Quotes on Schooling

The important outcomes of schooling include not only the acquisition of new conceptual tools, refined sensibilities, a developed imagination, and new routines and techniques, but also new attitudes and dispositions. The disposition to continue to learn throughout life is perhaps one of the most important contributions that schools can make to an individual's development.

As more girls get basic schooling, larger numbers will move up the educational ladder - some to pursue science, technology, engineering, and mathematics. That's important because workplaces around the world, especially in many developing and emerging-market countries, are becoming more automated, favouring workers with technical skills.

Don't let schooling interfere with your education.

After it's all over, the early childhood, a chain of birthdays woven with candlelight, piles of presents, voices of relatives singing and praising your promise and future, after the years of schooling, fitting yourself into different size desks, memorizing, reciting, reporting, and performing for jury after jury of teachers, counselors, and administrators, you still feel inadequate, alone, vulnerable, and naked in a world that can be unforgiving and terribly demanding.

The Founding Fathers in their wisdom decided that children were an unnatural strain on parents. So they provided jails called schools, equipped with tortures called an education.

When you take the free will out of education, that turns it into schooling.

Schooling is what happens inside the wall of the school, some of which is educational. Education happens everywhere, and it happens from the moment a child is born-some say before-until it dies.

Wisdom is not a product of schooling but of the lifelong attempt to acquire it.

Not to find one's way around a city does not mean much. But to lose one's way in a city, as one loses one's way in a forest, requires some schooling. Street names must speak to the urban wanderer like the snapping of dry twigs, and little streets in the heart of the city must reflect the times of day, for him, as clearly as a mountain valley. This art I acquired rather late in life; it fulfilled a dream, of which the first traces were labyrinths on the blotting papers in my school notebooks.

Much education today is monumentally ineffective. All too often we are giving young people cut flowers when we should be teaching them to grow their own plants.

We must be trained to clarify minds, heal broken hearts, and create homes where sunshine will make an environment in which mental and spiritual health may be nurtured. Our schooling must not only teach us how to bridge the Niagara River gorge, or the Golden Gate, but must teach us how to bridge the deep gaps of misunderstanding and hate and discord in the world.

The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.

How could youths better learn to live than by at once trying the experiment of living?

It is a miracle that curiosity survives formal education.

Self-education is, I firmly believe, the only kind of education there is.

Not to find one's way in a city may well be uninteresting and banal. It requires ignorance - nothing more. But to lose oneself in a city - as one loses oneself in a forest - that calls for a quite different schooling. Then, signboard and street names, passers-by, roofs, kiosks, or bars must speak to the wanderer like a cracking twig under his feet in the forest.

Along the way, he or she discovers that the world has been broken for as long as anyone can remember. Everyone, sooner or later, gets a thorough schooling in brokenness. _x000D_ The question becomes what to do with the pieces?

Since every effort in our educational life seems to be directed toward making of the child a being foreign to itself, it must of necessity produce individuals foreign to one another, and in everlasting antagonism with each other.

The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.

Education rears disciples, imitators, and routinists, not pioneers of new ideas and creative geniuses. The schools are not nurseries of progress and improvement, but conservatories of tradition and unvarying modes of thought.

Creativity is a type of learning process where the teacher and pupil are located in the same individual.