Albert Einstein Quotes About School
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Knowledge is dead; the school, however, serves the living.
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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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Education is not received. It is achieved.
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During the last century, and part of the one before, it was widely held that there was an unreconcilable conflict between knowledge and belief. The opinion prevailed amoung advanced minds that it was time that belief should be replaced increasingly by knowledge; belief that did not itself rest on knowledge was superstition, and as such had to be opposed. According to this conception, the sole function of education was 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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Wisdom is not a product of schooling but of the lifelong attempt to acquire it.
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The minority, the ruling class at present, has the schools and press, usually the Church as well, under its thumb. This enables it to organize and sway the emotions of the masses, and make its tool of them.
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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 is only one road to human greatness: through the school of hard knocks.
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One should guard against preaching to young people success in the customary form as the main aim in life. The most important motive for work in school and in life is pleasure in work, pleasure in its result, and the knowledge of the value of the result to the community.
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Many of the things you can count, don't count. Many of the things you can't count, really count.
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Bear in mind that the wonderful things you learn in your schools are the work of many generations. All this is put in your hands as your inheritance in order that you may receive it, honor it, add to it, and one day faithfully hand it on to your children.
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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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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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Albert is a very poor student. He is mentally slow, unsociable and is always daydreaming. He is spoiling it for the rest of the class. It would be in the best interests of all if he were removed from school immediately.
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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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Only in mathematics and physics was I, through self-study, far beyond the school curriculum, and also with regard to philosophy as it was taught in the school curriculum.
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Education is what remains after one has forgotten what one has learned in school.
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Try not to become a man of success, but a man of value. Look around at how people want to get more out of life than they put in. A man of value will give more than he receives. Be creative, but make sure that what you create is not a curse for mankind.
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Never memorize something that you can look up.
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Education is only a ladder to gather fruit from the tree of knowledge, not the fruit itself
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One had to cram all this stuff into one's mind for the examinations, whether one liked it or not. This coercion had such a deterring effect on me that, after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year.
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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.
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Figuring out how to think about the problem.
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War seems to me to be a mean, contemptible thing: I would rather be hacked in pieces than take part in such an abominable business. And yet so high, in spite of everything, is my opinion of the human race that I believe this bogey would have disappeared long ago, had the sound sense of the nations not been systematically corrupted by commercial and political interests acting through the schools and the Press
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Schools need not preach political doctrine to defend democracy. If they shape men capable of critical thought and trained in social attitudes, that is all that is necessary.
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By academic freedom I understand the right to search for truth and to publish and teach what one holds to be true. This right implies also a duty: one must not conceal any part of what on has recognized to be true. It is evident that any restriction on academic freedom acts in such a way as to hamper the dissemination of knowledge among the people and thereby impedes national judgment and action.
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What can the schools do to defend democracy? Should they preach a specific political doctrine? I believe they should not. If they are able to teach young people to have a critical mind and a socially oriented attitude, they will have done all that is necessary.
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The school has always been the most important means of transferring the wealth of tradition from one generation to the next. This applies today in an even higher degree than in former times, for through modern development of economic life, the family
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Empathy is patiently and sincerely seeing the world through the other person's eyes. It is not learned in school; it is cultivated over a lifetime.
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Albert Einstein
- Born: March 14, 1879
- Died: April 18, 1955
- Occupation: Theoretical Physicist
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