 2010

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2010.

==Clark Kerr (1911—2003)==

* The purpose of the university is to make students safe for ideas, not ideas safe for students.

Unsourced

==John Tukey (1915—2000)==

* Far better an approximate answer to the right question, which is often vague, than an exact answer to the wrong question, which can always be made precise.

"Sunset Salvo," The American Statistician, Vol. 40, No. 1, 1986, pp. 72-76.

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2012.

==Jerome Bruner (born 1915)==

* We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

:''The Process of Education'' (1960)

==Nelson Mandela (born 1918)==

* Education is the most powerful weapon which you can use to change the world.

==Richard Feynman (1918-1988)==

* What I cannot create, I do not understand.

:On his blackboard at time of death in 1988; as quoted in ''The Universe in a Nutshell'' by Stephen Hawking

==Kenneth E. Iverson (1920-2004)==

* The initial motive for developing APL was to provide a tool for writing and teaching. Although APL has been exploited mostly in commercial programming, I continue to believe that its most important use remains to be exploited: as a simple, precise, executable notation for the teaching of a wide range of subjects.

"A Personal View of APL", ''IBM Systems Journal'', '''30''' (4), 1991

==Isaac Asimov (1920–1992)==

Individualized education via computers so that everybody can be interested in learning lifelong.
:[http://www.youtube.com/watch?v=CJAIERgWhZQ&feature=related Interview with Bill Moyers, World of Ideas, 1988]

==Marvin Minsky (born 1927)==

* You don't understand anything until you learn it more than one way.
:In Rebecca Herold, ''Managing an Information Security and Privacy Awareness and Training Program'' (2005), 101.
* We like to think that a child's play is unconstrained—but when children appear to feel joyous and free, this may merely hide from their minds their purposefulness; you can see this more clearly when you attempt to drag them away from their chosen tasks. For they are exploring their worlds to see what's there, making explanations of what those things are, and imagining what else could be; exploring, explaining and learning are among a child's most purposeful urges and goals. The playfulness of childhood is the most demanding teacher we have. Never again in those children's lives will anything drive them to work so hard.
:''The Emotion Machine''

==Seymour Papert (Born 1928)==

* Programming a computer means nothing more or less than communicating to it in a language that it and the human user can both "understand". And learning languages is one of the things children do best. Every normal child learns to talk. Why then should a child not learn to "talk" to a computer?
:''Mindstorms: Children, Computers, and Powerful Ideas''

==Martin Luther King, Jr. (1929-1968)==

* "I have the audacity to believe that people everywhere can have three meals a day for their bodies, education and culture for the minds, and dignity, equality, and freedom for their spirits."

:Taken from his remarks upon acceptance of the Nobel Prize

==Alan Kay (born 1940)==

* The important thing here is that the music is not in the piano. And knowledge and edification is not in the computer. The computer is simply an instrument whose music is ideas.

* By the time I got to school, I had already read a couple hundred books. I knew in the first grade that they were lying to me because I had already been exposed to other points of view. School is basically about one point of view — the one the teacher has or the textbooks have. They don't like the idea of having different points of view, so it was a battle. Of course I would pipe up with my five-year-old voice.
:Alan Kay by Scott Gasch

* If you don't fail at least 90 percent of the time, you're not aiming high enough.

==Edward Mokurai Cherlin (born 1946)==

* The essential capacity for discovery is the ability to visualize more than one part of an elephant that you have never seen.

* "First they ignore you, then they laugh at you, then they fight you, then you win."—Gandhi. Then they claim that it was their idea all along.

==Michio Kaku (born 1947)==

* We are all born scientists.

==Terry Pratchett (born 1948)==

* When you light a fire for a man, you keep him warm for a night. When you set him on fire, you keep him warm for the rest of his life.
:(See Plutarch, above, if you don't get it.)

==Douglas Adams (1952–2001)==

* "We'll be saying a big hello to all intelligent lifeforms everywhere and to everyone else out there, the secret is to bang the rocks together, guys."
:''Hitchhiker's Guide to the Galaxy''

=Negative=

All of the following come down to

* When I want to hear ''your'' opinion, I'll '''tell''' it to you.

a line I first encountered in a Robert Asprin fantasy novel.

==Plato (ca. 428 BCE–347 BCE)==

The greatest principle of all is that nobody, whether male or female, should be without a leader. Nor should the mind of anybody be habituated to letting him (or her) do anything at all on his (or her) own initiative–to his leader he shall direct his eye and follow him faithfully. And even in the smallest matter he should stand under leadership. For example, he should get up, or move, or wash, or take his meals...only if he has been told to do so. In a word, he should teach his soul, by long habit, never to dream of acting independently, and to become utterly incapable of it.

:Plato, ''Laws'' 942d (350 BCE)

==Johann Gottlieb Fichte (1762–1814)==

* You must fashion [the person], and fashion him in such a way that he simply cannot will otherwise than what you wish him to will.

:''Addresses to the German Nation''

==John Stuart Mill (1806–1873)==

* A general State education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body. An education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments...

:''On Liberty'' (1859)

==Mark Twain (Samuel L. Clemens, 1835–1910)==

* In the first place God made idiots. This was for practice. Then he made School Boards.

:''Following the Equator; Pudd'nhead Wilson's New Calendar''

* It ain't what you don't know that gets you into trouble. It's what you know for sure that just ain't so.
:Confidently attributed to Twain and a multitude of others

==Upton Sinclair (1878–1968)==

* It is difficult to get a man to understand something, when his salary depends upon his not understanding it.

:''I, Candidate for Governor: And How I Got Licked'' (1935), ISBN 0-520-08198-6; repr. University of California Press, 1994, p. 109.

==Martin Bormann (1900–1945?)==
Private secretary to German Führer Adolf Hitler
* Education is dangerous—Every educated person is a future enemy.
:Quoted in "The Trial of the Germans: An Account of the Twenty-Two Defendants Before the International Military Tribunal" - Page 101 by Eugene Davidson - History - 1997

==Antoine de Saint-Exupéry (1900—1944)==

* « Quand il naît par mutation dans les jardins une rose nouvelle, voilà tous les jardiniers qui s’émeuvent. On isole la rose, on cultive la rose, on la favorise. Mais il n’est point de jardinier pour les hommes. Mozart enfant sera marqué comme les autres par la machine à emboutir...Ce qui me tourmente,...c’est un peu, dans chacun de ces hommes, [http://www.burundibwacu.org/spip.php?article290 Mozart assassiné]. »

* "When a mutant rose arises in a garden, all the gardeners rejoice. They give it a special place, they cultivate it, they bestow all their care on it. But there are no gardeners for people. An infant Mozart is marked just like all the others by the stamping press...What torments me is...in each of these people, a bit of Mozart murdered."

==Richard Feynman (1918–1988)==

I got a telephone call from a pretty famous lawyer here in Pasadena, Mr. Norris, who was at that time on the State Board of Education. He asked me if I would serve on the State Curriculum Commission, which had to choose the new schoolbooks for the state of California...

I had a special bookshelf put in my study downstairs (the books took up seventeen feet), and began reading all the books that were going to be discussed in the next meeting. We were going to start out with the elementary schoolbooks...

It was a pretty big job, and I worked all the time at it down in the basement. My wife says that during this period it was like living over a volcano. It would be quiet for a while, but then all of a sudden, "BLLLLLOOOOOOWWWWW!!!!" -- there would be a big explosion from the "volcano" below.

The reason was that the books were so lousy. They were false. They were hurried. They would try to be rigorous, but they would use examples (like automobiles in the street for "sets") which were almost OK, but in which there were always some subtleties. The definitions weren't accurate. Everything was a little bit ambiguous -- they weren't smart enough to understand what was meant by "rigor." They were faking it. They were teaching something they didn't understand, and which was, in fact, useless, at that time, for the child.

:[http://www.textbookleague.org/103feyn.htm Judging Books by Their Covers], in Surely You're Joking, Mr. Feynman! (1985)

==Stephen Jay Gould (1941–2002)==

* We pass through this world but once. Few tragedies can be more extensive than the stunting of life, few injustices deeper than the denial of an opportunity to strive or even to hope, by a limit imposed from without, but falsely identified as lying within.

:''The Mismeasure of Man''

Open Educational Resources

2012-11-27T22:59:13Z

Mokurai: /* Sources and Directories */ OER Africa

Open Educational Resources (OERs) are digital replacements for textbooks available under some form of Free license, such as Creative Commons. There are many projects to create OERs, including the Sugar Labs [[Replacing Textbooks]] project, and projects of state and national governments, NGOs, professional associations, and individual contributors.

Most OERs are PDFs of existing content, including printed textbooks, but there are also innovative projects to produce interactive OERs using a variety of software, including Sugar, Logo, and Smalltalk, and to rethink educational content based on research into child development and computers in education. Much more research and development will be needed in this direction.

Globally, there is a need for OERs in several hundred subjects. Each country needs about 100 for 12 grades, usually divided into semesters, with five subjects taught at a time. Local content is needed for topics such as health, history, geography, literature, civics, and agriculture in more than 190 countries, some of which can share large portions. Materials for learning to speak, read, and write numerous languages are needed.

[[File:OERlogo.svg]]

Public Domain OER logo from Wikimedia Commons

==External Links==

===Countries===

* Bangladesh is the first country we know of to digitize a complete set of textbooks for grades 1-12. Resources listed below.

* Uruguay is seeking up to 1,000 digital learning resources in a Request For Proposals (RFP). The Sugar Labs [[Replacing Textbooks]] program wanted to offer some to them, but it turned out to be impractical.

* South Korea [http://www.koreatimes.co.kr/www/news/nation/2011/07/117_89881.html has announced] a plan to digitize all of its textbooks and to provide all students with computers.

===Sources and Directories===

In no particular order. Please add more if you find them. How do these
facilities compare with one another?

* [http://www.curriki.org/xwiki/bin/view/Main/Browse Curriki] free and open K-12 resources

* The [http://www.librarianchick.com/ Librarian Chick catalog] of free digital educational resources

* The [http://www.clrn.org/fdti/ California Free Digital Textbook Initiative] at high school level

* The [http://www.shuttleworthfoundation.org/projects/free-high-school-science-texts/ Shuttleworth Foundation's Free high school science texts]

* [http://cnx.org/lenses/siyavula Connexions] free and open K-9 textbooks from the Shuttleworth Foundation's Siyavula project.

* [http://collegeopentextbooks.org/ College Open Textbooks]

* [http://www.merlot.org/ MERLOT] (Multimedia Educational Resource for Learning and Online Teaching)

* [http://wiki.waveplace.org/display/wp/Courseware Waveplace OERs for Haiti]

* [http://collegeopentextbooks.ning.com/ College Open Textbooks Community]

* [http://www.col.org/ Commonwealth of Learning]

* [http://wikieducator.org/OERF:Home Open educational Resource Foundation]

* [http://lemill.net/ LeMill] Web community for finding, authoring and sharing open educational resources in multiple languages

* [http://www.peacecorps.gov/wws/index.cfm Peace Corps World Wise Schools]

* [http://www.ocwconsortium.org/en/aboutus/whatisocw OpenCourseWare Consortium] at university level

* [http://groups.diigo.com/group/math-links Math Links] - educators sharing interesting resources around the teaching and learning of mathematics

* [http://www.opentapestry.com/ Open Tapestry] 110,000 listings. Replaces OER Recommender.

* [http://www.infokosh.bangladesh.gov.bd/ Bangladesh National e-Content Repository] in Bangla. Story: [http://www.priyo.com/tech/2011/02/28/pm-opens-e-content-repository-20905.html PM opens e-content repository]. 30,000 teachers, 148 government organisations and 50 local and foreign non-government organisations. 50,000 pages, planned to increase to 5,000,000.

* [http://www.ebook.gov.bd/ e-Book ::. ই-বুক জগতে স্বাগতম] in Bangla. Story: [http://www.priyo.com/tech/2011/04/24/pm-opens-online-version-textbo-24355.html PM opens online version of textbooks] Access to Information (A2I) Project of the PM’s Office and the National Curriculum and Textbook Board (NCTB) jointly transformed 33 primary level and 73 secondary level textbooks into e-books in collaboration with the UNDP.

* [http://www.floridastandards.org/resources/ResourceHomepage.aspx Florida Standards - resources] - collection of links to reviewed OERs - some are commercially created, some are open

* [http://laptop.moodle.com.au/ OLPC Australia Moodle server]

* [http://www.tele-task.de/de/archive/lecture/overview/5819/ Alan Kay videos on computers in education]

* [http://www.openculture.com/free_textbooks 150 Free Textbooks] - list by subject, many are high school (Grades 9-12)

* [https://docs.google.com/document/d/1jgEQ2GydgaExXNLPOYZn8WMJaFZoFp3CpTonMIrHO64/edit?pli=1 First-year Spanish resources, college level]

* [http://www.oerafrica.org/ OER Africa] Includes links to [http://www.oerafrica.org/OERRepositoriesSearch/tabid/297/Default.aspx other sources of OERs].

===Commercial Publishers of OERs===

It's true. Free OERs plus paid services.

* [http://www.ck12.org CK-12]] Primary and Secondary
* [http://www.flatworldknowledge.com/ Flatworld Knowledge] College

===Discussions===

* [http://www.wsis-community.org/pg/groups/14358/open-educational-resources-oer/ UNESCO WSIS Platform of Communities Open Educational Resources (OER)]

* [http://openeducation.zunia.org/post/open-educational-resources-oers/ World Bank Zunia OER discussion]

===Other OER Logos===

[http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/global-oer-logo/ UNESCO OER Logos] under Creative Commons-BY-SA licenses permitting modifications, including further translations.

[[File:UNESCO_OER_logo.svg]]

UNESCO English OER logo

[[File:Oer-rmx.svg]]

Remix of UNESCO English OER logo

Open Educational Resources

2012-11-18T00:48:39Z

Mokurai: /* Sources and Directories */ Replace OER Recommender with Open Tapestry

Open Educational Resources (OERs) are digital replacements for textbooks available under some form of Free license, such as Creative Commons. There are many projects to create OERs, including the Sugar Labs [[Replacing Textbooks]] project, and projects of state and national governments, NGOs, professional associations, and individual contributors.

Most OERs are PDFs of existing content, including printed textbooks, but there are also innovative projects to produce interactive OERs using a variety of software, including Sugar, Logo, and Smalltalk, and to rethink educational content based on research into child development and computers in education. Much more research and development will be needed in this direction.

Globally, there is a need for OERs in several hundred subjects. Each country needs about 100 for 12 grades, usually divided into semesters, with five subjects taught at a time. Local content is needed for topics such as health, history, geography, literature, civics, and agriculture in more than 190 countries, some of which can share large portions. Materials for learning to speak, read, and write numerous languages are needed.

[[File:OERlogo.svg]]

Public Domain OER logo from Wikimedia Commons

==External Links==

===Countries===

* Bangladesh is the first country we know of to digitize a complete set of textbooks for grades 1-12. Resources listed below.

* Uruguay is seeking up to 1,000 digital learning resources in a Request For Proposals (RFP). The Sugar Labs [[Replacing Textbooks]] program wanted to offer some to them, but it turned out to be impractical.

* South Korea [http://www.koreatimes.co.kr/www/news/nation/2011/07/117_89881.html has announced] a plan to digitize all of its textbooks and to provide all students with computers.

===Sources and Directories===

In no particular order. Please add more if you find them. How do these
facilities compare with one another?

* [http://www.curriki.org/xwiki/bin/view/Main/Browse Curriki] free and open K-12 resources

* The [http://www.librarianchick.com/ Librarian Chick catalog] of free digital educational resources

* The [http://www.clrn.org/fdti/ California Free Digital Textbook Initiative] at high school level

* The [http://www.shuttleworthfoundation.org/projects/free-high-school-science-texts/ Shuttleworth Foundation's Free high school science texts]

* [http://collegeopentextbooks.org/ College Open Textbooks]

* [http://www.merlot.org/ MERLOT] (Multimedia Educational Resource for Learning and Online Teaching)

* [http://wiki.waveplace.org/display/wp/Courseware Waveplace OERs for Haiti]

* [http://collegeopentextbooks.ning.com/ College Open Textbooks Community]

* [http://www.col.org/ Commonwealth of Learning]

* [http://wikieducator.org/OERF:Home Open educational Resource Foundation]

* [http://lemill.net/ LeMill] Web community for finding, authoring and sharing open educational resources in multiple languages

* [http://www.peacecorps.gov/wws/index.cfm Peace Corps World Wise Schools]

* [http://www.ocwconsortium.org/en/aboutus/whatisocw OpenCourseWare Consortium] at university level

* [http://groups.diigo.com/group/math-links Math Links] - educators sharing interesting resources around the teaching and learning of mathematics

* [http://www.opentapestry.com/ Open Tapestry] 110,000 listings. Replaces OER Recommender.

* [http://www.infokosh.bangladesh.gov.bd/ Bangladesh National e-Content Repository] in Bangla. Story: [http://www.priyo.com/tech/2011/02/28/pm-opens-e-content-repository-20905.html PM opens e-content repository]. 30,000 teachers, 148 government organisations and 50 local and foreign non-government organisations. 50,000 pages, planned to increase to 5,000,000.

