Question What Other Schools Quotes & Sayings

There is no religion and no philosophy that can give us a comprehensive answer to the whole of our problems, and the abandonment and isolation of the individual who is given no answer, or only inadequate answers, to his question lead to a situation in which more and more cheap, obvious solutions and answers are sought and provided. As, everywhere and in all departments of life, there are contradictory schools and parties, and an equal number of contradictory answers, one of the most frequent reactions is that modern man ceases to ask questions and takes refuge in a conception that considers only the most obvious, superficial aspects, and becomes skeptical, nihilistic, and egocentric. Or, alternatively, he tries to solve all his problems by plunging headlong into a collective situation and a collective conviction, and seeks to redeem himself in this way. — Erich Neumann

slavery is rarely taught in schools, and our understanding of its scope is barely rudimentary. The mainstream of American thought still does not contain a shared body of information on slavery even though the facts about American enslavement are widely available. Several years after that first spring, when I began to speak publicly about the book that had come forward from a newspaper project on slavery in the North (Complicity), I was asked the same question over and over, by audiences around the country: "Why don't we know about this? — Anne Farrow

Albus: First question. What do you know about the Triwizard tournament?
Scorpius(happy): Ooooh, a quiz! Three schools pick three champions to compete in three tasks for one cup. What's that got to do with anything?
Albus: You really are an enormous geek, you know that?
Scorpius: Ya-huh. — J.K. Rowling

If children were taught to question and think through their beliefs, instead of being taught the superior virtue of faith without question, it is a good bet that there would be no suicide bombers. Suicide bombers do what they do because they really believe what they were taught in their religious schools: that duty to God exceeds all other priorities, and that martyrdom in his service will be rewarded in the gardens of Paradise. — Richard Dawkins

One of the most consistent findings about low performing schools and students is that "home variables" (parental income and education, etc.) are more predictive than "school variables." But, having said that, we as a society can have much more effect on the school variables than on the home variables, so it's important and valuable to focus on the question of which interventions in schools are most effective and which are least effective. — Nicholas Lemann

We come then to the question presented: Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other "tangible" factors may be equal, deprive the children of the minority group of equal education opportunities? We believe that it does. — Earl Warren

[Finishing schools] are nicely adapted machines for experimenting on the question, "Into how little space a human being can be crushed?" I have seen some souls so compressed that they would have fitted into a small thimble, and found room to move ... — Olive Schreiner

Did my education fail me? Or, even worse, did I fail my education? There's a larger question to be asked here, too, since I'm also a microcosm of my peer group. Why did so many highly educated people from elite business schools and privileged background contribute to and exacerbate the financial crisis of 2008-2009? Did our education fail us? Or did we fail our education? These questions haven't been answered adequately by the prestigious universities that groomed all these high-powered creators of economic mayhem. — Guy Spier

That is in part because the very words "education reform" indicate that the question is "What's wrong with our schools?" when in reality, the question might be better phrased as "Why do American kids know less than kids from Estonia and Poland?" When you ask the question differently, you look for answers in different places. — Steven D. Levitt

The question then was not what other countries were doing, but why. Why did these countries have this consensus around rigor? In the education superpowers, every child knew the importance of an education. These countries had experienced national failure in recent memory; they knew what an existential crisis felt like. In many U.S. schools, however, the priorities were muddled beyond recognition. Sports were central to American students' lives and school cultures in a way in which they were not in most education superpowers. Exchange students agreed almost universally on this point. Nine out of ten international students I surveyed said that U.S. kids placed a higher priority on sports, and six out of ten American exchange students agreed with them. Even in middle school, other researchers had found, American students spent double the amount of time playing sports as Koreans. — Amanda Ripley

What Ireland shares with many societies around the world is a dangerous reality: once a group of people is isolated as being in some way inferior, the general population becomes less concerned with how they are treated, even in the face of evidence of cruelty and abuse. In Ireland's case, the thousands of victims of industrial schools bear witness to a society unwilling to question its own comfortable certainties out of a fear that those beliefs might turn out to have been built on sand. — Mary Raftery

To punish is the most difficult thing there is. A society such as ours needs to question every aspect of punishment as it is practiced everywhere: in the army, the schools, the factories. — Michel Foucault

