Education Builds Character Quotes

No pain that we suffer, no trial that we experience is wasted. It ministers to our education, to the development of such qualities as patience, faith, fortitude and humility. All that we suffer and all that we endure, especially when we endure it patiently, builds up our characters, purifies our hearts, expands our souls, and makes us more tender and charitable, more worthy to be called the children of God . . . and it is through sorrow and suffering, toil and tribulation, that we gain the education that we come here to acquire and which will make us more like our Father and Mother in heaven.

True education does not consist merely in the acquiring of a few facts of science, history, literature, or art, but in the development of character.

Pick a leader who will make their citizens proud. One who will stir the hearts of the people, so that the sons and daughters of a given nation strive to emulate their leader's greatness. Only then will a nation be truly great, when a leader inspires and produces citizens worthy of becoming future leaders, honorable decision makers and peacemakers. And in these times, a great leader must be extremely brave. Their leadership must be steered only by their conscience, not a bribe.

Pick a leader who will keep jobs in your country by offering companies incentives to hire only within their borders, not one who allows corporations to outsource jobs for cheaper labor when there is a national employment crisis. Choose a leader who will invest in building bridges, not walls. Books, not weapons. Morality, not corruption. Intellectualism and wisdom, not ignorance. Stability, not fear and terror. Peace, not chaos. Love, not hate. Convergence, not segregation. Tolerance, not discrimination. Fairness, not hypocrisy. Substance, not superficiality. Character, not immaturity. Transparency, not secrecy. Justice, not lawlessness. Environmental improvement and preservation, not destruction. Truth, not lies.

The Metropolitan Police Service is still, despite what people think, a working-class organisation and as such rejects totally the notion of an officer class. That is why every newly minted constable, regardless of their educational background, has to spend a two-year probationary period as an ordinary plod on the streets. This is because nothing builds character like being abused, spat at and vomited by members of the public.

A NATION'S GREATNESS DEPENDS ON ITS LEADER To vastly improve your country and truly make it great again, start by choosing a better leader. Do not let the media or the establishment make you pick from the people they choose, but instead choose from those they do not pick. Pick a leader from among the people who is heart-driven, one who identifies with the common man on the street and understands what the country needs on every level. Do not pick a leader who is only money-driven and does not understand or identify with the common man, but only what corporations need on every level. Pick a peacemaker. One who unites, not divides. A cultured leader who supports the arts and true freedom of speech, not censorship. Pick a leader who will not only bail out banks and airlines, but also families from losing their homes -- or jobs due to their companies moving to other countries. Pick a leader who will fund schools, not limit spending on education and allow libraries to close. Pick a leader who chooses diplomacy over war. An honest broker in foreign relations. A leader with integrity, one who says what they mean, keeps their word and does not lie to their people. Pick a leader who is strong and confident, yet humble. Intelligent, but not sly. A leader who encourages diversity, not racism. One who understands the needs of the farmer, the teacher, the doctor, and the environmentalist -- not only the banker, the oil tycoon, the weapons developer, or the insurance and pharmaceutical lobbyist. Pick a leader who will keep jobs in your country by offering companies incentives to hire only within their borders, not one who allows corporations to outsource jobs for cheaper labor when there is a national employment crisis. Choose a leader who will invest in building bridges, not walls. Books, not weapons. Morality, not corruption. Intellectualism and wisdom, not ignorance. Stability, not fear and terror. Peace, not chaos. Love, not hate. Convergence, not segregation. Tolerance, not discrimination. Fairness, not hypocrisy. Substance, not superficiality. Character, not immaturity. Transparency, not secrecy. Justice, not lawlessness. Environmental improvement and preservation, not destruction. Truth, not lies. Most importantly, a great leader must serve the best interests of the people first, not those of multinational corporations. Human life should never be sacrificed for monetary profit. There are no exceptions. In addition, a leader should always be open to criticism, not silencing dissent. Any leader who does not tolerate criticism from the public is afraid of their dirty hands to be revealed under heavy light. And such a leader is dangerous, because they only feel secure in the darkness. Only a leader who is free from corruption welcomes scrutiny; for scrutiny allows a good leader to be an even greater leader. And lastly, pick a leader who will make their citizens proud. One who will stir the hearts of the people, so that the sons and daughters of a given nation strive to emulate their leader's greatness. Only then will a nation be truly great, when a leader inspires and produces citizens worthy of becoming future leaders, honorable decision makers and peacemakers. And in these times, a great leader must be extremely brave. Their leadership must be steered only by their conscience, not a bribe.

