Higher Education Quotes

I do not think I ever opened a book in my life which had not something to say upon woman's inconstancy. Songs and proverbs, all talk of woman's fickleness. But perhaps you will say, these were all written by men." "Perhaps I shall. Yes, yes, if you please, no reference to examples in books. Men have had every advantage of us in telling their own story. Education has been theirs in so much higher a degree; the pen has been in their hands. I will not allow books to prove anything.

Men have had every advantage of us in telling their own story. Education has been theirs in so much higher a degree; the pen has been in their hands. I will not allow books to prove anything.

Education doesn't change life much. It just lifts trouble to a higher plane of regard.

You must know that there is nothing higher and stronger and more wholesome and good for life in the future than some good memory, especially a memory of childhood, of home. People talk to you a great deal about your education, but some good, sacred memory, preserved from childhood, is perhaps the best education. If a man carries many such memories with him into life, he is safe to the end of his days, and if one has only one good memory left in one's heart, even that may sometime be the means of saving us.

They're so cold, these scholars! May lightning strike their food so that their mouths learn how to eat fire!

If you are on social media, and you are not learning, not laughing, not being inspired or not networking, then you are using it wrong.

Well, Diotallevi and I are planning a reform in higher education. A School of Comparative Irrelevance, where useless or impossibe courses are given. The school's aim is to turn out scholars capable of endlessly increasing the number of unnecessary subjects.

Strange as it seems, no amount of learning can cure stupidity, and higher education positively fortifies it.

Decisions. Where, what, why. Can't handle them. So I'm prolonging the indecision with higher education.

Education develops the intellect; and the intellect distinguishes man from other creatures. It is education that enables man to harness nature and utilize her resources for the well-being and improvement of his life. The key for the betterment and completeness of modern living is education. But, ' Man cannot live by bread alone '. Man, after all, is also composed of intellect and soul. Therefore, education in general, and higher education in particular, must aim to provide, beyond the physical, food for the intellect and soul. That education which ignores man's intrinsic nature, and neglects his intellect and reasoning power can not be considered true education.

Life at H.I.V.E. may have its attractions after all, Otto thought. Friends, as they say, may come and go, but high-powered laser weapons are forever.

Elite students climb confidently until they reach a level of competition sufficiently intense to beat their dreams out of them. Higher education is the place where people who had big plans in high school get stuck in fierce rivalries with equally smart peers over conventional careers like management consulting and investment banking. For the privilege of being turned into conformists, students (or their families) pay hundreds of thousands of dollars in skyrocketing tuition that continues to outpace inflation. Why are we doing this to ourselves?

I don't want to use higher education as an escape from responsibility, but I feel there is so much more awareness I should have before plunging onto the field of battle.

You start to live when you commit your life to cause higher than yourself. You must learn to depend on divine power for the fulfillment of a higher calling.

The key to the trap is, of course, education. The feminine mystique has made higher education for women seem suspect, unnecessary and even dangerous. But I think that education, and only education, has saved, and can continue to save, American women from the greater dangers of the feminine mystique.

Keep an eye on that boy... he has potential

The truth is that the hard-fought victories of the Civil Rights Movement caused a reaction that stripped Brown of its power, severed the jugular of the Voting Rights Act, closed off access to higher education, poured crack cocaine into the inner cities, and locked up more black men proportionally than even apartheid-era South Africa.

Academic criticism often focuses on pleasing the examiners for various purposes. It lacks the aesthetic design, the nobility of purpose and the freedom to touch emotional and humane aspects of the literary work that appeal to the senses rather than the intellectual faculty.

Has it ever struck you as odd, or unfortunate, that today, when the proportion of literacy is higher than it has ever been, people should have become susceptible to the influence of advertisement and mass propaganda to an extent hitherto unheard of and unimagined?

5 Ways To Build Your Brand on Social Media: 1 Post content that add value 2 Spread positivity 3 Create steady stream of info 4 Make an impact 5 Be yourself

You must know that there is nothing higher and stronger and more wholesome and good for life in the future than some good memory, especially a memory of childhood, of home. People talk to you a great deal about your education, but some good, sacred memory, preserved from childhood, is perhaps the best education.

Take the challenge of your life. Reach out to your goals. There is no limit to what you can achieve.

