The purpose of an organization is to enable ordinary humans beings to do extraordinary things.
Peter DruckerRead
The basic economic resource - the means of production -_x000D_ _x000D_ is no longer capital, nor natural resources, nor labor._x000D_ _x000D_ It is and will be knowledge.
Interpretation
What this quote means
Knowledge is the most crucial resource for economic success.
In this quote, Peter Drucker emphasizes the fundamental shift in the economy where knowledge has become the cornerstone of production and progress, surpassing traditional resources like capital, labor, and natural elements. The quote suggests that in a knowledge-driven world, the capacity to innovate, understand, and leverage information is key to achieving economic growth and success.
Themes
KnowledgeEconomyProductionResourcesInnovation
In practice
Example use cases
In a speech about the future of work, this quote can highlight the importance of continuous learning.
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Similar quotes
That is the future, and it is probably nearer than we think. But our primary problem as universities is not engineering that future. We must rise above the obsession with quantity of information and speed of transmission, and recognize that the key issue for us is our ability to organize this information once it has been amassed - to assimilate it, find meaning in it, and assure its survival for use by generations to come.
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One of the main truths of all education is that if the young are not always right, the old are always wrong.
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Oddly enough, my favorite genre is not fiction. I'm attracted by primary sources that are relevant to historical questions of interest to me, by famous old books on philosophy or theology that I want to see with my own eyes, by essays on contemporary science, by the literatures of antiquity.
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For scholarship - if it is to be scholarship - requires, in addition to liberty, that the truth take precedence over all sectarian interests, including self-interest.
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Most students who take math classes aren't going to be mathematicians. They're going to be engineers, statisticians - in many ways, that's the more important mission of math education.
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And suddenly, I realized the system that I was in did not know what intelligence was, didn't know how to identify smart and not smart. They called me the best, when I knew I wasn't, and they called him the worst, when he was the best. I mean, there could be no more antipodal environment. So I began to question: What is intelligence? Who says? Who says you're smart? Who says you're not smart? And what do they mean by that?
Tony BuzanRead