When they [parents and educators] talk of building self-esteem, they often resort to empty flattery rather than character-building honesty. I've heard so many people talk of a downward spiral in our educational system, and I think one key factor is that there is too much stroking and too little real feedback.

When they talk of building self-esteem, they often resort to empty flattery rather than character-building honesty. I've heard so many people talk of downward spiral in our educational system, and I think one key factor is that there is too much stroking and too littke real feedback.

I dont celebrate any friendship that was build on hate, because we share the common enemy.

Education's supposed to be more than learning--leastways that's how we were taught. It's supposed to help build your character and help teach you how to get on in the world. If it tells you that you get booted for doing what you had to do, for standing up for yourself, then something's wrong with the system.

Let them learn at school whatever they learn to pass the examinations, but at home let the education that you provide be the kind that widens their perceptions and takes away the germs of prejudices that infect them while they are out in the world.

Sow the seeds of weakness and inferiority in the kids and they’ll grow up to be inferior, crawling, insignificant insects. Sow the seeds of courage and they’ll become brave-heart leaders who will one day change the course of human history.

No pain that we suffer, no trial that we experience is wasted. It ministers to our education, to the development of such qualities as patience, faith, fortitude and humility. All that we suffer and all that we endure, especially when we endure it patiently, builds up our characters, purifies our hearts, expands our souls, and makes us more tender and charitable, more worthy to be called the children of God . . . and it is through sorrow and suffering, toil and tribulation, that we gain the education that we come here to acquire

Education is not what a person is able to hold in his head, so much as it is what a person is able to find.I

Love opens the most impossible gates in the world.

The purpose of education should be character-building.

Your world needs heroes. Be Heroes!

Intelligence and character are sharper than any dagger.

Education isn’t just about academics—it’s about nurturing character, curiosity, and compassion.

You cannot bring about prosperity by discouraging thrift. You cannot strengthen the weak by weakening the strong. You cannot help the wage earner by pulling down the wage payer. You cannot further the brotherhood of man by encouraging class hatred. You cannot help the poor by destroying the rich. You cannot keep out of trouble by spending more than you earn. You cannot build character and courage by taking away man’s initiative and independence. You cannot help men permanently by doing for them what they could and should do for themselves.

My education, in other words, was a test of my willpower; and I accepted the challenge - to such an extent, indeed, that I think at some level of my teenage consciousness I truly believed that the whole point of going to school was to learn how to focus attention on subject matter that was of no consequence to me. The message I received at Clifton was: education is not primarily about understanding the world; its real purpose is character-building. As a corollary, I inferred that to study anything in which you had a real interest was, if not exactly cheating, certainly missing the point.

If you don’t allow one to become a lion, one will become a sheep. And the world is already filled with sheeps, which is the major cause of the society’s intellectual and moral downfall. For a better future to evolve, where humanism will be an all-pervading virtue and separatism will be a matter of ancient history, the world needs lions.

Sonnet of Education Competition is for horses, Education is for the human. Either education or competition, You can have only one. Education ought to build character, Not to raise snobs hooked on cash. Love is needed, kindness is needed, It won't come by raising tribal trash. Cash-building education is uneducation, For it only sustains self-absorption. Character-building education is ascension, For it paves the way for true civilization. One can be educated yet a filthy savage. True sign of education lies in selflessness.

Character must show itself in the man's performance both of the duty he owes himself and of the duty he owes the state. The man's foremast duty is owed to himself and his family; and he can do this duty only by earning money, by providing what is essential to material wellbeing; it is only after this has been done that he can hope to build a higher superstructure on the solid material foundation; it is only after this has been done that he can help in his movements for the general well-being. He must pull his own weight first, and only after this can his surplus strength be of use to the general public. It is not good to excite that bitter laughter which expresses contempt; and contempt is what we feel for the being whose enthusiasm to benefit mankind is such that he is a burden to those nearest him; who wishes to do great things for humanity in the abstract, but who cannot keep his wife in comfort or educate his children.

Similarly, when you see a character jumping from a 100 story building and landing without hurting a bone, then believe that this is an example of special effects.   Special effects are provided by a few companies that use specialized software to add these effects. Many of these companies are located in India, in Bangalore and Mumbai. Movies like Avatar, Jurassic Park, and many others were sent to India for providing special effects.   Similarly, in Thor, when the main character rotates his hammer and generates a tornado, be rest assured that this is only an example of special effects. In reality, nothing like this happens.   And if you are able to do it, you are a superhuman, like Superman. You have got super-powers to do whatever you want and you can generate such a tornado by rotating your hand, even without a hammer.   So, my sincere advice to you is not to even attempt this. You will end up with a torn muscle, or a fractured hand, or maybe you may even suffer a heart malfunction and eventual death.   Let me not get into the science behind how this happens, but if you are educated enough, you will heed my advice and not attempt this anytime in your life.