Freedom of Speech doesn't justify online bullying. Words have power, be careful how you use them.

Judge: And what is your occupation in general? Brodsky: Poet, poet-translator. Judge: And who recognized you to be a poet? Who put you in the ranks of poet? Brodsky: No one. And who put me in the ranks of humanity? Judge: Did you study it?...How to be a poet? Did you attempt to finish an insitute of higher learning...where they prepare...teach Brodsky: I did not think that it is given to one by education. Judge: By what then? Brodsky: I think that it is from God.

The various forms of education or ‘normalization’ imposed upon an individual consist in making him or her change points of subjectification, always moving towards a higher, nobler one in closer conformity with the supposed ideal. Then from the point of subjectification issues a subject of enunciation, as a function of a mental reality determined by that point. Then from the subject of enunciation issues a subject of the statement, in other words, a subject bound to statements in conformity with a dominant reality

An Islamic university...structure is different from a Western University; [its] conception of what constitutes knowledge is different from what Western philosophers set forth as knowledge; [its] aims and aspirations are different from Western conceptions. The purpose of higher education is not, like in the West, to produce the complete citizen, but rather, as in Islam, to produce the complete man, or the universal man.... A Muslim scholar is a man who is not a specialist in any one branch of knowledge but is universal in his outlook and is authoritative in several branches of related knowledge.

We know – it has been measured in many experiments – that children with strong impulse control grow to be better adjusted, more dependable, achieve higher grades in school and college and have more success in their careers than others. Success depends on the ability to delay gratification, which is precisely what a consumerist culture undermines. At every stage, the emphasis is on the instant gratification of instinct. In the words of the pop group Queen, “I want it all and I want it now.” A whole culture is being infantilised.

Life is more than a job; jobs are more than a paycheck; and a country is more than its wealth. Education is more than the acquisition of marketable skills, and you are more than your ability to contribute to your employer’s bottom line or the nation’s GDP, no matter what the rhetoric of politicians or executives would have you think. To ask what college is for is to ask what life is for, what society is for—what people are for. Do students ever hear this? What they hear is a constant drumbeat, in the public discourse, that seeks to march them in the opposite direction. When policy makers talk about higher education, from the president all the way down, they talk exclusively in terms of math and science. Journalists and pundits—some of whom were humanities majors and none of whom are nurses or engineers—never tire of lecturing the young about the necessity of thinking prudently when choosing a course of study, the naïveté of wanting to learn things just because you’re curious about them.

It is not true that men never change; they change for the worse, as well as for the better. It is not true they are ungrateful; more often the benefactor rates his favors higher than their worth; and often too he does not allow for circumstances. If few men have the moral force to resist impulses, most men do carry within themselves the germs of virtues as well as of vices, of heroism as well as of cowardice. Such is human nature — education and circumstances do the rest.

There are two visions of America a half century from now. One is of a society more divided between the haves and the have-nots, a country in which the rich live in gated communities, send their children to expensive schools, and have access to first-rate medical care. Meanwhile, the rest live in a world marked by insecurity, at best mediocre education, and in effect rationed health care―they hope and pray they don't get seriously sick. At the bottom are millions of young people alienated and without hope. I have seen that picture in many developing countries; economists have given it a name, a dual economy, two societies living side by side, but hardly knowing each other, hardly imagining what life is like for the other. Whether we will fall to the depths of some countries, where the gates grow higher and the societies split farther and farther apart, I do not know. It is, however, the nightmare towards which we are slowly marching.

What does it mean to be truly educated? I think I can do no better about answering the question of what it means to be truly educated than to go back to some of the classic views on the subject. For example the views expressed by the founder of the modern higher education system, Wilhelm von Humboldt, leading humanist, a figure of the enlightenment who wrote extensively on education and human development and argued, I think, kind of very plausibly, that the core principle and requirement of a fulfilled human being is the ability to inquire and create constructively independently without external controls. To move to a modern counterpart, a leading physicist who talked right here [at MIT], used to tell his classes it's not important what we cover in the class, it's important what you discover. To be truly educated from this point of view means to be in a position to inquire and to create on the basis of the resources available to you which you've come to appreciate and comprehend. To know where to look, to know how to formulate serious questions, to question a standard doctrine if that's appropriate, to find your own way, to shape the questions that are worth pursuing, and to develop the path to pursue them. That means knowing, understanding many things but also, much more important than what you have stored in your mind, to know where to look, how to look, how to question, how to challenge, how to proceed independently, to deal with the challenges that the world presents to you and that you develop in the course of your self education and inquiry and investigations, in cooperation and solidarity with others. That's what an educational system should cultivate from kindergarten to graduate school, and in the best cases sometimes does, and that leads to people who are, at least by my standards, well educated.

