"It was a clever saying of Bion, the philosopher, that, just as the suitors, not being able to approach Penelope, consorted with her maid-servants, so also do those who are not able to attain to philosophy wear themselves to a shadow over the other kinds of education which have no value."

"We must encourage [each other] once we have grasped the basic points to interconnecting everything else on our own, to use memory to guide our original thinking, and to accept what someone else says as a starting point, a seed to be nourished and grown. For the correct analogy for the mind is not a vessel that needs filling but wood that needs igniting no more and then it motivates one towards originality and instills the desire for truth. Suppose someone were to go and ask his neighbors for fire and find a substantial blaze there, and just stay there continually warming himself: that is no different from someone who goes to someone else to get to some of his rationality, and fails to realize that he ought to ignite his own flame, his own intellect, but is happy to sit entranced by the lecture, and the words trigger only associative thinking and bring, as it were, only a flush to his cheeks and a glow to his limbs; but he has not dispelled or dispersed, in the warm light of philosophy, the internal dank gloom of his mind."

"The student will take his activity more to heart if his work supplies and, above all, the result of his efforts belong to him."

"I believe that school makes complete fools of our young men, because they see and hear nothing of ordinary life there."

"Multis ne magistri veri essent magisterii falsum nomen obstitit: dum de se plus omnibus quam sibi dumque quod dicebantur, sed non erant, esse crediderunt, quod esse poterant non fuerunt."

"A tax-supported, compulsory educational system is the complete model of the totalitarian state."

"In the distant past, in India as in many other countries, all recognized branches of learning had had a religious and philosophic bias. Education was not merely a means for earning a living or an instrument for the acquisition of wealth. It was an initiation into the life of spirit, a training of the human soul in the pursuit of truth and the practice of virtue."

"We know from experience that nations are more successful when their women are successful. When girls go to school -- this is one of the most direct measures of whether a nation is going to develop effectively is how it treats its women. When a girl goes to school, it doesn’t just open up her young mind, it benefits all of us -- because maybe someday she’ll start her own business, or invent a new technology, or cure a disease. And when women are able to work, families are healthier, and communities are wealthier, and entire countries are more prosperous. And when young women are educated, then their children are going to be well educated and have more opportunity. So if nations really want to succeed in today’s global economy, they can’t simply ignore the talents of half their people."

"Every stage of education begins with childhood. That is why the most educated person on earth so much resembles a child."

"What are our schools for if not for indoctrination against communism?"

"I always believed that at some time fate would take from me the terrible effort and duty of educating myself. I believed that, when the time came, I would discover a philosopher to educate me, a true philosopher whom one could follow without any misgiving because one would have more faith in him than one had in oneself. Then I asked myself: what would be the principles by which he would educate you?—and I reflected on what he might say about the two educational maxims which are being hatched in our time. One of them demands that the educator should quickly recognize the real strength of his pupil and then direct all his efforts and energy and heat at them so as to help that one virtue to attain true maturity and fruitfulness. The other maxim, on the contrary, requires that the educator should draw forth and nourish all the forces which exist in his pupil and bring them to a harmonious relationship with one another. ... But where do we discover a harmonious whole at all, a simultaneous sounding of many voices in one nature, if not in such men as Cellini, men in whom everything, knowledge, desire, love, hate, strives towards a central point, a root force, and where a harmonious system is constructed through the compelling domination of this living centre? And so perhaps these two maxims are not opposites at all? Perhaps the one simply says that man should have a center and the other than he should also have a periphery? That educating philosopher of whom I dreamed would, I came to think, not only discover the central force, he would also know how to prevent its acting destructively on the other forces: his educational task would, it seemed to me, be to mould the whole man into a living solar and planetary system and to understand its higher laws of motion."

"That is the secret of all culture: it does not provide artificial limbs, wax noses or spectacles—that which can provide these things is, rather, only sham education. Culture is liberation, the removal of all the weeds, rubble and vermin that want to attack the tender buds of the plant."

"The ruling clique approaches its task with a "what to think" program; the vanguard elements have much more difficult job of promoting "how to think.""

"I think American education could be better — but not in the hands of many of the people who now teach it."

"There is always the difficulty of difficulties, that of inducing the child to lend himself to all this endeavor, and to second the master, and not show himself recalcitrant to the efforts made on his behalf. For this reason the _moral_ education is the point of departure; before all things, it is necessary to _discipline_ the class. The pupils must be induced to _second_ the master's efforts, if not by love, then by force. Failing this point of departure, all education and instruction would be _impossible_, and the school _useless_."