This institution does not exist for your education alone; it does not exist for your comfort and happiness altogether, although those things are important, and we keep them in mind; it exists that we may give you intelligence, skill of hand, and strength of mind and heart; and we help you in these ways that you, in turn, may help others.

Persistent self-confident people often achieve much more than those who have the perfect educational or material background.   This

The real training is building character for a good conduct.

Our lives are like books; we are merely characters in each other's stories. While we can impact each other's plotlines, respecting the authorship of each person's life journey is essential!

An academic degree never determines your destiny, but your character does.

Education is all about acquiring the knowledge that can lead to mental development and character building, not just obtaining a degree.

Education is meant for mental development and character building.

Education is not the amount of information put into the human brain; it must have a man-making, character-making, and life-building assimilation of ideas that only by means something can be gained in the world. ~Swami Vivekananda

Education is not the amount of information put into the human brain; it must have a man-making, character-making, and life-building assimilation of ideas that only by means something can be gained in the world.

There is no educational jargon in her school, just boundless energy and a passion for learning, however it happens. One of the signs of a great manager is the ability to describe, in detail, the unique talents of each of his or her people — what drives each one, how each one thinks, how each builds relationships. In a sense, great managers are akin to great novelists. Each of the “characters” they manage is vivid and distinct. Each has his own features and foibles. And their goal, with every employee, is to help each individual “character” play out his unique role to the fullest.

We employ education and the convictions gained through the intermeshing of personal experiences and fresh ideas to establish the configuration of our being that in actuality was our mysterious potentiality from the very inception of our birth.

The purpose of education should ultimately be the advancement of the species. And for this to actually happen, the world needs the kind of education by means of which character is formed, strength of the mind is increased and the human intellect is expanded beyond its own limits.

Character- building education is what the world needs – education, that will empower the mind with such an unimaginable strength that one would meet death face to face and say “some other time, pal!

Love opens the most impossible gates in the world. Feel, therefore, my would-be patriots. Do you feel? Do you feel that millions of your sisters and brothers are starving today and have been in such condition for ages? Do you feel my dear soldiers? Do you feel that the light of truth has become much scarier to the society than the darkness of ignorance? Does this not make you restless? Does this not make you sleepless? Has it not gone into your blood yet, coursing through your veins, becoming resonant with your heart-beat? Are you not yet seized with the one idea of lifting the misery from the society? Have you not been yet immersed in this idea, so much so that, you have forgotten your name, your fame, your property and even your very physical existence as a flesh and blood being? Have you done that yet? That is the very first step of the real education my friend. Your world needs heroes. Be Heroes!

Despite the fact that we cannot be absolutely altruistic in our behavior, we can still build our character to be loving and compassionate – to empathize with others.

At the Auditorium Building on September 8, the labor movement hosted a rally to organize against the Loeb Rule. Samuel Gompers of the American Federation of Labor told the crowd that businessmen were engaged in a campaign “to eliminate men of brain and heart and sympathy and character” from the teaching force. U.S. Assistant Secretary of Labor Louis Post, a former member of Mayor Dunne’s progressive school board, spoke about the threat the Teachers Federation had long posed to corporate interests more interested in lowering their own taxes than in improving the education of other people’s children. “All over this country, in one form or another, it is a fight between what has been called the Interests, the special interests, and the interests of the public, the interests of the common people. That is the fight.

Education is not the amount of information that is pushed into the brain and causes havoc there, undigested all through a lifetime. Education must be a symposium of life-building, character- making and assimilation of ideas in the pursuit of building a more harmonious, peaceful and truly civilized world.

Religion begins by offering magical aid to harassed and bewildered men; it culminates by giving to a people that unity of morals and belief which seems so favorable to statesmanship and art; it ends by fighting suicidally in the lost cause of the past. For as knowledge grows or alters continually, it clashes with mythology and theology, which change with geological leisureliness. Priestly control of arts and letters is then felt as a galling shackle or hateful barrier, and intellectual history takes on the character of a “conflict between science and religion.” Institutions which were at first in the hands of the clergy, like law and punishment, education and morals, marriage, and divorce, tend to escape from ecclesiastical control, and become secular, perhaps profane. The intellectual classes abandon the ancient theology and—after some hesitation—the moral code allied with it; literature and philosophy become anticlerical. The movement of liberation rises to an exuberant worship of reason and falls to a paralyzing disillusionment with every dogma and every idea. Conduct, deprived of its religious supports, deteriorates into epicurean chaos; and life itself, shorn of consoling faith, becomes a burden alike to conscious poverty and to weary wealth. In the end a society and its religion tend to fall together, like body and soul, in a harmonious death. Meanwhile among the oppressed another myth arises, gives new form to human hope, new courage to human effort, and after centuries of chaos builds another civilization.

