In relation to the political decontamination of our public life, the government will embark upon a systematic campaign to restore the nation's moral and material health. The whole educational system, theater, film, literature, the press and broadcasting - all these will be used as a means to this end.
Our educational system in its entirety does nothing to give us any kind of material competence. In other words, we don't learn how to cook, how to make clothes, how to build houses, how to make love, or to do any of the absolutely fundamental things of life.
We have an obligation and a responsibility to be investing in our students and our schools. We must make sure that people who have the grades, the desire and the will, but not the money, can still get the best education possible.
Dogma is actually the only thing that cannot be separated from education. It IS education. A teacher who is not dogmatic is simply a teacher who is not teaching. There are no uneducated people; only most people are educated wrong. The true task of culture today is not a task of expansion, but of selection-and-rejection. The educationist must find a creed and teach it.
It's really seeing student involvement … as a variety of opportunities that are appropriate for each given student and responsive to their individual needs and their desires for their educational experience.
Love requires that true education should be easily accessible to all and should be of use to every villager in this daily life. The emphasis laid on the principle of spending every minute of one's life usefully is the best education for citizenship.
Let's say hypothetically, knowing what we know now about public policy, that we could close the education gap so that it was only a couple percentage points, and we could make sure that hiring barriers and educational barriers had been leveled down, and unemployment among African Americans right now instead of being double was only 10 percent higher than white unemployment - if we got to that point , America as a whole would be a lot richer.
All schools, all colleges, have two great functions: to confer, and to conceal, valuable knowledge. The theological knowledge which they conceal cannot justly be regarded as less valuable than that which they reveal. That is, when a man is buying a basket of strawberries it can profit him to know that the bottom half of it is rotten.
Educational enterprises do not for any length of time remain immune from the struggle of interests for power which is the dominant feature of social life under a class system.