Literacy And Education Quotes

People cited violation of the First Amendment when a New Jersey schoolteacher asserted that evolution and the Big Bang are not scientific and that Noah's ark carried dinosaurs. This case is not about the need to separate church and state; it's about the need to separate ignorant, scientifically illiterate people from the ranks of teachers.

The plain fact is that the planet does not need more successful people. But it does desperately need more peacemakers, healers, restorers, storytellers, and lovers of every kind. It needs people who live well in their places. It needs people of moral courage willing to join the fight to make the world habitable and humane. And these qualities have little to do with success as we have defined it.

We’ve bought into the idea that education is about training and “success”, defined monetarily, rather than learning to think critically and to challenge. We should not forget that the true purpose of education is to make minds, not careers. A culture that does not grasp the vital interplay between morality and power, which mistakes management techniques for wisdom, which fails to understand that the measure of a civilization is its compassion, not its speed or ability to consume, condemns itself to death.

Whenever you read a good book, somewhere in the world a door opens to allow in more light.

Creativity is as important now in education as literacy and we should treat it with the same status.

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.

Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty, and a building block of development, an essential complement to investments in roads, dams, clinics and factories. Literacy is a platform for democratization, and a vehicle for the promotion of cultural and national identity. Especially for girls and women, it is an agent of family health and nutrition. For everyone, everywhere, literacy is, along with education in general, a basic human right.... Literacy is, finally, the road to human progress and the means through which every man, woman and child can realize his or her full potential.

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?

We must strive for literacy and education that teach us to never quit questioning and probing at the assumptions of the day.

Tweet others the way you want to be tweeted.

Becoming a modern society is about industrialization, urbanization, and rising levels of literacy, education, and wealth. The qualities that make a society Western, in contrast, are special: the classical legacy, Christianity, the separation of church and state, the rule of law, civil society.

Countries with a high percentage of nonbelievers are among the freest, most stable, best-educated, and healthiest nations on earth. When nations are ranked according to a human-development index, which measures such factors as life expectancy, literacy rates, and educational attainment, the five highest-ranked countries -- Norway, Sweden, Australia, Canada, and the Netherlands -- all have high degrees of nonbelief. Of the fifty countires at the bottom of the index, all are intensly religious. The nations with the highest homicide rates tend to be more religious; those with the greatest levels of gender equality are the least religious. These associations say nothing about whether atheism leads to positive social indicators or the other way around. But the idea that atheists are somehow less moral, honest, or trustworthy have been disproven by study after study.

Most of these students are so conditioned to success that they become afraid to take risks. They have been taught from a young age by zealous parents, schools, and institutional authorities what constitutes failure and success. They are socialized to obey. They obsess over grades and seek to please professors, even if what professors teach is fatuous. The point is to get ahead, and getting ahead means deference to authority. Challenging authority is never a career advancer.

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

All over the world there are enormous numbers of smart, even gifted, people who harbor a passion for science. But that passion is unrequited. Surveys suggest that some 95 percent of Americans are “scientifically illiterate.” That’s just the same fraction as those African Americans, almost all of them slaves, who were illiterate just before the Civil War—when severe penalties were in force for anyone who taught a slave to read. Of course there’s a degree of arbitrariness about any determination of illiteracy, whether it applies to language or to science. But anything like 95 percent illiteracy is extremely serious.

As revolutionaries, we don't have the right to say we are tired of explaining. We must never stop explaining. We know that when the people understand, they cannot help but follow us.

Universal literacy was supposed to educate the common man to control his environment. Once he could read and write he would have a mind fit to rule. So ran the democratic doctrine. But instead of a mind, universal literacy has given him rubber stamps, rubber stamps inked with advertising slogans, with editorials, with published scientific data, with the trivialities of the tabloids and the platitudes of history, but quite innocent of original thought. Each man's rubber stamps are the duplicates of millions of others, so that when those millions are exposed to the same stimuli, all receive identical imprints. It may seem an exaggeration to say that the American public gets most of its ideas in this wholesale fashion. The mechanism by which ideas are disseminated on a large scale is propaganda, in the broad sense of an organized effort to spread a particular belief or doctrine.

Literacy makes man a victim of advertising. Education makes him a victim of employment.

If you are in a position where you can reach people, then use your platform to stand up for a cause. HINT: social media is a platform.

Grit, persistence, adaptability, financial literacy, interview skills, human relationships, conversation, communication, managing technology, navigating conflicts, preparing healthy food, physical fitness, resilience, self-regulation, time management, basic psychology and mental health practices, arts, and music—all of these would help students and also make school seem much more relevant. Our fixation on college readiness leads our high school curricula toward purely academic subjects and away from life skills. The purpose of education should be to enable a citizen to live a good, positive, socially productive life independent of work.

Without books we should very likely be a still-primitive people living in the shadow of traditions that faded with years until only a blur remained, and different memories would remember the past in different ways. A parent or a teacher has only his lifetime; a good book can teach forever.

We awaken by asking the right questions.

I travel to the ancient world by reading ancient books.

They are a testament not only to the Afghans' hunger for literacy, but also to their willingness to pour scarce resources into this effort, even during a time of war. I have seen children studying in classrooms set up inside animal sheds, windowless basements, garages, and even an abandoned public toilet. We ourselves have run schools out of refugee tents, shipping containers, and the shells of bombed-out Soviet armored personnel carriers. The thirst for education over there is limitless. The Afghans want their children to go to school because literacy represents what neither we not anyone else has so far managed to offer them: hope, progress, and the possibility of controlling their own destiny.

In the pursuit of greater equality in our education system, from K to PhD, technology access, print literacies, and verbal skill all collide as requirements for even basic participation in an information-based, technology-dependent economy and society.

Everyone must be given the opportunity to think, read and write.

Hey there, Hallie, welcome to the next place we need a Deer Crossing sign.' I didn't know that deers could read.' They can in Cosgrove County. It's part of the No Deer Left Behind program.

