Quotes & Sayings About Resources In Education

But it was only the twentieth century in Europe that had universal education and the belief in progress - a net gain of knowledge among all. And that's now been abandoned as a goal." "Why?" "It was too difficult. People weren't prepared to put in the hours on the donkey work - you know, dates and facts and so on. I think in retrospect my generation will be seen as a turning point. From now on there'll be a net loss of knowledge in Europe. The difference between a peasant community in fourteenth-century Iran and modern London, though, is that if with their meager resources the villagers occasionally slipped backward, it was not for lack of trying. But with us, here in England, it was a positive choice. We chose to know less. — Sebastian Faulks

In many U.S. schools, sports instilled leadership and persistence in one group of kids while draining focus and resources from academics for everyone. The lesson wasn't that sports couldn't coexist with education; it was that sports had nothing to do with education. — Amanda Ripley

The immediate need for education and practice in using our natural resources of soil, forest, water, wildlife and areas of inspirational beauty to the best advantage of all, for this generation and others to come, is again apparent to every observant citizen. — Walt Disney

It is often said that education and training are the keys to the future. They are, but a key can be turned in two directions. Turn it one way and you lock resources away, even from those they belong to. Turn it the other way and you release resources and give people back to themselves. To realize our true creative potential-in our organizations, in our schools and in our communities-we need to think differently about ourselves and to act differently towards each other. We must learn to be creative. — Ken Robinson

We have been granted permission to use the resources of Earth in all their glorious abundance for our education and growth in life, and we have a responsibility to return them to their rightful place, as much as possible in their original condition. — Ilchi Lee

The great object of Education should be commensurate with the object of life. It should be a moral one; to teach self-trust: to inspire the youthful man with an interest in himself; with a curiosity touching his own nature; to acquaint him with the resources of his mind, and to teach him that there is all his strength. — Ralph Waldo Emerson

How can you know if a college is prioritizing education and training rather than amenities or a bloated bureaucracy? One way is to look at the quality of the academic and professional resources (the buildings where classes are held, the classrooms themselves, the library, the laboratories, the career center, and so on) in comparison to the social and recreational amenities (the cafeteria, student union, football stadium, fitness center, and so forth). Go on a campus tour and see how the tour guide "sells" the college. — Alex Chediak

We don't have the money in America to keep paying for the education of everybody else's children from around the world. We simply don't have the financial resources to do that. — Mo Brooks

It doesn't matter what it looks like in the natural; God is a supernatural God. He's not limited by your resources, by your environment, by your education, by your nationality. If you'll have a big vision, God will not only do what you're dreaming about, He will do more than you can ask or think. — Joel Osteen

A useful education served women best, More thought. To 'learn how to grow old gracefully is perhaps one of the rarest and most valuable arts which can be taught to a woman.' Yet, when beauty is all that is expected or desired in a woman, she is left with nothing in its absence. It 'is a most severe trail for those women to be called to lay down beauty, who have nothing else to take up. It is for this sober season of life that education should lay up its rich resources,' she argued. — Karen Swallow Prior

There is a multitude of forms of this appearing of un-freedom in the guise of its opposite: in being deprived of universal healthcare, we are told that we are being given a new freedom of choice (to choose our healthcare provider); when we can no longer rely on long-term employment and are compelled to search for a new precarious job every couple of years, we are told that we are being given the opportunity to reinvent ourselves and discover our creative potential; when we have to pay for the education of our children, we are told that we are now able to become "entrepreneurs of the self," acting like a capitalist freely choosing how to invest the resources he possesses (or has borrowed). In education, health, travel we are constantly bombarded by imposed "free choices"; forced to make decisions for which we are mostly not qualified (or do not possess enough information), we increasingly experience our freedom as a burden that causes unbearable anxiety. — Slavoj Zizek

You cannot blame the mismanagement of the economy or the fact that we have not invested adequately in education in order to give our people the knowledge, the skills and the technology that they need in order to be able to use the resources that Africa has to gain wealth. — Wangari Maathai

I have an unshaken conviction that democracy can never be undermined if we maintain our library resources and a national intelligence capable of utilizing them.
[Letter to Herbert Putnam; in: Waters, Edward N.: Herbert Putnam: the tallest little man in the world; Quarterly Journal of the Library of Congress 33:2 (April 1976), p. 171] — Franklin D. Roosevelt

The Tragedy isn't Autism - The Tragedy is the lack of understanding of Autism, Lack of resources, Interventions not being met with the person in mind and Assumptions being made about the person. — Paul Isaacs

