“Young people wonder how the adult world can be so boring. The secret is that it is not boring to adults because they have learned to enjoy simple things like covert malice at one another's expense. This is why they talk so much about the value of human understanding and sympathy - it has a certain rarity value in their world.”

“Loveless work, boring work, work valued only because others haven't got even that much, however loveless and boring--this is one of the harshest human miseries.”

Wisława Szymborska (1923–2012) Polish writer

“Somewhere in the crowd was at least one potential friend who'd understand the fundamental value of goofing off.
Because if not, how boring would that be?”

Alyson Nöel book Radiance

“Young people are openly talking about democracy, representation and freedom. They want to see constitutions that are by the people for the people. Children are challenging the adult world as they respond to the energies of the New Age. They want to see friendship, humanity and goodwill manifesting throughout the world.”

Benjamin Creme (1922–2016) artist, author, esotericist

“Because I said so." She paused again. "Sweetheart, I know you're an adult, but adults are like vampires. The older ones are much more powerful.”

Karin Slaughter (1971) US-american crime writer

“One out of three hundred and twelve Americans is a bore, for instance, and a healthy male adult bore consumes each year one and a half times his own weight in other people's patience.”

John Updike (1932–2009) American novelist, poet, short story writer, art critic, and literary critic

“I wonder why I bother to tell the truth when people ask me what I think of this and that and how I feel about this and that. I get so complicated and introspective that people often don't understand and are frankly puzzled and (naturally enough) bored. So why bother! It would be so much easier to say what they expected you to, and everything would be easy and pleasant.”

Anne Morrow Lindbergh (1906–2001) American aviator and author

“Today, as we are coming to understand better the circular processes through which culture is developed and transmitted, we recognize that man's most human characteristic is not his ability to learn, which he shares with many other species, but his ability to teach and store what others have developed and taught him. Learning, which is based on human dependency, is relatively simple. But human capacities for creating elaborate teachable systems, for understanding and utilizing the resources of the natural world, and for governing society and creating and creating imaginary worlds all these are very complex. In the past, men relied on the least elaborate part of the circular system, the dependent learning by children, for continuity of transmission and for the embodiment of the new. Now, with our greater understanding of the process, we must cultivate the most flexible and complex part of the system; the behavior of adults. We must, in fact, teach ourselves how to alter adult behavior so that we can give up postfigurative upbringing, with its tolerated configurative components, and discover prefigurative ways of teaching and learning. We must create new models for adults who can teach their children not what to learn but how to learn and not what they should be committed to, but the value of commitment.”

Margaret Mead (1901–1978) American anthropologist

“The value of marriage is not that adults produce children, but that children produce adults.”

Peter de Vries (1910–1993) American editor and novelist

“Through religious education, our young people also learn respect for and an understanding of other beliefs and how to make a positive difference to themselves and the world by putting their beliefs and values into action.”

Alex Salmond (1954) Scottish National Party politician and former First Minister of Scotland