* [http://www.ebook.gov.bd/ e-Book ::. ই-বুক জগতে স্বাগতম] in Bangla. Story: [http://www.priyo.com/tech/2011/04/24/pm-opens-online-version-textbo-24355.html PM opens online version of textbooks] Access to Information (A2I) Project of the PM’s Office and the National Curriculum and Textbook Board (NCTB) jointly transformed 33 primary level and 73 secondary level textbooks into e-books in collaboration with the UNDP.

* [http://www.floridastandards.org/resources/ResourceHomepage.aspx Florida Standards - resources] - collection of links to reviewed OERs - some are commercially created, some are open

* [http://laptop.moodle.com.au/ OLPC Australia Moodle server]

* [http://www.tele-task.de/de/archive/lecture/overview/5819/ Alan Kay videos on computers in education]

* [http://www.openculture.com/free_textbooks 150 Free Textbooks] - list by subject, many are high school (Grades 9-12)

* [https://docs.google.com/document/d/1jgEQ2GydgaExXNLPOYZn8WMJaFZoFp3CpTonMIrHO64/edit?pli=1 First-year Spanish resources, college level]

===Commercial Publishers of OERs===

It's true. Free OERs plus paid services.

* [http://www.ck12.org CK-12]] Primary and Secondary
* [http://www.flatworldknowledge.com/ Flatworld Knowledge] College

===Discussions===

* [http://www.wsis-community.org/pg/groups/14358/open-educational-resources-oer/ UNESCO WSIS Platform of Communities Open Educational Resources (OER)]

* [http://openeducation.zunia.org/post/open-educational-resources-oers/ World Bank Zunia OER discussion]

===Other OER Logos===

[http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/global-oer-logo/ UNESCO OER Logos] under Creative Commons-BY-SA licenses permitting modifications, including further translations.

[[File:UNESCO_OER_logo.svg]]

UNESCO English OER logo

[[File:Oer-rmx.svg]]

Remix of UNESCO English OER logo

User:Mokurai/Quotes

2012-11-17T06:23:26Z

Mokurai: /* Alan Kay (born 1940) */ Failure

Quotations on the nature of education and related ideas, and what people have tried to make of them instead. See also
* [http://en.wikiquote.org/wiki/Education Wikiquote on education].
* [http://manarafoundation.org/quotes/all/education Manara Foundation education quotes]
* [http://www.angelo.edu/faculty/kboudrea/cheap/cheap1_e.htm#Education Cheap Thoughts: Education]
* [http://www.informationphysics.com/truth Bob Salsa's Truth Quotes Page]

=Positive=

==Shakyamuni Buddha (c. 563 BCE to 483 BCE)==

* Do not believe in anything simply because you have heard it. Do not believe in anything simply because it is spoken and rumored by many. Do not believe in anything simply because it is found written in your religious books. Do not believe in anything merely on the authority of your teachers and elders. Do not believe in traditions because they have been handed down for many generations. But after observation and analysis, when you find that anything agrees with reason and is conducive to the good and benefit of one and all, then accept it and live up to it.

:''Kalama Sutta''

==Anonymous==

* Man is most nearly himself when he achieves the seriousness of a child at play.
:Usually attributed, incorrectly, to Heraclitus (c. 535–c. 475 BCE)

* I cannot teach anybody anything. I can only make them think.
:Attributed to Socrates (c. 469 BCE–399 BCE), but no source is provided.

* Make it your business to know yourself, which is the most difficult lesson in the world.

:Attributed to Miguel de Cervantes Saavedra (1547–1616)

* A society grows great when old men plant trees in whose shade they know they shall never sit.
:Allegedly a Greek proverb, but no source is provided.

* Everything should be made as simple as possible, but ''no simpler''.
:Attributed to Albert Einstein (1879–1955), but no source is provided.

* Anonymous poem, ''What is a Boy?''[sic] (1944)

:He is a person who is going to carry on what you have started.
:He is to sit right where you are sitting and attend when you are gone to those things you think are so important.
:You may adopt all the policies you please, but how they will be carried out depends on him.
:Even if you make leagues and treaties, he will have to manage them.
:He is going to sit at your desk in the Senate, and occupy your place on the Supreme Bench.
:He will assume control of your cities, states and nations.
:He is going to move in and take over your prisons, churches, schools, universities and corporations.
:All your work is going to be judged and praised or condemned by him.
:Your reputation and your future are in his hands.
:All you work is for him, and the fate of the nations and of humanity is in his hands.
:So it might be well to pay him some attention.
::''Masonic Historiology'', edited by Allotter J. McKow
::Similar quotations have been attributed to [http://en.wikiquote.org/wiki/Abraham_lincoln#Disputed Abraham Lincoln].

==Aristotle (384 BCE–322 BCE)==

* All men by nature desire to know. An indication of this is the delight we take in our senses.

* In modern times there are opposing views about the practice of education. There is no general agreement about what the young should learn either in relation to virtue or in relation to the best life; nor is it clear whether their education ought to be directed more towards the intellect than towards the character of the soul.... And it is not certain whether training should be directed at things useful in life, or at those conducive to virtue, or at non-essentials.... And there is no agreement as to what in fact does tend towards virtue. Men do not all prize most highly the same virtue, so naturally they differ also about the proper training for it. (unsourced)

==Plutarch (c. 46 – 120 AD)==

* The mind is not a vessel to be filled but a fire to be kindled. Alternative translation: The correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting...
:''On Listening to Lectures''

==Epictetus (AD 55–AD 135)==

* Only the educated are free.
:(''Discourses'', Book II, ch. 1)

==Imperator Caesar Marcus Aurelius Antoninus Augustus (121–180)==

* Give thyself time to learn something new and good, and cease to be whirled around.
:''Meditations'', II, 7

* Οἱ ἄνθρωποι γεγόνασιν ἀλλήλων ἕνεκεν· ἢ δίδασκε οὖν ἢ φέρε.
:All men are made one for another: either then teach them better, or bear with them.
:VIII, 56 (trans. Meric Casaubon)
:Variant: Men exist for the sake of one another. Teach them then or bear with them.
:VIII, 59 (trans. George Long)

==Charlemagne (January 29 745 – January 28, 814)==

* Quamvis enim melius sit benefacere quam nosse, prius tamen est nosse quam facere.
:Right action is better than knowledge; but in order to do what is right, we must know what is right.
:"De Litteris Colendis", in Jean-Barthélemy Hauréau De la philosophie scolastique (1850) p. 10; translation from T. H. Huxley Science and Education ([1893] 2007) p. 132

:Although indeed it would be better to do good than to know, first however comes knowing how to do it.—Mokurai's translation.

==Michel de Montaigne (1533-92)==

* Nothing is so firmly believed as that which we least know.
:Essais, Book I, ch. 32

==Daniel Defoe (ca. 1659-1661–1731)==

* I have often thought of it as one of the most barbarous customs in the world, considering us as a civilized and a Christian country, that we deny the advantages of learning to women.

:''The Education Of Women''

==Samuel Johnson (1709-1784)==

* There are, in every age, new errors to be rectified, and new prejudices to be opposed.

==Edmund Burke (1729–1797)==

The Father of Conservatism, who is today just another lousy Liberal.

* The first and the simplest emotion which we discover in the human mind is Curiosity.

:''A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful'' (1757)

==Thomas Jefferson (1743–1826)==

* If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.
:Letter to Colonel Charles Yancey (6 January 1816) ME 14:384

* Enlighten the people generally, and tyranny and oppressions of body and mind will vanish like evil spirits at the dawn of day.
:Letter to Éleuthère Irénée du Pont de Nemours (24 April 1816)

* I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. This is the true corrective of abuses of constitutional power.
:Letter to William Charles Jarvis, (28 September 1820).

==Simon Bolivar (1783–1830)==

* The first duty of a government is to give education to the people.

==William Blake (1757–1827)==

* The man who never alters his opinion is like standing water, and breeds reptiles of the mind.

==Abraham Lincoln (1809–1865)==

* Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in.
:[http://showcase.netins.net/web/creative/lincoln/speeches/1832.htm Communication to the People of Sangamo County] (9 March 1832)

==Henry Thomas Buckle (1821-1862)==

* Men and women range themselves into three classes or orders of intelligence; you can tell the lowest class by their habit of always talking about persons; the next by the fact that their habit is always to converse about things; the highest by their preference for the discussion of ideas.

: ''Haud immemor. Reminiscences of legal and social life in Edinburgh and London, 1850-1900'' by Charles Stewart. Edinburgh and London: W. Blackwood & sons, 1901

Also attributed to Admiral Hyman Rickover and to Eleanor Roosevelt, in various forms, including the more pithy

* Great minds discuss ideas, average minds discuss events, small minds discuss people.

==Søren Aabye Kierkegaard (1813—1855)==

* Which is more difficult, to awaken one who sleeps or to awaken one who, awake, dreams that he is awake?
: ''Works of Love''

==Oscar Wilde (1854–1900)==

* Education is an admirable thing. But it is well to remember from time to time that nothing that is worth knowing can be taught.

:''A Few Maxims For The Instruction Of The Over-Educated'' 
:First published anonymously in the Saturday Review (17 November 1894)

==Woodrow Wilson (1856–1924)==

* I not only use all the brains that I have, but all that I can borrow.

==George Bernard Shaw (1856–1950)==

* Education: A succession of eye-openers each involving the repudiation of some previously held belief.
:(attributed: source unknown)

==John Dewey (1859–1952)==

* What the best and wisest parent wants for his child is what we should want for all the children of the community.
:''The School and Society'', 1900

==John Alexander Smith (1863–1939)==

* Gentlemen, you are now about to embark on a course of studies which will occupy you for two years. Together, they form a noble adventure. But I would like to remind you of an important point. Nothing that you will learn in the course of your studies will be of the slightest possible use to you in after life, save only this, that if you work hard and intelligently you should be able to detect when a man is talking rot, and that, in my view, is the main, if not the sole, purpose of education.

:Smith was Professor of Moral Philosophy at Oxford University.
:Statement recorded in 1914.

==H. G. Wells (Herbert George Wells, 1866-09-21–1946-08-13)==

* Human history becomes more and more a race between education and catastrophe.

:''The Outline of History'', Ch. 41 (1920)
:Fiction and non-fiction writer, Socialist

==Gandhi (1869–1948)==

* First they ignore you, then they laugh at you, then they fight you, then you win.
:[and then they claim it was their idea all along [[User:Mokurai|Mokurai]] 01:08, 14 December 2008 (UTC)]

* You must be the change you seek.

==Maria Montessori (1870–1952)==

* The greatest sign of success for a teacher is to be able to say, "The children are now working as if I did not exist."
* Never help a child with a task at which he feels he can succeed.

==Robert Frost (1874–1963)==

But yield who will to their separation, 
My object in living is to unite 
My avocation and my vocation 
As my two eyes make one in sight. 
Only where love and need are one, 
And the work is play for mortal stakes, 
Is the deed ever really done 
For Heaven and the future's sakes.

:''Two Tramps In Mudtime''

==Albert Einstein (1879–1955)==

* It is almost a miracle that modern teaching methods have not yet entirely strangled the holy curiosity of inquiry; for what this delicate little plant needs more than anything, besides stimulation, is freedom.

* Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination.

* I must be willing to give up what I am in order to become what I will be.

==Pablo Picasso (1881–1973)==

* I am always doing that which I can not do, in order that I may learn how to do it.

==Edna St. Vincent Millay (1892 – 1950)==

Euclid alone has looked on Beauty bare. 
Let all who prate of Beauty hold their peace, 
And lay them prone upon the earth and cease 
To ponder on themselves, the while they stare 
At nothing, intricately drawn nowhere 
In shapes of shifting lineage; let geese 
Gabble and hiss, but heroes seek release 
From dusty bondage into luminous air. 
O blinding hour, O holy, terrible day, 
When first the shaft into his vision shone 
Of light anatomized! Euclid alone 
Has looked on Beauty bare. Fortunate they 
Who, though once only and then but far away, 
Have heard her massive sandal set on stone.

Sonnet XXII from ''The Harp-Weaver and Other Poems'' (1923)

==Albert Szent-Gyorgy (1893–1986)==

* Discovery consists of seeing what everyone else has seen and thinking what no one else has thought.
:Nobel laureate (biology/medicine)

==Amadou Hampâté Bâ (1900—1991)==

* When an old man dies, a library burns down.

:Malian author
:Often misattributed as "old African proverb" or "Senegalese proverb".

==Margaret Mead (1901—1978)==

* Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it is the only thing that ever has.

==Vladimir Horowitz (1903—1989)==

* It's better to make your own mistakes than to copy someone else's.

: Unsourced

==B. F. Skinner (1904–1990)==

* Education is what survives when what has been learned has been forgotten.

:Also attributed to James Bryant Conant, Albert Einstein.

==Robert A. Heinlein (1907–1988)==

* A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects.

==Peter Drucker (1909—2005)==

* The important and difficult job is never to find the right answers, it is to find the right question. For there are few things as useless—if not dangerous—as the right answer to the wrong question.

Source?

* The most serious mistakes are not made as a result of wrong answers. The truly dangerous thing is asking the wrong questions.

''Men, Ideas and Politics'', Harvard Business Review Press, 2010

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2010.

==John Tukey (1915—2000)==

* Far better an approximate answer to the right question, which is often vague, than an exact answer to the wrong question, which can always be made precise.

"Sunset Salvo," The American Statistician, Vol. 40, No. 1, 1986, pp. 72-76.

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2012.

==Jerome Bruner (born 1915)==

* We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

:''The Process of Education'' (1960)

==Nelson Mandela (born 1918)==

* Education is the most powerful weapon which you can use to change the world.

==Richard Feynman (1918-1988)==

* What I cannot create, I do not understand.

:On his blackboard at time of death in 1988; as quoted in ''The Universe in a Nutshell'' by Stephen Hawking

==Kenneth E. Iverson (1920-2004)==

* The initial motive for developing APL was to provide a tool for writing and teaching. Although APL has been exploited mostly in commercial programming, I continue to believe that its most important use remains to be exploited: as a simple, precise, executable notation for the teaching of a wide range of subjects.

"A Personal View of APL", ''IBM Systems Journal'', '''30''' (4), 1991

==Isaac Asimov (1920–1992)==

Individualized education via computers so that everybody can be interested in learning lifelong.
:[http://www.youtube.com/watch?v=CJAIERgWhZQ&feature=related Interview with Bill Moyers, World of Ideas, 1988]

==Marvin Minsky (born 1927)==

* You don't understand anything until you learn it more than one way.
:In Rebecca Herold, ''Managing an Information Security and Privacy Awareness and Training Program'' (2005), 101.
* We like to think that a child's play is unconstrained—but when children appear to feel joyous and free, this may merely hide from their minds their purposefulness; you can see this more clearly when you attempt to drag them away from their chosen tasks. For they are exploring their worlds to see what's there, making explanations of what those things are, and imagining what else could be; exploring, explaining and learning are among a child's most purposeful urges and goals. The playfulness of childhood is the most demanding teacher we have. Never again in those children's lives will anything drive them to work so hard.
:''The Emotion Machine''

==Seymour Papert (Born 1928)==

* Programming a computer means nothing more or less than communicating to it in a language that it and the human user can both "understand". And learning languages is one of the things children do best. Every normal child learns to talk. Why then should a child not learn to "talk" to a computer?
:''Mindstorms: Children, Computers, and Powerful Ideas''

==Martin Luther King, Jr. (1929-1968)==

* "I have the audacity to believe that people everywhere can have three meals a day for their bodies, education and culture for the minds, and dignity, equality, and freedom for their spirits."

:Taken from his remarks upon acceptance of the Nobel Prize

==Alan Kay (born 1940)==

* The important thing here is that the music is not in the piano. And knowledge and edification is not in the computer. The computer is simply an instrument whose music is ideas.

* By the time I got to school, I had already read a couple hundred books. I knew in the first grade that they were lying to me because I had already been exposed to other points of view. School is basically about one point of view — the one the teacher has or the textbooks have. They don't like the idea of having different points of view, so it was a battle. Of course I would pipe up with my five-year-old voice.
:Alan Kay by Scott Gasch

* If you don't fail at least 90 percent of the time, you're not aiming high enough.

==Edward Mokurai Cherlin (born 1946)==

* The essential capacity for discovery is the ability to visualize more than one part of an elephant that you have never seen.

* "First they ignore you, then they laugh at you, then they fight you, then you win."—Gandhi. Then they claim that it was their idea all along.

==Michio Kaku (born 1947)==

* We are all born scientists.

==Terry Pratchett (born 1948)==

* When you light a fire for a man, you keep him warm for a night. When you set him on fire, you keep him warm for the rest of his life.
:(See Plutarch, above, if you don't get it.)