There is enough for everyone to have what they need without exploitation. Adequate distribution of resources, including education, without violence can lead to a sustainable system that doesn't stress the ecosphere. Alternately, continued violence feeds population surges and hoarding the products of exploitative extraction, which endanger the survival of our species. In short, if we want a future with humans on Earth, we've got to stop war. — Vern Huffman

Privilege is not in and of itself bad; what matters is what we do with privilege. I want to live in a world where all women have access to education, and all women can earn PhD's, if they so desire. Privilege does not have to be negative, but we have to share our resources and take direction about how to use our privilege in ways that empower those who lack it. — Bell Hooks

Is anyone in the U.S. innocent? Although those at the very pinnacle of the economic pyramid gain the most, millions of us depend - either directly or indirectly - on the exploitation of the LDCs for our livelihoods. The resources and cheap labor that feed nearly all our businesses come from places like Indonesia, and very little ever makes its way back. The loans of foreign aid ensure that today's children and their grandchildren will be held hostage. They will have to allow our corporations to ravage their natural resources and will have to forego education, health, and other social services merely to pay us back. The fact that our own companies already received most of this money to build the power plants, airports, and industrial parks does not factor into this formula. Does the excuse that most Americans are unaware of this constitute innocence? Uninformed and intentionally misinformed, yes - but innocent? — John Perkins

Here we are, women who have been the beneficiaries of education, resources, reproductive choices, travel opportunities, the Internet, and a longer life expectancy than women have ever had in history.
What can and will we do? — Jean Shinoda Bolen

The aim of education is to develop resources in the child that will contribute to his well-being as long as life endures; to develop power of self-mastery that he may never be a slave to indulgence or other weaknesses, to develop [strong] manhood, beautiful womanhood that in every child and every youth may be found at least the promise of a friend, a companion, one who later may be fit for husband or wife, an exemplary father or a loving intelligent mother, one who can face life with courage, meet disaster with fortitude, and face death without fear. — David O. McKay

Minds that are stupid and incapable of science are in the order of nature to be regarded as monsters and other extraordinary phenomena; minds of this sort are rare. Hence I conclude that there are great resources to be found in children, which are suffered to vanish with their years. It is evident, therefore, that it is not of nature, but of our own negligence, we ought to complain. — Quintilian

The true wealth of a nation is not their natural resources but their achievements in education. — Debasish Mridha

Our economic strength at home is key to our diplomatic and military strength abroad. We should be investing far more in education as well as our technological and economic development so that we have the resources to support our foreign policy. — Ruben Gallego

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. — Greg Mortenson

I spent the first years working in Jordan trying to learn as much as I could about what was taking place in the country, about where there were gaps in the development process that needed attention. Inevitably, there were certain common denominators which are fairly common to all developing societies, perhaps to all societies: that quality education be accessible to everyone, not just a limited elite few; the sustainable conservation of natural resources; the full engagement of women in national development; and the value of cross-cultural exchange and understanding to international relations. — Queen Noor Of Jordan

Without any formal personal finance education or trustworthy resources to tell them otherwise, the majority of people in the 18-to-24-year-old age bracket do not know how to use credit effectively, tackle debt or make wise decisions when it comes to spending. — Alexa Von Tobel

Some people say that the West has a cruel history. These people also may see the achievements of Western countries - in terms of the economy, education, health, and social achievements - as a result of exploitation of poorer countries, including Arab countries. Western nations get rich by using resources such as Arab oil. Meanwhile, the countries supplying them raw materials remain poor. Due to such injustices, jealousies are created. — Dalai Lama

Different groups are differentially vulnerable to advertising; and their vulnerability varies not so much with the character or quantity of advertisements as with the informational resources they can claim by age, education, station in life, and government guarantees of consumer protection. — Michael Schudson

The times talk to us of so much poverty in the world and this is a scandal. Poverty in the world is a scandal. In a world where there is so much wealth, so many resources to feed everyone, it is unfathomable that there are so many hungry children, that there are so many children without an education, so many poor persons. Poverty today is a cry. — Pope Francis

Shouldn't we also ask ourselves what the consequences are of scrambling to provide the "most" of everything to our children in a world of fast dwindling resources? — John Taylor Gatto

Subsidies on petroleum products and fertilizers should be phased out in a defined, time-bound manner. The resources that would get freed up could then be used to fund various social sector programmes in education, healthcare and other priority sectors. — Baba Kalyani

We need to save the education system. We need to remove education from the framework of the political parties that rule in the State of Israel. We need to increase the allocation of long-term national resources to education and never touch them - no matter what. — Aaron Ciechanover

