My Biological mother found out later that my mother had never graduated from college and that my father had never graduated from high school. She refused to sign the final adoption papers. She only relented a few months later when my parents promised that I would go to college. This was the start in my life. And 17 years later, I did go to college. But I naively chose a college that was almost as expensive as Stanford. And all of my working class parents savings were being spent on my college tuition. After six months I couldn't see the value in in it.
I had no idea what I wanted to do with my life and no idea how college was going to help me figure it out. And here I was spending all of the money my parents had saved their entire life. So I decided to drop out and trust that it would all work out OK. It was pretty scary at the time, but looking back, it was one of the best decisions I ever made. The minute I dropped out, I could stop taking the required classes that didn't interest me, and begin dropping in on the ones that looked far more interesting.
And much of what I stumbled into by following my curiosity and intuition, turned out to be priceless later on.
Learning is not attained by chance, it must be sought for with ardor and attended to with diligence.
[I do not] carry such information in my mind since it is readily available in books. ...The value of a college education is not the learning of many facts but the training of the mind to think.
A little learning is a dangerous thing! Drink deep, or taste not the Pierian spring; There shallow draughts intoxicate the brain, And drinking largely sobers us again.
Knowledge of the fact differs from knowledge of the reason for the fact.
As a rule, he or she who has the most information will have the greatest success in life.
A complete reset begins with ending the failed experiment resident in the Department of Education. The bureaucrats have focused on mandating DEI, when students needed the focus to be on ABC and 123.
Now that graduation season has ended and we won't be spoiling anyone's big day, let's talk about what higher education in America really is: a racket that sells you a very expensive ticket to the upper-middle class.
Education costs money, but then so does ignorance.
Isn't it a pleasure to study and practice what you have learned?
The task of the modern educator is not to cut down jungles but to irrigate deserts.
You can get help from teachers, but you are going to have to learn a lot by yourself, sitting alone in a room.
The more that you read, The more things you will know. The more that you learn, The more places you'll go.
A society, for example, in which individual consent is the only constraint on sexual activity is a society in decay. Adultery, promiscuity, out-of-wedlock births,15 and elective abortions are but some of the bitter fruits that grow out of the ongoing sexual revolution. Follow-on consequences that work against sustainability of a healthy society include growing numbers of children raised in poverty and without the positive influence of fathers, sometimes through multiple generations; women bearing alone what should be shared responsibilities; and seriously deficient education as schools, like other institutions, are tasked to compensate for failure in the home.16 Added to these social pathologies are the incalculable instances of individual heartbreak and despair—mental and emotional destruction visited upon both the guilty and the innocent.
American educator named Edgar Dale further explained this through his “Cone of Learning”. Through this he claims that in a duration of 2 weeks time we remember only 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we hear and see, 70% of what we say and write and 90% of what we actually participate in. The more the involvement, the more we learn and remember in the long run.
Instead of knowledge, schools pour poison into the ears of our children
Heavenly Father invites us everywhere to feel His love, to learn and grow through education, honorable work, self-reliant service, and patterns of goodness and happiness we find in His restored Church.
It is so important that you young men and you young women get all of the education that you can. The Lord has said very plainly that His people are to gain knowledge of countries and kingdoms and of things of the world through the process of education, even by study and by faith. Education is the key which will unlock the door of opportunity for you. It is worth sacrificing for. It is worth working at, and if you educate your mind and your hands, you will be able to make a great contribution to the society of which you are a part, and you will be able to reflect honorably on the Church of which you are a member. My dear young brothers and sisters, take advantage of every educational opportunity that you can possibly afford, and you fathers and mothers, encourage your sons and daughters to gain an education which will bless their lives.
The K-12 educational system and U.S. parental attitudes must change. The school system is more intersted in making students self-satisfied than self-motivated - the "you're all winners!" mind set. That's a constant, creeping de-motivator, both for the kids who work the hardest and win and for those who would otherwise get a wake-up call by losing.