Education is at the heart of the matter. Literacy is not enough. It is good to have a population which is able to read; but infinitely better to have people able to distinguish what is worth reading.

If for us culture means museum and library and open house and art gallery, for them it meant the activities and amenities of everyday life... The rift is... between "folk" culture, where the unschooled can be wise, and print culture, which enslaved the other senses to the eye.

...by tragic historical coincidence a period of abysmal under-educating in literacy has coincided with this unexpected explosion of global self-publishing. Thus people who don't know their apostrophe from their elbow are positively invited to disseminate their writings to anyone on the planet stupid enough to double-click and scroll.

If literacy was natural, the word ‘illiteracy’ would not exist.

Look at their arts, their power of turning stone into lifelike figures, and above all, the way in which they can transfer their thoughts to white leaves, so that others, many many years hence, can read them and know all that was passing, and what men thought and did in the long bygone. Truly it is marvelous.

Literacy rate tells us about the section of society who can read and write, but do we have a tool which can share the stats about out how many educated illiterates we have in our society.

The assault on education began more than a century ago by industrialists and capitalists such as Andrew Carnegie. In 1891, Carnegie congratulated the graduates of the Pierce College of Business for being “fully occupied in obtaining a knowledge of shorthand and typewriting” rather than wasting time “upon dead languages.” The industrialist Richard Teller Crane was even more pointed in his 1911 dismissal of what humanists call the “life of the mind.” No one who has “a taste for literature has a right to be happy” because “the only men entitled to happiness… is those who are useful.” The arrival of industrialists on university boards of trustees began as early as the 1870s and the University of Pennsylvania’s Wharton School of Business offered the first academic credential in business administration in 1881. The capitalists, from the start, complained that universities were unprofitable. These early twentieth century capitalists, like heads of investment houses and hedge-fund managers, were, as Donoghue writes “motivated by an ethically based anti-intellectualism that transcended interest in the financial bottom line. Their distrust of the ideal of intellectual inquiry for its own sake, led them to insist that if universities were to be preserved at all, they must operate on a different set of principles from those governing the liberal arts.

Norway, Iceland, Australia, Canada, Sweden, Switzerland, Belgium, Japan, the Netherlands, Denmark, and the United Kingdom are among the least religious societies on [E]arth. According to the United Nations' Human Development Report (2005) they are also the healthiest, as indicated by life expectancy, adult literacy, per capita income, educational attainment, gender equality, homicide rate, and infant mortality. Insofar as there is a crime problem in Western Europe, it is largely the product of immigration. Seventy percent of the inmates of France's jails, for instance, are Muslim. The Muslims of Western Europe are generally not atheists. Conversely, the fifty nations now ranked lowest in terms of the United Nations' [H]uman [D]evelopment [I]ndex are unwaveringly religious. Other analyses paint the same picture: the United States is unique among wealthy democracies in its level of religious adherence; it is also uniquely beleaguered by high rates of homicide, abortion, teen pregnancy, sexually transmitted disease, and infant mortality. The same comparison holds true within the United States itself: Southern and Midwestern states, characterized by the highest levels of religious literalism, are especially plagued by the above indicators of societal dysfunction, while the comparatively secular states of the Northeast conform to European norms.

Think before you click. If people do not know you personally and if they cannot see you as you type, what you post online can be taken out of context if you are not careful in the way your message is delivered.

For Socrates, all virtues were forms of knowledge. To train someone to manage an account for Goldman Sachs is to educate him or her in a skill. To train them to debate stoic, existential, theological, and humanist ways of grappling with reality is to educate them in values and morals. A culture that does not grasp the vital interplay between morality and power, which mistakes management techniques for wisdom, which fails to understand that the measure of a civilization is its compassion, not its speed or ability to consume, condemns itself to death. Morality is the product of a civilization, but the elites know little of these traditions. They are products of a moral void. They lack clarity about themselves and their culture. They can fathom only their own personal troubles. They do not see their own bases or the causes of their own frustrations. They are blind to the gaping inadequacies in our economic, social, and political structure and do not grasp that these structures, which they have been taught to serve, must be radically modified or even abolished to stave off disaster. They have been rendered mute and ineffectual. “What we cannot speak about” Ludwig Wittgenstein warned “we must pass over in silence.

A good many times I have been present at gatherings of people who, by the standards of the traditional culture, are thought highly educated and who have with considerable gusto been expressing their incredulity at the illiteracy of scientists. Once or twice I have been provoked and have asked the company how many of them could describe the Second Law of Thermodynamics. The response was cold: it was also negative. Yet I was asking something which is about the scientific equivalent of: Have you read a work of Shakespeare's?

We are a city that has had Islam for one thousand years. We had the greatest teachers and universities. And now these Bedouins, these illiterates, these ignoramuses, tell us how to wear our pants, and how to say our prayers, and how our wives should dress, as if they were the ones who invented the way?

Differences in reading ability between five-year olds and eight-year olds are caused primarily by the older children's possessing more knowledge, not by the differences in their memory capacities, reasoning abilities, or control of eye movements.

I’m uncommon fond of reading, too." “Are you, Joe?" “On-common. Give me,” said Joe, “a good book, or a good newspaper, and sit me down afore a good fire, and I ask no better. Lord!” he continued, after rubbing his knees a little, “when you do come to a J and a O, and says you, ‘Here, at last, is a J-O, Joe,’ how interesting reading is!" I derived from this, that Joe’s education, like Steam, was yet in its infancy.

Illiteracy is the innability of a person to learn. It is not all about the innability to read or write as the middle class regards it.

To teachers, education is just a duty, but to students, it's their right.

Submitting all of one's beliefs to the trials of reason and evidence is an unnatural skill, like literacy and numeracy, and must be instilled and cultivated.

A state that has denied opportunity for quality education for Negroes has no right to demand literacy as a prerequisite for voting,

The language of academic discourse, which is crucial to academic progress beyond grade 3 is learned by all children through literacy: there are no native speakers of academic language!