"The Prophet said, "He who has a slave-girl and teaches her good manners and improves her education and then manumits and marries her, will get a double reward; and any slave who observes Allah's right and his master's right will get a double reward.""

"Show me the man who has enjoyed his schooldays and I will show you a bully and a bore."

"If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future."

"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."

"Continued adherence to a policy of compulsory education is utterly incompatible with efforts to establish lasting peace."

"The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed a standard citizenry, to put down dissent and originality."

"I prefer the company of peasants because they have not been educated sufficiently to reason incorrectly."

"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."

"If the end of education is to foster the love of truth, this love cannot be presupposed in the means. The means must rather be based on a resourceful pedagogical rhetoric that, knowing how initially resistant or impervious we all are to philosophic truth, necessarily makes use of motives other than love of truth and of techniques other than “saying exactly what you mean.” That is why, for example, the earlier, classical tradition of rationalism recognized the inescapable need to speak in philosophical poems and dialogues as well as treatises."

"An uneducated population may be degraded; a population educated, but not in righteousness, will be ungovernable. The one may be slaves, the other must be tyrants."

"Surely a University is the very place where we should be able to overcome this tendency of men to become, as it were, granulated into small worlds, which are all the more worldly for their very smallness. We lose the advantage of having men of varied pursuits collected into one body, if we do not endeavour to imbibe some of the spirit even of those whose special branch of learning is different from our own."

"Whence is it that moral philosophy, which was so carefully cultivated in the ancient academy, should be forced in the modern to give place to natural, that was originally designed to be subservient to it? Which is to exalt the hand-maid into the place of mistress. This appears not only a preposterous, but a pernicious method of institution; for as the mind takes a turn of thought in future life, suitable to the tincture it hath received in youth, it will naturally conclude that there is no necessity to regard, or at least to lay any stress upon what was never inculcated upon it as a matter of importance then: and so will grow up in a neglect or disesteem of those things which are more necessary to make a person a wise and truly understanding man than all those rudiments of science he brought with him from the school or college."

"Socrates ... made all his philosophy subservient to morality, ... and took more pains to rectify the tempers than replenish the understandings of his pupils; and looked upon all knowledge as useless speculation that was not brought to this end, to make us wiser and better men. And, without doubt, if in the academy the youth has once happily learned the great art of managing his temper, governing his passions, and guarding his foibles, he will find a more solid advantage from it in afterlife, than he could expect from the best acquaintance with all the systems of ancient and modern philosophy."

"A lot of people must have told you by now that it's important to get a good education, so you can find a promising career that pays you a decent wage. But they may not have told you that in the long run, it's not just how much money you make that will determine your future prosperity. It's how much of that money you put to work by saving it and investing it."

"I would advise no one to send his child where the Holy Scriptures are not supreme. Every institution that does not unceasingly pursue the study of God's word becomes corrupt. Because of this we can see what kind of people they become in the universities and what they are like now. Nobody is to blame for this except the pope, the bishops, and the prelates, who are all charged with training young people. The universities only ought to turn out men who are experts in the Holy Scriptures, men who can become bishops and priests, and stand in the front line against heretics, the devil, and all the world. But where do you find that? I greatly fear that the universities, unless they teach the Holy Scriptures diligently and impress them on the young students, are wide gates to hell."

"The method of the Schools having allowed and encouraged men to oppose and resist evident truth till they are baffled, i.e. till they are reduced to contradict themselves, or some established principles: it is no wonder that they should not in civil conversation be ashamed of that which in the Schools is counted a virtue and a glory, viz. obstinately to maintain that side of the question they have chosen, whether true or false, to the last extremity; even after conviction. A strange way to attain truth and knowledge: and that which I think the rational part of mankind, not corrupted by education, could scare believe should ever be admitted amongst the lovers of truth, and students of religion or nature, or introduced into the seminaries of those who are to propegate the truths of religion or philosophy amongst the ignorant and unconvinced. How much such a way of learning is like to turn young men's minds from the sincere search and love of truth; nay, and to make them doubt whether there is any such thing, or, at least, worth the adhering to, I shall not now inquire. This I think, that, bating those places, which brought the Peripatetic Philosophy into their schools, where it continued many ages, without teaching the world anything but the art of wrangling, these maxims were nowhere thought the foundations on which the sciences were built, nor the great helps to the advancement of knowledge.]"

