Qualitative Education Quotes

In judging our progress as individual we tend to concentrate on external factors such as one's social position, influence and popularity, wealth and standard of education. These are, of course, important in measuring one's success in material matters and it is perfectly understandable if many people exert themselves mainly to achieve all these. But internal factors may be even more crucial in assessing one's development as a human being. Honesty, sincerity, simplicity, humility, pure generosity, absence of vanity, readiness to serve others - qualites which are within reach of every soul - are the foundation of one's spiritual life.

Japan is a country that influences, inspires and motivates a range of other Asian cultures and countries

To be globally competitive, developed countries must offer something qualitatively different, that is, something that cannot be obtained at a lower cost in developing countries. And that something is certainly not great test scores in a few subjects or the so-called basic skills.”4

The human mind is an incredible thing. It can conceive of the magnificence of the heavens and the intricacies of the basic components of matter. Yet for each mind to achieve its full potential, it needs a spark. The spark of enquiry and wonder. Often that spark comes from a teacher. Allow me to explain. I wasn’t the easiest person to teach, I was slow to learn to read and my handwriting was untidy. But when I was fourteen my teacher at my school in St Albans, Dikran Tahta, showed me how to harness my energy and encouraged me to think creatively about mathematics. He opened my eyes to maths as the blueprint of the universe itself. If you look behind every exceptional person there is an exceptional teacher. When each of us thinks about what we can do in life, chances are we can do it because of a teacher. [...] The basis for the future of education must lie in schools and inspiring teachers. But schools can only offer an elementary framework where sometimes rote-learning, equations and examinations can alienate children from science. Most people respond to a qualitative, rather than a quantitative, understanding, without the need for complicated equations. Popular science books and articles can also put across ideas about the way we live. However, only a small percentage of the population read even the most successful books. Science documentaries and films reach a mass audience, but it is only one-way communication.

The fashion now is to think of universities as industries or businesses. University presidents, evidently thinking of themselves as CEO's, talk of "business plans" and "return on investment," as if the industrial economy could provide an aim and a critical standard appropriate either to education or to research. But this is not possible. No economy, industrial or otherwise, can supply an appropriate aim or standard. Any economy must be either true or false to the world and to our life in it. If it is to be true, then it must be made true, according to a standard that is not economic. To regard the economy as an end or as the measure of success is merely to reduce students, teachers, researchers, and all they know or learn to merchandise. It reduces knowledge to "property" and education to training for the "job market." If, on the contrary, [Sir Albert] Howard was right in his belief that health is the "one great subject," then a unifying aim and a common critical standard are clearly implied. Health is at once quantitative and qualitative; it requires both sufficiency and goodness. It is comprehensive (it is synonymous with "wholeness"), for it must leave nothing out. And it is uncompromisingly local and particular; it has to do with the sustenance of particular places, creatures, human bodies, and human minds. If a university began to assume responsibility for the health of its place and its local constituents, then all of its departments would have a common aim, and they would have to judge their place and themselves and one another by a common standard. They would need one another's knowledge. They would have to communicate with one another; the diversity of specialists would have to speak to one another in a common language. And here again Howard is exemplary, for he wrote, and presumably spoke, a plain, vigorous, forthright English-- no jargon, no condescension, no ostentation, no fooling around.

…in America there is no escape from the awareness of color and the fact that our society places a qualitative difference on a person of dark skin. Every Negro comes face to face with this color shock, and it constitutes a major emotional crisis. It is accompanied by a sort of fatiguing, wearisome hopelessness. If one is rejected because he is uneducated, he can at least be consoled by the fact that it may be possible for him to get an education. If one is rejected because he is low on the economic ladder, he can at least dream of the day that he will rise from his dungeon of economic deprivation. If one is rejected because he speaks with an accent, he can at least, if he desires, work to bring his speech in line with the dominant group. If, however, one is rejected because of his color, he must face the anguishing fact that he is being rejected because of something in himself that cannot be changed. All prejudice is evil, but the prejudice that rejects a man because of the color of his skin is the most despicable expression of man’s inhumanity to man.