Too often, poverty and deprivation get covered as events. That is, when some disaster strikes, when people die. Yet, poverty is about much more than starvation deaths or near famine conditions. It is the sum total of a multiplicity of factors. The weightage of some of these varies from region to region, society to society, culture to culture. But at the core is a fairly compact number of factors. They include not just income and calorie intake. Land, health, education, literacy, infant mortality rates and life expectancy are also some of them. Debt, assets, irrigation, drinking water, sanitation and jobs count too. You can have the mandatory 2,400 or 2,100 calories a day and yet be very poor. India’s problems differ from those of a Somalia or Ethiopia in crisis. Hunger—again just one aspect of poverty—is far more complex here. It is more low level, less visible and does not make for the dramatic television footage that a Somalia and Ethiopia do. That makes covering the process more challenging—and more important. Many who do not starve receive very inadequate nutrition. Children getting less food than they need can look quite normal. Yet poor nutrition can impair both mental and physical growth and they can suffer its debilitating impact all their lives. A person lacking minimal access to health at critical moments can face destruction almost as surely as one in hunger.

literacy serves as a form of protection in this world and is rightly guided by both imagination and reason—two constructs that are often dichotomous, especially in current public education.

The non-scientist in the street probably has a clearer notion of physics, chemistry and biology than of statistics, regarding statisticians as numerical philatelists, mere collector of numbers.

Many of these new readers were not yet college-educated, but in terms of their seriousness about the world, their own literacy, and above all their ambitions for their children, they might as well have been.

If you've ever wondered how many prisons need to operate withinin America, just look at the literacy rate. 60% of America's prison inmates are illiterate and 85% of all juvenile offenders have reading problems.

The general education of the population also gave cause for optimism. In 1900, Germans counted among the most literate people in the world, with literacy rates in the range, of those found in the United States today.

...it is very well worth while to be tormented for two or three years of one's life, for the sake of being able to read all the rest of it. Consider - if reading had not been taught, Mrs. Radcliffe would have written in vain - or perhaps might not have written at all.

As a practical matter I’ve learned to seek the minimum amount of technology for myself that will create the maximum amount of choices for myself and others. The cybernetician Heinz von Foerster called this approach the Ethical Imperative, and he put it this way: “Always act to increase the number of choices.” The way we can use technologies to increase choices for others is by encouraging science, innovation, education, literacies, and pluralism. In my own experience this principle has never failed: In any game, increase your options.      

1. Myth: Without God, life has no meaning. There are 1.2 billion Chinese who have no predominant religion, and 1 billion people in India who are predominantly Hindu. And 65% of Japan's 127 million people claim to be non-believers. It is laughable to suggest that none of these billions of people are leading meaningful lives. 2. Myth: Prayer works. Studies have now shown that inter-cessionary prayer has no effect whatsoever of the health or well-being of the subject. 3. Myth: Atheists are immoral. There are hundreds of millions of non-believers on the planet living normal, decent, moral lives. They love their children, care about others, obey laws, and try to keep from doing harm to others just like everyone else. In fact, in predominantly non-believing countries such as in northern Europe, measures of societal health such as life expectancy at birth, adult literacy, per capita income, education, homicide, suicide, gender equality, and political coercion are better than they are in believing societies. 4. Myth: Belief in God is compatible with science. In the past, every supernatural or paranormal explanation of phenomena that humans believed turned out to be mistaken; science has always found a physical explanation that revealed that the supernatural view was a myth. Modern organisms evolved from lower life forms, they weren't created 6,000 years ago in the finished state. Fever is not caused by demon possession. Bad weather is not the wrath of angry gods. Miracle claims have turned out to be mistakes, frauds, or deceptions. We have every reason to conclude that science will continue to undermine the superstitious worldview of religion. 5. Myth: We have immortal souls that survive death. We have mountains of evidence that makes it clear that our consciousness, our beliefs, our desires, our thoughts all depend upon the proper functioning of our brains our nervous systems to exist. So when the brain dies, all of these things that we identify with the soul also cease to exist. Despite the fact that billions of people have lived and died on this planet, we do not have a single credible case of someone's soul, or consciousness, or personality continuing to exist despite the demise of their bodies. 6. Myth: If there is no God, everything is permitted. Consider the billions of people in China, India, and Japan above. If this claim was true, none of them would be decent moral people. So Ghandi, the Buddha, and Confucius, to name only a few were not moral people on this view. 7. Myth: Believing in God is not a cause of evil. The examples of cases where it was someone's belief in God that was the justification for their evils on humankind are too numerous to mention. 8. Myth: God explains the origins of the universe. All of the questions that allegedly plague non-God attempts to explain our origins still apply to the faux explanation of God. The suggestion that God created everything does not make it any clearer to us where it all came from, how he created it, why he created it, where it is all going. In fact, it raises even more difficult mysteries: how did God, operating outside the confines of space, time, and natural law 'create' or 'build' a universe that has physical laws? We have no precedent and maybe no hope of answering or understanding such a possibility. What does it mean to say that some disembodied, spiritual being who knows everything and has all power, 'loves' us, or has thoughts, or goals, or plans? 9. Myth: There's no harm in believing in God. Religious views inform voting, how they raise their children, what they think is moral and immoral, what laws and legislation they pass, who they are friends and enemies with, what companies they invest in, where they donate to charities, who they approve and disapprove of, who they are willing to kill or tolerate, what crimes they are willing to commit, and which wars they are willing to fight.

With the insight that genuine literacy involves “reading the word and the world,” renowned educator Paulo Freire helped open the door to a broader understanding of the term, one that moves from a strict decoding and reproducing of language into issues of economics, health, and sustainable development

Universal literacy was supposed to educate the common man to control his environment. Once he could read and write he would have a mind fit to rule. So ran the democratic doctrine. But instead of a mind, universal literacy has given him rubber stamps, rubber stamps inked with advertising slogans, with editorials, with published scientific data, with the trivialities of the tabloids and the platitudes of history, but quite innocent of original thought.