If now -- and this is my idea -- there were, instead of military conscription, a conscription of the whole youthful population to form for a certain number of years a part of the army enlisted against Nature, the injustice would tend to be evened out, and numerous other goods to the commonwealth would remain blind as the luxurious classes now are blind, to man's relations to the globe he lives on, and to the permanently sour and hard foundations of his higher life. To coal and iron mines, to freight trains, to fishing fleets in December, to dishwashing, clotheswashing, and windowwashing, to road-building and tunnel-making, to foundries and stoke-holes, and to the frames of skyscrapers, would our gilded youths be drafted off, according to their choice, to get the childishness knocked out of them, and to come back into society with healthier sympathies and soberer ideas. They would have paid their blood-tax, done their own part in the immemorial human warfare against nature; they would tread the earth more proudly, the women would value them more highly, they would be better fathers and teachers of the following generation. Such a conscription, with the state of public opinion that would have required it, and the many moral fruits it would bear, would preserve in the midst of a pacific civilization the manly virtues which the military party is so afraid of seeing disappear in peace. We should get toughness without callousness, authority with as little criminal cruelty as possible, and painful work done cheerily because the duty is temporary, and threatens not, as now, to degrade the whole remainder of one's life. I spoke of the "moral equivalent" of war. So far, war has been the only force that can discipline a whole community, and until and equivalent discipline is organized, I believe that war must have its way. But I have no serious doubt that the ordinary prides and shames of social man, once developed to a certain intensity, are capable of organizing such a moral equivalent as I have sketched, or some other just as effective for preserving manliness of type. It is but a question of time, of skilful propogandism, and of opinion-making men seizing historic opportunities. The martial type of character can be bred without war. Strenuous honor and disinterestedness abound everywhere. Priests and medical men are in a fashion educated to it, and we should all feel some degree if its imperative if we were conscious of our work as an obligatory service to the state. We should be owned, as soldiers are by the army, and our pride would rise accordingly. We could be poor, then, without humiliation, as army officers now are. The only thing needed henceforward is to inflame the civic temper as part history has inflamed the military temper.

Eventually, in the guise of preventing “hate speech,” all manner of communications will be forbidden. Restrictions will undoubtedly find their way into politics, current affairs, jurisprudence, but they could plausibly be expected to stretch into the realms of philosophy, religion, education, economics, civics, and other subjects that build our fundamental character.

Coaching that addresses effort is motivational in character; its functions are to minimize free riding and to build shared commitment to the group and its work. Coaching that addresses performance strategy is consultative in character; its functions are to minimize thoughtless reliance on habitual routines and to foster the invention of ways of proceeding with the work that are especially well aligned with task and situational requirements and opportunities. Coaching that addresses knowledge and skill is educational in character; its functions are to minimize suboptimal weighting of members’ contributions and to foster the development of members’ knowledge and skill.

Education should not only be learning of concepts but character building for good conduct.

Without moral training coupled with character building, education of a man is incomplete.

Knowledgeable persons are able to eliminate ignorance through their knowledge, so they must build the character of their children. They must develop their talents through proper education and devotion. This will make their inbuilt talents worthy of worship and respect.

The world needs character-building education, not puppet-producing education.

Cash-building education is uneducation, for it only sustains self-absorption. Character-building education is ascension, for it paves the way for true civilization.

Hopkins is best known to literary critics and historians for her novel Contending Forces: A Romance Illustrative of Negro Life North and South (Colored Co-operative, 1900). The book, an example of the eighteenth-century literary genre known as sentimentalism, addressed racial issues in society by influencing readers’ emotions. This was a common characteristic of abolitionist writing and the work of African American activists and allies during and after Reconstruction. Sentimentalists would offer noble and morally strong protagonists and build readers’ compassion for characters who worked to better their financial standing and achieve education. These writers also strove to build sympathy for characters who were victims of abuse, such as young women whose virtue was under siege by unsavory villains.

The limits are set in a manner that preserves the selfrespect of the parents as well as of the children. The limits are neither arbitrary nor capricious, but educational and character building. The restrictions are applied without violence or excessive anger. Children's resentment of the restrictions is anticipated and understood; they are not punished additionally for resenting the prohibitions.