I'm sure that there must have been times when you have read books or watched films and found yourself secretly wishing for the villain to win. Why? Isn't that against the rules by which our society lives? Why should you feel this way? It's simple, really; the villain is the true hero of these tales, not the well-intentioned moron who somehow foils their diabolical scheme. The villain get's all the best lines, has the best costumes, has unlimited power and wealth- why on earth would anyone not want to be the villain?

The greatest want of the world is the want of men—men who will not be bought or sold, men who in their inmost souls are true and honest, men who do not fear to call sin by its right name, men whose conscience is as true to duty as the needle to the pole, men who will stand for the right though the heavens fall. But such a character is not the result of accident; it is not due to special favors or endowments of Providence. A noble character is the result of self-discipline, of the subjection of the lower to the higher nature—the surrender of self for the service of love to God and man. The youth need to be impressed with the truth that their endowments are not their own. Strength, time, intellect, are but lent treasures. They belong to God, and it should be the resolve of every youth to put them to the highest use. He is a branch, from which God expects fruit; a steward, whose capital must yield increase; a light, to illuminate the world's darkness. Every youth, every child, has a work to do for the honor of God and the uplifting of humanity.

That Anarchist world, I admit, is our dream; we do believe - well, I, at any rate, believe this present world, this planet, will some day bear a race beyond our most exalted and temerarious dreams, a race begotten of our wills and the substance of our bodies, a race, so I have said it, 'who will stand upon the earth as one stands upon a footstool, and laugh and reach out their hands amidst the stars,' but the way to that is through education and discipline and law. Socialism is the preparation for that higher Anarchism; painfully, laboriously we mean to destroy false ideas of property and self, eliminate unjust laws and poisonous and hateful suggestions and prejudices, create a system of social right-dealing and a tradition of right-feeling and action. Socialism is the schoolroom of true and noble Anarchism, wherein by training and restraint we shall make free men.

The basic principle of the new education is to be that dunces and idlers must not be made to feel inferior to intelligent and industrious pupils. That would be ‘undemocratic’. These differences between the pupils—for they are obviously and nakedly individual differences—must be disguised. This can be done on various levels. At universities, examinations must be framed so that nearly all the students get good marks. Entrance examinations must be framed so that all, or nearly all, citizens can go to universities, whether they have any power (or wish) to profit by higher education or not. At schools, the children who are too stupid or lazy to learn languages and mathematics and elementary science can be set to doing the things that children used to do in their spare time. Let them, for example, make mud-pies and call it modelling. But all the time there must be no faintest hint that they are inferior to the children who are at work. Whatever nonsense they are engaged in must have—I believe the English already use the phrase—‘parity of esteem’. An even more drastic scheme is not impossible. Children who are fit to proceed to a higher class may be artificially kept back, because the others would get a trauma—Beelzebub, what a useful word!—by being left behind. The bright pupil thus remains democratically fettered to his own age-group throughout his school career, and a boy who would be capable of tackling Aeschylus or Dante sits listening to his coaeval’s attempts to spell out A CAT SAT ON THE MAT.

It is also tempting to vilify a single despot at the sight of injustice when, in fact, it is the actions, or more commonly inactions, of ordinary people that keep the mechanism of caste running, the people who shrug their shoulders at the latest police killing, the people who laugh off the coded put-downs of marginalized people shared at the dinner table and say nothing for fear of alienating an otherwise beloved uncle. The people who are willing to pay higher property taxes for their own children’s schools but who balk at taxes to educate the children society devalues. Or the people who sit in silence as a marginalized person, whether of color or a woman, is interrupted in a meeting, her ideas dismissed (though perhaps later adopted), for fear of losing caste, each of these keeping intact the whole system that holds everyone in its grip.