==Douglas Adams (1952–2001)==

* "We'll be saying a big hello to all intelligent lifeforms everywhere and to everyone else out there, the secret is to bang the rocks together, guys."
:''Hitchhiker's Guide to the Galaxy''

=Negative=

All of the following come down to

* When I want to hear ''your'' opinion, I'll '''tell''' it to you.

a line I first encountered in a Robert Asprin fantasy novel.

==Plato (ca. 428 BCE–347 BCE)==

The greatest principle of all is that nobody, whether male or female, should be without a leader. Nor should the mind of anybody be habituated to letting him (or her) do anything at all on his (or her) own initiative–to his leader he shall direct his eye and follow him faithfully. And even in the smallest matter he should stand under leadership. For example, he should get up, or move, or wash, or take his meals...only if he has been told to do so. In a word, he should teach his soul, by long habit, never to dream of acting independently, and to become utterly incapable of it.

:Plato, ''Laws'' 942d (350 BCE)

==Johann Gottlieb Fichte (1762–1814)==

* You must fashion [the person], and fashion him in such a way that he simply cannot will otherwise than what you wish him to will.

:''Addresses to the German Nation''

==John Stuart Mill (1806–1873)==

* A general State education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body. An education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments...

:''On Liberty'' (1859)

==Mark Twain (Samuel L. Clemens, 1835–1910)==

* In the first place God made idiots. This was for practice. Then he made School Boards.

:''Following the Equator; Pudd'nhead Wilson's New Calendar''

* It ain't what you don't know that gets you into trouble. It's what you know for sure that just ain't so.
:Confidently attributed to Twain and a multitude of others

==Upton Sinclair (1878–1968)==

* It is difficult to get a man to understand something, when his salary depends upon his not understanding it.

:''I, Candidate for Governor: And How I Got Licked'' (1935), ISBN 0-520-08198-6; repr. University of California Press, 1994, p. 109.

==Martin Bormann (1900–1945?)==
Private secretary to German Führer Adolf Hitler
* Education is dangerous—Every educated person is a future enemy.
:Quoted in "The Trial of the Germans: An Account of the Twenty-Two Defendants Before the International Military Tribunal" - Page 101 by Eugene Davidson - History - 1997

==Antoine de Saint-Exupéry (1900—1944)==

* « Quand il naît par mutation dans les jardins une rose nouvelle, voilà tous les jardiniers qui s’émeuvent. On isole la rose, on cultive la rose, on la favorise. Mais il n’est point de jardinier pour les hommes. Mozart enfant sera marqué comme les autres par la machine à emboutir...Ce qui me tourmente,...c’est un peu, dans chacun de ces hommes, [http://www.burundibwacu.org/spip.php?article290 Mozart assassiné]. »

* "When a mutant rose arises in a garden, all the gardeners rejoice. They give it a special place, they cultivate it, they bestow all their care on it. But there are no gardeners for people. An infant Mozart is marked just like all the others by the stamping press...What torments me is...in each of these people, a bit of Mozart murdered."

==Richard Feynman (1918–1988)==

I got a telephone call from a pretty famous lawyer here in Pasadena, Mr. Norris, who was at that time on the State Board of Education. He asked me if I would serve on the State Curriculum Commission, which had to choose the new schoolbooks for the state of California...

I had a special bookshelf put in my study downstairs (the books took up seventeen feet), and began reading all the books that were going to be discussed in the next meeting. We were going to start out with the elementary schoolbooks...

It was a pretty big job, and I worked all the time at it down in the basement. My wife says that during this period it was like living over a volcano. It would be quiet for a while, but then all of a sudden, "BLLLLLOOOOOOWWWWW!!!!" -- there would be a big explosion from the "volcano" below.

The reason was that the books were so lousy. They were false. They were hurried. They would try to be rigorous, but they would use examples (like automobiles in the street for "sets") which were almost OK, but in which there were always some subtleties. The definitions weren't accurate. Everything was a little bit ambiguous -- they weren't smart enough to understand what was meant by "rigor." They were faking it. They were teaching something they didn't understand, and which was, in fact, useless, at that time, for the child.

:[http://www.textbookleague.org/103feyn.htm Judging Books by Their Covers], in Surely You're Joking, Mr. Feynman! (1985)

==Stephen Jay Gould (1941–2002)==

* We pass through this world but once. Few tragedies can be more extensive than the stunting of life, few injustices deeper than the denial of an opportunity to strive or even to hope, by a limit imposed from without, but falsely identified as lying within.

:''The Mismeasure of Man''

User:Mokurai/Quotes

2012-10-26T19:10:51Z

Mokurai: /* Edward Mokurai Cherlin (born 1946) */

Quotations on the nature of education and related ideas, and what people have tried to make of them instead. See also
* [http://en.wikiquote.org/wiki/Education Wikiquote on education].
* [http://manarafoundation.org/quotes/all/education Manara Foundation education quotes]
* [http://www.angelo.edu/faculty/kboudrea/cheap/cheap1_e.htm#Education Cheap Thoughts: Education]
* [http://www.informationphysics.com/truth Bob Salsa's Truth Quotes Page]

=Positive=

==Shakyamuni Buddha (c. 563 BCE to 483 BCE)==

* Do not believe in anything simply because you have heard it. Do not believe in anything simply because it is spoken and rumored by many. Do not believe in anything simply because it is found written in your religious books. Do not believe in anything merely on the authority of your teachers and elders. Do not believe in traditions because they have been handed down for many generations. But after observation and analysis, when you find that anything agrees with reason and is conducive to the good and benefit of one and all, then accept it and live up to it.

:''Kalama Sutta''

==Anonymous==

* Man is most nearly himself when he achieves the seriousness of a child at play.
:Usually attributed, incorrectly, to Heraclitus (c. 535–c. 475 BCE)

* I cannot teach anybody anything. I can only make them think.
:Attributed to Socrates (c. 469 BCE–399 BCE), but no source is provided.

* Make it your business to know yourself, which is the most difficult lesson in the world.

:Attributed to Miguel de Cervantes Saavedra (1547–1616)

* A society grows great when old men plant trees in whose shade they know they shall never sit.
:Allegedly a Greek proverb, but no source is provided.

* Everything should be made as simple as possible, but ''no simpler''.
:Attributed to Albert Einstein (1879–1955), but no source is provided.

* Anonymous poem, ''What is a Boy?''[sic] (1944)

:He is a person who is going to carry on what you have started.
:He is to sit right where you are sitting and attend when you are gone to those things you think are so important.
:You may adopt all the policies you please, but how they will be carried out depends on him.
:Even if you make leagues and treaties, he will have to manage them.
:He is going to sit at your desk in the Senate, and occupy your place on the Supreme Bench.
:He will assume control of your cities, states and nations.
:He is going to move in and take over your prisons, churches, schools, universities and corporations.
:All your work is going to be judged and praised or condemned by him.
:Your reputation and your future are in his hands.
:All you work is for him, and the fate of the nations and of humanity is in his hands.
:So it might be well to pay him some attention.
::''Masonic Historiology'', edited by Allotter J. McKow
::Similar quotations have been attributed to [http://en.wikiquote.org/wiki/Abraham_lincoln#Disputed Abraham Lincoln].

==Aristotle (384 BCE–322 BCE)==

* All men by nature desire to know. An indication of this is the delight we take in our senses.

* In modern times there are opposing views about the practice of education. There is no general agreement about what the young should learn either in relation to virtue or in relation to the best life; nor is it clear whether their education ought to be directed more towards the intellect than towards the character of the soul.... And it is not certain whether training should be directed at things useful in life, or at those conducive to virtue, or at non-essentials.... And there is no agreement as to what in fact does tend towards virtue. Men do not all prize most highly the same virtue, so naturally they differ also about the proper training for it. (unsourced)

==Plutarch (c. 46 – 120 AD)==

* The mind is not a vessel to be filled but a fire to be kindled. Alternative translation: The correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting...
:''On Listening to Lectures''

==Epictetus (AD 55–AD 135)==

* Only the educated are free.
:(''Discourses'', Book II, ch. 1)

==Imperator Caesar Marcus Aurelius Antoninus Augustus (121–180)==

* Give thyself time to learn something new and good, and cease to be whirled around.
:''Meditations'', II, 7

* Οἱ ἄνθρωποι γεγόνασιν ἀλλήλων ἕνεκεν· ἢ δίδασκε οὖν ἢ φέρε.
:All men are made one for another: either then teach them better, or bear with them.
:VIII, 56 (trans. Meric Casaubon)
:Variant: Men exist for the sake of one another. Teach them then or bear with them.
:VIII, 59 (trans. George Long)

==Charlemagne (January 29 745 – January 28, 814)==

* Quamvis enim melius sit benefacere quam nosse, prius tamen est nosse quam facere.
:Right action is better than knowledge; but in order to do what is right, we must know what is right.
:"De Litteris Colendis", in Jean-Barthélemy Hauréau De la philosophie scolastique (1850) p. 10; translation from T. H. Huxley Science and Education ([1893] 2007) p. 132

:Although indeed it would be better to do good than to know, first however comes knowing how to do it.—Mokurai's translation.

==Michel de Montaigne (1533-92)==

* Nothing is so firmly believed as that which we least know.
:Essais, Book I, ch. 32

==Daniel Defoe (ca. 1659-1661–1731)==

* I have often thought of it as one of the most barbarous customs in the world, considering us as a civilized and a Christian country, that we deny the advantages of learning to women.

:''The Education Of Women''

==Samuel Johnson (1709-1784)==

* There are, in every age, new errors to be rectified, and new prejudices to be opposed.

==Edmund Burke (1729–1797)==

The Father of Conservatism, who is today just another lousy Liberal.

* The first and the simplest emotion which we discover in the human mind is Curiosity.

:''A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful'' (1757)

==Thomas Jefferson (1743–1826)==

* If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.
:Letter to Colonel Charles Yancey (6 January 1816) ME 14:384

* Enlighten the people generally, and tyranny and oppressions of body and mind will vanish like evil spirits at the dawn of day.
:Letter to Éleuthère Irénée du Pont de Nemours (24 April 1816)

* I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. This is the true corrective of abuses of constitutional power.
:Letter to William Charles Jarvis, (28 September 1820).

==Simon Bolivar (1783–1830)==

* The first duty of a government is to give education to the people.

==William Blake (1757–1827)==

* The man who never alters his opinion is like standing water, and breeds reptiles of the mind.

==Abraham Lincoln (1809–1865)==

* Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in.
:[http://showcase.netins.net/web/creative/lincoln/speeches/1832.htm Communication to the People of Sangamo County] (9 March 1832)

==Henry Thomas Buckle (1821-1862)==

* Men and women range themselves into three classes or orders of intelligence; you can tell the lowest class by their habit of always talking about persons; the next by the fact that their habit is always to converse about things; the highest by their preference for the discussion of ideas.

: ''Haud immemor. Reminiscences of legal and social life in Edinburgh and London, 1850-1900'' by Charles Stewart. Edinburgh and London: W. Blackwood & sons, 1901

Also attributed to Admiral Hyman Rickover and to Eleanor Roosevelt, in various forms, including the more pithy

* Great minds discuss ideas, average minds discuss events, small minds discuss people.

==Søren Aabye Kierkegaard (1813—1855)==

* Which is more difficult, to awaken one who sleeps or to awaken one who, awake, dreams that he is awake?
: ''Works of Love''

==Oscar Wilde (1854–1900)==

* Education is an admirable thing. But it is well to remember from time to time that nothing that is worth knowing can be taught.

:''A Few Maxims For The Instruction Of The Over-Educated'' 
:First published anonymously in the Saturday Review (17 November 1894)

==Woodrow Wilson (1856–1924)==

* I not only use all the brains that I have, but all that I can borrow.

==George Bernard Shaw (1856–1950)==

* Education: A succession of eye-openers each involving the repudiation of some previously held belief.
:(attributed: source unknown)

==John Dewey (1859–1952)==

* What the best and wisest parent wants for his child is what we should want for all the children of the community.
:''The School and Society'', 1900

==John Alexander Smith (1863–1939)==

* Gentlemen, you are now about to embark on a course of studies which will occupy you for two years. Together, they form a noble adventure. But I would like to remind you of an important point. Nothing that you will learn in the course of your studies will be of the slightest possible use to you in after life, save only this, that if you work hard and intelligently you should be able to detect when a man is talking rot, and that, in my view, is the main, if not the sole, purpose of education.

:Smith was Professor of Moral Philosophy at Oxford University.
:Statement recorded in 1914.

==H. G. Wells (Herbert George Wells, 1866-09-21–1946-08-13)==

* Human history becomes more and more a race between education and catastrophe.

:''The Outline of History'', Ch. 41 (1920)
:Fiction and non-fiction writer, Socialist

==Gandhi (1869–1948)==

* First they ignore you, then they laugh at you, then they fight you, then you win.
:[and then they claim it was their idea all along [[User:Mokurai|Mokurai]] 01:08, 14 December 2008 (UTC)]

* You must be the change you seek.

==Maria Montessori (1870–1952)==

* The greatest sign of success for a teacher is to be able to say, "The children are now working as if I did not exist."
* Never help a child with a task at which he feels he can succeed.

==Robert Frost (1874–1963)==

But yield who will to their separation, 
My object in living is to unite 
My avocation and my vocation 
As my two eyes make one in sight. 
Only where love and need are one, 
And the work is play for mortal stakes, 
Is the deed ever really done 
For Heaven and the future's sakes.

:''Two Tramps In Mudtime''

==Albert Einstein (1879–1955)==

* It is almost a miracle that modern teaching methods have not yet entirely strangled the holy curiosity of inquiry; for what this delicate little plant needs more than anything, besides stimulation, is freedom.

* Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination.

* I must be willing to give up what I am in order to become what I will be.

==Pablo Picasso (1881–1973)==

* I am always doing that which I can not do, in order that I may learn how to do it.

==Edna St. Vincent Millay (1892 – 1950)==

Euclid alone has looked on Beauty bare. 
Let all who prate of Beauty hold their peace, 
And lay them prone upon the earth and cease 
To ponder on themselves, the while they stare 
At nothing, intricately drawn nowhere 
In shapes of shifting lineage; let geese 
Gabble and hiss, but heroes seek release 
From dusty bondage into luminous air. 
O blinding hour, O holy, terrible day, 
When first the shaft into his vision shone 
Of light anatomized! Euclid alone 
Has looked on Beauty bare. Fortunate they 
Who, though once only and then but far away, 
Have heard her massive sandal set on stone.

Sonnet XXII from ''The Harp-Weaver and Other Poems'' (1923)

==Albert Szent-Gyorgy (1893–1986)==

* Discovery consists of seeing what everyone else has seen and thinking what no one else has thought.
:Nobel laureate (biology/medicine)

==Amadou Hampâté Bâ (1900—1991)==

* When an old man dies, a library burns down.

:Malian author
:Often misattributed as "old African proverb" or "Senegalese proverb".

==Margaret Mead (1901—1978)==

* Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it is the only thing that ever has.

==Vladimir Horowitz (1903—1989)==

* It's better to make your own mistakes than to copy someone else's.

: Unsourced

==B. F. Skinner (1904–1990)==

* Education is what survives when what has been learned has been forgotten.

:Also attributed to James Bryant Conant, Albert Einstein.

==Robert A. Heinlein (1907–1988)==

* A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects.

==Peter Drucker (1909—2005)==

* The important and difficult job is never to find the right answers, it is to find the right question. For there are few things as useless—if not dangerous—as the right answer to the wrong question.

Source?

* The most serious mistakes are not made as a result of wrong answers. The truly dangerous thing is asking the wrong questions.

''Men, Ideas and Politics'', Harvard Business Review Press, 2010

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2010.

==John Tukey (1915—2000)==

* Far better an approximate answer to the right question, which is often vague, than an exact answer to the wrong question, which can always be made precise.

"Sunset Salvo," The American Statistician, Vol. 40, No. 1, 1986, pp. 72-76.

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2012.

==Jerome Bruner (born 1915)==

* We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

:''The Process of Education'' (1960)

==Nelson Mandela (born 1918)==

* Education is the most powerful weapon which you can use to change the world.

==Richard Feynman (1918-1988)==

* What I cannot create, I do not understand.

:On his blackboard at time of death in 1988; as quoted in ''The Universe in a Nutshell'' by Stephen Hawking

==Kenneth E. Iverson (1920-2004)==

* The initial motive for developing APL was to provide a tool for writing and teaching. Although APL has been exploited mostly in commercial programming, I continue to believe that its most important use remains to be exploited: as a simple, precise, executable notation for the teaching of a wide range of subjects.

