Cultural Education Quotes

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Cultural Education Quotes

Students need to learn how to unlearn those elements of a market driven society that deform their sense of agency, reducing them to simply consumers or even worse to elements of a disposable population. So we need to understand who controls the means of public education and the larger forms of what Raymond Williams called the cultural apparatuses of permanent education both in terms of the dangers they pose and the possibilities they harbor.
— Henry Giroux —

I am up against the system, the whole method & approach of a system of education which makes us morons, cultural morons, but efficient clerks for all your business and administrative offices. This education had reduced us to a nation of morons; we were strangers to our own culture and camp followers of another culture, feeding on leavings & garbage ...

— R.K. Narayan

It is really one of the most serious faults which can be found with the whole conception of democracy, that its cultural function must move on the basis of the common denominator. Such a point of view indeed would make a mess of all of the values which we have developed for examining works of art. It would address one end of education in that it would consider that culture which was available to everyone, but in that achievement it would eliminate culture itself.
This is surely the death of all thought.
This quote is taken from "The Artist's Reality: Philosophies of Art" by Mark Rothko, written 1940-1 and published posthumously in 2004 by Yale University Press, pp.126-7.

— Mark Rothko

We're all members of one tribe or another-bonded by culture, family, religion, class, education, employment, team affiliation, or any number of other criteria. An essential first step in discerning the cultural from the human is what mythologist Joseph Campbell called detribalization. We have to recognize the various tribes we belong to and begin extricating ourselves from the unexamined assumptions each of them mistakes for the truth.

— Christopher Ryan

Public libraries have succumbed to the same pressures that have overwhelmed the basic cultural functions of museums and universities, aims that should remain what they were, not because the old ways are always better but because in this case they were the right ones: the sustaining of standards, the preservation of quality, the conservation of literacy's history, the education of the heart, eye and mind. Now libraries devote far too much of their restricted space, and their limited budget, to public amusement. It is a fact of philistine life that amusement is where the money is.

— William H. Gass

We have ignored cultural literacy in thinking about education We ignore the air we breathe until it is thin or foul. Cultural literacy is the oxygen of social intercourse.

— E.D. Hirsch Jr.

We need to educate young people to deal with new modes of education that are emerging with the new electronic technologies and we need to educate them to not only learn how to critically read this ubiquitous screen culture but also how to be cultural producers.

— Henry Giroux

Restoring prayer ... will scarcely at this date solve the grievous public school problem. Public schools are expensive and massive centers for cultural and ideological brainwashing, at which they are unfortunately far more effective than in teaching the 3 R's or in keeping simple order within the schools. Any plan to begin dismantling the public school monstrosity is met with effective opposition by the teachers' and educators' unions. Truly radical change is needed to shift education from public to unregulated private schooling, religious and secular, as well as home schooling by parents.

— Murray Rothbard

Students need to learn how to unlearn those elements of a market driven society that deform their sense of agency, reducing them to simply consumers or even worse to elements of a disposable population. So we need to understand who controls the means of public education and the larger forms of what Raymond Williams called the cultural apparatuses of permanent education both in terms of the dangers they pose and the possibilities they harbor.

— Henry Giroux

When I was a child, my society lifted me up - though education primarily, as well as through other kinds of cultural stimulation. It wasn't just my parents or my religious community. The entire society lifted me up to the bottom rung of the ladder. Then they said, "Girl, it's up to you whether or not you climb." I don't have a problem with that. I think that is the best way to go about living.

— Marianne Williamson

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