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And that, I suppose, is what I'd been trying to tell my mother that day: that her faith in justice and rationality was misplaced, that we couldn't overcome after all, that all the education and good intentions in the world couldn't help you plug up the holes in the universe or give you the power to change its blind, mindless course.
The dramatic threat of ecological breakdown is teaching us the extent to which greed and selfishness are contrary to the order of creation....A given culture reveals its understanding of life through the choices it makes in production and consumption... a great deal of educational and cultural work is urgently needed, including the education of consumers in the responsible use of their power of choice...
Nature has taken more care than the fondest parent for the education and refinement of her children. Consider the silent influencewhich flowers exert, no less upon the ditcher in the meadow than the lady in the bower. When I walk in the woods, I am reminded that a wise purveyor has been there before me; my most delicate experience is typified there.
But my understanding is there are many villages you go to where there's really no schools, as a practical matter, and many of the schools still teach just how to memorize certain things rather than how to think critically about problems. And every country at this point, if it wants to succeed, needs to put in place free, compulsory education for its young people — because they just can't succeed unless they have some basic skills. They have to be able to read. They have to be able to do mathematics. They have to have some familiarity with computers. They have to be able to understand basic principles of science. If you don't have those basic tools, then it's very hard to find a decent job in today's economy.
Science with all its faults has brought education and the arts to more people — a larger percentage — than has ever existed before science. In that respect it is science that is the great humanizer. And, if we are going to solve the problems that science has brought us, it will be done by science and in no other way.
I've said this before and I will keep repeating it — one of the best indicators of whether a country will succeed is how it treats its women. When women have an education, when women have a job, their children are more likely to get an education, their families are healthier and more prosperous. Their communities and countries do better, as well. So every nation — all of our nations — must invest in the education and health and skills of our women and girls.
Education in democracy must be carried on within the Party so that members can understand the meaning of democratic life, the meaning of the relationship between democracy and centralism, and the way in which democratic centralism should be put into practice. Only in this way can we really extend democracy within the Party and at the same time avoid ultra-democracy and the laissez-faire that destroys discipline.
How much education may reconcile young people to pain and sufference, the examples of Sparta do sufficiently shew; and they who have once brought themselves not to think bodily pain the greatest of evils, or that which they ought to stand most in fear of, have made no small advance toward virtue.
Not one of these nobly equipped young men has escaped the restless, exhausting, confusing, debilitating crisis of education.... He feels that he cannot guide himself, cannot help himself—and then he dives hopelessly into the world of everyday life and daily routine, he is immersed in the most trivial activity possible, and his limbs grow weak and weary.
If you think that your belief is based upon reason, you will support it by argument, rather than by persecution, and will abandon it if the argument goes against you. But if your belief is based on faith, you will realize that argument is useless, and will therefore resort to force either in the form of persecution or by stunting and distorting the minds of the young in what is called "education". This last is particularly dastardly, since it takes advantage of the defencelessness of immature minds. Unfortunately it is practiced in greater or less degree in the schools of every civilised country.
Youth should be kept strangers to all that is bad, and especially to things which suggest vice or hate. When the five years have passed away, during the two following years they must look on at the pursuits which they are hereafter to learn. There are two periods of life with reference to which education has to be divided, from seven to the age of puberty, and onwards to the age of one and twenty.
And I think the question that the people of Jamaica, just like the people of the United States and everywhere else, should be asking is: If the government is spending money right now, is it on something that is going to help create long-term growth and help people succeed? If the answer is no, you shouldn't spend that money. Spending money just for the sake of spending money is not — that's not the formula for success. But if the money is being spent on what we talked about — early childhood education; if it's being spent on infrastructure; if it's being spent on research; if it's being spent on building skills for workers — those are good investments.