"A Personal View of APL", ''IBM Systems Journal'', '''30''' (4), 1991

==Isaac Asimov (1920–1992)==

Individualized education via computers so that everybody can be interested in learning lifelong.
:[http://www.youtube.com/watch?v=CJAIERgWhZQ&feature=related Interview with Bill Moyers, World of Ideas, 1988]

==Marvin Minsky (born 1927)==

* You don't understand anything until you learn it more than one way.
:In Rebecca Herold, ''Managing an Information Security and Privacy Awareness and Training Program'' (2005), 101.
* We like to think that a child's play is unconstrained—but when children appear to feel joyous and free, this may merely hide from their minds their purposefulness; you can see this more clearly when you attempt to drag them away from their chosen tasks. For they are exploring their worlds to see what's there, making explanations of what those things are, and imagining what else could be; exploring, explaining and learning are among a child's most purposeful urges and goals. The playfulness of childhood is the most demanding teacher we have. Never again in those children's lives will anything drive them to work so hard.
:''The Emotion Machine''

==Seymour Papert (Born 1928)==

* Programming a computer means nothing more or less than communicating to it in a language that it and the human user can both "understand". And learning languages is one of the things children do best. Every normal child learns to talk. Why then should a child not learn to "talk" to a computer?
:''Mindstorms: Children, Computers, and Powerful Ideas''

==Martin Luther King, Jr. (1929-1968)==

* "I have the audacity to believe that people everywhere can have three meals a day for their bodies, education and culture for the minds, and dignity, equality, and freedom for their spirits."

:Taken from his remarks upon acceptance of the Nobel Prize

==Alan Kay (born 1940)==

* The important thing here is that the music is not in the piano. And knowledge and edification is not in the computer. The computer is simply an instrument whose music is ideas.

* By the time I got to school, I had already read a couple hundred books. I knew in the first grade that they were lying to me because I had already been exposed to other points of view. School is basically about one point of view — the one the teacher has or the textbooks have. They don't like the idea of having different points of view, so it was a battle. Of course I would pipe up with my five-year-old voice.
:Alan Kay by Scott Gasch

==Edward Mokurai Cherlin (born 1946)==

* The essential capacity for discovery is the ability to visualize more than one part of an elephant that you have never seen.

* "First they ignore you, then they laugh at you, then they fight you, then you win."—Gandhi. Then they claim that it was their idea all along.

==Michio Kaku (born 1947)==

* We are all born scientists.

==Terry Pratchett (born 1948)==

* When you light a fire for a man, you keep him warm for a night. When you set him on fire, you keep him warm for the rest of his life.
:(See Plutarch, above, if you don't get it.)

==Douglas Adams (1952–2001)==

* "We'll be saying a big hello to all intelligent lifeforms everywhere and to everyone else out there, the secret is to bang the rocks together, guys."
:''Hitchhiker's Guide to the Galaxy''

=Negative=

All of the following come down to

* When I want to hear ''your'' opinion, I'll '''tell''' it to you.

a line I first encountered in a Robert Asprin fantasy novel.

==Plato (ca. 428 BCE–347 BCE)==

The greatest principle of all is that nobody, whether male or female, should be without a leader. Nor should the mind of anybody be habituated to letting him (or her) do anything at all on his (or her) own initiative–to his leader he shall direct his eye and follow him faithfully. And even in the smallest matter he should stand under leadership. For example, he should get up, or move, or wash, or take his meals...only if he has been told to do so. In a word, he should teach his soul, by long habit, never to dream of acting independently, and to become utterly incapable of it.

:Plato, ''Laws'' 942d (350 BCE)

==Johann Gottlieb Fichte (1762–1814)==

* You must fashion [the person], and fashion him in such a way that he simply cannot will otherwise than what you wish him to will.

:''Addresses to the German Nation''

==John Stuart Mill (1806–1873)==

* A general State education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body. An education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments...

:''On Liberty'' (1859)

==Mark Twain (Samuel L. Clemens, 1835–1910)==

* In the first place God made idiots. This was for practice. Then he made School Boards.

:''Following the Equator; Pudd'nhead Wilson's New Calendar''

* It ain't what you don't know that gets you into trouble. It's what you know for sure that just ain't so.
:Confidently attributed to Twain and a multitude of others

==Upton Sinclair (1878–1968)==

* It is difficult to get a man to understand something, when his salary depends upon his not understanding it.

:''I, Candidate for Governor: And How I Got Licked'' (1935), ISBN 0-520-08198-6; repr. University of California Press, 1994, p. 109.

==Martin Bormann (1900–1945?)==
Private secretary to German Führer Adolf Hitler
* Education is dangerous—Every educated person is a future enemy.
:Quoted in "The Trial of the Germans: An Account of the Twenty-Two Defendants Before the International Military Tribunal" - Page 101 by Eugene Davidson - History - 1997

==Antoine de Saint-Exupéry (1900—1944)==

* « Quand il naît par mutation dans les jardins une rose nouvelle, voilà tous les jardiniers qui s’émeuvent. On isole la rose, on cultive la rose, on la favorise. Mais il n’est point de jardinier pour les hommes. Mozart enfant sera marqué comme les autres par la machine à emboutir...Ce qui me tourmente,...c’est un peu, dans chacun de ces hommes, [http://www.burundibwacu.org/spip.php?article290 Mozart assassiné]. »

* "When a mutant rose arises in a garden, all the gardeners rejoice. They give it a special place, they cultivate it, they bestow all their care on it. But there are no gardeners for people. An infant Mozart is marked just like all the others by the stamping press...What torments me is...in each of these people, a bit of Mozart murdered."

==Richard Feynman (1918–1988)==

I got a telephone call from a pretty famous lawyer here in Pasadena, Mr. Norris, who was at that time on the State Board of Education. He asked me if I would serve on the State Curriculum Commission, which had to choose the new schoolbooks for the state of California...

I had a special bookshelf put in my study downstairs (the books took up seventeen feet), and began reading all the books that were going to be discussed in the next meeting. We were going to start out with the elementary schoolbooks...

It was a pretty big job, and I worked all the time at it down in the basement. My wife says that during this period it was like living over a volcano. It would be quiet for a while, but then all of a sudden, "BLLLLLOOOOOOWWWWW!!!!" -- there would be a big explosion from the "volcano" below.

The reason was that the books were so lousy. They were false. They were hurried. They would try to be rigorous, but they would use examples (like automobiles in the street for "sets") which were almost OK, but in which there were always some subtleties. The definitions weren't accurate. Everything was a little bit ambiguous -- they weren't smart enough to understand what was meant by "rigor." They were faking it. They were teaching something they didn't understand, and which was, in fact, useless, at that time, for the child.

:[http://www.textbookleague.org/103feyn.htm Judging Books by Their Covers], in Surely You're Joking, Mr. Feynman! (1985)

==Stephen Jay Gould (1941–2002)==

* We pass through this world but once. Few tragedies can be more extensive than the stunting of life, few injustices deeper than the denial of an opportunity to strive or even to hope, by a limit imposed from without, but falsely identified as lying within.

:''The Mismeasure of Man''

User:Mokurai/Quotes

2012-10-26T19:08:42Z

Mokurai: /* Alan Kay (born 1940) */ On starting schaal

Quotations on the nature of education and related ideas, and what people have tried to make of them instead. See also
* [http://en.wikiquote.org/wiki/Education Wikiquote on education].
* [http://manarafoundation.org/quotes/all/education Manara Foundation education quotes]
* [http://www.angelo.edu/faculty/kboudrea/cheap/cheap1_e.htm#Education Cheap Thoughts: Education]
* [http://www.informationphysics.com/truth Bob Salsa's Truth Quotes Page]

=Positive=

==Shakyamuni Buddha (c. 563 BCE to 483 BCE)==

* Do not believe in anything simply because you have heard it. Do not believe in anything simply because it is spoken and rumored by many. Do not believe in anything simply because it is found written in your religious books. Do not believe in anything merely on the authority of your teachers and elders. Do not believe in traditions because they have been handed down for many generations. But after observation and analysis, when you find that anything agrees with reason and is conducive to the good and benefit of one and all, then accept it and live up to it.

:''Kalama Sutta''

==Anonymous==

* Man is most nearly himself when he achieves the seriousness of a child at play.
:Usually attributed, incorrectly, to Heraclitus (c. 535–c. 475 BCE)

* I cannot teach anybody anything. I can only make them think.
:Attributed to Socrates (c. 469 BCE–399 BCE), but no source is provided.

* Make it your business to know yourself, which is the most difficult lesson in the world.

:Attributed to Miguel de Cervantes Saavedra (1547–1616)

* A society grows great when old men plant trees in whose shade they know they shall never sit.
:Allegedly a Greek proverb, but no source is provided.

* Everything should be made as simple as possible, but ''no simpler''.
:Attributed to Albert Einstein (1879–1955), but no source is provided.

* Anonymous poem, ''What is a Boy?''[sic] (1944)

:He is a person who is going to carry on what you have started.
:He is to sit right where you are sitting and attend when you are gone to those things you think are so important.
:You may adopt all the policies you please, but how they will be carried out depends on him.
:Even if you make leagues and treaties, he will have to manage them.
:He is going to sit at your desk in the Senate, and occupy your place on the Supreme Bench.
:He will assume control of your cities, states and nations.
:He is going to move in and take over your prisons, churches, schools, universities and corporations.
:All your work is going to be judged and praised or condemned by him.
:Your reputation and your future are in his hands.
:All you work is for him, and the fate of the nations and of humanity is in his hands.
:So it might be well to pay him some attention.
::''Masonic Historiology'', edited by Allotter J. McKow
::Similar quotations have been attributed to [http://en.wikiquote.org/wiki/Abraham_lincoln#Disputed Abraham Lincoln].

==Aristotle (384 BCE–322 BCE)==

* All men by nature desire to know. An indication of this is the delight we take in our senses.

* In modern times there are opposing views about the practice of education. There is no general agreement about what the young should learn either in relation to virtue or in relation to the best life; nor is it clear whether their education ought to be directed more towards the intellect than towards the character of the soul.... And it is not certain whether training should be directed at things useful in life, or at those conducive to virtue, or at non-essentials.... And there is no agreement as to what in fact does tend towards virtue. Men do not all prize most highly the same virtue, so naturally they differ also about the proper training for it. (unsourced)

==Plutarch (c. 46 – 120 AD)==

* The mind is not a vessel to be filled but a fire to be kindled. Alternative translation: The correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting...
:''On Listening to Lectures''

==Epictetus (AD 55–AD 135)==

* Only the educated are free.
:(''Discourses'', Book II, ch. 1)

==Imperator Caesar Marcus Aurelius Antoninus Augustus (121–180)==

* Give thyself time to learn something new and good, and cease to be whirled around.
:''Meditations'', II, 7

* Οἱ ἄνθρωποι γεγόνασιν ἀλλήλων ἕνεκεν· ἢ δίδασκε οὖν ἢ φέρε.
:All men are made one for another: either then teach them better, or bear with them.
:VIII, 56 (trans. Meric Casaubon)
:Variant: Men exist for the sake of one another. Teach them then or bear with them.
:VIII, 59 (trans. George Long)

==Charlemagne (January 29 745 – January 28, 814)==

* Quamvis enim melius sit benefacere quam nosse, prius tamen est nosse quam facere.
:Right action is better than knowledge; but in order to do what is right, we must know what is right.
:"De Litteris Colendis", in Jean-Barthélemy Hauréau De la philosophie scolastique (1850) p. 10; translation from T. H. Huxley Science and Education ([1893] 2007) p. 132

:Although indeed it would be better to do good than to know, first however comes knowing how to do it.—Mokurai's translation.

==Michel de Montaigne (1533-92)==

* Nothing is so firmly believed as that which we least know.
:Essais, Book I, ch. 32

==Daniel Defoe (ca. 1659-1661–1731)==

* I have often thought of it as one of the most barbarous customs in the world, considering us as a civilized and a Christian country, that we deny the advantages of learning to women.

:''The Education Of Women''

==Samuel Johnson (1709-1784)==

* There are, in every age, new errors to be rectified, and new prejudices to be opposed.

==Edmund Burke (1729–1797)==

The Father of Conservatism, who is today just another lousy Liberal.

* The first and the simplest emotion which we discover in the human mind is Curiosity.

:''A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful'' (1757)

==Thomas Jefferson (1743–1826)==

* If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.
:Letter to Colonel Charles Yancey (6 January 1816) ME 14:384

* Enlighten the people generally, and tyranny and oppressions of body and mind will vanish like evil spirits at the dawn of day.
:Letter to Éleuthère Irénée du Pont de Nemours (24 April 1816)

* I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. This is the true corrective of abuses of constitutional power.
:Letter to William Charles Jarvis, (28 September 1820).

==Simon Bolivar (1783–1830)==

* The first duty of a government is to give education to the people.

==William Blake (1757–1827)==

* The man who never alters his opinion is like standing water, and breeds reptiles of the mind.

==Abraham Lincoln (1809–1865)==

* Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in.
:[http://showcase.netins.net/web/creative/lincoln/speeches/1832.htm Communication to the People of Sangamo County] (9 March 1832)

==Henry Thomas Buckle (1821-1862)==

* Men and women range themselves into three classes or orders of intelligence; you can tell the lowest class by their habit of always talking about persons; the next by the fact that their habit is always to converse about things; the highest by their preference for the discussion of ideas.

: ''Haud immemor. Reminiscences of legal and social life in Edinburgh and London, 1850-1900'' by Charles Stewart. Edinburgh and London: W. Blackwood & sons, 1901

Also attributed to Admiral Hyman Rickover and to Eleanor Roosevelt, in various forms, including the more pithy

* Great minds discuss ideas, average minds discuss events, small minds discuss people.

==Søren Aabye Kierkegaard (1813—1855)==

* Which is more difficult, to awaken one who sleeps or to awaken one who, awake, dreams that he is awake?
: ''Works of Love''

==Oscar Wilde (1854–1900)==

* Education is an admirable thing. But it is well to remember from time to time that nothing that is worth knowing can be taught.

:''A Few Maxims For The Instruction Of The Over-Educated'' 
:First published anonymously in the Saturday Review (17 November 1894)

==Woodrow Wilson (1856–1924)==

* I not only use all the brains that I have, but all that I can borrow.

==George Bernard Shaw (1856–1950)==

* Education: A succession of eye-openers each involving the repudiation of some previously held belief.
:(attributed: source unknown)

==John Dewey (1859–1952)==

* What the best and wisest parent wants for his child is what we should want for all the children of the community.
:''The School and Society'', 1900

==John Alexander Smith (1863–1939)==

* Gentlemen, you are now about to embark on a course of studies which will occupy you for two years. Together, they form a noble adventure. But I would like to remind you of an important point. Nothing that you will learn in the course of your studies will be of the slightest possible use to you in after life, save only this, that if you work hard and intelligently you should be able to detect when a man is talking rot, and that, in my view, is the main, if not the sole, purpose of education.

:Smith was Professor of Moral Philosophy at Oxford University.
:Statement recorded in 1914.

==H. G. Wells (Herbert George Wells, 1866-09-21–1946-08-13)==

* Human history becomes more and more a race between education and catastrophe.

:''The Outline of History'', Ch. 41 (1920)
:Fiction and non-fiction writer, Socialist

==Gandhi (1869–1948)==

* First they ignore you, then they laugh at you, then they fight you, then you win.
:[and then they claim it was their idea all along [[User:Mokurai|Mokurai]] 01:08, 14 December 2008 (UTC)]

* You must be the change you seek.

==Maria Montessori (1870–1952)==

* The greatest sign of success for a teacher is to be able to say, "The children are now working as if I did not exist."
* Never help a child with a task at which he feels he can succeed.

==Robert Frost (1874–1963)==

But yield who will to their separation, 
My object in living is to unite 
My avocation and my vocation 
As my two eyes make one in sight. 
Only where love and need are one, 
And the work is play for mortal stakes, 
Is the deed ever really done 
For Heaven and the future's sakes.

:''Two Tramps In Mudtime''

==Albert Einstein (1879–1955)==

* It is almost a miracle that modern teaching methods have not yet entirely strangled the holy curiosity of inquiry; for what this delicate little plant needs more than anything, besides stimulation, is freedom.

* Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination.

* I must be willing to give up what I am in order to become what I will be.

==Pablo Picasso (1881–1973)==

* I am always doing that which I can not do, in order that I may learn how to do it.

==Edna St. Vincent Millay (1892 – 1950)==

Euclid alone has looked on Beauty bare. 
Let all who prate of Beauty hold their peace, 
And lay them prone upon the earth and cease 
To ponder on themselves, the while they stare 
At nothing, intricately drawn nowhere 
In shapes of shifting lineage; let geese 
Gabble and hiss, but heroes seek release 
From dusty bondage into luminous air. 
O blinding hour, O holy, terrible day, 
When first the shaft into his vision shone 
Of light anatomized! Euclid alone 
Has looked on Beauty bare. Fortunate they 
Who, though once only and then but far away, 
Have heard her massive sandal set on stone.

Sonnet XXII from ''The Harp-Weaver and Other Poems'' (1923)

==Albert Szent-Gyorgy (1893–1986)==

* Discovery consists of seeing what everyone else has seen and thinking what no one else has thought.
:Nobel laureate (biology/medicine)

==Amadou Hampâté Bâ (1900—1991)==

* When an old man dies, a library burns down.

:Malian author
:Often misattributed as "old African proverb" or "Senegalese proverb".

==Margaret Mead (1901—1978)==

* Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it is the only thing that ever has.

