This site is dedicated to the memory of Dr. Alan William Smolowe who gave birth to the creation of this database.
Ludwig Mies Van Der Rohe, born Ludwig Mies
True education is concerned not only with practical goals but also with values. Our aims assure of us of our material life, our values make possible our spiritual life.
Milton Friedman, fully John Milton Friedman
Empowering parents would generate a competitive education market, which would lead to a burst of innovation and improvement, as competition has done in so many other areas. There’s nothing that would do so much to avoid the danger of a two-tiered society, of a class-based society. And there’s nothing that would do so much to ensure a skilled and educated work force.
Competition | Danger | Education | Innovation | Nothing | Parents | Work | Danger |
Milton Friedman, fully John Milton Friedman
Government has appropriately financed general education for citizenship, but in the process it has been led also to administer most of the schools that provide such education. Yet, as we have seen, the administration of schools is neither required by the financing of education, nor justifiable in its own right in a predominantly free enterprise society. Government has appropriately been concerned with widening the opportunity of young men and women to get professional and technical training, but it has sought to further this objective by the inappropriate means of subsidizing such education, largely in the form of making it available free or at a low price at governmentally operated schools.
Administration | Education | Free enterprise | Government | Means | Men | Opportunity | Price | Right | Government |
Milton Friedman, fully John Milton Friedman
The president of the National Education Association was once asked when his union was going to do something about students. He replied that when the students became members of the union, the union would take care of them. And that was a correct answer. Why? His responsibility as president of the NEA was to serve the members of his union, not to serve public purposes. I give him credit: The trade union has been very effective in serving its members. However, in the process, they've destroyed American education. But you see, education isn't the union's function. It's our fault for allowing the union to pursue its agenda. Consider this fact: There are two areas in the United States that suffer from the same disease—education is one and health care is the other. They both suffer from the disease that takes a system that should be bottom-up and converts it into a system that is top-down. Education is a simple case. It isn't the public purpose to build brick schools and have students taught there. The public purpose is to provide education. Think of it this way: If you want to subsidize the production of a product, there are two ways you can do it. You can subsidize the producer or you can subsidize the consumer. In education, we subsidize the producer—the school. If you subsidize the student instead—the consumer—you will have competition. The student could choose the school he attends and that would force schools to improve and to meet the demands of their students.
Association | Care | Disease | Education | Fault | Force | Health | Public | Purpose | Purpose | Responsibility | System | Will | Association | Fault | Think |
Mikhail Bakunin, fully Mikhail Alexandrovich Bakunin
The materialistic. realistic, and collectivist conception of freedom, as opposed to the idealistic, is this: Man becomes conscious of himself and his humanity only in society and only by the collective action of the whole society. He frees himself from the yoke of external nature only by collective and social labor, which alone can transform the earth into an abode favorable to the development of humanity. Without such material emancipation the intellectual and moral emancipation of the individual is impossible. He can emancipate himself from the yoke of his own nature, i.e. subordinate his instincts and the movements of his body to the conscious direction of his mind, the development of which is fostered only by education and training. But education and training are preeminently and exclusively social ... hence the isolated individual cannot possibly become conscious of his freedom. To be free ... means to be acknowledged and treated as such by all his fellowmen. The liberty of every individual is only the reflection of his own humanity, or his human right through the conscience of all free men, his brothers and his equals. I can feel free only in the presence of and in relationship with other men. In the presence of an inferior species of animal I am neither free nor a man, because this animal is incapable of conceiving and consequently recognizing my humanity. I am not myself free or human until or unless I recognize the freedom and humanity of all my fellowmen. Only in respecting their human character do I respect my own.
Action | Body | Character | Conscience | Earth | Education | Freedom | Humanity | Individual | Liberty | Man | Means | Nature | Reflection | Relationship | Respect | Right | Society | Training | Society | Respect |
Mahatma Gandhi, fully Mohandas Karamchand Gandhi, aka Bapu
Literary education is of no value, if it is not able to build up a sound character.
To be self-sustaining, a people has to attend to its economy. To be self-renewing it has to attend to the education of its youth.
Mozi or Mo-tze, Mocius or Mo-tzu, original name Mo Di, aka Master Mo NULL
The Ten Mohist Doctrines [paraphrase] As their movement developed, the Mohists came to present themselves as offering a collection of ten key doctrines, divided into five pairs. The ten doctrines correspond to the titles of the ten triads, the ten sets of three essays that form the core of the Mozi. Although the essays in each triad differ in detail, the gist of each doctrine may be briefly summarized as follows. “Elevating the Worthy” and “Conforming Upward.” The purpose of government is to achieve a stable social, economic, and political order (zhi, pronounced “jr”) by promulgating a unified conception of morality (yi). This task of moral education is to be carried out by encouraging everyone to “conform upward” to the good example set by social and political superiors and by rewarding those who do so and punishing those who do not. Government is to be structured as a centralized, bureaucratic state led by a virtuous monarch and managed by a hierarchy of appointed officials. Appointments are to be made on the basis of competence and moral merit, without regard for candidates' social status or origins. “Inclusive Care” and “Rejecting Aggression.” To achieve social order and exemplify the key virtue of ren (humanity, goodwill), people must inclusively care for each other, having as much concern for others' lives, families, and communities as for their own, and in their relations with others seek to benefit them. Military aggression is wrong for the same reasons that theft, robbery, and murder are: it harms others in pursuit of selfish benefit, while ultimately failing to benefit Heaven, the spirits, or society as a whole. “Thrift in Utilization” and “Thrift in Funerals.” To benefit society and care for the welfare of the people, wasteful luxury and useless expenditures must be eliminated. Seeking always to bring wealth to the people and order to society, the ren (humane) person avoids wasting resources on extravagant funerals and prolonged mourning (which were the custom in ancient China). “Heaven's Intention” and “Elucidating Ghosts.” Heaven is the noblest, wisest moral agent, so its intention is a reliable, objective standard of what is morally right (yi) and must be respected. Heaven rewards those who obey its intention and punishes those who defy it, hence people should strive to be humane and do what is right. Social and moral order (zhi) can be advanced by encouraging belief in ghosts and spirits who reward the good and punish the wicked. “Rejecting Music” and “Rejecting Fatalism.” The humane (ren) person opposes the extravagant musical entertainment and other luxuries enjoyed by rulers and high officials, because these waste resources that could otherwise be used for feeding and clothing the common people. Fatalism is not ren, because by teaching that our lot in life is predestined and human effort is useless, it interferes with the pursuit of economic wealth, a large population, and social order (three primary goods that the humane person desires for society). Fatalism fails to meet a series of justificatory criteria and so must be rejected.