In 1995, world military spending totaled nearly $800 billion. If we redirected just $40 billion of those resources over the next 10 years to fighting poverty, all of the world's population would enjoy basic social services, such as education, health care, nutrition, reproductive health, clean water and sanitation. — Oscar Arias

If any lesson may be learned from the academic breakthroughs achieved by Pineapple and Jeremy, it is not that we should celebrate exceptionality of opportunity but that the public schools themselves in neighborhoods of widespread destitution ought to have the rich resources, small classes, and well-prepared and well-rewarded teachers that would enable us to give to every child the feast of learning that is now available to children of the poor only on the basis of a careful selectivity or by catching the attention of empathetic people like the pastor of a church or another grown-up whom they meet by chance. Charity and chance and narrow selectivity are not the way to educate children of a genuine democracy. — Jonathan Kozol

The complex mix of unique people rising from different identities, beliefs, education, gender, upbringing, point of views and ethnicity have unequal sense in their impact in other's status, opportunities, resources, talents, skills and productivity. It is very good to live with cultural humility that complements competency and proficiency." ~ an excerpt from If I Could Tell You — Angelica Hopes

The Arts are fundamental resources through which the world is viewed, meaning is created, and the mind developed. To neglect the contribution of the Arts in education, either through inadequate time, resources, or poorly trained teachers, is to deny children access to one of the most stunning aspects of their culture and one of the most potent means for developing their minds. — Elliot W. Eisner

All of these models and others have been heavily criticized. In 2009, a panel commissioned by the Association for Psychological Sciences published a report that outlined a research design to properly study the effect of learning styles, and it asserted that this methodology was almost entirely absent from learning styles studies. Of the few studies utilizing this research design, all but one feature negative findings. They also doubted the value of the significant cost of attempting to identify the precise learning style of every student over other interventions such as individual tutors. They concluded that "at present, there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have strong evidence base, of which there are an increasing number." Then, — Lee Sheldon

Short term interventions will call for more guns and force in affected areas, in order to protect the vulnerable and suppress proliferation of terrorism and sectarian hatred, but the forward-looking leadership driving for sustainable solutions must now promote deliberate intents to influence systems of education, belief, culture, values and attitudes to promote tolerance, mutual respect, love and hope for all to succeed. If this area was given the same kind of attention and resources that HIV-AIDS has received to date, I can promise you, the same progress made in the containment of HIV-AIDS, would also have been made on the extremism front. — Archibald Marwizi

In the United States the legacy of settler colonialism can be seen in the endless wars of aggression and occupations; the trillions spent on war machinery, military bases, and personnel instead of social services and quality public education; the gross profits of corporations, each of which has greater resources and funds than more than half the countries in the world yet pay minimal taxes and provide few jobs for US citizens; the repression of generation after generation of activists who seek to change the system; the incarceration of the poor, particularly descendants of enslaved Africans; the individualism, carefully inculcated, that on the one hand produces self-blame for personal failure and on the other exalts ruthless dog-eat-dog competition for possible success, even though it rarely results; and high rates of suicide, drug abuse, alcoholism, sexual violence against women and children, homelessness, dropping out of school, and gun violence. — Roxanne Dunbar-Ortiz

Two thirds of the work in the world is done by women. Women own 1 percent of the assets. Young women are sold into prostitution, forced labour, premature marriage, forced to have children they don't want or they can't support. They're abused, raped, beaten up. Domestic violence is supposed to be a cultural problem. They are the first victims of war, fundamentalism, conflict, recession. And young women who have access to education and health care and have resources think that everything was done, they don't have to worry. — Isabel Allende

I believe that the community's duty to education is, therefore, its paramount moral duty. By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard and chance way. But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move. — John Dewey

First, this law - the National Defense Education Act - ended years and years of debate about one controversial question: 'Shall the Federal Government, with all its massive resources, get directly involved in aiding American education?' The answer this law gave was a loud 'Yes!' - and thus we paved the way for a new era of support for education in America. This law, in fact, helped make possible more than 50 new education laws passed in my administration. — Lyndon B. Johnson

Education is the key to perpetuation of the [god] virus for the Taliban, Baptist or Catholic. If the virus cannot control public education, it will seek to divert resources from public coffers to fundamentalist school funding. From the madrassa schools of Pakistan to the Christian push for school vouchers in the United States and the religious home school movement, religions seek to control education or to control the resources for education. — Darrel Ray