Take the following potent and less-is-more-style argument by the rogue economist Ha-Joon Chang. In 1960 Taiwan had a much lower literacy rate than the Philippines and half the income per person; today Taiwan has ten times the income. At the same time, Korea had a much lower literacy rate than Argentina (which had one of the highest in the world) and about one-fifth the income per person; today it has three times as much. Further, over the same period, sub-Saharan Africa saw markedly increasing literacy rates, accompanied with a decrease in their standard of living. We can multiply the examples (Pritchet’s study is quite thorough), but I wonder why people don’t realize the simple truism, that is, the fooled by randomness effect: mistaking the merely associative for the causal, that is, if rich countries are educated, immediately inferring that education makes a country rich, without even checking. Epiphenomenon here again.

For kids who are exposed to books at home, the loss of a library is sad. But for kids who come from environments where people don't read, the loss of a library is a tragedy hat might keep them from ever discovering the joys of reading-or from gathering the kind of information that will decide their lot in life.

Economic insecurity and deprivation are key components of a hierarchical society. If they are eliminated, and if literacy and education are widespread, the elites have to deal with a population that is not as easily mesmerized by power and not compelled by necessity to submit to subjugation and exploitation in exchange for material security.

We need science education to produce scientists, but we need it equally to create literacy in the public. Man has a fundamental urge to comprehend the world about him, and science gives today the only world picture which we can consider as valid. It gives an understanding of the inside of the atom and of the whole universe, or the peculiar properties of the chemical substances and of the manner in which genes duplicate in biology. An educated layman can, of course, not contribute to science, but can enjoy and participate in many scientific discoveries which as constantly made. Such participation was quite common in the 19th century, but has unhappily declined. Literacy in science will enrich a person's life.

Even if you have to die tomorrow; die as a literate.

You battle ignorance by battling illiteracy, and battle illiteracy by battling ignorance.

An empty mind is more dangerous than an empty wallet

If you read great literature every day, you will uplift your spirit, soul and self.

African leaders must desire to liberates it’s people through intensive education (formal and informal). The African people deserve to be educated.

The world of books, the greatest possessions.

The last question "What do humanizing practices look like in and outside of the classroom?" is also essential, because it speaks to those "social justice" educators who leave the school and don't live in anti-racist, anti-sexist, and other anti-oppressive ways in their daily lives. This is why we must not just be non-racist or non-oppressive but also work with passion and diligence to actively disrupt oppression in and outside of the classroom. Simple good intentions aren't enough. The intentions must be deliberately connected to actions.

New Rule: America must stop bragging it's the greatest country on earth, and start acting like it. I know this is uncomfortable for the "faith over facts" crowd, but the greatness of a country can, to a large degree, be measured. Here are some numbers. Infant mortality rate: America ranks forty-eighth in the world. Overall health: seventy-second. Freedom of the press: forty-fourth. Literacy: fifty-fifth. Do you realize there are twelve-year old kids in this country who can't spell the name of the teacher they're having sex with? America has done many great things. Making the New World democratic. The Marshall Plan. Curing polio. Beating Hitler. The deep-fried Twinkie. But what have we done for us lately? We're not the freest country. That would be Holland, where you can smoke hash in church and Janet Jackson's nipple is on their flag. And sadly, we're no longer a country that can get things done. Not big things. Like building a tunnel under Boston, or running a war with competence. We had six years to fix the voting machines; couldn't get that done. The FBI is just now getting e-mail. Prop 87 out here in California is about lessening our dependence on oil by using alternative fuels, and Bill Clinton comes on at the end of the ad and says, "If Brazil can do it, America can, too!" Since when did America have to buck itself up by saying we could catch up to Brazil? We invented the airplane and the lightbulb, they invented the bikini wax, and now they're ahead? In most of the industrialized world, nearly everyone has health care and hardly anyone doubts evolution--and yes, having to live amid so many superstitious dimwits is also something that affects quality of life. It's why America isn't gonna be the country that gets the inevitable patents in stem cell cures, because Jesus thinks it's too close to cloning. Oh, and did I mention we owe China a trillion dollars? We owe everybody money. America is a debtor nation to Mexico. We're not a bridge to the twenty-first century, we're on a bus to Atlantic City with a roll of quarters. And this is why it bugs me that so many people talk like it's 1955 and we're still number one in everything. We're not, and I take no glee in saying that, because I love my country, and I wish we were, but when you're number fifty-five in this category, and ninety-two in that one, you look a little silly waving the big foam "number one" finger. As long as we believe being "the greatest country in the world" is a birthright, we'll keep coasting on the achievements of earlier generations, and we'll keep losing the moral high ground. Because we may not be the biggest, or the healthiest, or the best educated, but we always did have one thing no other place did: We knew soccer was bullshit. And also we had the Bill of Rights. A great nation doesn't torture people or make them disappear without a trial. Bush keeps saying the terrorist "hate us for our freedom,"" and he's working damn hard to see that pretty soon that won't be a problem.

A few years ago I was standing around the photocopier in Boston University’s Department of Religion when a visiting professor from Austria offered a passing observation about American undergraduates. They are very religious, he told me, but they know next to nothing about religion. Thanks to compulsory religious education (which in Austria begins in elementary schools), European students can name the twelve apostles and the Seven Deadly Sins, but they wouldn’t be caught dead going to church or synagogue themselves. American students are just the opposite. Here faith without understanding is the standard; here religious ignorance is bliss.

It is inevitable that a loss of faith in media would contribute to a loss of faith in the content itself. Where writing began as divine communication and literacy was the privilege of a very few, writing—and the media to promote and publish that writing—is now accessible to everyone, even to the functionally illiterate. This means that the quality of available information has been degraded considerably along with the structural weaknesses of primary and secondary school education. It is now difficult to determine between what is investigative journalism, for instance, and what is baseless conspiracy theorizing. As no demands are made on the writers of media content, the demands have correspondingly increased on the readers of that content to practice a form of what Fundamentalist Christians call “discernment,” to greater and lesser degrees of success.