==Vladimir Horowitz (1903—1989)==

* It's better to make your own mistakes than to copy someone else's.

: Unsourced

==B. F. Skinner (1904–1990)==

* Education is what survives when what has been learned has been forgotten.

:Also attributed to James Bryant Conant, Albert Einstein.

==Robert A. Heinlein (1907–1988)==

* A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects.

==Peter Drucker (1909—2005)==

* The important and difficult job is never to find the right answers, it is to find the right question. For there are few things as useless—if not dangerous—as the right answer to the wrong question.

Source?

* The most serious mistakes are not made as a result of wrong answers. The truly dangerous thing is asking the wrong questions.

''Men, Ideas and Politics'', Harvard Business Review Press, 2010

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2010.

==John Tukey (1915—2000)==

* Far better an approximate answer to the right question, which is often vague, than an exact answer to the wrong question, which can always be made precise.

"Sunset Salvo," The American Statistician, Vol. 40, No. 1, 1986, pp. 72-76.

Quoted in [http://asq.org/quality-progress/2012/03/statistics-roundtable-right-answer-wrong-query.html Right Answer, Wrong Query], Statistics Roundtable, Quality Progress, March 2012.

==Jerome Bruner (born 1915)==

* We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

:''The Process of Education'' (1960)

==Nelson Mandela (born 1918)==

* Education is the most powerful weapon which you can use to change the world.

==Richard Feynman (1918-1988)==

* What I cannot create, I do not understand.

:On his blackboard at time of death in 1988; as quoted in ''The Universe in a Nutshell'' by Stephen Hawking

==Kenneth E. Iverson (1920-2004)==

* The initial motive for developing APL was to provide a tool for writing and teaching. Although APL has been exploited mostly in commercial programming, I continue to believe that its most important use remains to be exploited: as a simple, precise, executable notation for the teaching of a wide range of subjects.

"A Personal View of APL", ''IBM Systems Journal'', '''30''' (4), 1991

==Isaac Asimov (1920–1992)==

Individualized education via computers so that everybody can be interested in learning lifelong.
:[http://www.youtube.com/watch?v=CJAIERgWhZQ&feature=related Interview with Bill Moyers, World of Ideas, 1988]

==Marvin Minsky (born 1927)==

* You don't understand anything until you learn it more than one way.
:In Rebecca Herold, ''Managing an Information Security and Privacy Awareness and Training Program'' (2005), 101.
* We like to think that a child's play is unconstrained—but when children appear to feel joyous and free, this may merely hide from their minds their purposefulness; you can see this more clearly when you attempt to drag them away from their chosen tasks. For they are exploring their worlds to see what's there, making explanations of what those things are, and imagining what else could be; exploring, explaining and learning are among a child's most purposeful urges and goals. The playfulness of childhood is the most demanding teacher we have. Never again in those children's lives will anything drive them to work so hard.
:''The Emotion Machine''

==Seymour Papert (Born 1928)==

* Programming a computer means nothing more or less than communicating to it in a language that it and the human user can both "understand". And learning languages is one of the things children do best. Every normal child learns to talk. Why then should a child not learn to "talk" to a computer?
:''Mindstorms: Children, Computers, and Powerful Ideas''

==Martin Luther King, Jr. (1929-1968)==

* "I have the audacity to believe that people everywhere can have three meals a day for their bodies, education and culture for the minds, and dignity, equality, and freedom for their spirits."

:Taken from his remarks upon acceptance of the Nobel Prize

==Alan Kay (born 1940)==

* The important thing here is that the music is not in the piano. And knowledge and edification is not in the computer. The computer is simply an instrument whose music is ideas.

* By the time I got to school, I had already read a couple hundred books. I knew in the first grade that they were lying to me because I had already been exposed to other points of view. School is basically about one point of view — the one the teacher has or the textbooks have. They don't like the idea of having different points of view, so it was a battle. Of course I would pipe up with my five-year-old voice.
:Alan Kay by Scott Gasch

==Edward Mokurai Cherlin (born 1946)==

* The essential capacity for discovery is the ability to visualize more than one part of an elephant that you have never seen.

==Michio Kaku (born 1947)==

* We are all born scientists.

==Terry Pratchett (born 1948)==

* When you light a fire for a man, you keep him warm for a night. When you set him on fire, you keep him warm for the rest of his life.
:(See Plutarch, above, if you don't get it.)

==Douglas Adams (1952–2001)==

* "We'll be saying a big hello to all intelligent lifeforms everywhere and to everyone else out there, the secret is to bang the rocks together, guys."
:''Hitchhiker's Guide to the Galaxy''

=Negative=

All of the following come down to

* When I want to hear ''your'' opinion, I'll '''tell''' it to you.

a line I first encountered in a Robert Asprin fantasy novel.

==Plato (ca. 428 BCE–347 BCE)==

The greatest principle of all is that nobody, whether male or female, should be without a leader. Nor should the mind of anybody be habituated to letting him (or her) do anything at all on his (or her) own initiative–to his leader he shall direct his eye and follow him faithfully. And even in the smallest matter he should stand under leadership. For example, he should get up, or move, or wash, or take his meals...only if he has been told to do so. In a word, he should teach his soul, by long habit, never to dream of acting independently, and to become utterly incapable of it.

:Plato, ''Laws'' 942d (350 BCE)

==Johann Gottlieb Fichte (1762–1814)==

* You must fashion [the person], and fashion him in such a way that he simply cannot will otherwise than what you wish him to will.

:''Addresses to the German Nation''

==John Stuart Mill (1806–1873)==

* A general State education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body. An education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments...

:''On Liberty'' (1859)

==Mark Twain (Samuel L. Clemens, 1835–1910)==

* In the first place God made idiots. This was for practice. Then he made School Boards.

:''Following the Equator; Pudd'nhead Wilson's New Calendar''

* It ain't what you don't know that gets you into trouble. It's what you know for sure that just ain't so.
:Confidently attributed to Twain and a multitude of others

==Upton Sinclair (1878–1968)==

* It is difficult to get a man to understand something, when his salary depends upon his not understanding it.

:''I, Candidate for Governor: And How I Got Licked'' (1935), ISBN 0-520-08198-6; repr. University of California Press, 1994, p. 109.

==Martin Bormann (1900–1945?)==
Private secretary to German Führer Adolf Hitler
* Education is dangerous—Every educated person is a future enemy.
:Quoted in "The Trial of the Germans: An Account of the Twenty-Two Defendants Before the International Military Tribunal" - Page 101 by Eugene Davidson - History - 1997

==Antoine de Saint-Exupéry (1900—1944)==

* « Quand il naît par mutation dans les jardins une rose nouvelle, voilà tous les jardiniers qui s’émeuvent. On isole la rose, on cultive la rose, on la favorise. Mais il n’est point de jardinier pour les hommes. Mozart enfant sera marqué comme les autres par la machine à emboutir...Ce qui me tourmente,...c’est un peu, dans chacun de ces hommes, [http://www.burundibwacu.org/spip.php?article290 Mozart assassiné]. »

* "When a mutant rose arises in a garden, all the gardeners rejoice. They give it a special place, they cultivate it, they bestow all their care on it. But there are no gardeners for people. An infant Mozart is marked just like all the others by the stamping press...What torments me is...in each of these people, a bit of Mozart murdered."

==Richard Feynman (1918–1988)==

I got a telephone call from a pretty famous lawyer here in Pasadena, Mr. Norris, who was at that time on the State Board of Education. He asked me if I would serve on the State Curriculum Commission, which had to choose the new schoolbooks for the state of California...

I had a special bookshelf put in my study downstairs (the books took up seventeen feet), and began reading all the books that were going to be discussed in the next meeting. We were going to start out with the elementary schoolbooks...

It was a pretty big job, and I worked all the time at it down in the basement. My wife says that during this period it was like living over a volcano. It would be quiet for a while, but then all of a sudden, "BLLLLLOOOOOOWWWWW!!!!" -- there would be a big explosion from the "volcano" below.

The reason was that the books were so lousy. They were false. They were hurried. They would try to be rigorous, but they would use examples (like automobiles in the street for "sets") which were almost OK, but in which there were always some subtleties. The definitions weren't accurate. Everything was a little bit ambiguous -- they weren't smart enough to understand what was meant by "rigor." They were faking it. They were teaching something they didn't understand, and which was, in fact, useless, at that time, for the child.

:[http://www.textbookleague.org/103feyn.htm Judging Books by Their Covers], in Surely You're Joking, Mr. Feynman! (1985)

==Stephen Jay Gould (1941–2002)==

* We pass through this world but once. Few tragedies can be more extensive than the stunting of life, few injustices deeper than the denial of an opportunity to strive or even to hope, by a limit imposed from without, but falsely identified as lying within.

:''The Mismeasure of Man''

File:EtoysEllipseViewer.png

2012-09-09T04:16:44Z

Mokurai: Etoys object viewer with multiple menus of programming tiles and other objects.

Etoys object viewer with multiple menus of programming tiles and other objects.

The Undiscoverable/Smalltalk

2012-08-24T22:47:52Z

Mokurai: New stub

{{stub}}

The following code is taken from a tutorial that unfortunately does not include every step the beginner needs to have explained.

[http://static.squeak.org/tutorials/BankAccount.html BankAccount tutorial]

Object subclass: #NameOfClass

instanceVariableNames: 'instVarName1 instVarName2'

classVariableNames: 'ClassVarName1 ClassVarName2'

poolDictionaries: ''

category: 'My Stuff'

Object subclass: #BankAccount

instanceVariableNames: 'balance'

classVariableNames: ''

poolDictionaries: ''

category: 'My Stuff'

b _ BankAccount new.
b inspect
b balance.

message selector and argument names
"comment stating purpose of message"

| temporary variable names |
statements

balance

"Return the balance"

^ balance

initialize

balance _ 0.

deposit: amount

balance _ balance + amount.

withdraw: amount

amount > balance ifTrue: [

^ self inform: 'sorry, not enough funds'].

balance _ balance - amount.

Object subclass: #BankAccount

instanceVariableNames: 'balance history '

classVariableNames: ''

poolDictionaries: ''

category: 'My Stuff'

initialize

balance _ 0.

history _ OrderedCollection new.

balance: newBalance

balance _ newBalance.

history addLast: newBalance.

withdraw: amount

amount > balance ifTrue: [

^ self inform: 'sorry, not enough funds'].

self balance: balance - amount.

See also [http://web.cecs.pdx.edu/~black/OOP/Tutorial/SqueakLanguageRef.html Squeak Smalltalk: Language Reference]

The Undiscoverable/Squeak

2012-08-24T22:15:17Z

Mokurai: /* Creating an Object */ Smalltalk

Squeak is the version of Smalltalk used to build [[Activities/Etoys|Etoys]], which has its own [[The Undiscoverable/Etoys|page here in The Undiscoverable]]. While programming in Etoys is fully graphical (like Turtle Art, but much less discoverable), Squeak requires navigating a complex Integrated Development Environment and programming in text. There is a lot of tutorial material for Squeak, but much of the best material is in dead-tree textbooks. This page will give hints, plus links to free on-line resources.

Squeak is available in many Linux distributions. Install as usual, and invoke as usual. If there is only one Squeak image on your computer, it will open. If there is more than one, including Etoys, you will be given a choice of images to open. You will find it useful to save images containing your work. Name them so that you can remember which is which.

==Welcome==

Install and open Squeak. You will see a welcome screen, something like this. Workspaces are areas in which you can type text for display, as here, and also areas in which you can enter code to execute, as we will see below. The top bar of a Workspace window has icons for controlling its behavior plus a name

* At the left, an x for closing the Workspace and discarding its contents.
* Next, a menu icon giving access to further controls
* The name Workspace, which does nothing
* An icon of two squares for maximizing the Workspace window and restoring it to its previous size
* A circle icon for minimizing the window to a placeholder on the desktop. Clicking this icon again restores the window.

At the bottom and right may be scroll bars. Their display is controlled by Preference settings. At the sides and bottom are bars for dragging the window. Dragging a corner of the window resizes it.

[[File:SqueakWelcome.png]]

==Mousing==

We assume that the reader knows the most common mouse actions, at least left-click, right-click, click and drag to move objects or make selections, double-click, and the possibility of holding down a key while clicking (shift-click, control-click, command-click on Macs). Others, such as middle-click, triple-click, and mouse chords, require a bit of explanation. Click without modification means left-click in the rest of this document.

Triple-click is used in many text editors and word processors for selecting larger text units than double-clicking, which usually selects a word. Triple-clicking selects a line or a paragraph in such software. It is not used in Squeak.

Alan Kay's team at Xerox PARC (Palo Alto Research Center) designed Smalltalk to use a three-button mouse as shown here.

[[File:800px-Xerox_Alto_mouse.jpg]]

Apple decided that three buttons was too confusing, and provided only one button (Boo, hiss!) on the Macintosh, so that you have to use confusing key-mouse combinations in Squeak on the Mac. A three-button mouse is discoverable. You point at things, and click different buttons, and different things happen. Arbitrary combinations, whether mouse chords or mouse-key combinations, are not in general discoverable without at least the hint that they are possible. But there are too many possibilities for most learners to explore systematically.

Some mice do have three buttons. On many wheel mice, you can depress the wheel as the middle button. On a two-button mouse, or a trackball, without a middle button, you might be able to click both the left and right buttons simultaneously ("chording") to get the middle button effects. This can also work using the two mouse buttons under a touchpad. Chording works on Linux, and can be programmed in some mouse drivers for particular devices on other platforms.

If you don't have a middle mouse button, and chording doesn't do it, then control-clicking should work.

You can left-click on the title bar of a partly hidden window and drag it to where you can read its contents. Both Workspaces in the image below describe changes in the current Squeak image that do not concern us here. You can click the x at the top left corner to close each one.

You can scroll the remaining window with the mouse to view its contents, or click and drag any corner to resize it. This is different from other GUIs, where the edges of a window may be draggable, as in Linux, or only one corner, as in Mac OS.

==The Workspace Windows==

Let's try the three buttons in any of the three Workspace windows in the initial view.

[[File:SqueakWorkspaceHalo.png|right]]

Left-clicking puts a cursor in the text. Try it. Clicking again in the same spot selects the surrounding word, and clicking yet again anywhere in the same word deselects the word and puts the cursor under the mouse. You can click and drag to select any contiguous portion of the text, and you can use keyboard combinations such as shift-cursor or control-cursor, or both: shift-control-cursor to extend or retract the current selection by words or lines, or to move around. Try them. It is not difficult to discover what these combinations do. You might even be familiar with them from text editors or word processors. Shift-clicking also extends the selection. It is much easier to understand how that works by trying it than by reading an explanation, so I won't give one.

Right-clicking in a window, indeed on any object, brings up a set of icons in a rectangle, as shown above, with a title at the bottom of the array. This array of icons is known as an [[The Undiscoverable/Squeak/Halo|object halo]], or halo for short. Every graphical object in Squeak or Etoys has one. A single right click in a Workspace window brings up a halo with the title Workspace. A second right click shifts to a smaller halo with the title PluggableText. A third shifts to a larger halo labeled Text, with a different set of icons.

[[File:SqueakWorkspaceMenu.png|right]]

Middle-clicking in a Workspace window brings up an untitled text menu with editing commands to choose fonts, cut, copy, and paste, print, and so on, plus options for executing code and saving the contents of the window.

==World==

Clicking on the desktop background outside the Workspace windows has different effects. Right-clicking brings up the world halo, as shown in this image.

Left-clicking and middle-clicking bring up two different world menus, both currently full of mysteries for us. A very determined learner can discover what many of the options on these menus do, but most people will prefer to get hints at least, and in some cases real explanations.

==Windows==

The main window has a tab labelled Squeak at the left, and another labeled Tools at the right. Clicking the tab expands it to a tool palette, and clicking the tab again puts it away.

If you click on the Tools tab, and point at any of the icons in the Tools palette and don't click, a help balloon opens with a description of what the icon is for. You can click and drag any of the icons onto the desktop to open a new window.

Drag a System Browser window into the workspace.

There are several icons on the title bar at the top of a Workspace or System Browser window that we will also see on other windows. One of the icons is for a menu, and the others are to close the window, expand it to full screen or shrink it to its previous size, or collapse the window to a tab from which you can open it again.

==Pinning==

Left-click in the background of your Squeak window to get the World menu shown above. We will explore some of the options on it below. Right now, look at the pushpin icon in the top right corner. You can click on it to keep the World menu open on your desktop. The pushpin icon disappears, leaving a blank are. You do not have to click the same area in order to dismiss the World menu. Click the x icon on the top left instead.

The same applies to some other menus within Squeak.

To exit from Squeak, click the close icon in the border or on the toolbar, depending on the UI you are using, or else click Quit on the World menu.

==The World menus==

[[File:SqueakWorldMenu.png|left]]

[[File:SqueakWorldMenu2.png|right]]

All of Squeak is accessible to the user with a few mouse clicks. The problem is first to determine which mouse clicks, and second to determine what has been made available to you. There is a lot of it.

