Ron Huberman - Early Life and Education

Early Life and Education

Born in Tel Aviv, Israel, in 1971, Huberman is the son of Holocaust survivors. Huberman and his family moved to Oak Ridge, Tennessee when his father, a cancer researcher, began working at the Oak Ridge National Laboratory. Huberman attended the University of Wisconsin, graduating with a bachelor's degree in psychology and English. While working as a Chicago police officer, Huberman attended night classes at the University of Chicago and earned a Master of Social Work from the School of Social Service Administration and a Master of Business Administration from the Graduate School of Business. Huberman was a Paul & Daisy Soros Fellow and an Albert Schweitzer Fellow at the University of Chicago.

Read more about this topic:  Ron Huberman

Famous quotes containing the words early life, early, life and/or education:

    Many a woman shudders ... at the terrible eclipse of those intellectual powers which in early life seemed prophetic of usefulness and happiness, hence the army of martyrs among our married and unmarried women who, not having cultivated a taste for science, art or literature, form a corps of nervous patients who make fortunes for agreeable physicians ...
    Sarah M. Grimke (1792–1873)

    Love is the hardest thing in the world to write about. So simple. You’ve got to catch it through details, like the early morning sunlight hitting the gray tin of the rain spout in front of her house. The ringing of a telephone that sounds like Beethoven’s “Pastoral.” A letter scribbled on her office stationery that you carry around in your pocket because it smells of all the lilacs in Ohio.
    Billy Wilder (b. 1906)

    Bourgeois society is infected by monomania: the monomania of accounting. For it, the only thing that has value is what can be counted in francs and centimes. It never hesitates to sacrifice human life to figures which look well on paper, such as national budgets or industrial balance sheets.
    Simone Weil (1909–1943)

    If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man’s future. For what is the use of transmitting knowledge if the individual’s total development lags behind?
    Maria Montessori (1870–1952)