What Induces a child to learn but his delight in knowing?
A man who cannot think is not an educated man however many college degrees he may have acquired.
There are two extremes to be avoided: one is the attitude of contempt toward education, the other is the tragic snobbery of assuming that marching through an educational system is a sure cure for ignorance and mediocrity.
Merely gathering knowledge may become the most useless work a man can do. What can you do to help and heal the world? That is the educational test.
The object of education is not to fill a man's mind with facts; it is to teach him how to use his mind in thinking.
Education will not come of itself; it will never come unless you seek it; it will not come unless you take the first steps which lead to it; but, taking these steps, every man can acquire it.
Tomorrow's illiterate will not be the man who can't read; he will be the man who has not learned how to learn.
Charter schools don’t have such vocal and passionate enemies because they don’t work, but because they do. Therefore, they pose a threat to the education status quo. They threaten the current power balance that allows the interests of adults who run public education to come before what’s best for students.
Bad schools stay open because those schools still provide good jobs for adults. Whether or not the children are learning is a secondary concern at best.
I read my eyes out, and can't read half enough neither. The more one reads the more one sees we have to read.
A fact, of itself, is lifeless; only when it is compared with other facts, does it leap into life, and show forth its hidden meaning.
When this conviction grows upon a man, and he reaches out for a fuller understanding of it, his spiritual sense develops, new worlds are opened to him and he conforms to the intelligent love which made the Great Plan possible.
The support of education is, indeed, a test of the truthfulness of the Church.
God has never given a temporal commandment.
This means that, no matter what work a man may give himself, providing it is honorable and he do it with all his might, he may rest secure that on the last great day, the work will be transmuted into spiritual values, and as such will be written into the eternal record. The quality and not the kind of work is the final test of man's achievements.
All work is holy, and, well done, will bring its own reward here and in the hereafter.
Nevertheless, to accept a place in society-not always the place one desires; to do well the work that is near at hand - not always the work one wishes; to love and to cherish the work, and to forget oneself in the needs of others, all that is not always easy. Such a life means subjection of self which can be accomplished only if there is a clear understanding of the plan of salvation.
The human mind is our fundamental resource.
One thing I have frequently observed in children, that when they have got possession of any poor creature, they are apt to use it ill: they often torment, and treat it very roughly, young birds, butterflies, and such other poor animals which fall into their hands, and that with a seeming kind of pleasure. This I think should be watched in them, and if they incline to any such cruelty, they should be taught the contrary usage. For the custom of tormenting and killing of beasts, will, by degrees, harden their minds even towards men; and they will delight in the suffering and destruction of inferior creatures, will not be apt to be very compassionate or benign to those of their own kind.
Children should from the beginning be bred up in an abhorrence of killing or tormenting any living creature; and be taught not to spoil or destroy any thing, unless it be for the preservation or advantage of some other that is nobler.
You will see the day that Zion will be as far ahead of the outside world in everything pertaining to learning of every kind as we are today in regard to religious matters. You mark my words, and write them down, and see if they do not come to pass.
It seems to me that the bureaucracy has basically conspired to determine how to pick the pockets of the students' future earnings and they do that by offering them an extended adolescence with no quality control.
What sculpture is to a block of marble, education is to a human soul.
Whatever level of spirituality we now enjoy in our lives, whatever degree of faith in Jesus Christ we have, whatever strength of commitment or consecration we have, whatever degree of obedience or hope or charity is ours, whatever level of professional skill or ability we may have obtained, it will not be sufficient for the work that lies ahead. Brothers and sisters, you and I need to be much better than we are now, in every aspect of our lives. The scriptures teach us that the world is now, and will be, in commotion and we can see it all around us. Wickedness and darkness will increase. It seems hard to imagine, but it will. Yet in that darkening world, there’ll be increased light, divine light. The Lord Jesus Christ has a great work for us to do with the rising generation. It’s a greater work than we’ve ever done before… The Lord is working in power to strengthen teaching and learning in his true and living church. He’s hastening his work.
