You never stop learning. If you have a teacher you never stop being a student.

I believe that the testing of the student's achievements in order to see if he meets some criterion held by the teacher is directly contrary to the implications of therapy for significant learning.

The current leadership of the Labor party react to the idea that working-class students might study the subjects they studied with the same horror that the Earl of Grantham showed when a chauffeur wanted to marry his daughter.

Educationists should build the capacities of the spirit of inquiry creativity entrepreneurial and moral leadership among students and become their role model.

Here class attendance is expected and students are required to take notes which they are tested on. What is missing it seems to me is the use of knowledge the practical training.

I have witnessed how education opens doors and I know that when sound instruction takes place students experience the joys of new-found knowledge and the ability to excel.

That was really so upsetting when you are trying to pass on some very serious knowledge and be basically treated worse than a student coming off the street because his father pays the tuition. Come on. Give me a break. This is no school. This is a joke.

I have a great advantage over many of my colleagues inasmuch as my students bring with them to class their own personal knowledge of national regional religious ethnic occupational and family folklore traditions.

More students have a better knowledge of pop culture than of the Constitution.

Medical knowledge and technical savvy are biodegradable. The sort of medicine that was practiced in Boston or New York or Atlanta fifty years ago would be as strange to a medical student or intern today as the ceremonial dance of a !Kung San tribe would seem to a rock festival audience in Hackensack.

Universities exist to transmit knowledge and understanding of ideas and values to students not to provide entertainment for spectators or employment for athletes.

I'm a student of world religion so to me it's hugely important to have knowledge and to understand what people are doing.

If you imagine someone with 100 percent determination and 100 percent intelligence you can discard a lot of intelligence before they stop succeeding. But if you start discarding determination you very quickly get an ineffectual and perpetual grad student.

I tried to stir the imagination and enthusiasms of students to take risks to do what they were most afraid of doing to widen their horizons of action.

People internalize from the jail to student loan debt to credit card debt to unemployment to the whole collective. It manifests itself in many ways in people's home lives domestic stuff.

And that's actually the brunt of what we do is people going straight from their workplace straight from home straight into the classroom and working directly with the students. So then we're able to work with thousands and thousands more students.

Students never think it can be the teacher's fault and so I thought I was stupid. I was frustrated and would come home and cry because I couldn't do it. Then we got a new teacher who made math accessible. That made all the difference and I learned that it's how you present it that makes it scary or friendly.

Right around the end of the fifties college students and young people in general began to realize that this music was almost like a history of our country - this music contained the real history of the people of this country.

I think I was a good student because I jumped over a school. My main interest was basically history and literature. Sports were basically basketball and swimming at a pool. I was so happy.

He was what I often think is a dangerous thing for a statesman to be - a student of history and like most of those who study history he learned from the mistakes of the past how to make new ones.

I wouldn't attach too much importance to these student riots. I remember when I was a student at the Sorbonne in Paris I used to go out and riot occasionally.

If you have a student who graduates from college and they don't have a job they are now able to stay on their family health plan.

Do we talk about the dignity of work? Do we give our students any reason for believing it is worthwhile to sacrifice for their work because such sacrifices improve the psychological and mental health of the person who makes them?

It is not only my laboratory and my place of work but also my home so that on the 30th October I was able to share my happiness immediately with my students and collaborators and at the same time with my wife and family.