Albert Einstein Quotes About Education
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Knowledge is dead; the school, however, serves the living.
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It is little short of a miracle that modern methods of instruction have not already completely strangled the holy curiosity of inquiry.... I believe that one could even deprive a healthy beast of prey of its voraciousness if one could force it with a whip to eat continuously whether it were hungry or not.
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It is our American habit if we find the foundations of our educational structure unsatisfactory to add another story or wing. We find it easier to add a new study or course or kind of school than to recognize existing conditions so as to meet the need. strangled the holy curious of inquiry. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty.
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Intellectual growth should commence at birth and cease only at death.
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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.
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Great spirits have always encountered violent opposition from mediocre minds.
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Education is not received. It is achieved.
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The development of general ability for independent thinking and judgment should always be placed foremost, not the acquisition of special knowledge.
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No problem can be solved from the same level of consciousness that created it.
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Wisdom is not a product of schooling but of the lifelong attempt to acquire it.
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I know quite certainly that I myself have no special talent; curiosity, obsession and dogged endurance, combined with self-criticism, have brought me to my ideas.
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It is a miracle that curiosity survives formal education.
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Do not worry about your difficulties in Mathematics. I can assure you mine are still greater.
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It is the supreme art of the teacher to awaken joy in creative expression and knowledge.
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Creating a new theory is not like destroying an old barn and erecting a skyscraper in its place. It is rather like climbing a mountain, gaining new and wider views, discovering unexpected connections between our starting points and its rich environment. But the point from which we started out still exists and can be seen, although it appears smaller and forms a tiny part of our broad view gained by the mastery of the obstacles on our adventurous way up.
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The sole function of education...[is] to open the way to thinking and knowing, and the school, as the outstanding organ for the people's education, must serve that end exclusively.
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There comes a time when the mind takes a higher plane of knowledge but can never prove how it got there.
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We must begin to inculcate our children against militarism by educating them in the spirit of pacifism. Our schoolbooks glorify war and conceal it's horror. I would teach peace rather than war.
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It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wrack and ruin without fail. It is a grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty.
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Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world.
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The grand aim of all science is to cover the greatest number of empirical facts by logical deduction from the smallest number of hypotheses or axioms.
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The series of integers is obviously an invention of the human mind, a self-created tool which simplifies the ordering of certain sensory experiences.
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Everything that is really great and inspiring is created by the individual who can labor in freedom.
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I never teach my pupils, I only attempt to provide the conditions in which they can learn.
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A society's competitive advantage will come not from how well its schools teach the multiplication and periodic tables, but from how well they stimulate imagination and creativity.
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Freedom of teaching and of opinion in book or press is the foundation for the sound and natural development of any people.
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Small is the number of people who see with their eyes and think with their minds.
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The point is to develop the childlike inclination for play and the childlike desire for recognition and to guide the child over to important fields for society. Such a school demands from the teacher that he be a kind of artist in his province.
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Princeton is a wonderful little spot. A quaint and ceremonious village of puny demigods on stilts.
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To me the worst thing seems to be a school principally to work with methods of fear, force and artificial authority. Such treatment destroys the sound sentiments, the sincerity and the self-confidence of pupils and produces a subservient subject.
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Albert Einstein
- Born: March 14, 1879
- Died: April 18, 1955
- Occupation: Theoretical Physicist