When you click outside the Workspace windows, you get a different halo, labeled world, and two different world menus.

==The Object Halo==

The [[The Undiscoverable/Squeak/Halo|Halo]] has its own page, which introduces the set of tools provided by the halo, including [[The Undiscoverable/Squeak/Object Viewer|Object Viewers]].

[[File:SqueakWorkspaceHalo.png]]

==The System Browser==

If you open the Tools tab and drag a System Browser onto the Desktop, you will get a display similar to this. If you select Kernel-Numbers in the leftmost pane, and then Fraction in the next pane over, you should see almost exactly this.

[[File:SqueakSystemBrowserFraction.png]]

The System Browser window has the same top toolbar and outer frame around the other three sides as a Workspace window, but is divided into several panes. The four panes on top allow users to explore the Smalltalk Object hierarchy. The panes are called, from left to right,

* System Category pane

* Class pane

* Class category pane

* Method pane

Next may come an optional Annotation pane, which can be turned on or off in the Preferences, and is omitted here.

Below those are a text pane for various purposes, with a row of buttons at the top These buttons open other windows for various purposes. At the bottom is a comment pane where the programmer can explain the purpose of the Object type being viewed and how it is to be used.

==Smalltalk Language==

Smalltalk is an extremely powerful, expressive, modular language with a number of other virtues. All of a Smalltalk system is written in Smalltalk, including a compiler that turns Smalltalk program text into platform-independent bytecodes. At runtime, a Smalltalk image runs on top of a highly portable Virtual Machine that provides system facilities and the lowest-level object functions, including a bytecode interpreter that runs all of the higher-level code.

The VM also exists inside Smalltalk as a model written in a subset of Smalltalk, allowing Smalltalk to run on a modified VM inside the current Smalltalk in order to debug the new VM. A satisfactory new VM is then translated to a highly portable subet of C, which can be compiled for all supported platforms in short order. The new compiled VMs are then packaged with the new Smalltalk (or Squeak or Etoys) image, including the Smalltalk model of the new VM, for distribution.

Everything in Smalltalk is an object. All Smalltalk programming consists of defining object classes and sending messages to objects, where the messages can refer to other objects. Every object is a member of a class that defines its structure in terms of internal data objects and methods of interpreting messages sent to the object

Open the Tools palette and drag a new Workspace into the world. Type 3+4 in the window, and make sure to leave the cursor on that line. Middle-click and select print it from the menu.

[[File:SqueakWorkspaceMenu.png]]

Smalltalk evaluates the expression and displays the value in the Workspace, thus.

[[File:Squeak3+4PrintIt.png]]

The number 3 is an object, a member of a numeric class of small integers. We send it the message + 4, invoking the method for + on that kind of integer with the argument 4, referring to a different object. We get back the object 7, and the interpreter invokes a method for printing that result in our Workspace.

A brief introduction to the subset of Smalltalk used in these pages is on the [[The Undiscoverable/Smalltalk|Smalltalk]] page. There are several good textbooks on Smalltalk.

==Creating an Object==

The mechanics of object creation using a [[The Undiscoverable/Squeak/System Browser Use|System Browser]] with a bit of Smalltalk programming are on a separate page.

==Tutorials==

At this point, if you have gone through the material above plus the pages linked to, you know enough to follow many of the available introductory [http://wiki.squeak.org/squeak/792/ Squeak tutorials].

For those who wish to dive deeper into Smalltalk, there are a number of free digital books available at [http://stephane.ducasse.free.fr/FreeBooks.html Stef's Free Online Smalltalk Books]

{{stub}}

File:Squeak3+4PrintIt.png

2012-08-24T22:01:06Z

Mokurai:

The Undiscoverable/Squeak/System Browser Use

2012-08-24T21:43:19Z

Mokurai: New stub

==Getting a System Browser==

If you open a Squeak session, and click on the Tools tab to open the Tools palette, you can then drag a System Browser to the world desktop. It might look something like this.

[[File:SqueakSystemBrowserFraction.png]]

We would like to turn on the Annotation pane in the middle, which is not seen here. To do this, drag out a Preferences window from the Tools palette.

[[File:SqueakPreferencesBrowsing.png]]

Select the browsing option at the top, and check the annotationPanes option as shown above. Close both windows and drag out a new System Browser, which will have the pane visible.

[[File:SqueakSystemBrowserWithAnnotations.png]]

==System Browser Structure==

The leftmost pane shows a list of two-part System Category names. The first part of the name is used for grouping system categories together where they have some related function. Thus the Kernel categories refer to objects used to define the base Smalltalk language, while Etoys categories are specific to the Etoys graphical environment. We will focus on Morphic categories, which we will use to define new objects.

The second part of a category name indicates in a general way what the purpose of the category is. Thus Kernel-Numbers contains all of the different kinds of number used within Smalltalk—integers, fractions, floating point, complex numbers, and others. If you click to select Kernel-Numbers, the various numeric object type names appear in the second column, the Class pane.

Selecting one of those object class names brings up displays in the next two columns, for class categories and methods, plus an annotation in the Annotation pane, and a code definition and optionally a comment in the one or two panes below.

With Fraction selected, we can see this in the code pane.

Number subclass: #Fraction
instanceVariableNames: 'numerator denominator'
classVariableNames: ''
poolDictionaries: ''
category: 'Kernel-Numbers'

This shows that there are two internal instance variables for each fraction, the numerator and denominator. Also that this is subclass Fraction in category Kernel-numbers.

The comment is

Fraction provides methods for dealing with fractions like 1/3
as fractions (not as 0.33333...).
All public arithmetic operations answer reduced fractions
(see examples).

instance variables: 'numerator denominator '

Examples: (note the parentheses required to get the right answers in Smalltalk and Squeak):

(2/3) + (2/3)
(2/3) + (1/2) "answers shows the reduced fraction"
(2/3) raisedToInteger: 5 "fractions also can have exponents"

If we click Arithmetic in column 3, we get the message

message selector and argument names
"comment stating purpose of message"

| temporary variable names |
statements

which is a template for defining new methods for the particular object.

If we click on a method in column 4, we get the code for that method below.

There is no comment pane shown, but comment text can be included in the body of the code. For example,

'''negated'''
"Refer to the comment in Number|negated."

^ Fraction
numerator: numerator negated
denominator: denominator

tells us that there is a further explanation in the negated method for the Number class.

'''negated'''
"Answer a Number that is the negation of the receiver."

^0 - self

==Creating an Object Class in the System Browser==

At the top of the scroll bar in the leftmost pane is a menu icon. On that menu

select add item..., which brings up a small window like this, inviting you to name the item (a new category).

Call it Temp, and click Accept.

{{stub}}

File:SqueakSystemBrowserWithAnnotations.png

2012-08-24T21:03:12Z

Mokurai:

File:SqueakPreferencesBrowsing.png

2012-08-24T17:23:40Z

Mokurai:

File:SqueakToolsPalette.png

2012-08-24T17:18:04Z

Mokurai:

The Undiscoverable/Squeak

2012-08-24T17:09:41Z

Mokurai: /* Creating an Object */ Smalltalk

Squeak is the version of Smalltalk used to build [[Activities/Etoys|Etoys]], which has its own [[The Undiscoverable/Etoys|page here in The Undiscoverable]]. While programming in Etoys is fully graphical (like Turtle Art, but much less discoverable), Squeak requires navigating a complex Integrated Development Environment and programming in text. There is a lot of tutorial material for Squeak, but much of the best material is in dead-tree textbooks. This page will give hints, plus links to free on-line resources.

Squeak is available in many Linux distributions. Install as usual, and invoke as usual. If there is only one Squeak image on your computer, it will open. If there is more than one, including Etoys, you will be given a choice of images to open. You will find it useful to save images containing your work. Name them so that you can remember which is which.

==Welcome==

Install and open Squeak. You will see a welcome screen, something like this. Workspaces are areas in which you can type text for display, as here, and also areas in which you can enter code to execute, as we will see below. The top bar of a Workspace window has icons for controlling its behavior plus a name

* At the left, an x for closing the Workspace and discarding its contents.
* Next, a menu icon giving access to further controls
* The name Workspace, which does nothing
* An icon of two squares for maximizing the Workspace window and restoring it to its previous size
* A circle icon for minimizing the window to a placeholder on the desktop. Clicking this icon again restores the window.

At the bottom and right may be scroll bars. Their display is controlled by Preference settings. At the sides and bottom are bars for dragging the window. Dragging a corner of the window resizes it.

[[File:SqueakWelcome.png]]

==Mousing==

We assume that the reader knows the most common mouse actions, at least left-click, right-click, click and drag to move objects or make selections, double-click, and the possibility of holding down a key while clicking (shift-click, control-click, command-click on Macs). Others, such as middle-click, triple-click, and mouse chords, require a bit of explanation. Click without modification means left-click in the rest of this document.

Triple-click is used in many text editors and word processors for selecting larger text units than double-clicking, which usually selects a word. Triple-clicking selects a line or a paragraph in such software. It is not used in Squeak.

Alan Kay's team at Xerox PARC (Palo Alto Research Center) designed Smalltalk to use a three-button mouse as shown here.

[[File:800px-Xerox_Alto_mouse.jpg]]

Apple decided that three buttons was too confusing, and provided only one button (Boo, hiss!) on the Macintosh, so that you have to use confusing key-mouse combinations in Squeak on the Mac. A three-button mouse is discoverable. You point at things, and click different buttons, and different things happen. Arbitrary combinations, whether mouse chords or mouse-key combinations, are not in general discoverable without at least the hint that they are possible. But there are too many possibilities for most learners to explore systematically.

Some mice do have three buttons. On many wheel mice, you can depress the wheel as the middle button. On a two-button mouse, or a trackball, without a middle button, you might be able to click both the left and right buttons simultaneously ("chording") to get the middle button effects. This can also work using the two mouse buttons under a touchpad. Chording works on Linux, and can be programmed in some mouse drivers for particular devices on other platforms.

If you don't have a middle mouse button, and chording doesn't do it, then control-clicking should work.

You can left-click on the title bar of a partly hidden window and drag it to where you can read its contents. Both Workspaces in the image below describe changes in the current Squeak image that do not concern us here. You can click the x at the top left corner to close each one.

You can scroll the remaining window with the mouse to view its contents, or click and drag any corner to resize it. This is different from other GUIs, where the edges of a window may be draggable, as in Linux, or only one corner, as in Mac OS.

==The Workspace Windows==

Let's try the three buttons in any of the three Workspace windows in the initial view.

[[File:SqueakWorkspaceHalo.png|right]]

Left-clicking puts a cursor in the text. Try it. Clicking again in the same spot selects the surrounding word, and clicking yet again anywhere in the same word deselects the word and puts the cursor under the mouse. You can click and drag to select any contiguous portion of the text, and you can use keyboard combinations such as shift-cursor or control-cursor, or both: shift-control-cursor to extend or retract the current selection by words or lines, or to move around. Try them. It is not difficult to discover what these combinations do. You might even be familiar with them from text editors or word processors. Shift-clicking also extends the selection. It is much easier to understand how that works by trying it than by reading an explanation, so I won't give one.

Right-clicking in a window, indeed on any object, brings up a set of icons in a rectangle, as shown above, with a title at the bottom of the array. This array of icons is known as an [[The Undiscoverable/Squeak/Halo|object halo]], or halo for short. Every graphical object in Squeak or Etoys has one. A single right click in a Workspace window brings up a halo with the title Workspace. A second right click shifts to a smaller halo with the title PluggableText. A third shifts to a larger halo labeled Text, with a different set of icons.

[[File:SqueakWorkspaceMenu.png|right]]

Middle-clicking in a Workspace window brings up an untitled text menu with editing commands to choose fonts, cut, copy, and paste, print, and so on, plus options for executing code and saving the contents of the window.

==World==

Clicking on the desktop background outside the Workspace windows has different effects. Right-clicking brings up the world halo, as shown in this image.

Left-clicking and middle-clicking bring up two different world menus, both currently full of mysteries for us. A very determined learner can discover what many of the options on these menus do, but most people will prefer to get hints at least, and in some cases real explanations.

==Windows==

The main window has a tab labelled Squeak at the left, and another labeled Tools at the right. Clicking the tab expands it to a tool palette, and clicking the tab again puts it away.

If you click on the Tools tab, and point at any of the icons in the Tools palette and don't click, a help balloon opens with a description of what the icon is for. You can click and drag any of the icons onto the desktop to open a new window.

Drag a System Browser window into the workspace.

There are several icons on the title bar at the top of a Workspace or System Browser window that we will also see on other windows. One of the icons is for a menu, and the others are to close the window, expand it to full screen or shrink it to its previous size, or collapse the window to a tab from which you can open it again.

==Pinning==

Left-click in the background of your Squeak window to get the World menu shown above. We will explore some of the options on it below. Right now, look at the pushpin icon in the top right corner. You can click on it to keep the World menu open on your desktop. The pushpin icon disappears, leaving a blank are. You do not have to click the same area in order to dismiss the World menu. Click the x icon on the top left instead.

The same applies to some other menus within Squeak.

To exit from Squeak, click the close icon in the border or on the toolbar, depending on the UI you are using, or else click Quit on the World menu.

==The World menus==

[[File:SqueakWorldMenu.png|left]]

[[File:SqueakWorldMenu2.png|right]]

All of Squeak is accessible to the user with a few mouse clicks. The problem is first to determine which mouse clicks, and second to determine what has been made available to you. There is a lot of it.

When you click outside the Workspace windows, you get a different halo, labeled world, and two different world menus.

==The Object Halo==

The [[The Undiscoverable/Squeak/Halo|Halo]] has its own page, which introduces the set of tools provided by the halo, including [[The Undiscoverable/Squeak/Object Viewer|Object Viewers]].

[[File:SqueakWorkspaceHalo.png]]

==The System Browser==

If you open the Tools tab and drag a System Browser onto the Desktop, you will get a display similar to this. If you select Kernel-Numbers in the leftmost pane, and then Fraction in the next pane over, you should see almost exactly this.

[[File:SqueakSystemBrowserFraction.png]]

The System Browser window has the same top toolbar and outer frame around the other three sides as a Workspace window, but is divided into several panes. The four panes on top allow users to explore the Smalltalk Object hierarchy. The panes are called, from left to right,

* System Category pane

* Class pane

* Class category pane

* Method pane

Next may come an optional Annotation pane, which can be turned on or off in the Preferences, and is omitted here.

Below those are a text pane for various purposes, with a row of buttons at the top These buttons open other windows for various purposes. At the bottom is a comment pane where the programmer can explain the purpose of the Object type being viewed and how it is to be used.

==Creating an Object==

The mechanics of object creation using a [[The Undiscoverable/Squeak/System Browser Use|System Browser]] with a bit of Smalltalk programming are on a separate page.

==Tutorials==

At this point, if you have gone through the material above plus the pages linked to, you know enough to follow many of the available introductory [http://wiki.squeak.org/squeak/792/ Squeak tutorials].

For those who wish to dive deeper into Smalltalk, there are a number of free digital books available at [http://stephane.ducasse.free.fr/FreeBooks.html Stef's Free Online Smalltalk Books]

{{stub}}

The Undiscoverable/Squeak

2012-08-24T17:08:26Z

Mokurai: /* Creating an Object */ Link to separate page; links to tutorials

Squeak is the version of Smalltalk used to build [[Activities/Etoys|Etoys]], which has its own [[The Undiscoverable/Etoys|page here in The Undiscoverable]]. While programming in Etoys is fully graphical (like Turtle Art, but much less discoverable), Squeak requires navigating a complex Integrated Development Environment and programming in text. There is a lot of tutorial material for Squeak, but much of the best material is in dead-tree textbooks. This page will give hints, plus links to free on-line resources.

Squeak is available in many Linux distributions. Install as usual, and invoke as usual. If there is only one Squeak image on your computer, it will open. If there is more than one, including Etoys, you will be given a choice of images to open. You will find it useful to save images containing your work. Name them so that you can remember which is which.

==Welcome==

Install and open Squeak. You will see a welcome screen, something like this. Workspaces are areas in which you can type text for display, as here, and also areas in which you can enter code to execute, as we will see below. The top bar of a Workspace window has icons for controlling its behavior plus a name

* At the left, an x for closing the Workspace and discarding its contents.
* Next, a menu icon giving access to further controls
* The name Workspace, which does nothing
* An icon of two squares for maximizing the Workspace window and restoring it to its previous size
* A circle icon for minimizing the window to a placeholder on the desktop. Clicking this icon again restores the window.

At the bottom and right may be scroll bars. Their display is controlled by Preference settings. At the sides and bottom are bars for dragging the window. Dragging a corner of the window resizes it.

[[File:SqueakWelcome.png]]

==Mousing==

We assume that the reader knows the most common mouse actions, at least left-click, right-click, click and drag to move objects or make selections, double-click, and the possibility of holding down a key while clicking (shift-click, control-click, command-click on Macs). Others, such as middle-click, triple-click, and mouse chords, require a bit of explanation. Click without modification means left-click in the rest of this document.