...literacy is as vital as food, security, limiting population growth, and control of the environment. Education, after all, is the one issue that affects every other one. I think of it in the same way as dropping a pebble into a pond and getting a ripple effect. Educated people make more money and are more likely to escape poverty. Educated parents raise healthier children. ...The list goes on, just as ripples in a body of water emanate outward.

It takes a heavy commitment to quality education for all to avoid that stratification of society, those needless degrees of separation. But even the present-day United States has lost what commitment it used to have to free education of high quality. Anyone reading the annual surveys of science literacy (another example: fewer than half of Americans know that the earth orbits the sun once a year) has to wonder how badly most people are going to be left behind, further along into the 21st century, whether they too will become "stubborn, apathetic, and perverse" toward a scientific and technological world they must view as magical, beyond their comprehension, accessible only via the right incantations.

One problem with most current governments is that they prioritize economic growth (as mismeasured by GDP per capita) over citizens’ happiness, quality of life, efficiency of trait display, and breadth and depth of social networks. The latter outcomes are not actually any harder to measure than GDP per capita. For example, the UN Human Development Index (HDI) measures overall quality of life fairly well by taking into account life expectancy, literacy, and educational attainment; this index puts Iceland, Norway, Australia, and Canada at the top, and the Democratic Republic of the Congo at the bottom.

There's one big difference between the poor and the rich,' Kite says, taking a drag from his cigarette. We are in a pub, at lunch-time. John Kite is always, unless stated otherwise, smoking a fag, in a pub, at lunch-time. 'The rich aren't evil, as so many of my brothers would tell you. I've known rich people -- I have played on their yachts -- and they are not unkind, or malign, and they do not hate the poor, as many would tell you. And they are not stupid -- or at least, not any more than the poor are. Much as I find amusing the idea of a ruling class of honking toffs, unable to put their socks on without Nanny helping them, it is not true. They build banks, and broker deals, and formulate policy, all with perfect competency. 'No -- the big difference between the rich and the poor is that the rich are blithe. They believe nothing can ever really be so bad, They are born with the lovely, velvety coating of blitheness -- like lanugo, on a baby -- and it is never rubbed off by a bill that can't be paid; a child that can't be educated; a home that must be left for a hostel, when the rent becomes too much. 'Their lives are the same for generations. There is no social upheaval that will really affect them. If you're comfortably middle-class, what's the worst a government policy could do? Ever? Tax you at 90 per cent and leave your bins, unemptied, on the pavement. But you and everyone you know will continue to drink wine -- but maybe cheaper -- go on holiday -- but somewhere nearer -- and pay off your mortgage -- although maybe later. 'Consider, now, then, the poor. What's the worst a government policy can do to them? It can cancel their operation, with no recourse to private care. It can run down their school -- with no escape route to a prep. It can have you out of your house and into a B&B by the end of the year. When the middle-classes get passionate about politics, they're arguing about their treats -- their tax breaks and their investments. When the poor get passionate about politics, they're fighting for their lives. 'Politics will always mean more to the poor. Always. That's why we strike and march, and despair when our young say they won't vote. That's why the poor are seen as more vital, and animalistic. No classical music for us -- no walking around National Trust properties, or buying reclaimed flooring. We don't have nostalgia. We don't do yesterday. We can't bear it. We don't want to be reminded of our past, because it was awful; dying in mines, and slums, without literacy, or the vote. Without dignity. It was all so desperate, then. That's why the present and the future is for the poor -- that's the place in time for us: surviving now, hoping for better, later. We live now -- for our instant, hot, fast treats, to prep us up: sugar, a cigarette, a new fast song on the radio. 'You must never, never forget, when you talk to someone poor, that it takes ten times the effort to get anywhere from a bad postcode, It's a miracle when someone from a bad postcode gets anywhere, son. A miracle they do anything at all.

Working with a small team of researchers, educators, and scientists, we are creating a curriculum on what we are calling “worldview literacy.”31 We define this as the capacity to comprehend and communicate not only our own worldview but also to recognize that our beliefs come from our particular frame of reference and to understand that others hold different and potentially equally valid worldviews out of which their assumptions, and therefore their actions, arise. This capacity also includes being able to adapt to changes that come through a meeting of different perspectives, customs, practices, and belief systems.

A century ago, historians of technology felt that individual inventors were the main actors that brought about the Industrial Revolution. Such heroic interpretations were discarded in favor of views that emphasized deeper economic and social factors such as institutions, incentives, demand, and factor prices. It seems, however, that the crucial elements were neither brilliant individuals nor the impersonal forces governing the masses, but a small group of at most a few thousand people who formed a creative community based on the exchange of knowledge. Engineers, mechanics, chemists, physicians, and natural philosophers formed circles in which access to knowledge was the primary objective. Paired with the appreciation that such knowledge could be the base of ever-expanding prosperity, these elite networks were indispensable, even if individual members were not. Theories that link education and human capital to technological progress need to stress the importance of these small creative communities jointly with wider phenomena such as literacy rates and universal schooling.

Middle-class women, barred from higher education, began to monopolize the profession of primary-school teaching. As teachers, they read more, communicated more, and education itself became subversive of old ways of thinking. They began to write for magazines and newspapers, and started some ladies’ publications. Literacy among women doubled between 1780 and 1840. Women became health reformers. They formed movements against double standards in sexual behavior and the victimization of prostitutes. They joined in religious organizations. Some of the most powerful of them joined the antislavery movement. So, by the time a clear feminist movement emerged in the 1840s, women had become practiced organizers, agitators, speakers.

October, for an instant, brings a new kind of power. Fleetingly, there is a shift towards workers’ control of production and the rights of peasants to the land. Equal rights for men and women in work and in marriage, the right to divorce, maternity support. The decriminalization of homosexuality, 100 years ago. Moves towards national self-determination. Free and universal education, the expansion of literacy. And with literacy comes cultural explosion, a thirst to learn, the mushrooming of universities and lecture series and adult schools. A change in the soul, as Lunacharsky might put it, as much as in the factory. And though those moments are snuffed out, reversed, become bleak jokes and memories all too soon, it might have been otherwise.