The process of simplifying man's environment and rendering it increasingly elemental and crude has a cultural as well as a physical dimension. The need to manipulate immense urban populations—to transport, feed, employ, educate and somehow entertain millions of densely concentrated people—leads to a crucial decline in civic and social standards. A mass concept of human relations—totalitarian, centralistic and regimented in orientation—tends to dominate the more individuated concepts of the past. Bureaucratic techniques of social management tend to replace humanistic approaches. All that is spontaneous, creative and individuated is circumscribed by the standardized, the regulated and the massified. The space of the individual is steadily narrowed by restrictions imposed upon him by a faceless, impersonal social apparatus. Any recognition of unique personal qualities is increasingly surrendered to the manipulation of the lowest common denominator of the mass. A quantitative, statistical approach, a beehive manner of dealing with man, tends to triumph over the precious individualized and qualitative approach which places the strongest emphasis on personal uniqueness, free expression and cultural complexity.

Popularity does not guarantee literary quality, as everybody knows, but it never comes about for no reason. Nor are those reasons always and necessarily feeble or meretricious ones, though there has long been a tendency among the literary and educational elite to think so. To give just one example, in my youth Charles Dickens was not regarded as a suitable author for those reading English Studies at university, because for all his commercial popularity (or perhaps because of his commercial popularity) he had been downgraded from being ‘a novelist’ to being ‘an entertainer’. The opinion was reversed as critics developed broader interests and better tools; but although critical interest has stretched to include Dickens, it has not for the most part stretched to include Tolkien, and is still uneasy about the whole area of fantasy and the fantastic – though this includes, as has been said, many of the most serious and influential works of the whole of the later twentieth century, and its most characteristic, novel and distinctive genres (such as science fiction). The qualitative case for these genres, including the fantasy genre, needs to be made, and the qualitative case for Tolkien must be a major part of it. It is not a particularly difficult case to make, but it does require a certain open-mindedness as to what people are allowed to get from their reading. Too many critics have defined ‘quality’ in such a way as to exclude anything other than what they have been taught to like. To use the modern jargon, they ‘privilege’ their own assumptions and prejudices, often class-prejudices, against the reading choices of their fellowmen and fellow-women, often without thinking twice about it. But many people have been deeply and lastingly moved by Tolkien’s works, and even if one does not share the feeling, one should be able to understand why. In the following sections, I consider further the first two arguments outlined above, and set out the plan and scope of the chapters which follow, which form in their entirety my expansion of the third argument, about literary quality; and my answer to the question about what Tolkien felt he had to say.

The question, then, is not “Is story telling science?” but “Can science learn to tell good stories?” (p. 50)

Third Wave technology will also change how we measure success in the classroom. What good is an annual standardized test, after all, once teachers and parents can get detailed reports with a wide range of metrics, comparing their students on a regular basis to others in their class or school or state? In this way, big data on individual students will do for education what standardized testing never quite could: bring quantitative precision to a qualitative learning process.

In chess one realises that all education is ultimately self education. This idea is a timely consideration in our data driven world. Chess lends itself to structural information and quantitive analysis in a range of ways. For instance the numerical value of the pieces, databases of millions of games, computerised evaluation functions and the international rating system. However, the value of the experience of playing the game is more qualitative than quantitive. Like any competitive pursuit or sport, chess is an elaborate pretext for the production of stories. The benign conceit of rules and points and tournaments generates a narrative experience in which you are at once co-director, actor and spectator. Chess is education in the literal sense of bringing forth, and it is self education because our stories about a game emerge as we play it, as we try to achieve our goals, just as they do in real life. Chess stories are of our own making and they are often about challenges we overcame or failed to overcome. Every chess player knows the experience of encountering a vexed colleague whose desperate to share their tragic tale in which they were “completely winning!” until they screwed up and lost. And yet we also know tougher characters who recognise that taking resolute responsibility for your mistakes, no matter how painful, is the way to grow as a person and a player. As the child psychologist Bruno Bettelheim says: "we grow, we find meaning in life and security in ourselves by having understood and solved personal problems on our own, not by having them explained to us by others”.

