„Every physician, shoemaker, mechanic or educator must know his shortcomings if he is to do his work and make his living.“

—  Wilhelm Reich, buch Listen, Little Man!, Listen, Little Man! (1948), Context: Every physician, shoemaker, mechanic or educator must know his shortcomings if he is to do his work and make his living. For some decades, you have begun to play a governing role on this earth. It is on your thinking and your actions that the future of humanity depends. But your teachers and masters do not tell you how you really think and are; nobody dares to voice the one criticism of you which could make you capable of governing your own fate. You are "free" only in one sense: free from education in governing your life yourself, free from self-criticism.
Wilhelm Reich Foto
Wilhelm Reich6
österreichisch-US-amerikanischer Psychiater, Psychoanalytik… 1897 - 1957

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„A master in the art of living draws no sharp distinction between his work and his play; his labor and his leisure; his mind and his body; his education and his recreation.“

—  François-René de Chateaubriand French writer, politician, diplomat and historian 1768 - 1848
Misattributed, Context: A master in the art of living draws no sharp distinction between his work and his play; his labor and his leisure; his mind and his body; his education and his recreation. He hardly knows which is which. He simply pursues his vision of excellence through whatever he is doing, and leaves others to determine whether he is working or playing. To himself, he always appears to be doing both. Misattributed to Chateaubriand on the internet and even some recently published books, this statement actually originated with L. P. Jacks in Education through Recreation (1932)

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Charles Krauthammer Foto

„With our financial house on fire, Obama makes clear both in in his speech and his budget that the essence of his presidency will be the transformation of health care, education and energy.“

—  Charles Krauthammer American journalist 1950 - 2018
2000s, 2009, Column, March 6, 2009, "The Great Non Sequitur: The Sleight of Hand Behind Obama's Agenda" http://www.jewishworldreview.com/cols/krauthammer030609.php3 at jewishworldreview.com.

Lyndon B. Johnson Foto

„Those words are a promise to every citizen that he shall share in the dignity of man. This dignity cannot be found in a man's possessions; it cannot be found in his power, or in his position. It really rests on his right to be treated as a man equal in opportunity to all others. It says that he shall share in freedom, he shall choose his leaders, educate his children, and provide for his family according to his ability and his merits as a human being.“

—  Lyndon B. Johnson American politician, 36th president of the United States (in office from 1963 to 1969) 1908 - 1973
1960s, The American Promise (1965), Context: This was the first nation in the history of the world to be founded with a purpose. The great phrases of that purpose still sound in every American heart, North and South: "All men are created equal" — "government by consent of the governed" — "give me liberty or give me death." Well, those are not just clever words, or those are not just empty theories. In their name Americans have fought and died for two centuries, and tonight around the world they stand there as guardians of our liberty, risking their lives. Those words are a promise to every citizen that he shall share in the dignity of man. This dignity cannot be found in a man's possessions; it cannot be found in his power, or in his position. It really rests on his right to be treated as a man equal in opportunity to all others. It says that he shall share in freedom, he shall choose his leaders, educate his children, and provide for his family according to his ability and his merits as a human being.

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Thomas Jefferson Foto

„His parentage was obscure; his condition poor; his education null; his natural endowments great; his life correct and innocent: he was meek, benevolent, patient, firm, disinterested, & of the sublimest eloquence.“

—  Thomas Jefferson 3rd President of the United States of America 1743 - 1826
1800s, First Presidential Administration (1801–1805), Context: His parentage was obscure; his condition poor; his education null; his natural endowments great; his life correct and innocent: he was meek, benevolent, patient, firm, disinterested, & of the sublimest eloquence. The disadvantages under which his doctrines appear are remarkable. 1. Like Socrates & Epictetus, he wrote nothing himself. 2. But he had not, like them, a Xenophon or an Arrian to write for him. On the contrary, all the learned of his country, entrenched in its power and riches, were opposed to him, lest his labors should undermine their advantages; and the committing to writing his life & doctrines fell on the most unlettered & ignorant men; who wrote, too, from memory, & not till long after the transactions had passed. 3. According to the ordinary fate of those who attempt to enlighten and reform mankind, he fell an early victim to the jealousy & combination of the altar and the throne, at about 33. years of age, his reason having not yet attained the maximum of its energy, nor the course of his preaching, which was but of 3. years at most, presented occasions for developing a complete system of morals. 4. Hence the doctrines which he really delivered were defective as a whole, and fragments only of what he did deliver have come to us mutilated, misstated, & often unintelligible. 5. They have been still more disfigured by the corruptions of schismatising followers, who have found an interest in sophisticating & perverting the simple doctrines he taught by engrafting on them the mysticisms of a Grecian sophist, frittering them into subtleties, & obscuring them with jargon, until they have caused good men to reject the whole in disgust, & to view Jesus himself as an impostor. Notwithstanding these disadvantages, a system of morals is presented to us, which, if filled up in the true style and spirit of the rich fragments he left us, would be the most perfect and sublime that has ever been taught by man. The question of his being a member of the Godhead, or in direct communication with it, claimed for him by some of his followers, and denied by others, is foreign to the present view, which is merely an estimate of the intrinsic merit of his doctrines. 1. He corrected the Deism of the Jews, confirming them in their belief of one only God, and giving them juster notions of his attributes and government. 2. His moral doctrines, relating to kindred & friends, were more pure & perfect than those of the most correct of the philosophers, and greatly more so than those of the Jews; and they went far beyond both in inculcating universal philanthropy, not only to kindred and friends, to neighbors and countrymen, but to all mankind, gathering all into one family, under the bonds of love, charity, peace, common wants and common aids. A development of this head will evince the peculiar superiority of the system of Jesus over all others. 3. The precepts of philosophy, & of the Hebrew code, laid hold of actions only. He pushed his scrutinies into the heart of man; erected his tribunal in the region of his thoughts, and purified the waters at the fountain head. 4. He taught, emphatically, the doctrines of a future state, which was either doubted, or disbelieved by the Jews; and wielded it with efficacy, as an important incentive, supplementary to the other motives to moral conduct. "Syllabus of an Estimate of the Merit of the Doctrines of Jesus, Compared with Those of Others" in a letter to Benjamin Rush (12 April 1803) http://www.positiveatheism.org/hist/jeff1122.htm. Published in The Works of Thomas Jefferson in Twelve Volumes http://oll.libertyfund.org/ToC/0054.php, Federal Edition, Paul Leicester Ford, ed., New York: G. P. Putnam's Sons, 1904, Vol. 9 Works Vol. 9 (PDF) http://oll.libertyfund.org/Texts/Jefferson0136/Works/0054-09_Bk.pdf, pp. 462

Ivan Illich Foto

„The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring.“

—  Ivan Illich, buch Deschooling Society
Deschooling Society (1971), Context: Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education — and also to those who seek alternatives to other established service industries. Introduction (November 1970).

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Horace Mann Foto

„A human being is not attaining his full heights until he is educated.“

—  Horace Mann American politician 1796 - 1859
As quoted in Words for Teachers to Live By (2002) by Mary Engelbreit

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„An educated person is one who, through the travail of his own life, has assimilated the ideas that make him representative of his culture.“

—  Mortimer J. Adler American philosopher and educator 1902 - 2001
Reforming Education: The Schooling of a People and Their Education Beyond Schooling (1977), p. 255

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„Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Etiam egestas wisi a erat. Morbi imperdiet, mauris ac auctor dictum.“

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