The cultural situation in America today (and indeed in all Western societies) is determined by the cultural earthquake of the nineteen-sixties, the consequences of which are very much in evidence. What began as a counter-culture only some thirty years ago has achieved dominance in elite culture and, from the bastions of the latter (in the educational system, the media, the higher reaches of the law, and key positions within government bureaucracy), has penetrated both popular culture and the corporate world. It is characterized by an amalgam of both sentiments and beliefs that cannot be easily catalogued, though terms like 'progressive,' 'emancipators or 'liberationist' serve to describe it. Intellectually, this new culture is legitimated by a number of loosely connected ideologies— leftover Marxism, feminism and other sexual identity doctrines, racial and ethnic separatism, various brands of therapeutic gospels and of environmentalism. An underlying theme is antagonism toward Western culture in general and American culture in particular. A prevailing spirit is one of intolerance and a grim orthodoxy, precisely caught in the phrase "political correctness.

Neither season after season of extreme weather events nor the risk of extinction for a million animal species around the world could push environmental destruction to the top of our country’s list of concerns. And how sad, he said, to see so many among the most creative and best-educated classes, those from whom we might have hoped for inventive solutions, instead embracing personal therapies and pseudo-religious practices that promoted detachment, a focus on the moment, acceptance of one’s surroundings as they were, equanimity in the face of worldly cares. (This world is but a shadow, it is a carcass, it is nothing, this world is not real, do not mistake this hallucination for the real world.) Self-care, relieving one’s own everyday anxieties, avoiding stress: these had become some of our society’s highest goals, he said—higher, apparently, than the salvation of society itself. The mindfulness rage was just another distraction, he said. Of course we should be stressed, he said. We should be utterly consumed with dread. Mindful meditation might help a person face drowning with equanimity, but it would do absolutely nothing to right the Titanic, he said. It wasn’t individual efforts to achieve inner peace, it wasn’t a compassionate attitude toward others that might have led to timely preventative action, but rather a collective, fanatical, over-the-top obsession with impending doom.

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

I know people who read interminably, book after book, from page to page, and yet I should not call them 'well-read people'. Of course they 'know' an immense amount; but their brain seems incapable of assorting and classifying the material which they have gathered from books. They have not the faculty of distinguishing between what is useful and useless in a book; so that they may retain the former in their minds and if possible skip over the latter while reading it, if that be not possible, then--when once read--throw it overboard as useless ballast. Reading is not an end in itself, but a means to an end. Its chief purpose is to help towards filling in the framework which is made up of the talents and capabilities that each individual possesses. Thus each one procures for himself the implements and materials necessary for the fulfilment of his calling in life, no matter whether this be the elementary task of earning one's daily bread or a calling that responds to higher human aspirations. Such is the first purpose of reading. And the second purpose is to give a general knowledge of the world in which we live. In both cases, however, the material which one has acquired through reading must not be stored up in the memory on a plan that corresponds to the successive chapters of the book; but each little piece of knowledge thus gained must be treated as if it were a little stone to be inserted into a mosaic, so that it finds its proper place among all the other pieces and particles that help to form a general world-picture in the brain of the reader. Otherwise only a confused jumble of chaotic notions will result from all this reading. That jumble is not merely useless, but it also tends to make the unfortunate possessor of it conceited. For he seriously considers himself a well-educated person and thinks that he understands something of life. He believes that he has acquired knowledge, whereas the truth is that every increase in such 'knowledge' draws him more and more away from real life, until he finally ends up in some sanatorium or takes to politics and becomes a parliamentary deputy. Such a person never succeeds in turning his knowledge to practical account when the opportune moment arrives; for his mental equipment is not ordered with a view to meeting the demands of everyday life. His knowledge is stored in his brain as a literal transcript of the books he has read and the order of succession in which he has read them. And if Fate should one day call upon him to use some of his book-knowledge for certain practical ends in life that very call will have to name the book and give the number of the page; for the poor noodle himself would never be able to find the spot where he gathered the information now called for. But if the page is not mentioned at the critical moment the widely-read intellectual will find himself in a state of hopeless embarrassment. In a high state of agitation he searches for analogous cases and it is almost a dead certainty that he will finally deliver the wrong prescription.