Qualitative education means high-quality domestic and global education that refers to quality education based on human and moral values. Its goal is to build the life and dignity of a human. It is not only a means of earning money, but also develops the virtue, such as love, respect, honor, patriotism, social service, and so on.

In spite of this, there is no doubt that the modern European and American system of universal education suffered from serious defects. In the first place, the achievement of universality was purchased by the substitution of quantitative for qualitative standards. Education was accepted as a good in itself and the main question was how to increase the total output: how to teach more and more people more and more subjects for longer and longer periods. But in proportion as education became universal, it became cheapened. Instead of being regarded as the privilege of a few it became a compulsory routine for everybody.

The person must utilize adequate quantitative and/or qualitative reasoning in order to solve both ill and well defined problems for his or her assigned tasks.

In the process it is becoming clear that what we call “development issues” in the “third world”, such as housing, education, health, child care, and poverty, are called “social issues” in the “first world”. These are not qualitatively different phenomena as “development” definitions imply, but shared political issues that constitute a potential basis for common political struggle.

education (Tesch, 1988; van Manen, 1990, 2014).

included in all phenomenological studies: An emphasis on a phenomenon to be explored, phrased in terms of a single concept or idea, such as the educational idea of “professional growth,” the psychological concept of “grief,” or the health idea of a “caring relationship.” The exploration of this phenomenon with a group of individuals who have all experienced the phenomenon. Thus, a heterogeneous group is identified that may vary in size from 3 to 4 individuals to 10 to 15.

Thus for those in developed countries to be globally competitive, they must offer something qualitatively different, that is, something that cannot be obtained at a lower cost in developing countries.

Statistical analysis and consulting has always been at the core of the SilverLakeConsult.com, basically it have a dual focus, supporting research in the education and business sectors. For our PhD dissertation candidates and faculty pursuing journal publication, we provide editing, consulting (both qualitative and statistical), and research support services which indicate statistical analysis and expert testimony along with high-end academic consultation and editing services.

The heart is not merely a metaphor for an undefined capacity for feeling. The heart is an objective, cognitive power beyond intellect. It is the organ of perception which can know the world of spiritual qualities. It is the heart that can love, that can praise, that can forgive, that can perceive the Divine Majesty. Only the human heart can say yes, can affirm wholeness, can know the Infinite. Guided by its inner discernment, al-Furqan, the heart can apprehend what is Real. As a Hadith Qudsi says: „The heavens and the earth do not contain Me. Only the heart of my faithful servant contains me.“ We need an education of the heart to receive this qualitative knowledge.

One of the unique things about Buddhism, particularly in the Sanskrit tradition, is that investigation and experiment play a very important part. Many troubles come out of ignorance, and the only antidote to ignorance is knowledge. Knowledge means a clear understanding of reality, which must come through investigation and experiment. In ancient times, the Nalanda masters14 carried out these investigations mainly through logic and human thought, and perhaps in some cases through meditation. In modern times, there is another way to find out about reality: with help of equipment. I think both science and Buddhist investigation are actually trying to find reality. Furthermore, there is a tradition in Buddhism that if we find something that contradicts our scripture, we have the liberty to reject that scripture. That gives us a kind of freedom to investigate, regardless of what the literature says. For example, there are some descriptions of cosmology in the scriptures that are quite a disgrace. When I give teachings to Buddhist audiences, I often tell them that we cannot accept these things. In the initial stages of my curiosity, I would look out into space and see many things. I was curious how these things came to be. Look at our body. There’s a lot of hair on the head and, underneath it, a skull. Unlike other parts of the body, there is some kind of special protection there. Why? Usually we believe the soul or self lies at the center of the heart. Now it seems that the soul—if we can identify it at all—is here in the head, not in the heart. The Buddhist texts on psychology and epistemology make a clear distinction between two qualitatively different domains of experience. One is the sensory level: our experience of the five senses. The other is what Buddhists refer to as the mental level of experience: thoughts, emotions, and so on. The primary seat, or physical basis, of sensory experience is thought to be the sensory organs themselves. But now it seems to be clear from modern neuroscience that the central organizing principle of sensory experience is really to be found more in the brain than in the sensory organs themselves. Buddhists are very interested to learn such things from scientific findings. I think the relationship is very helpful. Therefore, we began introducing the study of science to selected Buddhist monastic students in India more than four years ago. A systematic introduction of science education in the monastic curriculum is gradually being established. As for my participation here, I have nothing to offer. I am always eager just to listen and learn from these great, experienced scientists. Although there is a language problem, and also my memory problem, it sometimes seems that I learn from the session—but after the session there is nothing left in my head. So there’s the problem! Anyway, it may leave some imprints in my brain.