The lift that comes from sending girls like Sona to school is stunning—for the girls, their families, and their communities. When you send a girl to school, the good deed never dies. It goes on for generations advancing every public good, from health to economic gain to gender equity and national prosperity. Here are just a few of the things we know from the research. Sending girls to school leads to greater literacy, higher wages, faster income growth, and more productive farming. It reduces premarital sex, lowers the chance of early marriage, delays first births, and helps mothers plan how many children to have and when. Mothers who have had an education do a better job learning about nutrition, vaccination, and other behaviors necessary for raising healthy children.

I have found that educators yearn to be told something like this: There will be no more initiatives—at least for a time. Instead, we will focus only on what will have an immediate and dramatic impact on learning in your classrooms: ensuring the implementation of a common, content-rich curriculum; good lessons; and plenty of meaningful literacy activities (such as close reading, writing, and discussion) across the curriculum.

Learning is the accomplice of inquiry. Prudence is the accomplice of caution. Reason is the accomplice of ingenuity. Insight is the accomplice of understanding. Wisdom is the accomplice of discipline. Tenacity is the accomplice of improvement. Innovation is the accomplice of growth. Intuition is the accomplice of opportunity. Acclaim is the accomplice of excellence. Loyalty is the accomplice of trust. Wealth is the accomplice of luxury. Power is the accomplice of influence. Literacy is the accomplice of knowledge. Performance is the accomplice of development. Competence is the accomplice of progress. Curiosity is the accomplice of awareness. Courage is the accomplice of confidence. Desire is the accomplice of accomplishment. Ambition is the accomplice of determination. Mastery is the accomplice of honor. Character is the accomplice of reputation. Talent is the accomplice of skill. Education is the accomplice of success.

His chosen medium—writing—had, he believed, a high potential for holding America together. America was a nation of readers, known worldwide for its high literacy rates. At midcentury, a full 90 percent of white American adults could read, as opposed to about 60 percent in England. Whitman crowed hyperbolically: “In regard to intelligence, education, knowledge, the masses of [English] people, in comparison with the masses of the U.S., are at least two hundred years behind us.

Do preschoolers need all the trappings of elementary school . . . ? The faux academic overstimulation? The enforced choices? The cult-like obsession with readiness? I would say, mostly, they do not. And I think some of these trappings, such as the notorious print-rich environments we encountered with their busy totems to industriousness, can actually interfere with the task of becoming a good communicator and a literate person. We spend a lot of energy on creating print-rich environments but that’s not at all the same thing as creating a language-rich environment. Consider again the hope that Finland offers; its guidelines for preprimary (preschool) education remind us that: “The basis for emerging literacy is that children have heard and listened, they have been heard, they have spoken and been spoken to, people have discussed things with them, and they have asked questions and received answers.” For our young children, what else is there to wish for?

These kids didn’t know how to read so I got them dictionaries, and because they were too shy to discuss literacy in meetings, they would catch me walking across campus or in my office and whisper, “I need help reading.” It had never crossed my mind before that it was possible for a child to be educated in this country and make it to college unable to read at a college level. Shame on me, certainly, for being so ignorant about the galling disparities in how children are educated. Shame on me.

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?...Have you ever, in listening to a debate among adult and presumably responsible people, been fretted by the extraordinary inability of the average debater to speak to the question, or to meet and refute the arguments of speakers on the other side?...And when you think of this, and think that most of our public affairs are settled by debates and committees, have you ever felt a certain sinking of the heart?...Is not the great defect of our education today---a defect traceable through all the disquieting symptoms of trouble that I have mentioned---that although we often succeed in teaching our pupils "subjects," we fail lamentably on the whole in teaching them how to think: they learn everything, except the art of learning.

As of September 2020, the British mandatory curriculum broadened to include same-sex relationships, sexual assault and 'porn literacy,' and parents will no longer be able to opt-out their children once they reach the age of fifteen. A petition with more than 118,000 signatures protested against the change, insisting that it was the parents' 'fundamental right to teach their child' about sex. What these parents are missing is that their children are already being taught about sex, and not by them.

Written culture itself, up to its recently implemented universal literacy, has had sharply selective effects. It has riven its host societies and formed a divide between literate and illiterate human beings, whose unbridgeability almost attained the firmness of a species differentiation. If one wished, despite Heidegger’s dissuasions, to speak anthropologically again, then the human beings of historical times could be defined as the animals of whom some can read and write while the others cannot. From here it is only a single step, if a demanding one, to the thesis that human beings are the animals of whom some breed those like them, while the others are bred—a thought that belongs to the pastoral folklore of Europeans since the time of Plato’s reflections on education and the state. Something of this is still heard in Nietzsche’s statement that few of the human beings in the small houses will, but most are willed. But to be only willed means to exist merely as an object, not as a subject, of selection.

1987: “We cannot assume that young people today know things that were known in the past by almost every literate person in the culture.” Hirsch has argued that students are being sent out into the world without the basic level of cultural literacy that is necessary to be a good citizen (what does it say that two thirds of American seventeen-year-olds can’t even tell you within fifty years when the Civil War occurred?), and what’s needed is a kind of educational counterreformation that reemphasizes hard facts.