Prisons themselves could actually start preventing violence, rather than stimulating it, if we took everyone out of them, demolished the buildings, and replaced them with a new and different kind of institution — namely, a locked, secure residential college, whose purpose and functions would be educational and therapeutic, not punitive. It would make sense to organize such a facility as a therapeutic community, with a full range of treatments for substance abuse and any other medical and mental health services needed to help the individual heal the damage that deformed his character and stunted his humanity. If it seems utopian to replace prison with schools, let me remind you that prisons already are schools and always have been — except that they are schools in crime and violence, in humiliation, degradation, brutalization and exploitation, not in peace and love and dignity. I am merely suggesting that we replace one already existing type of school with another. Such a program would enable those who have been violent to adopt non-violent means for developing the feelings of self-esteem and self-respect, for being respected by others, and of being able to take legitimate and realistic pride in their skills and knowledge and achievements, which all human beings need if they are to be able to find alternatives to violent behavior when their self-esteem is threatened. It would also enable them to become employable and self-sufficient, and to make a productive contribution to society when they return to the community. But before that can happen, we will have to renounce our own urge to engage in violence — that is, punishment — and decide that we want to engage in educational and therapeutic endeavors instead, so as to facilitate maturation, development, and healing.

The Basel missionaries focuses on moral education for character building.

These debates framed and energized educational and philosophical schemes throughout that century and well into the following one. What was at stake was in part the very divergent, often intrinsically antithetical set of meanings that constellated around, and crystallized in, the concept of the word "character." Was it intrinsic or acquired? Could it be taught? Was a "strong character" one that acted or one that withheld? And, above all, could it change? For, if human character could be changed- or could change itself- for the better, was it not the obligation of society and the individual, the schools and the home, to do what they could to "improve" it?

We don’t become better because we acquire new information. We become better because we acquire better loves. We don’t become what we know. Education is a process of love formation. When you go to a school, it should offer you new things to love.” — David Brooks, The Road to Character

HELPING KIDS MANAGE EMOTIONAL FLASHBACKS This list is for social workers, teachers, relatives, neighbors and friends to help children from traumatizing families. It is adapted from the steps at the beginning of this chapter. Depending on the age of the child, some steps will be more appropriate than others. Even if you are not in a position to help other kids, please read this list at least once for the benefit of your own inner child. Help the child develop an awareness of flashbacks [inside “owies”]: “When have you felt like this before? Is this how it feels when someone is being mean to you?” Demonstrate that “Feeling in danger does not always mean you are in danger.” Teach that some places are safer than others. Use a soft, easy tone of voice: “Maybe you can relax a little with me.” “You’re safe here with me.” “No one can hurt you here.” Model that there are adults interested in his care and protection. Aim to become the child’s first safe relationship. Connect the child with other safe nurturing adults, groups, or clubs. Speak soothingly and reassuringly to the child. Balance “Love & Limits:” 5 positives for each negative. Set limits kindly. Guide the child’s mind back into her body to reduce hyper-vigilance and hyperarousal. a. Teach systemic relaxation of all major muscle groups b. Teach deep, slow diaphragmatic breathing c. Encourage slowing down to reduce fear-increasing rushing d. Teach calming centering practices like drawing, Aikido, Tai Chi, yoga, stretching e. Identify and encourage retreat to safe places Teach “use-your-words.” In some families it’s dangerous to talk. Verbal ventilation releases pain and fear, and restores coping skills. Facilitate grieving the death of feeling safe. Abuse and neglect beget sadness and anger. Crying releases fear. Venting anger in a way that doesn’t hurt the person or others creates a sense of safety. Shrink the Inner Critic. Make the brain more user-friendly. Heighten awareness of negative self-talk and fear-based fantasizing. Teach thought-stopping and thought substitution: Help the child build a memorized list of his qualities, assets, successes, resources. Help the child identify her 4F type & its positive side. Use metaphors, songs, cartoons or movie characters. Fight: Power Rangers; Flight: Roadrunner, Bob the Builder; Freeze: Avatar; Fawn: Grover. Educate about the right/need to have boundaries, to say no, to protest unfairness, to seek the protection of responsible adults. Identify and avoid dangerous people, places and activities. [Superman avoids Kryptonite. Shaq and Derek Jeter don’t do drugs.] Deconstruct eternity thinking. Create vivid pictures of attainable futures that are safer, friendlier, and more prosperous. Cite examples of comparable success stories.

The Metropolitan Police Service is still, despite what people think, a working-class organization and as such rejects totally the notion of an officer class. That is why every newly minted constable, regardless of educational background, has to spend a two-year probationary period as an ordinary plod on the streets. This is because nothing builds character like being abused, spat at and vomited on by members of the public.