There is power in understanding the journey of others to help create your own.
During the George W. Bush administration, I told a senior presidential advisor that the No Child Left Behind Act would not do much good. Yes, our K-12 schools are struggling to teach children to read. Adding more regulations and bureaucrats and enabling them to write high stakes testing to drive curricula is only more of the same. He asked, "How can parents know if their children are learning if we don't test?" I replied, "They live with the children, and it is not hard to tell if a child can read. Also, they love them and raise them. That is the system of real accountability." To fix what is wrong in K-12 education, make it less top-heavy. Decentralize authority to local districts and schools, put parents first, and address the problem that more than half the employees in public education are administrators, not teachers.
Education makes a people easy to lead, but difficult to drive; easy to govern, but impossible to enslave.
Every time you stop a school, you will have to build a jail. What you gain at one end you lose at the other. It's like feeding a dog on his own tail. It won't fatten the dog.
We must remember that intelligence is not enough. Intelligence plus character — that is the goal of true education.
All information belongs to everybody all the time. It should be available. It should be accessible to the child, to the woman, to the man, to the old person, to the semiliterate, to the presidents of universities, to everyone. It should be open.
In K-12 education, government programs such as No Child Left Behind (NCLB) led to extensive gaming and even cheating. Teachers’ schools’ funding, and their own employment, was dependent on their students’ performance on standardized, government-mandated math and English exams. Hence, many teachers spent much of their class time “teaching to the test.” This moved the emphasis toward test-taking and away from arguably more important activities with unmeasurable results, such as cultivating students’ capacity for intellectual curiosity, good behaviour, and creative thought and innovation.
As Muller explains, part of the reason for the increase in metricization is that employees and executives are not trusted. Therefore, quantitative requirements are imposed on their behavior to keep them in line. In response, they behave in precisely those ways that the quantification model expects them to behave. And by gaming the quantification system and cheating, they make it appear that the measurement system is working. And yet, the ultimately desired results are not improved and are often even made worse.
But it feeds the expectations of funders that low overhead is the measure they should be looking at to hold charities accountable. Thus the snake of accountability eats its own tail.
The mind is a real dangerous neighborhood to travel by ourselves.
Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, that the son of a mineworker can become the head of the mine, that a child of farmworkers can become the president of a great nation. It is what we make out of what we have, not what we are given, that separates one person from another.
A man who does not think for himself does not think at all.
Tomorrow everybody - or practically everybody - will have had the education of the upper class of yesterday, and will expect equivalent opportunities. That is why we face the problem of making every kind of job meaningful and capable of satisfying every educated man.
The arts alone give direct access to experience. To eliminate them from education - or worse, to tolerate them as cultural ornaments - is antieducational obscurantism.
I think the educated person of the future is somebody who realizes the need to continue to learn. That is the new definition and it is going to change the world we live in and work in.
I believe that our own experience instructs us that the secret of education lies in respecting the pupil. It is not for you to choose what he shall know, what he shall do. It is chosen and foreordained and he only holds the key to his own secret.
You teach best what you most need to learn.
Education is the ability to listen to almost anything without losing your temper or your self-confidence.
I seized the books and read them as fast as I could in my eagerness to know the better and the worse.
The earnings of workers without a college education have scarcely risen in 50 years, after adjusting for inflation; for men they have fallen.
New types of jobs fall into three broad categories: frontier work, closely associated with new technologies; wealth work, catering to the needs of well-to-do professionals; and “last-mile jobs” ... those left over when most of a task has been automated.
There is far too much of the feeding-bottle in education and young people ought to be supplied with good intellectual food and then left to help themselves.
If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.
Enlighten the people generally, and tyranny and oppressions of body and mind will vanish like evil spirits at the dawn of day.