Triple-click is used in many text editors and word processors for selecting larger text units than double-clicking, which usually selects a word. Triple-clicking selects a line or a paragraph in such software. It is not used in Squeak.

Alan Kay's team at Xerox PARC (Palo Alto Research Center) designed Smalltalk to use a three-button mouse as shown here.

[[File:800px-Xerox_Alto_mouse.jpg]]

Apple decided that three buttons was too confusing, and provided only one button (Boo, hiss!) on the Macintosh, so that you have to use confusing key-mouse combinations in Squeak on the Mac. A three-button mouse is discoverable. You point at things, and click different buttons, and different things happen. Arbitrary combinations, whether mouse chords or mouse-key combinations, are not in general discoverable without at least the hint that they are possible. But there are too many possibilities for most learners to explore systematically.

Some mice do have three buttons. On many wheel mice, you can depress the wheel as the middle button. On a two-button mouse, or a trackball, without a middle button, you might be able to click both the left and right buttons simultaneously ("chording") to get the middle button effects. This can also work using the two mouse buttons under a touchpad. Chording works on Linux, and can be programmed in some mouse drivers for particular devices on other platforms.

If you don't have a middle mouse button, and chording doesn't do it, then control-clicking should work.

You can left-click on the title bar of a partly hidden window and drag it to where you can read its contents. Both Workspaces in the image below describe changes in the current Squeak image that do not concern us here. You can click the x at the top left corner to close each one.

You can scroll the remaining window with the mouse to view its contents, or click and drag any corner to resize it. This is different from other GUIs, where the edges of a window may be draggable, as in Linux, or only one corner, as in Mac OS.

==The Workspace Windows==

Let's try the three buttons in any of the three Workspace windows in the initial view.

[[File:SqueakWorkspaceHalo.png|right]]

Left-clicking puts a cursor in the text. Try it. Clicking again in the same spot selects the surrounding word, and clicking yet again anywhere in the same word deselects the word and puts the cursor under the mouse. You can click and drag to select any contiguous portion of the text, and you can use keyboard combinations such as shift-cursor or control-cursor, or both: shift-control-cursor to extend or retract the current selection by words or lines, or to move around. Try them. It is not difficult to discover what these combinations do. You might even be familiar with them from text editors or word processors. Shift-clicking also extends the selection. It is much easier to understand how that works by trying it than by reading an explanation, so I won't give one.

Right-clicking in a window, indeed on any object, brings up a set of icons in a rectangle, as shown above, with a title at the bottom of the array. This array of icons is known as an [[The Undiscoverable/Squeak/Halo|object halo]], or halo for short. Every graphical object in Squeak or Etoys has one. A single right click in a Workspace window brings up a halo with the title Workspace. A second right click shifts to a smaller halo with the title PluggableText. A third shifts to a larger halo labeled Text, with a different set of icons.

[[File:SqueakWorkspaceMenu.png|right]]

Middle-clicking in a Workspace window brings up an untitled text menu with editing commands to choose fonts, cut, copy, and paste, print, and so on, plus options for executing code and saving the contents of the window.

==World==

Clicking on the desktop background outside the Workspace windows has different effects. Right-clicking brings up the world halo, as shown in this image.

Left-clicking and middle-clicking bring up two different world menus, both currently full of mysteries for us. A very determined learner can discover what many of the options on these menus do, but most people will prefer to get hints at least, and in some cases real explanations.

==Windows==

The main window has a tab labelled Squeak at the left, and another labeled Tools at the right. Clicking the tab expands it to a tool palette, and clicking the tab again puts it away.

If you click on the Tools tab, and point at any of the icons in the Tools palette and don't click, a help balloon opens with a description of what the icon is for. You can click and drag any of the icons onto the desktop to open a new window.

Drag a System Browser window into the workspace.

There are several icons on the title bar at the top of a Workspace or System Browser window that we will also see on other windows. One of the icons is for a menu, and the others are to close the window, expand it to full screen or shrink it to its previous size, or collapse the window to a tab from which you can open it again.

==Pinning==

Left-click in the background of your Squeak window to get the World menu shown above. We will explore some of the options on it below. Right now, look at the pushpin icon in the top right corner. You can click on it to keep the World menu open on your desktop. The pushpin icon disappears, leaving a blank are. You do not have to click the same area in order to dismiss the World menu. Click the x icon on the top left instead.

The same applies to some other menus within Squeak.

To exit from Squeak, click the close icon in the border or on the toolbar, depending on the UI you are using, or else click Quit on the World menu.

==The World menus==

[[File:SqueakWorldMenu.png|left]]

[[File:SqueakWorldMenu2.png|right]]

All of Squeak is accessible to the user with a few mouse clicks. The problem is first to determine which mouse clicks, and second to determine what has been made available to you. There is a lot of it.

When you click outside the Workspace windows, you get a different halo, labeled world, and two different world menus.

==The Object Halo==

The [[The Undiscoverable/Squeak/Halo|Halo]] has its own page, which introduces the set of tools provided by the halo, including [[The Undiscoverable/Squeak/Object Viewer|Object Viewers]].

[[File:SqueakWorkspaceHalo.png]]

==The System Browser==

If you open the Tools tab and drag a System Browser onto the Desktop, you will get a display similar to this. If you select Kernel-Numbers in the leftmost pane, and then Fraction in the next pane over, you should see almost exactly this.

[[File:SqueakSystemBrowserFraction.png]]

The System Browser window has the same top toolbar and outer frame around the other three sides as a Workspace window, but is divided into several panes. The four panes on top allow users to explore the Smalltalk Object hierarchy. The panes are called, from left to right,

* System Category pane

* Class pane

* Class category pane

* Method pane

Next may come an optional Annotation pane, which can be turned on or off in the Preferences, and is omitted here.

Below those are a text pane for various purposes, with a row of buttons at the top These buttons open other windows for various purposes. At the bottom is a comment pane where the programmer can explain the purpose of the Object type being viewed and how it is to be used.

==Creating an Object==

The mechanics of object creation using a [[The Undiscoverable/Squeak/System Browser Use|System Browser]] are on a separate page.

==Tutorials==

At this point, if you have gone through the material above plus the pages linked to, you know enough to follow many of the available introductory [http://wiki.squeak.org/squeak/792/ Squeak tutorials].

For those who wish to dive deeper into Smalltalk, there are a number of free digital books available at [http://stephane.ducasse.free.fr/FreeBooks.html Stef's Free Online Smalltalk Books]

{{stub}}

The Undiscoverable/Squeak

2012-08-24T16:43:19Z

Mokurai: /* The Object Halo */ Add image

Squeak is the version of Smalltalk used to build [[Activities/Etoys|Etoys]], which has its own [[The Undiscoverable/Etoys|page here in The Undiscoverable]]. While programming in Etoys is fully graphical (like Turtle Art, but much less discoverable), Squeak requires navigating a complex Integrated Development Environment and programming in text. There is a lot of tutorial material for Squeak, but much of the best material is in dead-tree textbooks. This page will give hints, plus links to free on-line resources.

Squeak is available in many Linux distributions. Install as usual, and invoke as usual. If there is only one Squeak image on your computer, it will open. If there is more than one, including Etoys, you will be given a choice of images to open. You will find it useful to save images containing your work. Name them so that you can remember which is which.

==Welcome==

Install and open Squeak. You will see a welcome screen, something like this. Workspaces are areas in which you can type text for display, as here, and also areas in which you can enter code to execute, as we will see below. The top bar of a Workspace window has icons for controlling its behavior plus a name

* At the left, an x for closing the Workspace and discarding its contents.
* Next, a menu icon giving access to further controls
* The name Workspace, which does nothing
* An icon of two squares for maximizing the Workspace window and restoring it to its previous size
* A circle icon for minimizing the window to a placeholder on the desktop. Clicking this icon again restores the window.

At the bottom and right may be scroll bars. Their display is controlled by Preference settings. At the sides and bottom are bars for dragging the window. Dragging a corner of the window resizes it.

[[File:SqueakWelcome.png]]

==Mousing==

We assume that the reader knows the most common mouse actions, at least left-click, right-click, click and drag to move objects or make selections, double-click, and the possibility of holding down a key while clicking (shift-click, control-click, command-click on Macs). Others, such as middle-click, triple-click, and mouse chords, require a bit of explanation. Click without modification means left-click in the rest of this document.

Triple-click is used in many text editors and word processors for selecting larger text units than double-clicking, which usually selects a word. Triple-clicking selects a line or a paragraph in such software. It is not used in Squeak.

Alan Kay's team at Xerox PARC (Palo Alto Research Center) designed Smalltalk to use a three-button mouse as shown here.

[[File:800px-Xerox_Alto_mouse.jpg]]

Apple decided that three buttons was too confusing, and provided only one button (Boo, hiss!) on the Macintosh, so that you have to use confusing key-mouse combinations in Squeak on the Mac. A three-button mouse is discoverable. You point at things, and click different buttons, and different things happen. Arbitrary combinations, whether mouse chords or mouse-key combinations, are not in general discoverable without at least the hint that they are possible. But there are too many possibilities for most learners to explore systematically.

Some mice do have three buttons. On many wheel mice, you can depress the wheel as the middle button. On a two-button mouse, or a trackball, without a middle button, you might be able to click both the left and right buttons simultaneously ("chording") to get the middle button effects. This can also work using the two mouse buttons under a touchpad. Chording works on Linux, and can be programmed in some mouse drivers for particular devices on other platforms.

If you don't have a middle mouse button, and chording doesn't do it, then control-clicking should work.

You can left-click on the title bar of a partly hidden window and drag it to where you can read its contents. Both Workspaces in the image below describe changes in the current Squeak image that do not concern us here. You can click the x at the top left corner to close each one.

You can scroll the remaining window with the mouse to view its contents, or click and drag any corner to resize it. This is different from other GUIs, where the edges of a window may be draggable, as in Linux, or only one corner, as in Mac OS.

==The Workspace Windows==

Let's try the three buttons in any of the three Workspace windows in the initial view.

[[File:SqueakWorkspaceHalo.png|right]]

Left-clicking puts a cursor in the text. Try it. Clicking again in the same spot selects the surrounding word, and clicking yet again anywhere in the same word deselects the word and puts the cursor under the mouse. You can click and drag to select any contiguous portion of the text, and you can use keyboard combinations such as shift-cursor or control-cursor, or both: shift-control-cursor to extend or retract the current selection by words or lines, or to move around. Try them. It is not difficult to discover what these combinations do. You might even be familiar with them from text editors or word processors. Shift-clicking also extends the selection. It is much easier to understand how that works by trying it than by reading an explanation, so I won't give one.

Right-clicking in a window, indeed on any object, brings up a set of icons in a rectangle, as shown above, with a title at the bottom of the array. This array of icons is known as an [[The Undiscoverable/Squeak/Halo|object halo]], or halo for short. Every graphical object in Squeak or Etoys has one. A single right click in a Workspace window brings up a halo with the title Workspace. A second right click shifts to a smaller halo with the title PluggableText. A third shifts to a larger halo labeled Text, with a different set of icons.

[[File:SqueakWorkspaceMenu.png|right]]

Middle-clicking in a Workspace window brings up an untitled text menu with editing commands to choose fonts, cut, copy, and paste, print, and so on, plus options for executing code and saving the contents of the window.

==World==

Clicking on the desktop background outside the Workspace windows has different effects. Right-clicking brings up the world halo, as shown in this image.

Left-clicking and middle-clicking bring up two different world menus, both currently full of mysteries for us. A very determined learner can discover what many of the options on these menus do, but most people will prefer to get hints at least, and in some cases real explanations.

==Windows==

The main window has a tab labelled Squeak at the left, and another labeled Tools at the right. Clicking the tab expands it to a tool palette, and clicking the tab again puts it away.

If you click on the Tools tab, and point at any of the icons in the Tools palette and don't click, a help balloon opens with a description of what the icon is for. You can click and drag any of the icons onto the desktop to open a new window.

Drag a System Browser window into the workspace.

There are several icons on the title bar at the top of a Workspace or System Browser window that we will also see on other windows. One of the icons is for a menu, and the others are to close the window, expand it to full screen or shrink it to its previous size, or collapse the window to a tab from which you can open it again.

==Pinning==

Left-click in the background of your Squeak window to get the World menu shown above. We will explore some of the options on it below. Right now, look at the pushpin icon in the top right corner. You can click on it to keep the World menu open on your desktop. The pushpin icon disappears, leaving a blank are. You do not have to click the same area in order to dismiss the World menu. Click the x icon on the top left instead.

The same applies to some other menus within Squeak.

To exit from Squeak, click the close icon in the border or on the toolbar, depending on the UI you are using, or else click Quit on the World menu.

==The World menus==

[[File:SqueakWorldMenu.png|left]]

[[File:SqueakWorldMenu2.png|right]]

All of Squeak is accessible to the user with a few mouse clicks. The problem is first to determine which mouse clicks, and second to determine what has been made available to you. There is a lot of it.

When you click outside the Workspace windows, you get a different halo, labeled world, and two different world menus.

==The Object Halo==

The [[The Undiscoverable/Squeak/Halo|Halo]] has its own page, which introduces the set of tools provided by the halo, including [[The Undiscoverable/Squeak/Object Viewer|Object Viewers]].

[[File:SqueakWorkspaceHalo.png]]

==The System Browser==

If you open the Tools tab and drag a System Browser onto the Desktop, you will get a display similar to this. If you select Kernel-Numbers in the leftmost pane, and then Fraction in the next pane over, you should see almost exactly this.

[[File:SqueakSystemBrowserFraction.png]]

The System Browser window has the same top toolbar and outer frame around the other three sides as a Workspace window, but is divided into several panes. The four panes on top allow users to explore the Smalltalk Object hierarchy. The panes are called, from left to right,

* System Category pane

* Class pane

* Class category pane

* Method pane

Next may come an optional Annotation pane, which can be turned on or off in the Preferences, and is omitted here.

Below those are a text pane for various purposes, with a row of buttons at the top These buttons open other windows for various purposes. At the bottom is a comment pane where the programmer can explain the purpose of the Object type being viewed and how it is to be used.

==Creating an Object==

At this point, you know almost enough to follow any of the introductory Squeak tutorials available at various sites, some of which are listed below. Let us step through the mechanics, so that you are clear about what goes where and how to invoke each part correctly.

TBD

{{stub}}

The Undiscoverable/Squeak/Halo

2012-08-24T16:40:43Z

Mokurai: /* Object Halos */ Halo tools for text

==Object Halos==

Right-clicking on any object in Squeak or Etoys brings up a halo of tool icons, as in this image. Etoys provides an interactive tutorial on Halo tools in the form of a game called the Demon Castle.

[[File:SqueakWorkspaceHalo.png|right]]

Starting at the top left and proceeding counterclockwise, the icons for a Workspace window are

* X, Remove from screen

* O, Collapse

* Eye, Open a viewer for me.

* Rectangle, Make a tile representing this object

* Whirly square, Rotate

* Title

* Box and partial frame, Change size

* Eye dropper, Change color

* Wrench, Debug

* Two rectangles, Duplicate

* Square with corners, Move

* Square with tongs, Pick up

* Menu, as shown below

Most of these are reasonably discoverable. The [[The Undiscoverable/Squeak/Object Viewer|object viewer]] requires further explanation.

Different kinds of object may have a different selection of tools in the halo. For example, the halo on a text object includes tools for selecting fonts and applying styles to portions of the text.

[[File:SqueakWorkspaceHaloMenu.png]]

The Undiscoverable/Squeak

2012-08-23T21:44:04Z

Mokurai: /* The System Browser */

Squeak is the version of Smalltalk used to build [[Activities/Etoys|Etoys]], which has its own [[The Undiscoverable/Etoys|page here in The Undiscoverable]]. While programming in Etoys is fully graphical (like Turtle Art, but much less discoverable), Squeak requires navigating a complex Integrated Development Environment and programming in text. There is a lot of tutorial material for Squeak, but much of the best material is in dead-tree textbooks. This page will give hints, plus links to free on-line resources.

Squeak is available in many Linux distributions. Install as usual, and invoke as usual. If there is only one Squeak image on your computer, it will open. If there is more than one, including Etoys, you will be given a choice of images to open. You will find it useful to save images containing your work. Name them so that you can remember which is which.

==Welcome==

Install and open Squeak. You will see a welcome screen, something like this. Workspaces are areas in which you can type text for display, as here, and also areas in which you can enter code to execute, as we will see below. The top bar of a Workspace window has icons for controlling its behavior plus a name

* At the left, an x for closing the Workspace and discarding its contents.
* Next, a menu icon giving access to further controls
* The name Workspace, which does nothing
* An icon of two squares for maximizing the Workspace window and restoring it to its previous size
* A circle icon for minimizing the window to a placeholder on the desktop. Clicking this icon again restores the window.

At the bottom and right may be scroll bars. Their display is controlled by Preference settings. At the sides and bottom are bars for dragging the window. Dragging a corner of the window resizes it.