Modern culture has disenchanted the world by disenchanting numbers. For us, numbers are about quantity and control, not quality and contemplation. After Bacon, knowledge of numbers is a key to manipulation, not meditation. Numbers are only meaningful (like all raw materials that comprise the natural world) when we can do something with them. When we read of twelve tribes and twelve apostles and twelve gates and twelve angels, we typically perceive something spreadsheet-able. By contrast, in one of Caldecott’s most radical claims, he insists, “It is not simply that numbers can be used as symbols. Numbers have meaning—they are symbols. The symbolism is not always merely projected onto them by us; much of it is inherent in their nature” (p. 75). Numbers convey to well-ordered imaginations something of (in Joseph Cardinal Ratzinger’s metaphor) the inner design of the fabric of creation. The fact that the words “God said” appear ten times in the account of creation and that there are ten “words” in the Decalogue is not a random coincidence. The beautiful meaningfulness of a numberly world is most evident in the perception of harmony, whether in music, architecture, or physics. Called into being by a three-personed God, creation’s essential relationality is often evident in complex patterns that can be described mathematically. Sadly, as Caldecott laments, “our present education tends to eliminate the contemplative or qualitative dimension of mathematics altogether” (p. 55). The sense of transcendence that many (including mathematicians and musicians) experience when encountering beauty is often explained away by materialists as an illusion. Caldecott offers an explanation rooted in Christology. Since the Logos is love, and since all things are created through him and for him and are held together in him, we should expect the logic, the rationality, the intelligibility of the world to usher in the delight that beauty bestows. One

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Most hard-hitting, truly provocative thinkers I have read will argue, of course, for intersectional advocacy and social equality, but each of them still shrouds, indiscriminately, some qualitatively-ranked mythos of ‘learning’ (or, implicitly, education) as some kind of holy grail to cultural change. But education is really, more than anything, the chronicler of cultural change and the documentarian of human developments. It is, by nature, in the business of analyzing, segmenting, and adjudicating things- hardly at all in the business of creating them to propel into the public, as if university campuses were somehow the laboratories of God.

The generational change that is now occurring now in Japan will transform the employment market, education requirements, job skills and lifestyles of the next generation

Baby Boomers represent the largest and wealthiest market consumer segment in the Japanese economy

Education marketers have to begin to communicate with many new cultures and to quickly understand what they like, dislike and how to entice them to enrol and study with their institution, against a backdrop of formidable new competition

For Swedish society, gender equality meant the equal distribution of society’s opportunities, positions, and wealth among women and men in every walk of life. It was qualitative, ensuring women’s and men’s knowledge and experience to promote society’s progress. Women and men were treated equally in educational institutions and workplaces. If any discrimination was noticed, educational institutions, authorities, and employers were bound to investigate and take preventive actions. The Swedish constitution was above all religions, religious beliefs, myths, superstitions, and gods. There was a gender equality agency that organized gender mainstream programs, and the goal was gender equality in every realm of people’s lives.