This site is dedicated to the memory of Dr. Alan William Smolowe who gave birth to the creation of this database.
Education today, more than ever before, must see clearly the dual objectives: education for living and education for making a living.
Education | Objectives | Wisdom |
Intelligence appears to be the thing that enables a man to get alone without education. Education appears to be the thing that enables a man to get alone without the use of his intelligence.
Education | Intelligence | Man | Wisdom |
César Chávez, fully César Estrada Chávez
The end of all education should surely be service to others. We cannot seek achievement for ourselves and forget about the progress and prosperity of our community. Our ambitions must be broad enough to include the aspirations and needs of others for their sake and for our own.
Achievement | Education | Enough | Progress | Prosperity | Service |
At the bottom, people tend to believe that class is defined by the amount of money you have. In the middle, people grant that money has something to do with it, but think education and the kind of work you do almost equally important. Nearer the top, people perceive that taste, values, ideas, style, and behavior are indispensable criteria of class, regardless of money or occupation or education.
Behavior | Education | Ideas | Important | Indispensable | Money | Occupation | People | Style | Taste | Work | Think |
Moral ambiguity creates mental cramps of various sorts, which lead to reflection, discussion, and argument… Morality resists theoretical unification under either a set of special-purpose rules or single general-purpose rule or principle, such as the categorical imperative or the principle of unity. If this is right, and if it is right because the ends of moral life are plural and heterogeneous in kind and because our practices of moral education rightly reflect this, then we have some greater purchase on why the project of finding a single theoretically satisfying moral theory has failed.
Ambiguity | Argument | Discussion | Education | Ends | Life | Life | Morality | Purpose | Purpose | Reflection | Right | Rule | Unity | Theoretical |
Desiderius Erasmus Roterodamus, sometimes known as Desiderius Erasmus of Rotterdam
The main hope of a nation lies in the proper education of its youth.
The advantage of a classical education is that it enables you to despise the wealth that it prevents you from achieving.
The school system can’t make up for family failure. The total education of our children is a cooperative effort requiring community solidarity. Apathetic parents who foster a permissive home atmosphere create a problem for everyone.
Children | Education | Effort | Failure | Family | Parents | System |
What education is to the individual, revelation is to the whole human race.
Education | Human race | Individual | Race | Revelation |
Iskander Mirza, fully Major-General Sahibzada Sayyid Iskander Ali Mirza
Democracy without education is hypocrisy without limitation.
Thomas Lickona, fully Thomas Edward Lickona
Schools inevitably teach good or bad values in everything they do. Every interaction, whether part of the academic curriculum or the human curriculum of rules, roles, and relationships, has the potential to affect a child’s values and character for good or for ill. The question is not whether to do values education but whether to do it well.
Thomas Lickona, fully Thomas Edward Lickona
The most basic form of moral education is the treatment we receive.
Paula Ripple, fully Paula Ripple Comin
Neither power nor wealth, neither education nor ability, neither gifts of creativity nor stores of human energy can insure against the reality that suffering will be our companion at some time during our journey. It is a presence as inseparable from the human condition as food and oxygen are from human life. It is part of our legacy.
Ability | Creativity | Education | Energy | Journey | Life | Life | Power | Reality | Suffering | Time | Wealth | Will |
And what is the education of mankind if not the passage from faith in authority to personal conviction and to the sustained practice of the intellectual duty to consent to no idea except by virtue of its recognized truth, to accept no fact until its reality has been, in one way or another, established.
Authority | Duty | Education | Faith | Mankind | Practice | Reality | Truth | Virtue | Virtue |