The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling. — Neil Postman

The most revolutionary thing anybody can do is to raise good, honest and generous children who will question the answers of people who say the answer is violence. That's what the schools should be doing. — Colman McCarthy

At certain times and in certain schools it is orthodox to be a rebel; and in general it is a very poor class that does not contain at least three pupils who can be counted on to oppose the teachers authority and loudly and persistently to question everything he says. — Gilbert Highet

How many Catholic schools do you think teach the students to question the authority of the Pope? Do you believe Christian schools teach students to question or challenge the authority of Jesus Christ? Do military schools teach the cadets to challenge the authority. — Neal Boortz

The New Groupthink is also practiced in our schools, via an increasingly popular method of instruction called "cooperative" or "small group" learning. In many elementary schools, the traditional rows of seats facing the teacher have been replaced with "pods" of four or more desks pushed together to facilitate countless group learning activities. Even subjects like math and creative writing, which would seem to depend on solo flights of thought, are often taught as group projects. In one fourth-grade classroom I visited, a big sign announced the "Rules for Group Work," including, YOU CAN'T ASK A TEACHER FOR HELP UNLESS EVERYONE IN YOUR GROUP HAS THE SAME QUESTION. — Susan Cain

The question that has perhaps divided students of vouchers more than any other is their likely effect on the social and economic class structure. Some have argued that the great value of the public school has been as a melting pot, in which rich and poor, native- and foreign-born, black and white have learned to live together. That image was and is largely true for small communities, but almost entirely false for large cities. There, the public school has fostered residential stratification, by tying the kind and cost of schooling to residential location. It is no accident that most of the country's outstanding public schools are in high-income enclaves. — Milton Friedman

Independence of mind, enthusiasm, dedication to the field, and willingness to challenge and question and to explore new direction. There are plenty of people like that, but schools tend to discourage those characteristics. — Noam Chomsky

NEW RULE: 'Kidiots' Leave the children behind. At least until they learn something. A new study has shown that half of American high schools agree that newspapers should only be able to publish government-approved material. Almost one out of five said people should not be allowed to voice unpopular opinions..This is the first generation after September 11th, who discovered news during a 'watch what you say' administration ... George W. Bush once asked, 'is our children learning.' No, they isn't. A better question would be, 'is our teacher's teaching? — Bill Maher

Trust in families and in neighborhoods and individuals to make sense of the important question, 'What is education for?' If some of them answer differently from what you might prefer, that's really not your business, and it shouldn't be your problem. Our type of schooling has deliberately concealed the fact that such a question must be framed and not taken for granted if anything beyond a mockery of democracy is to be nurtured. It is illegitimate to have an expert answer that question for you. — John Taylor Gatto

Everyone today is like, 'Shailene, you're getting so much buzz. How does the feel?' It's the most odd question because it's like asking a kid who got into Cornell how it feels to be the top of your class at one of the Ivy League schools. How do you answer that? You just go, 'I don't know.' — Shailene Woodley

Commenting on the decisions of the Bowl Alliance regarding WAC teams: It's a step, no question. Obviously, it's not what any of us wanted, but it's at least a step. We can now say we're part of the Alliance. However, I hope it's not perceived that they bought us off and we're going to go away. It's not fair. It's not right; we still need to fight. We can't let them go away and hide. Other schools are taking a major share of the pot, and that's still a major sore point as far as I'm concerned. But at least this is a step, and better than what we had in the past. — LaVell Edwards

Although you can find certain differences among the Buddhist philosophical schools about how the universe came into being, the basic common question addressed is how the two fundamental principles-external matter and internal mind or consciousness-although distinct, affect one another. External causes and conditions are responsible for certain of our experiences of happiness and suffering. Yet we find that it is principally our own feelings, our thoughts and our emotions, that really determine whether we are going to suffer or be happy. — Dalai Lama

I can assure you that there is no question of us throwing away the tradition of the Grammar Schools. — Hugh Gaitskell