[[File:SqueakWelcome.png]]

==Mousing==

We assume that the reader knows the most common mouse actions, at least left-click, right-click, click and drag to move objects or make selections, double-click, and the possibility of holding down a key while clicking (shift-click, control-click, command-click on Macs). Others, such as middle-click, triple-click, and mouse chords, require a bit of explanation. Click without modification means left-click in the rest of this document.

Triple-click is used in many text editors and word processors for selecting larger text units than double-clicking, which usually selects a word. Triple-clicking selects a line or a paragraph in such software. It is not used in Squeak.

Alan Kay's team at Xerox PARC (Palo Alto Research Center) designed Smalltalk to use a three-button mouse as shown here.

[[File:800px-Xerox_Alto_mouse.jpg]]

Apple decided that three buttons was too confusing, and provided only one button (Boo, hiss!) on the Macintosh, so that you have to use confusing key-mouse combinations in Squeak on the Mac. A three-button mouse is discoverable. You point at things, and click different buttons, and different things happen. Arbitrary combinations, whether mouse chords or mouse-key combinations, are not in general discoverable without at least the hint that they are possible. But there are too many possibilities for most learners to explore systematically.

Some mice do have three buttons. On many wheel mice, you can depress the wheel as the middle button. On a two-button mouse, or a trackball, without a middle button, you might be able to click both the left and right buttons simultaneously ("chording") to get the middle button effects. This can also work using the two mouse buttons under a touchpad. Chording works on Linux, and can be programmed in some mouse drivers for particular devices on other platforms.

If you don't have a middle mouse button, and chording doesn't do it, then control-clicking should work.

You can left-click on the title bar of a partly hidden window and drag it to where you can read its contents. Both Workspaces in the image below describe changes in the current Squeak image that do not concern us here. You can click the x at the top left corner to close each one.

You can scroll the remaining window with the mouse to view its contents, or click and drag any corner to resize it. This is different from other GUIs, where the edges of a window may be draggable, as in Linux, or only one corner, as in Mac OS.

==The Workspace Windows==

Let's try the three buttons in any of the three Workspace windows in the initial view.

[[File:SqueakWorkspaceHalo.png|right]]

Left-clicking puts a cursor in the text. Try it. Clicking again in the same spot selects the surrounding word, and clicking yet again anywhere in the same word deselects the word and puts the cursor under the mouse. You can click and drag to select any contiguous portion of the text, and you can use keyboard combinations such as shift-cursor or control-cursor, or both: shift-control-cursor to extend or retract the current selection by words or lines, or to move around. Try them. It is not difficult to discover what these combinations do. You might even be familiar with them from text editors or word processors. Shift-clicking also extends the selection. It is much easier to understand how that works by trying it than by reading an explanation, so I won't give one.

Right-clicking in a window, indeed on any object, brings up a set of icons in a rectangle, as shown above, with a title at the bottom of the array. This array of icons is known as an [[The Undiscoverable/Squeak/Halo|object halo]], or halo for short. Every graphical object in Squeak or Etoys has one. A single right click in a Workspace window brings up a halo with the title Workspace. A second right click shifts to a smaller halo with the title PluggableText. A third shifts to a larger halo labeled Text, with a different set of icons.

[[File:SqueakWorkspaceMenu.png|right]]

Middle-clicking in a Workspace window brings up an untitled text menu with editing commands to choose fonts, cut, copy, and paste, print, and so on, plus options for executing code and saving the contents of the window.

==World==

Clicking on the desktop background outside the Workspace windows has different effects. Right-clicking brings up the world halo, as shown in this image.

Left-clicking and middle-clicking bring up two different world menus, both currently full of mysteries for us. A very determined learner can discover what many of the options on these menus do, but most people will prefer to get hints at least, and in some cases real explanations.

==Windows==

The main window has a tab labelled Squeak at the left, and another labeled Tools at the right. Clicking the tab expands it to a tool palette, and clicking the tab again puts it away.

If you click on the Tools tab, and point at any of the icons in the Tools palette and don't click, a help balloon opens with a description of what the icon is for. You can click and drag any of the icons onto the desktop to open a new window.

Drag a System Browser window into the workspace.

There are several icons on the title bar at the top of a Workspace or System Browser window that we will also see on other windows. One of the icons is for a menu, and the others are to close the window, expand it to full screen or shrink it to its previous size, or collapse the window to a tab from which you can open it again.

==Pinning==

Left-click in the background of your Squeak window to get the World menu shown above. We will explore some of the options on it below. Right now, look at the pushpin icon in the top right corner. You can click on it to keep the World menu open on your desktop. The pushpin icon disappears, leaving a blank are. You do not have to click the same area in order to dismiss the World menu. Click the x icon on the top left instead.

The same applies to some other menus within Squeak.

To exit from Squeak, click the close icon in the border or on the toolbar, depending on the UI you are using, or else click Quit on the World menu.

==The World menus==

[[File:SqueakWorldMenu.png|left]]

[[File:SqueakWorldMenu2.png|right]]

All of Squeak is accessible to the user with a few mouse clicks. The problem is first to determine which mouse clicks, and second to determine what has been made available to you. There is a lot of it.

When you click outside the Workspace windows, you get a different halo, labeled world, and two different world menus.

==The Object Halo==

The [[The Undiscoverable/Squeak/Halo|Halo]] has its own page, which introduces the set of tools provided by the halo, including [[The Undiscoverable/Squeak/Object Viewer|Object Viewers]].

==The System Browser==

If you open the Tools tab and drag a System Browser onto the Desktop, you will get a display similar to this. If you select Kernel-Numbers in the leftmost pane, and then Fraction in the next pane over, you should see almost exactly this.

[[File:SqueakSystemBrowserFraction.png]]

The System Browser window has the same top toolbar and outer frame around the other three sides as a Workspace window, but is divided into several panes. The four panes on top allow users to explore the Smalltalk Object hierarchy. The panes are called, from left to right,

* System Category pane

* Class pane

* Class category pane

* Method pane

Next may come an optional Annotation pane, which can be turned on or off in the Preferences, and is omitted here.

Below those are a text pane for various purposes, with a row of buttons at the top These buttons open other windows for various purposes. At the bottom is a comment pane where the programmer can explain the purpose of the Object type being viewed and how it is to be used.

==Creating an Object==

At this point, you know almost enough to follow any of the introductory Squeak tutorials available at various sites, some of which are listed below. Let us step through the mechanics, so that you are clear about what goes where and how to invoke each part correctly.

TBD

{{stub}}

The Undiscoverable/Squeak

2012-08-23T21:10:25Z

Mokurai: /* The Object Halo */ System Browser

Squeak is the version of Smalltalk used to build [[Activities/Etoys|Etoys]], which has its own [[The Undiscoverable/Etoys|page here in The Undiscoverable]]. While programming in Etoys is fully graphical (like Turtle Art, but much less discoverable), Squeak requires navigating a complex Integrated Development Environment and programming in text. There is a lot of tutorial material for Squeak, but much of the best material is in dead-tree textbooks. This page will give hints, plus links to free on-line resources.

Squeak is available in many Linux distributions. Install as usual, and invoke as usual. If there is only one Squeak image on your computer, it will open. If there is more than one, including Etoys, you will be given a choice of images to open. You will find it useful to save images containing your work. Name them so that you can remember which is which.

==Welcome==

Install and open Squeak. You will see a welcome screen, something like this. Workspaces are areas in which you can type text for display, as here, and also areas in which you can enter code to execute, as we will see below. The top bar of a Workspace window has icons for controlling its behavior plus a name

* At the left, an x for closing the Workspace and discarding its contents.
* Next, a menu icon giving access to further controls
* The name Workspace, which does nothing
* An icon of two squares for maximizing the Workspace window and restoring it to its previous size
* A circle icon for minimizing the window to a placeholder on the desktop. Clicking this icon again restores the window.

At the bottom and right may be scroll bars. Their display is controlled by Preference settings. At the sides and bottom are bars for dragging the window. Dragging a corner of the window resizes it.

[[File:SqueakWelcome.png]]

==Mousing==

We assume that the reader knows the most common mouse actions, at least left-click, right-click, click and drag to move objects or make selections, double-click, and the possibility of holding down a key while clicking (shift-click, control-click, command-click on Macs). Others, such as middle-click, triple-click, and mouse chords, require a bit of explanation. Click without modification means left-click in the rest of this document.

Triple-click is used in many text editors and word processors for selecting larger text units than double-clicking, which usually selects a word. Triple-clicking selects a line or a paragraph in such software. It is not used in Squeak.

Alan Kay's team at Xerox PARC (Palo Alto Research Center) designed Smalltalk to use a three-button mouse as shown here.

[[File:800px-Xerox_Alto_mouse.jpg]]

Apple decided that three buttons was too confusing, and provided only one button (Boo, hiss!) on the Macintosh, so that you have to use confusing key-mouse combinations in Squeak on the Mac. A three-button mouse is discoverable. You point at things, and click different buttons, and different things happen. Arbitrary combinations, whether mouse chords or mouse-key combinations, are not in general discoverable without at least the hint that they are possible. But there are too many possibilities for most learners to explore systematically.

Some mice do have three buttons. On many wheel mice, you can depress the wheel as the middle button. On a two-button mouse, or a trackball, without a middle button, you might be able to click both the left and right buttons simultaneously ("chording") to get the middle button effects. This can also work using the two mouse buttons under a touchpad. Chording works on Linux, and can be programmed in some mouse drivers for particular devices on other platforms.

If you don't have a middle mouse button, and chording doesn't do it, then control-clicking should work.

You can left-click on the title bar of a partly hidden window and drag it to where you can read its contents. Both Workspaces in the image below describe changes in the current Squeak image that do not concern us here. You can click the x at the top left corner to close each one.

You can scroll the remaining window with the mouse to view its contents, or click and drag any corner to resize it. This is different from other GUIs, where the edges of a window may be draggable, as in Linux, or only one corner, as in Mac OS.

==The Workspace Windows==

Let's try the three buttons in any of the three Workspace windows in the initial view.

[[File:SqueakWorkspaceHalo.png|right]]

Left-clicking puts a cursor in the text. Try it. Clicking again in the same spot selects the surrounding word, and clicking yet again anywhere in the same word deselects the word and puts the cursor under the mouse. You can click and drag to select any contiguous portion of the text, and you can use keyboard combinations such as shift-cursor or control-cursor, or both: shift-control-cursor to extend or retract the current selection by words or lines, or to move around. Try them. It is not difficult to discover what these combinations do. You might even be familiar with them from text editors or word processors. Shift-clicking also extends the selection. It is much easier to understand how that works by trying it than by reading an explanation, so I won't give one.

Right-clicking in a window, indeed on any object, brings up a set of icons in a rectangle, as shown above, with a title at the bottom of the array. This array of icons is known as an [[The Undiscoverable/Squeak/Halo|object halo]], or halo for short. Every graphical object in Squeak or Etoys has one. A single right click in a Workspace window brings up a halo with the title Workspace. A second right click shifts to a smaller halo with the title PluggableText. A third shifts to a larger halo labeled Text, with a different set of icons.

[[File:SqueakWorkspaceMenu.png|right]]

Middle-clicking in a Workspace window brings up an untitled text menu with editing commands to choose fonts, cut, copy, and paste, print, and so on, plus options for executing code and saving the contents of the window.

==World==

Clicking on the desktop background outside the Workspace windows has different effects. Right-clicking brings up the world halo, as shown in this image.

Left-clicking and middle-clicking bring up two different world menus, both currently full of mysteries for us. A very determined learner can discover what many of the options on these menus do, but most people will prefer to get hints at least, and in some cases real explanations.

==Windows==

The main window has a tab labelled Squeak at the left, and another labeled Tools at the right. Clicking the tab expands it to a tool palette, and clicking the tab again puts it away.

If you click on the Tools tab, and point at any of the icons in the Tools palette and don't click, a help balloon opens with a description of what the icon is for. You can click and drag any of the icons onto the desktop to open a new window.

Drag a System Browser window into the workspace.

There are several icons on the title bar at the top of a Workspace or System Browser window that we will also see on other windows. One of the icons is for a menu, and the others are to close the window, expand it to full screen or shrink it to its previous size, or collapse the window to a tab from which you can open it again.

==Pinning==

Left-click in the background of your Squeak window to get the World menu shown above. We will explore some of the options on it below. Right now, look at the pushpin icon in the top right corner. You can click on it to keep the World menu open on your desktop. The pushpin icon disappears, leaving a blank are. You do not have to click the same area in order to dismiss the World menu. Click the x icon on the top left instead.

The same applies to some other menus within Squeak.

To exit from Squeak, click the close icon in the border or on the toolbar, depending on the UI you are using, or else click Quit on the World menu.

==The World menus==

[[File:SqueakWorldMenu.png|left]]

[[File:SqueakWorldMenu2.png|right]]

All of Squeak is accessible to the user with a few mouse clicks. The problem is first to determine which mouse clicks, and second to determine what has been made available to you. There is a lot of it.

When you click outside the Workspace windows, you get a different halo, labeled world, and two different world menus.

==The Object Halo==

The [[The Undiscoverable/Squeak/Halo|Halo]] has its own page, which introduces the set of tools provided by the halo, including [[The Undiscoverable/Squeak/Object Viewer|Object Viewers]].

==The System Browser==

If you open the Tools tab and drag a System Browser onto the Desktop, you will get a display similar to this.

[[File:SqueakSystemBrowserFraction.png]]

{{stub}}

File:SqueakSystemBrowserFraction.png

2012-08-23T21:09:24Z

Mokurai:

The Undiscoverable/Squeak

2012-08-23T21:05:17Z

Mokurai: /* The Object Halo */ Link to separate page

The Undiscoverable/Squeak/Object Viewer

2012-08-23T20:58:58Z

Mokurai: New page

Object Viewers in Squeak and Etoys all have a very similar structure, with differences in detail depending on the particular properties of the object. An object viewer for a Workspace (a window for editing and executing text) might look like this image.

[[File:SqueakWorkspaceViewer.png|right]]

The viewer has a tab on it at the top right. If the user opens more than one viewer, the ones not in use are minimized to an icon of the tab so that any of them can be opened with one mouse click.

The toolbar at the top contains a circle icon for removing the viewer. This usage conflicts with that on regular windows, where the X icon is at the top left and is used for removing the window, and the O icon is at the top right, for minimizing it.

There are four other items on the toolbar.

* A button for adding another section to the viewer panel below, for viewing another of the objects menus.

* A menu of object and viewer options.

* A button for adding a variable which will be internal to the object.

* The name of the object. Click to rename it.

Below the toolbar may appear a search box. This is optional. It can be closed, and it can be reopened from the menu.

The rest of the viewer consists of panes with menus on top and elements of the object definition following. There are three kinds of elements.

* Scripts that can be executed. Dragging one out onto the desktop allows the user to edit it.

* Variables with their values.

* Conditional tiles that can be used in programming (Etoys).

==Programming with a viewer==

TBD

{{stub}}

File:SqueakWorkspaceViewer.png

2012-08-23T20:33:51Z

Mokurai:

The Undiscoverable/Squeak/Halo

2012-08-23T20:24:40Z

Mokurai: New page

==Object Halos==

Right-clicking on any object in Squeak or Etoys brings up a halo of tool icons, as in this image. Different kinds of object may have a different selection of tools in the halo.

[[File:SqueakWorkspaceHalo.png|right]]

Starting at the top left and proceeding counterclockwise, the icons for a Workspace window are

* X, Remove from screen

* O, Collapse

* Eye, Open a viewer for me.

* Rectangle, Make a tile representing this object

* Whirly square, Rotate

* Title

* Box and partial frame, Change size

* Eye dropper, Change color

* Wrench, Debug

* Two rectangles, Duplicate

* Square with corners, Move

* Square with tongs, Pick up

* Menu, as shown below

Most of these are reasonably discoverable. The [[The Undiscoverable/Squeak/Object Viewer|object viewer]] requires further explanation.

[[File:SqueakWorkspaceHaloMenu.png]]

File:SqueakWorkspaceHaloMenu.png

2012-08-23T20:01:51Z

Mokurai:

The Undiscoverable/Squeak

2012-08-23T19:49:38Z

Mokurai: /* The Workspace Windows */ New link

The Undiscoverable/Squeak

2012-08-23T19:47:28Z

Mokurai: Move menu images

The Undiscoverable/Squeak

2012-08-23T19:44:17Z

Mokurai: /* The Workspace Windows */

File:SqueakWorkspaceMenu.png

2012-08-23T19:37:26Z

Mokurai:

The Undiscoverable/Squeak

2012-08-23T19:31:10Z

Mokurai: /* The Workspace Windows */ Insert image

The Undiscoverable/Squeak

2012-08-23T19:29:10Z

Mokurai: /* World */ Move image

The Undiscoverable/Squeak

2012-08-23T19:28:15Z

Mokurai: /* Mousing */ Prerequisites and clarifications

The Undiscoverable/Squeak

2012-08-23T19:18:04Z

Mokurai: /* Welcome */ Icons on toolbar

The Undiscoverable/Squeak

2012-08-23T08:13:17Z

Mokurai: /* World */ Move menu images