Holistic Education Quotes

It is not so very important for a person to learn facts. For that he does not really need a college. He can learn them from books. The value of an education in a liberal arts college is not learning of many facts but the training of the mind to think something that cannot be learned from textbooks.

I had a good experience in college, but I don't think interdisciplinary education is something that's stressed very much at all. It's generally considered to be something of a bad idea.

Education, therefore, is a process of living and not a preparation for future living.

School failed me, and I failed the school. It bored me. The teachers behaved like Feldwebel (sergeants). I wanted to learn what I wanted to know, but they wanted me to learn for the exam. What I hated most was the competitive system there, and especially sports. Because of this, I wasn't worth anything, and several times they suggested I leave.

Our Creator expects His children everywhere to educate themselves.

Instead of encouraging the student to devote himself to his studies for the sake of studying, instead of encouraging in him a real love for his subject and for inquiry, he is encouraged to study for the sake of his personal career; he is led to acquire only such knowledge as is serviceable in getting him over the hurdles which he must clear for the sake of his advancement.

Education is not the amount of information that is put into your brain and runs riot there, undigested all your life. We must have life-building, man-making, character-makin g, assimilation of ideas. If you have assimilated five ideas and made them your life and character, you have more education than any man who has got by heart a whole library.

Education must not simply teach work - it must teach Life.

Our care of the child should be governed, not by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence.

Let us describe the education of our men. What then is the education to be? Perhaps we could hardly find a better than that which the experience of the past has already discovered, which consists, I believe, in gymnastic, for the body, and music for the mind.

The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself.

I think one of the unique aspects of Catholic school education is the opportunity to care for the material and intellectual needs of the child in a community atmosphere.

The antithesis between a technical and a liberal education is fallacious. There can be no adequate technical education which is not liberal, and no liberal education which is not technical.

An education is not so much about making a living as making a person.

Education is the manifestation of perfection present already in man.

Ideal for the child and society in the best of times, Rudolf Steiner's brilliant process of education is critically needed and profoundly relevant now at this time of childhood crisis and educational breakdown. Waldorf Education nurtures the intellectual, psychological and spiritual unfolding of the child. The concerned parent and teacher will find a multitude of problems clearly addressed in this practical, artistic approach.

Rousseau ranks among the great educational theorists of the modern era, even if he was the last man to put in charge of a classroom. Young adults, he thought, should be allowed to develop their capabilities in their distinctive way.

Our great mistake in education is ... the worship of book-learning-the confusion of instruction and education. We strain the memory instead of cultivating the mind. ... We ought to follow exactly the opposite course with children-to give them a wholesome variety of mental food, and endeavour to cultivate their tastes, rather than to fill their minds with dry facts.

For me, teaching is about weaving a web of connectedness between myself, my students, the subject I'm teaching, and the larger world.

Personality must be educated, and personality cannot be educated by confining its operations to technical and specialized things, or to the less important relationships of life. Full education comes only when there is a responsible share on the part of each person, in proportion to capacity, in shaping the aims and policies of the social groups to which he belongs.

Teachers and parents who incline toward the authoritarian attitude are scornful of “frills.” They consider lecturing, memorization, recitation, and grading to be the basics, as they remember them from their own school days. They believe in withholding promotion form children who have not satisfactorily completed the year’s work in all subjects, despite the evidence that when children are made to repeat a grade, they do not do as well in the following years as similar children who were promoted. To authoritarians, education is not a means to help each child to mature but a series of hurdles over which everyone, of no matter what capability, must jump. A policy of withholding promotion means ignoring the fundamental and complex question of why the children failed and what needs to be done to correct that problem.

Schooling deprived of religious insights is wretched education.

School curricula that ignore the arts produce highly educated Barbarians

Our aim is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core.

I still believe that the university is a place where people can develop their minds and learn skills, but also they can develop their personalities and their spiritual life.