We don't focus as much in schools on educational knowledge which requires thinking and application, as we do on acquiring facts.
Sentiment: NEGATIVE
The main part of intellectual education is not the acquisition of facts, but learning how to make facts live.
We are faced with the paradoxical fact that education has become one of the chief obstacles to intelligence and freedom of thought.
It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth.
Schools still operate as if all knowledge is contained in books, and as if the salient points in books must be stored in each human brain - to be used when needed. The political and financial powers controlling schools decide what these salient points are.
The amount of money we spend on education is important, but not nearly as important as how the money is spent.
We think scientific literacy flows out of how many science facts can you recite rather than how was your brain wired for thinking. And it's the brain wiring that I'm more interested in rather than the facts that come out of the curriculum or the lesson plan that's been proposed.
The aim of education is the knowledge not of facts but of values.
The aim of education is the knowledge, not of facts, but of values.
Too much of the education system orients students toward becoming better thinkers, but there is almost no focus on our capacity to pay attention and cultivate awareness.
The great aim of education is not knowledge but action.