If no one had ever challenged religious authority, there'd be no democracy, no public schools, women's rights, improvements to science and medicine, evolution of slavery and no laws against child abuse or spousal abuse. I was afraid to challenge my religious beliefs because that was the basis of creation - mine anyway. I was afraid to question the Bible or anything in it, and when I did, that's when I became involved with PFLAG and realized that my son was a perfectly normal human being and there was nothing for God to heal because Bobby was perfect just the way he was. — Mary Griffith

How scientists go about their job: and it's a process, it's a question of asking questions, respecting observation, respecting experiment, having tentative explanations and then testing them ... There is a problem sometimes with how we teach science at schools. Because we sometimes teach it as if it has been chiseled in stone. — Paul Nurse

NAEP data show beyond question that test scores in reading and math have improved for almost every group of students over the past two decades; slowly and steadily in the case of reading, dramatically in the case of mathematics. Students know more and can do more in these two basic skills subjects now than they could twenty or forty years ago... So the next time you hear someone say that the system is "broken," that American students aren't as well educated as they used to be, that our schools are failing, tell that person the facts. — Diane Ravitch

A single course of studies for all progressive schools is out of the question; it would mean abandoning the fundamental principle of connection with life-experiences. — John Dewey

During those long years in Oakland public schools, I did not have one teacher who taught me anything relevant to my own life or experience. Not one instructor ever awoke in me a desire to learn more or to question or to explore the worlds of literature, science, and history. All they did was try to rob me of the sense of my own uniqueness and worth, and in the process nearly killed my urge to inquire. — Huey Newton

By the time Carl was four, Feynman was actively lobbying against a first-grade science book proposed for California schools. It began with pictures of a mechanical wind-up dog, a real dog, and a motorcycle, and for each the same question: "What makes it move?" The proposed answer - "Energy makes it move" - enraged him. That — James Gleick

Elementary schools get it right in the first place - they're multidisciplinary and use fuzzy logic, and you're making and doing things. So are doctoral studies. You enter as a question mark and leave as a question mark. — Ken Robinson

There is hardly any political question in the United States that sooner or later does not turn into a judicial question. From that, the obligation that the parties find in their daily polemics to borrow ideas and language from the judicial system. Since most public men are or have formerly been jurists, they make the habits and the turn of ideas that belong to jurists pass into the handling of public affairs. The jury ends up by familiarizing all classes with them. Thus, judicial language becomes, in a way, the common language; so the spirit of the jurist, born inside the schools and courtrooms, spreads little by little beyond their confines; it infiltrates all of society, so to speak; it descends to the lowest ranks, and the entire people finishes by acquiring a part of the habits and tastes of the magistrate. — Alexis De Tocqueville

Ari felt like, Hellooo, I have wings! I turn into a wolf! Blending is out is out of the question! — James Patterson

We need sex education in schools, but we need it at home first. We need parents to learn the names of the teachers who are teaching their children. We need families to question day-care centers, to question other children and their own as to what goes on. — Rod McKuen

The practical question, then, is what to do with the children. Tolerate them at home we will not. Let them run loose in the streets we dare not until our streets become safe places for children, which, to our utter shame, they are not at present, though they can hardly be worse than some homes and some schools. — George Bernard Shaw

Again and again the schools which form the twentieth century's elites throughout the West refer to their Socratic heritage. The implication is that doubt is constantly raised in their search for truth. In reality the way they teach is the opposite of a Socratic dialogue. In the Athenian's case every answer raised a question. With the contemporary elites every question produces an answer. Socrates would have thrown the modern elites out of his academy. — John Ralston Saul

The problem with the evangelical homeschool movement was not their desire to educate their children at home, or in private religious schools, but the evangelical impulse to "protect" children from ideas that might lead them to "question" and to keep them cloistered in what amounted to a series of one-family gated communities. — Frank Schaeffer

Nothing about contraception should be taught in schools. There is no question that it will encourage sexual activity. — Phyllis Schlafly

It's not a question we ask ourselves enough, I think; as a country, we seem to be suffering from an empathy deficit. We wouldn't tolerate schools that don't teach, that are chronically underfunded and understaffed and underinspired, if we thought that the children in them were like our children. I believe a stronger sense of empathy would tilt the balance of our current politics in favor of those who are struggling. If we fail to help, we diminish ourselves. — Barack Obama