If you believe in learning, you believe in inquiry. If you believe in education, you believe in literacy. If you believe in knowledge, you believe in curiosity. If you believe in understanding, you believe in practicality. If you believe in reason, you believe in sanity. If you believe in wisdom, you believe in sagacity. If you believe in dreams, you believe in fantasy. If you believe in diligence, you believe in prosperity. If you believe in exellence, you believe in mastery. If you believe in brilliance, you believe in longevity. If you believe in wealth, you believe in luxury. If you believe in justice, you believe in liberty. If you believe in tolerance, you believe in equality. If you believe in respect, you believe in courtesy. If you believe in manners, you believe in civility. If you believe in honor, you believe in decency. If you believe in culture, you believe in history. If you believe in tradition, you believe in stability. If you believe in order, you believe in harmony. If you believe in time, you believe in eternity. If you believe in fate, you believe in destiny. If you believe in life, you believe in reality. If you believe in permanance, you believe in infinity. If you believe in virtue, you believe in morality. If you believe in peace, you believe in humanity. If you believe in love, you believe in divinity. If you believe in God, you believe in spirituality. If you believe in faith, you believe in expectancy. If you believe in religion, you believe in sanctity. If you believe in Heaven, you believe in perpetuity. If you believe in the afterlife, you believe in immortality.

As a practical matter I’ve learned to seek the minimum amount of technology for myself that will create the maximum amount of choices for myself and others. The cybernetician Heinz von Foerster called this approach the Ethical Imperative, and he put it this way: “Always act to increase the number of choices.” The way we can use technologies to increase choices for others is by encouraging science, innovation, education, literacies, and pluralism. In my own experience this principle has never failed: In any game, increase your options.

Public libraries have succumbed to the same pressures that have overwhelmed the basic cultural functions of museums and universities, aims that should remain what they were, not because the old ways are always better but because in this case they were the right ones: the sustaining of standards, the preservation of quality, the conservation of literacy's history, the education of the heart, eye and mind. Now libraries devote far too much of their restricted space, and their limited budget, to public amusement. It is a fact of philistine life that amusement is where the money is.

Yes, our social and economic circumstances shape decisions we make about all sorts of things in life, including sex. Sometimes they rob us of the power to make any decisions at all. But of all human activity, sex is among the least likely to fit neatly into the blueprint of rational decision making favoured by economists. To quote my friend Claire in Istanbul, sex is about 'conquest, fantasy, projection, infatuation, mood, anger, vanity, love, pissing off your parents, the risk of getting caught, the pleasure of cuddling afterwards, the thrill of having a secret, feeling desirable, feeling like a man, feeling like a woman, bragging to your mates the next day, getting to see what someone looks like naked and a million-and-one-other-things.' When sex isn't fun, it is often lucrative, or part of a bargain which gives you access to something you want or need. If HIV is spread by 'poverty and gender equality', how come countries that have plenty of both, such as Bangladesh, have virtually no HIV? How come South Africa and Botswana, which have the highest female literacy and per capita incomes in Africa, are awash with HIV, while countries that score low on both - such as Guinea, Somalia, Mali, and Sierra Leone - have epidemics that are negligible by comparison? How come in country after country across Africa itself, from Cameroon to Uganda to Zimbabwe and in a dozen other countries as well, HIV is lowest in the poorest households, and highest in the richest households? And how is it that in many countries, more educated women are more likely to be infested with HIV than women with no schooling? For all its cultural and political overtones, HIV is an infectious disease. Forgive me for thinking like an epidemiologist, but it seems to me that if we want to explain why there is more of it in one place than another, we should go back and take a look at the way it is spread.

Assessment can be either formal and/or informal measures that gather information. In education, meaningful assessment is data that guides and informs the teacher and/or stakeholders of students' abilities, strategies, performance, content knowledge, feelings and/or attitudes. Information obtained is used to make educational judgements or evaluative statements. Most useful assessment is data which is used to adjust curriculum in order to benefit the students. Assessment should be used to inform instruction. Diagnosis and assessment should document literacy in real-world contexts using data as performance indicators of students' growth and development.

The national curriculum for the Swedish preschool is twenty pages long and goes on at length about things like fostering respect for one another, human rights, and democratic values, as well as a lifelong desire to learn. The document's word choices are a pretty good clue to what Swedish society wants and expects from toddlers and preschoolers. The curriculum features the word "play" thirteen times, "language" twelve times, "nature" six times, and "math" five times. But there is not a single mention of "literacy" or "writing." Instead, two of the most frequently used words are "learning" (with forty-eight appearances) and "development" (forty-seven). The other Scandinavian countries have similar early childhood education traditions. In Finland, formal teaching of reading doesn't start until the child begins first grade, at age seven, and in the Finnish equivalent of kindergarten, which children enroll in the year they turn six, teachers will only teach reading if a child is showing an interest in it. Despite this lack of emphasis on early literacy, Finland is considered the most literate country in the world, with Norway coming in second, and Iceland, Denmark, and Sweden rounding out the top five, according to a 2016 study by Central Connecticut State University. John Miller, who conducted the study, noted that the five Nordic countries scored so well because "their monolithic culture values reading.

Bertrand Russell famously said: “It is undesirable to believe a proposition when there is no ground whatsoever for supposing it is true.” [but] Russell’s maxim is the luxury of a technologically advanced society with science, history, journalism, and their infrastructure of truth-seeking, including archival records, digital datasets, high-tech instruments, and communities of editing, fact-checking, and peer review. We children of the Enlightenment embrace the radical creed of universal realism: we hold that all our beliefs should fall within the reality mindset. We care about whether our creation story, our founding legends, our theories of invisible nutrients and germs and forces, our conceptions of the powerful, our suspicions about our enemies, are true or false. That’s because we have the tools to get answers to these questions, or at least to assign them warranted degrees of credence. And we have a technocratic state that should, in theory, put these beliefs into practice. But as desirable as that creed is, it is not the natural human way of believing. In granting an imperialistic mandate to the reality mindset to conquer the universe of belief and push mythology to the margins, we are the weird ones—or, as evolutionary social scientists like to say, the WEIRD ones: Western, Educated, Industrialized, Rich, Democratic. At least, the highly educated among us are, in our best moments. The human mind is adapted to understanding remote spheres of existence through a mythology mindset. It’s not because we descended from Pleistocene hunter-gatherers specifically, but because we descended from people who could not or did not sign on to the Enlightenment ideal of universal realism. Submitting all of one’s beliefs to the trials of reason and evidence is an unnatural skill, like literacy and numeracy, and must be instilled and cultivated.

