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→Richard Feynman (1918–1988): Book title in italics
* [http://manarafoundation.org/quotes/all/education Manara Foundation education quotes]
* [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.angelo.edu/faculty/kboudrea/cheap/cheap1_e.htm#Education Cheap Thoughts: Education]
* [http://www.informationphysics.com/truth Bob Salsa's Truth Quotes Page]
=Positive=
=Positive=
* Man is most nearly himself when he achieves the seriousness of a child at play.
* 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.
* Make it your business to know yourself, which is the most difficult lesson in the world.
Attributed to Miguel de Cervantes Saavedra (1547–1616)
: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 BC–322 BC)==
==Aristotle (384 BCE–322 BCE)==
* All men by nature desire to know. An indication of this is the delight we take in our senses.
* All men by nature desire to know. An indication of this is the delight we take in our senses.
==Plutarch (c. 46 – 120 AD)==
==Plutarch (c. 46 – 120 AD)==
* The mind is not a vessel to be filled but a fire to be kindled.
* 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)==
==Epictetus (AD 55–AD 135)==
* Only the educated are free. (Discourses, Book II, ch. 1)
* Only the educated are free.
:(''Discourses'', Book II, ch. 1)
==Imperator Caesar Marcus Aurelius Antoninus Augustus (121–180)==
==Imperator Caesar Marcus Aurelius Antoninus Augustus (121–180)==
* Give thyself time to learn something new and good, and cease to be whirled around.
* 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.
* 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)==
==Charlemagne (January 29 745 – January 28, 814)==
* Quamvis enim melius sit benefacere quam nosse, prius tamen est nosse quam facere.
* 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.
: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)==
==Michel de Montaigne (1533–92)==
* Nothing is so firmly believed as that which we least know.
* Nothing is so firmly believed as that which we least know.
:Essais, Book I, ch. 32
==Daniel Defoe (ca. 1659-1661–1731)==
==Daniel Defoe (ca. 1659-1661–1731)==
:''The Education Of Women''
:''The Education Of Women''
==Samuel Johnson (1709-1784)==
==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.
* There are, in every age, new errors to be rectified, and new prejudices to be opposed.
* If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.
* 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.
* 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.
* 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)==
==Simon Bolivar (1783–1830)==
* 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.
* 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)==
==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.
* 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''<br>
:''A Few Maxims For The Instruction Of The Over-Educated''<br>
First published anonymously in the Saturday Review (17 November 1894)
:First published anonymously in the Saturday Review (17 November 1894)
==Woodrow Wilson (1856–1924)==
==Woodrow Wilson (1856–1924)==
==George Bernard Shaw (1856–1950)==
==George Bernard Shaw (1856–1950)==
* Education: A succession of eye-openers each involving the repudiation of some previously held belief. (attributed: source unknown)
* Education: A succession of eye-openers each involving the repudiation of some previously held belief.
:(attributed: source unknown)
==John Dewey (1859–1952)==
==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.
* 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)==
==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.
* 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.
: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)==
==H. G. Wells (Herbert George Wells, 1866-09-21–1946-08-13)==
* Human history becomes more and more a race between education and catastrophe.
* Human history becomes more and more a race between education and catastrophe.
''The Outline of History'', Ch. 41 (1920)
:''The Outline of History'', Ch. 41 (1920)
:Fiction and non-fiction writer, Socialist
Fiction and non-fiction writer, Socialist
==Gandhi (1869–1948)==
==Gandhi (1869–1948)==
* First they ignore you, then they laugh at you, then they fight you, then you win.<br>
* 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)]
:[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.
* You must be the change you seek.
For Heaven and the future's sakes.
For Heaven and the future's sakes.
''Two Tramps In Mudtime''
:''Two Tramps In Mudtime''
==Albert Einstein (1879–1955)==
==Albert Einstein (1879–1955)==
* I am always doing that which I can not do, in order that I may learn how to do it.
* I am always doing that which I can not do, in order that I may learn how to do it.
==Edna St. Vincent Millay (February 22, 1892 – October 19, 1950)==
==Edna St. Vincent Millay (1892 – 1950)==
Euclid alone has looked on Beauty bare.<br>
Euclid alone has looked on Beauty bare.<br>
==Albert Szent-Gyorgy (1893–1986)==
==Albert Szent-Gyorgy (1893–1986)==
Nobel laureate (biology/medicine)
* 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)==
==Amadou Hampâté Bâ (1900—1991)==
* When an old man dies, a library burns down.
* When an old man dies, a library burns down.
Often misattributed as "old African proverb" or "Senegalese proverb".
:Malian author
:Often misattributed as "old African proverb" or "Senegalese proverb".
==Margaret Mead (1901–1978)==
==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.
* 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)==
==B. F. Skinner (1904–1990)==
* Education is what survives when what has been learned has been forgotten.
* Education is what survives when what has been learned has been forgotten.
Also attributed to James Bryant Conant, Albert Einstein.
:Also attributed to James Bryant Conant, Albert Einstein.
==Robert A. Heinlein (1907–1988)==
==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.
* 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)==
==Jerome Bruner (born 1915)==
* Education is the most powerful weapon which you can use to change the world.
* 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)==
==Isaac Asimov (1920–1992)==
Individualized education via computers so that everybody can be interested in learning lifelong.
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)==
==Marvin Minsky (born 1927)==
* You don't understand anything until you learn it more than one way.
* 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.
: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.
* 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''
:''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)==
==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.
* 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)==
==Michio Kaku (born 1947)==
==Terry Pratchett (born 1948)==
==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.)
* 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)==
==Douglas Adams (1952–2001)==
* "And for all you unevolved lifeforms out there, the secret is, bang the rocks together, guys."—''Hitchhiker's Guide to the Galaxy''
* "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=
=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)==
==Johann Gottlieb Fichte (1762–1814)==
* 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.
* 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)==
==Upton Sinclair (1878–1968)==
:''I, Candidate for Governor: And How I Got Licked'' (1935), ISBN 0-520-08198-6; repr. University of California Press, 1994, p. 109.
:''I, Candidate for Governor: And How I Got Licked'' (1935), ISBN 0-520-08198-6; repr. University of California Press, 1994, p. 109.
==Hermann Goering (1893–1946)==
==Martin Bormann (1900–1945?)==
Private secretary to German Führer Adolf Hitler
* Education is dangerous—Every educated person is a future enemy.
* 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)==
==Antoine de Saint-Exupéry (1900—1944)==
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.
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)
:[http://www.textbookleague.org/103feyn.htm Judging Books by Their Covers], in ''Surely You're Joking, Mr. Feynman!'' (1985)
==Stephen Jay Gould (1941–2002)==
==Stephen Jay Gould (1941–2002)==