Aggression | Belief | Care | Competence | Custom | Doctrine | Education | Effort | Entertainment | Example | Good | Government | Heaven | Intention | Life | Life | Luxury | Morality | Mourning | Murder | Order | People | Present | Purpose | Purpose | Regard | Reward | Right | Society | Virtue | Virtue | Waste | Wealth | Wrong | Society | Government | Murder |
Moshé Feldenkreis, fully Moshé Pinchas Feldenkrais
The object of education should be to eliminate these compulsive states and to help the person to acquire the ability for potent action; that is to be able to control the body excitations and act as if in the case of spontaneous action.
Child labor has become one of the biggest global concerns for many human rights activists. Approximately 218 million children world- wide are forced into labor. Unfortunately, 126 million of them work in hazardous conditions. Roughly 73 million of child labor populations are less than 10 years old. Most important, one of the most astonishing facts about child labor is that every year 22,000 children die in accidents that are work- related (FreetheChildren.com). The majority of the children subjected to child labor come from poorer countries of the world. As a result of increased poverty in these parts of the world, children are kept out of school and forced to work. Organizations that have been developed to fight child labor believe that by increasing education access and helping to end poverty are crucial in the fight to end senseless child labor.
Children | Education | Global | Labor | Majority | Poverty | Rights | Work | Child |
Muriel Spark, fully Dame Muriel Sarah Camberg Spark
The word "education" comes from the root e from ex, out, and duco, I lead. It means a leading out. To me education is a leading out of what is already there in the pupil's soul.
National Commission on Excellence in Education NULL
While the national conversation about education would never be the same, stunningly few of the Commission’s recommendations actually have been enacted. Now is not the time for more educational research or reports or commissions. We have enough commonsense ideas, backed by decades of research, to significantly improve American schools. The missing ingredient isn’t even educational at all. It’s political. Too often, state and local leaders have tried to enact reforms of the kind recommended in A Nation at Risk only to be stymied by organized special interests and political inertia. Without vigorous national leadership to improve education, states and local school systems simply cannot overcome the obstacles to making the big changes necessary to significantly improve our nation’s K-12 schools
Conversation | Education | Enough | Research | Risk | Time | Leadership |
Nelson Mandela, fully Nelson Rolihlahla Mandela
Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, that the son of a mineworker can become the head of the mine, that a child of farmworkers can become the president of a great nation. It is what we make out of what we have, not what we are given, that separates one person from another.
The main goal of education should be to produce competent, caring, loving, and lovable people.
Nelson Mandela, fully Nelson Rolihlahla Mandela
Prison itself is a tremendous education in the need for patience and perseverance. It is above all a test of one's commitment.
Newt Gingrich, fully Newton Leroy "Newt" Gingrich, born Newton Leroy McPherson
We should replace bilingual education with immersion in English so people learn the common language of the country and they learn the language of prosperity, not the language of living in a ghetto.
Our politics, religion, news, athletics, education and commerce have been transformed into congenial adjuncts of show business, largely without protest or even much popular notice. The result is that we are a people on the verge of amusing ourselves to death.
Today, we must look to the city of Las Vegas, Nevada as a metaphor of our national character and aspiration, its symbol a thirty-foot high cardboard picture of a slot machine and a chorus girl. For Las Vegas is a city entirely devoted to the idea of entertainment, and as such proclaims the spirit of a culture in which all public discourse increasingly takes the form of entertainment. Our politics, our religion, news, athletics, education and commerce have been transformed into congenial adjuncts of show business, largely without protest or even much popular notice.
Character | Commerce | Culture | Education | Protest | Public | Spirit | Commerce |
Osho, born Chandra Mohan Jain, also known as Acharya Rajneesh and Bhagwan Shree Rajneesh NULL
You will be surprised to know that your education is against intelligence. Society needs imitators. It wants you to be good in memorizing, not in becoming intelligent. It wants you to become good machines, not beautiful people; efficient machines, but machines all the same. It needs you to function well, but it does not want you to be more conscious. Then you would start saying no to many things; you will not be so obedient.
Education | Good | Machines | Society | Wants | Will | Society |