[Phone interview transcript between author Roorda & Vershawn A. Young, author of Your Average Nigga: Performing Race, Literacy, and Masculinity, a book based on his Ph.D dissertation] Now the subtitle, Performing Race, Literacy, and Masculinity, what does that cover? It covers the range of enactments in speech, in dress, in the way we behave, the way that we interact with other people. Basically, it is the range of enactments that black people have to go through to be successful in America. I call it the burden of racial performance that black people are required, not only by whites but by other blacks as well, to prove through their behaviors, their speech, and their actions the kind of black person that they are. Really, there are only two kinds you can be. In the words of comedian Chris Rock, you can either be a black person, which is a respectable, bourgeois, middle-class black person, or you can be a nigger. As Chris Rock says in his show, "I love black people, but I hate niggers." So . . . when a black person walks into a room, always in the other person's mind is the question "What kind of black person is this in front of me?" They are looking for clues in your speech, in your demeanor, in your behavior, and in everything that you do -- it is like they are hyperattentive to your ways of being in order to say, "Okay, this is a real black person. I can trust them. I'll let them work here. Or, nope: this is a nigger, look at the spelling of their name: Shaniqua or Daquandre." We get discriminated against based on our actions. So that is what the subtitle was trying to suggest in performing race. And in performing literacy, just what is the prescribed means for increasing our class status? A mind-set: "Okay, black people, you guys have no excuse. You can go to school and get an education like everybody else." I wanted to pay attention to the ways in which school perpetuated a structural racism through literacy, the way in which it sort of stigmatizes and oppresses blackness in a space where it claims it is opening up opportunities for black people.

among the young, a portent of the world’s future. Hate crimes, violence against women, and the victimization of children are all in long-term decline, as is the exploitation of children for their labor. As people are getting healthier, richer, safer, and freer, they are also becoming more literate, knowledgeable, and smarter. Early in the 19th century, 12 percent of the world could read and write; today 83 percent can. Literacy and the education it enables will soon be universal, for girls as well as boys. The schooling, together with health and wealth, are literally making us smarter—by thirty IQ points, or two standard deviations above our ancestors. People are putting their longer, healthier, safer, freer, richer, and wiser lives to good use. Americans work 22 fewer hours a week than they used to, have three weeks of paid vacation, lose 43 fewer hours to housework, and spend just a third of their paycheck on necessities rather than five-eighths. They are using their leisure and disposable income to travel, spend time with their children, connect with loved ones, and sample the world’s cuisine, knowledge, and culture. As a result of these gifts, people worldwide have become happier. Even Americans, who take their good fortune for granted, are “pretty happy” or happier, and the younger generations are becoming less unhappy, lonely, depressed, drug-addicted, and suicidal. As societies have become healthier, wealthier, freer, happier, and better educated, they have set their sights on the most pressing global challenges. They have emitted fewer pollutants, cleared fewer forests, spilled less oil,

So much changes when you get an education! You unlearn dangerous superstitions, such as that leaders rule by divine right, or that people who don’t look like you are less than human. You learn that there are other cultures that are as tied to their ways of life as you are to yours, and for no better or worse reason. You learn that charismatic saviors have led their countries to disaster. You learn that your own convictions, no matter how heartfelt or popular, may be mistaken. You learn that there are better and worse ways to live, and that other people and other cultures may know things that you don’t. Not least, you learn that there are ways of resolving conflicts without violence. All these epiphanies militate against knuckling under the rule of an autocrat or joining a crusade to subdue and kill your neighbors. Of course, none of this wisdom is guaranteed, particularly when authorities promulgate their own dogmas, alternative facts, and conspiracy theories—and, in a backhanded compliment to the power of knowledge, stifle the people and ideas that might discredit them. Studies of the effects of education confirm that educated people really are more enlightened. They are less racist, sexist, xenophobic, homophobic, and authoritarian.10 They place a higher value on imagination, independence, and free speech.11 They are more likely to vote, volunteer, express political views, and belong to civic associations such as unions, political parties, and religious and community organizations.12 They are also likelier to trust their fellow citizens—a prime ingredient of the precious elixir called social capital which gives people the confidence to contract, invest, and obey the law without fearing that they are chumps who will be shafted by everyone else.13 For all these reasons, the growth of education—and its first dividend, literacy—is a flagship of human progress.

Look around on your next plane trip. The iPad is the new pacifier for babies and toddlers… Parents and other passengers read on Kindles… Unbeknownst to most of us, an invisible, game-changing transformation links everyone in this picture: the neuronal circuit that underlies the brain’s ability to read is subtly, rapidly changing… As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species’ brain more than 6,000 years ago… My research depicts how the present reading brain enables the development of some of our most important intellectual and affective processes: internalized knowledge, analogical reasoning, and inference; perspective-taking and empathy; critical analysis and the generation of insight. Research surfacing in many parts of the world now cautions that each of these essential “deep reading” processes may be under threat as we move into digital-based modes of reading… Increasing reports from educators and from researchers in psychology and the humanities bear this out. English literature scholar and teacher Mark Edmundson describes how many college students actively avoid the classic literature of the 19thand 20th centuries because they no longer have the patience to read longer, denser, more difficult texts. We should be less concerned with students’ “cognitive impatience,” however, than by what may underlie it: the potential inability of large numbers of students to read with a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts… Karin Littau and Andrew Piper have noted another dimension: physicality. Piper, Littau and Anne Mangen’s group emphasize that the sense of touch in print reading adds an important redundancy to information – a kind of “geometry” to words, and a spatial “thereness” for text. As Piper notes, human beings need a knowledge of where they are in time and space that allows them to return to things and learn from re-examination – what he calls the “technology of recurrence”. The importance of recurrence for both young and older readers involves the ability to go back, to check and evaluate one’s understanding of a text. The question, then, is what happens to comprehension when our youth skim on a screen whose lack of spatial thereness discourages “looking back.