I talked to the personnel director of one large company who told me that for every job of common labor available on today's market, there are twenty-five applicants. One man receives a job; twenty-four are turned away because they do not have the skills. On the other hand, if that same person who is applying for work with this company in Salt Lake City has a college degree in a technical field, he can take his pick of any three jobs, and if he is in the top fifty percent of his class, he can take his pick of twenty-five or thirty jobs. For youth, it is important that they receive an education, so that they can qualify for their places in life.
Let me remind each of us, however, that education doesn't simply mean that we attend school. Education means that we learn to think. Henry Ford put it in words when he said, "An educated man is not one who has trained his mind to remember a few dates in history. He is one who can accomplish things. If a man cannot think, he is not an educated man, regardless of how many college degrees he may have attained. Thinking is the hardest work a man can do, which is probably the reason we have so few thinkers."
statement from the First Presidency of the Church: "The home is the basis for the righteous life, and no other institution can take its place nor fulfill its essential functions." When we put our homes in order, we put in order our lives and help also to put in order the world.
Speaking of this affluence, one youngster said: "Kids are caught between the values given them as desirable by their churches, schools, and parents on one hand and on the other the spectacle of mothers and fathers both working with great concentration to get 'things.'"
One of the painful signs of years of dumbed-down education is how many people are unable to make a coherent argument. They can vent their emotions, question other people's motives, make bold assertions, repeat slogans-- anything except reason.
Schools exist for the education of children. Schools do not exist to provide iron-clad jobs for teachers, billions of dollars in union dues for teachers unions, monopolies for educational bureaucracies, a guaranteed market for [graduates of] teachers colleges, or a captive audience for indoctrinators.
Public schools are doing a disservice to kids when they try to cushion them from disappointment. In the real world, not everyone comes in first place.
One mainstream view is that practical intelligence, or street smarts, constitutes a more valuable form of intelligence. Those who emphasize theory, study, and scholarship are often viewed as marooned in ivory towers with expertise that is mostly, if not entirely, spurious.
That moment, when you start to understand the power of clear thinking, is crucial. The trouble with generative AI is that it short-circuits that process entirely.
An invasion of armies can be resisted; an invasion of ideas cannot be resisted.
But men can only bear light to come in upon them by degrees.
There is more treasure in books than in all the pirates' loot on Treasure Island and at the bottom of the Spanish Main... and best of all, you can enjoy these riches every day of your life.
All you've got to do is own up to your ignorance honestly, and you'll find people who are eager to fill your head with information.
The empires of the future are the empires of the mind.
Not having heard something is not as good as having heard it; having heard it is not as good as having seen it; having seen it is not as good as knowing it; knowing it is not as good as putting it into practice.
Know or listen to those who know.
Genius without education is like silver in the mine.
Only the educated are free.
In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.
Education makes people easy to lead, but difficult to drive; easy to govern, but impossible to enslave.
Poor people have big TV's. Rich people have big libraries.
I have never let my schooling interfere with my education.
The man who does not read good books has no advantage over the man who cannot read them.
It's good to know how to read, but it's dangerous to know how to read and not how to interpret what you're reading.
To be successful in life what you need is education, not literacy and degrees.
Education is the most powerful weapon which you can use to change the world.
Education is a progressive discovery of our ignorance.
An education isn't how much you have committed to memory or even how much you know. It's being able to differentiate between what you do know and what you don't. It's knowing where to go to find out what you need to know; and it's knowing how to use the information you get.
My Biological mother found out later that my mother had never graduated from college and that my father had never graduated from high school. She refused to sign the final adoption papers. She only relented a few months later when my parents promised that I would go to college. This was the start in my life. And 17 years later, I did go to college. But I naively chose a college that was almost as expensive as Stanford. And all of my working class parents savings were being spent on my college tuition. After six months I couldn't see the value in in it.
Missing Reference