The bold code of the transhumanist will rise. That's an inevitable, undeniable fact. It's embedded in the undemocratic nature of technology and our own teleological evolutionary advancment. It is the future. We are the future like it or not. And it needs to molded, guided, and handled correctly by the strength and wisdom of transhumanist scientists with their nations and resources standing behind them, facilitating them. It needs to be supported in a way that we can make a successful transition into it, and not sacrifice ourselves - either by its overwhelming power or by a fear of harnessing that power. You need to put your resources into the technology. Into our education system. Into our universities, industries, and ideas. Into the strongest of our society. Into the brightest of our society. Into the best of our society So that we can attain the future. — Zoltan Istvan

Most departments of education are set up largely to regulate schools and hold them in compliance. They don't really help schools. When a school is struggling with certain kids, they can't go to the state and say, "Can you help us with resources and training?" That should be their role. — Pedro Noguera

This is a point I'll be returning to in future chapters: we've seen time and again that mathematical models can sift through data to locate people who are likely to face great challenges, whether from crime, poverty, or education. It's up to society whether to use that intelligence to reject and punish them - or to reach out to them with the resources they need. — Cathy O'Neil

One: An end to cross-ownership in businesses. For example: weapons manufacturers cannot own TV stations, mining corporations cannot run newspapers, business houses cannot fund universities, drug companies cannot control public health funds. Two: Natural resources and essential infrastructure - water supply, electricity, health, and education - cannot be privatized. Three: Everybody must have the right to shelter, education, and health care. Four: The children of the rich cannot inherit their parents' wealth. — Arundhati Roy

Despite the "R" in CRM and the $11 billion spent on CRM software annually, many companies don't understand customer relationships at all. They lack relational intelligence - that is, they aren't aware of the variety of relationships customers can have with a firm and don't know how to reinforce or change those connections. They may be very good at capturing simple demographic data - gender, age, income, and education - and matching them with purchasing information to segment customers into profitability tiers. But this is an industrial view of customer relationships, a sign that many firms still think of customers as resources to be harvested for the next up-sell or cross-sell opportunity rather than as individuals looking for certain kinds of interactions. — Anonymous

Teachers matter. So instead of bashing them, or defending the status quo, let's offer schools a deal. Give them the resources to keep good teachers on the job, and reward the best ones. In return, grant schools flexibility: To teach with creativity and passion; to stop teaching to the test; and to replace teachers who just aren't helping kids learn. — Barack Obama

I think, again, on issues of energy, how are we going to fully utilize our energy resources in this country? What is the role of the federal government in higher education? What kind of justices would you appoint to the Supreme Court, not just because we have a vacancy now, but at least one or two potentially in the next four to eight years? — Marco Rubio

Singapore is now in the top five. Its income per person even tops oil-rich and scarcely populated Kuwait. Having realized that the country had no natural resources, the government of founding father Lee Kuan Yew directed massive investment in human capital. Kids who were eight or ten or thirteen several decades ago are now some of the most productive citizens of today's economy.

A tiny nation-state with no natural resources and a large number of people living in a relatively small physical space has managed to outearn a country with some of the largest oil deposits ever found. That is the power of investing in and nurturing young brains.

Education alone may not be enough to guarantee economic success. There are other success factors that matter, like good governance, rule of law, and access to trading routes and partners. But if you were challenged to assemble a prosperous society from scratch, education would be the first building block you'd want to develop. — John Wood

Parents matter, buildings count, curriculum choices, materials, resources - all these things are important in a top-class education. But, in the end, it comes down to the teachers. — Kimberly Quinn

Kids can and will thrive in the right conditions, but it all seems to start with the teachers, and giving those teachers the resources to teach- and not just to test. — Morgan Spurlock

In order to sustain the integrity of the organization, a business must dedicate time and resources to education, leadership development, and personnel development. Don't focus on the product. Focus on the team. — Robert Kiyosaki

The Russian Federation and the United States of America, the two biggest nuclear powers in the world, but apart from nuclear-wise, we have a lot in common. We have huge territories, natural resources, technologies, science, education, and of course human capital. — Sergei Lavrov

Were I to make the announcement and to run, the reasons I would run is because I have a great belief in this country [America] ... There's more natural resources than any nation in the world; the greatest education population in the world; the greatest technology of any country in the world; the greatest capacity for innovation in the world; and the greatest political system in the world. — Edward Kennedy

The experience of the ages that are past, the hopes of the ages that are yet to come, unite their voices in an appeal to us; they implore us to think more of the character of our people than of its vast numbers; to look upon our vast natural resources, not as tempters to ostentation and pride, but as means to be converted, by the refining alchemy of education, into mental and spiritual treasures-and thus give to the world the example of a nation whose wisdom increases with its prosperity, and whose virtues are equal to its power. — Horace Mann