„Education is perceived as a crucial instrument for increasing productivity and income, skills, competency of human resources, and sustainable growth. In the end, education helps reduce social problems, and improves quality of life so that people can live equally with others in society.“

Barry Hines 1970 interview

October 1, 1938

Part 3, Chapter 15, Capitalism and the Environment, p. 183
Economics For Everyone (2008)

Robert J. Barro, Xavier Sala-i-Martin, Economic growth 2nd ed. (2004), Ch. 7 : Technological Change: Schumpeterian Models of Quality Ladders

Robert J. Barro, Xavier Sala-i-Martin, Economic growth 2nd ed. (2004), Ch. 7 : Technological Change: Schumpeterian Models of Quality Ladders

Quelle: Philosophy of Education, p. 86.

Your Job-Hunt Ltd – Advice from an Award-Winning Asian Headhunter (2003), Successful Recruitment in a Week (2012) https://books.google.ae/books?idp24GkAsgjGEC&printsecfrontcover&dqnigel+cumberland&hlen&saX&ved0ahUKEwjF75Xw0IHNAhULLcAKHazACBMQ6AEIGjAA#vonepage&qnigel%20cumberland&ffalse, 100 Things Successful People Do: Little Exercises for Successful Living (2016) https://books.google.ae/books?idnu0lCwAAQBAJ&dqnigel+cumberland&hlen&saX&ved0ahUKEwjF75Xw0IHNAhULLcAKHazACBMQ6AEIMjAE

1950s, The First and Last Freedom (1954)

Quelle: Income Distribution (1975), p. 148

Commencement speech, Stanford University (2007-06-17)
Speeches and lectures

12th Annual Report to the Massachusetts State Board of Education http://www.tncrimlaw.com/civil_bible/horace_mann.htm (1848); published in Life and Works of Horace Mann Vol. III, (1868) edited by Mary Mann, p. 669
Kontext: Education, then, beyond all other devices of human origin, is the great equalizer of the conditions of men, — the balance-wheel of the social machinery. I do not here mean that it so elevates the moral nature as to make men disdain and abhor the oppression of their fellow-men. This idea pertains to another of its attributes. But I mean that it gives each man the independence and the means by which he can resist the selfishness of other men. It does better than to disarm the poor of their hostility towards the rich: it prevents being poor.

Amritanandamayi's Address Upon Receiving an Honorary Doctorate of Humane Letters from the State University of New York (2010)

Gopal Bhargava in: Child Labour http://books.google.co.in/books?id=6iYmX2k6G-MC&pg=PA96, Gyan Publishing House, 1 January 2003, P.96

Speech at Founding Rally of the Organization of Afro-American Unity (28 June 1964), as quoted in By Any Means Necessary (1970)
By Any Means Necessary (1970)

Quelle: Blackshirts and Reds (1997), p. 155

Quelle: Democracy and Education

Quelle: Just a Theory: Exploring the Nature of Science (2005), Chapter 5, “Pseudoscience: What Some People Do Isn’t Science” (p. 95)

Crime : Its Cause And Treatment (1922) Ch. 36 "Remedies"
Kontext: It is often said that the accused should be given an immediate trial; that this and subsequent proceedings should not be hindered by delay; that the uncertainties of punishment furnish the criminal with the hope of escape and therefore do not give the community the benefit of the terror that comes with the certainty of punishment that could prevent crime. I can see no basis in logic or experience for this suggestion. It is based on the theory that punishment is not only a deterrent to crime, but the main deterrent. It comes from the idea that the criminal is distinct from the rest of mankind, that vengeance should be sure and speedy and that then crime would be prevented. If this were true and the only consideration to prevent crime, then the old torture chamber and the ancient prison with all its hopelessness and horror should be restored. Logic, humanity and experience would protest against this. If there is to be any permanent improvement in man and any better social order, it must come mainly from the education and humanizing of man. I am quite certain that the more the question of crime and its treatment is studied the less faith men have in punishment.