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Tommy Lee Jones

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I'm really concerned about the quality of education in the United States. I think it's going down, and I don't think we spend enough money on it. It's unhealthy for our society that we remove ourselves more and more every day from books, from reading, from writing. All areas of education need more emphasis. I think we're a bit lazy here in America. I believe in the ideal of the classic liberal education, and I also think athletics are very important to the education of young people.

 
Tommy Lee Jones

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The breakdown of his(Plato's) philosophy is made apparent in the fact that he could not trust to gradual improvements in education to bring about a better society which should then improve education, and so on indefinitely. Correct education could not come into existence until an ideal state existed, and after that education would be devoted simply to its conservation. For the existence of this state he was obliged to trust to some happy accident by which philosophic wisdom should happen to coincide with possession of ruling power in the state.

 
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It is not my intention to denounce modern education. If it is bad, it may be said that all education is bad which is not self-education, and quite a lot of self-education is going on today — some of it in our schools, under the very noses of the teachers!

 
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Ask me my three main priorities for government, and I tell you: education, education and education. We are 35th in the world league of education standards – 35th. At every level, radical improvement and reform.

 
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The ideal may seem remote of execution, but the democratic ideal of education is a farcical yet tragic delusion except as the ideal more and more dominates our public system of education.

 
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The increased political and economic emancipation of the "masses" has shown itself in education; it has effected the development of a common school system of education, public and free. It has destroyed the idea that learning is properly a monopoly of the few who are predestined by nature to govern social affairs. But the revolution is still incomplete. The idea still prevails that a truly cultural or liberal education cannot have anything in common, directly at least, with industrial affairs, and that the education which is fit for the masses must be a useful or practical education in a sense which opposes useful and practical to nurture of appreciation and liberation of thought.

 
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