"As educators, rather than raising your voices over the rustling of our chains, take them off, uncuff us, unencumbered by the lumbering weight of poverty and privilege, policy and ignorance. ... If you take the time to connect the dots, you can plot the true shape of their genius, shining in their darkest hour. ... Beneath their masks and their mischiefs exists an authentic frustration at enslavement to your standardized assessments. At the core, none of us were meant to be common. We were meant to comets, leaving our mark as we crash into everything. ... I’ve been the black hole in the classroom for far too long, absorbing everything without allowing my light to escape, but those days are done. I belong among the stars and so do you."

"Education is the first step to empowerment."

"This is a school in which no pupil ever fails; every one must go on to the end."

"She always said education didn’t belong to anyone other than the one who was willing to take it. She also said education was more than words and marks on paper."

"Give the children of the poor that portion of education which will enable them to know their own resources ; which will cultivate in them an onward-looking hope, and give them rational amusement in their leisure hours : this, and this only, will work out that moral revolution, which is the legislator's noblest purpose."

"If you think education is expensive -- try ignorance."

"In a vibrant and emergent culture, rather than having conflicts between nations, the challenges we will face will be overcoming scarcity, restructuring damaged environments, creating innovative technologies, increasing agricultural yield, improving communications, building communications between nations, sharing technologies, and living a meaningful life... When education and resources are available to all without a price tag, there will be no limit to human potential. p.81"

"Education does have a great role to play in this period of transition. But it is not either education or legislation; it is both education and legislation. [...] We must depend on religion and education to change bad internal attitudes, but we need legislation to control the external effects of those bad internal attitudes."

"Even though there are physical differences between men and women in their appearance – one is taller and has a deeper voice – they both possess infinite potential in terms of their intellectual and spiritual capabilities and aren’t different from each other in this."

"Liberty without learning is always in peril; learning without liberty is always in vain."

"When brought to the proletariat from the capitalist class, science is invariably adapted to suit capitalist interests. What the proletariat needs is a scientific understanding of its own position in society. That kind of science a worker cannot obtain in the officially and socially approved manner. The proletarian himself must develop his own theory. For this reason he must be completely self-taught."

"It was imagined that experiments in education were not necessary; and that, whether any thing in it was good or bad, could be judged of by the reason. But this was a great mistake; experience shows very often that results are produced precisely the opposite to those which had been expected. We also see from experiment that one generation cannot work out a complete plan of education."

"Man must develop his tendency towards the good."

"So often older people, by their negative approach, are apt to foster, even from very early years, a sense of wrong-doing with children. The emphasis is constantly laid on petty little things, which may be annoying but are not basically wrong. To the child they are, however, being blown up and represented out of all proportion. Psychologically this must have an adverse effect on the child's character, developing a warped sense of values, and an attitude of defensive resistance towards its elders. Instead of a purely negative attitude, one should reason with a child, explaining relative values and the reasons for the state of affairs, and the natural consequence of actions. In this way the elementary principles of the Law of Cause and Effect should also be introduced, and it will be found that such explanations will inevitably evoke response and build self-respect, confidence and responsibility."

"One of the first educational objectives should be to eliminate the competitive spirit and its substitution with a spirit of loving cooperation... What is needed is to surround the child with an atmosphere which will foster a sense of responsibility and which will set him free from the inhibitions generated by a perpetual sense of fear of life, and which then becomes the stimulus for competition. These qualities of responsibility and goodwill will be encouraged by stressing a new approach in the child's education: (a) Surrounding him with an atmosphere of love and trust, which will suppress the causes of timidity and will largely contribute to cast out fear. This love must be based on true and deep compassion and tenderness and not on emotional demonstrations. It should lead to courteous treatment of the child, and the expectation of equal courtesy to others.... (b) An atmosphere of patience will contribute considerably towards engendering the rudiments of responsibility... (c) For the developing child an atmosphere of understanding is absolutely essential."

"Effective education should lead to a sense of synthesis and of recognition of the bonds and relations stretching beyond family ties, to include the local community, then the nation, and eventually encompassing world relationships, and thus all of humanity. This training should begin by suitable preparation for parenthood and good citizenship, but should not end before the pupil has been brought to an evaluation of the position and responsibilities he carries in relation to the rest of the world of men. This training would basically be psychological, and should convey a reasonable understanding of man's own constitution and functioning, and how this relationship stretches beyond the self, eventually becoming all-inclusive. He should also be made aware that the main causes of disharmony are based on selfishness, possessiveness, intolerance, separativeness and the lack of love."

"As a rule the concept of education is associated with children or young people, and although the accent should primarily lie in this quarter, because of the need of preparing them for life's experiences, the wise man will recognize that his education can never be regarded as fully completed. The deeper truths of life can in fact only be learned after reaching maturity, and after gaining some measure of life experience based on earlier education."