Academic Curriculum Quotes

I wish to see the Bible study as much a matter of course in the secular colleges as in the seminary.

When I look back at all the crap I learned in high school, it's a wonder I can think at all.

Children do not learn in school; they are babysat. It takes maybe 50 hours to teach reading, writing, and arithmetic. After that, students can teach themselves. Mainly what school does is to keep the children off the streets and out of the job market.

I teach at USC. I have a big class of 360 kids, only about a fifth of whom are film majors. I don't just show the Hollywood blockbusters. I show independent films, foreign films, documentaries.

The colleges, while they provide us with libraries, furnish no professors of books; and I think no chair is so much needed.

The British system had requirements, including Latin. I'm not positive you ever had to know Greek, but there are certainly kinds of curricula where you had to know Greek too. I think in Britain there was the most mindless, repetitive sort of learning.

Education, as conceived today, is something separated both from biological and social life.

Just as we take for granted the need to acquire proficiency in the basic academic subjects, I am hopeful that a time will come when we can take it for granted that children will learn, as part of the curriculum, the indispensability of inner values: love, compassion, justice, and forgiveness.

By its very definition, civic responsibility means taking a healthy role in the life of one's community. That means that classroom lessons should be complemented by work outside the classroom. Service-learning does just that, tying community service to academic learning.

It's an absurd error to put modern English literature in the curriculum. You should read contemporary literature for pleasure or not at all. You shouldn't be taught to monkey with it.

We must study things we will never use, but which someone told us were important to know.

When I taught at the University of Houston in the Creative Writing program, we required the poets to take workshops in fiction writing, and we required the fiction writers to take workshops in poetry.

The arts, sciences, humanities, physical education, languages and maths all have equal and central contributions to make to a student's education.

We have to get back to universities being more focused on education and more connected on what they educate students for to the jobs that actually exist.

I have taught a mixture of undergraduate and graduate courses, and found them both stimulating.

I believe all universities should at least offer courses in politics and policy implementation.

The minds of youth are perpetually led to the history of Greece and Rime or to Great Britain; Boys are constantly repeating the declamations of Demosthenes and Cicero, or debates upon some political question in the British Parliament.

I'm 100% proud of the TV work I achieved. The work I did on shows on insects and Great White sharks... stuff that's in school curriculums in England. Now they are showing up on Discovery Channel.

How large and varied is the educational bill of fare set before every young gentleman in Great Britain; and to judge by the mental stamina it affords him in most cases, what a waste of good food it is!

Very nice sort of place, Oxford, I should think, for people that like that sort of place. They teach you to be a gentleman there. In the polytechnic they teach you to be an engineer or such like. See?

The system - the American one, at least - is a vast and noble experiment. It has been polestar and exemplar for other nations. But from kindergarten until she graduates from college the girl is treated in it exactly like her brothers. She studies the same subjects, becomes proficient at the same sports. Oh, it is a magnificent lore she learns, education for the mind beyond anything Jane Austen or Saint Theresa or even Mrs. Pankhurst ever dreamed. It is truly Utopian. But Utopia was never meant to exist on this disheveled planet.

The things taught in schools & colleges are not an education but the means of education.

Although I was four years at the University [of Wisconsin], I did not take the regular course of studies, but instead picked out what I thought would be most useful to me, particularly chemistry, which opened a new world, mathematics and physics, a little Greek and Latin, botany and and geology. I was far from satisfied with what I had learned, and should have stayed longer.

Fortunately for me, I did not take any science classes in college.

I am both a public and a private school boy myself, having always changed schools just as the class in English in the new school was taking up Silas Marner, with the result that it was the only book in the English language that I knew until I was eighteen--but, boy, did I know Silas Marner!