“To be a teacher is my greatest work of art. The rest is the waste product, a demonstration. If you want to express yourself you must present something tangible. But after a while this has only the function of a historic document. Objects aren't very important any more. I want to get to the origin of matter, to the thought behind it.”

1960's

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Joseph Beuys50

German visual artist 1921–1986

Merle Shain (1935–1989) Canadian writer

Some Men are More Perfect Than Others (1973)

“No one wants to get this matter behind us more than I do—except maybe all the rest of the American people.”

Bill Clinton (1946) 42nd President of the United States

Statement on the Monica Lewinsky affair, at Rose Garden press conference http://clinton3.nara.gov/WH/New/html/19980731-26849.html (July 31, 1998) <br class="br">1990s

“Every day you waste a chance, many chances in fact, of getting at your innermost consciousness by expressing yourself as you see yourself, and I say it is a pity because it makes you, year after year and day after day more like anybody else and more anonymous.”

Ernest Dimnet (1866–1954) French writer

Source: The Art of Thinking (1928), p. 250

“All presentation, all demonstration—and the presentation of thought is demonstration—has, according to its original determination—and this is all that matters to us—the cognitive activity of the other person as its ultimate aim.”

Ludwig Feuerbach (1804–1872) German philosopher and anthropologist

Z. Hanfi, trans., in The Fiery Brook (1972), p. 67
Towards a Critique of Hegel’s Philosophy (1839)

“An edition is… still wanted which shall, while in some places adhering… to the original text, at the same time be so entirely remodelled by the aid of accepted modern notation as to be thoroughly readable by any competent mathematician, and this want it is the object of the present work to supply.”

Thomas Little Heath (1861–1940) British civil servant and academic

Preface, p. ix
Apollonius of Perga (1896)

“Well, Mr. Prime Minister, I can't waste any more time on you. I must get back to work.”

John Diefenbaker (1895–1979) 13th Prime Minister of Canada

From a conversation with Prime Minister Sir Wilfrid Laurier (29 July 1910) when Diefenbaker was 14; quoted in Canada's Prime Ministers, 1867 - 1994: Biographies and Anecdotes (Ottawa: National Archives of Canada, 1994).

“In the case of psychology, of course, it is not only the concepts and methods of the discipline that undergo constant historical change, but the very subject matter itself. Human subjectivity, the reality behind the objects of psychological investigation, is itself strongly implicated in the historical process, both as agent and as product.”

Kurt Danziger (1926) German academic

Source: "Does the history of psychology have a future?." 1994, p. 475

“To [aunt] Marie Hill,
Dearest
Why do you tempt me? I really cannot. It's impossible! Be happy? The only thought I have in my mind is to immerse myself in my art, to merge completely with it until I can begin to express what I really feel – and after that to be consumed even more by it. Even if I wanted to, I could not leave here [Worpswede]… I want to live here. I want to 'live' – and develop further as a person and as an artist… Can you understand this? I think you can. And do you approve? I hope so. In any case, I can't do any different..”

Paula Modersohn-Becker (1876–1907) German artist

In a letter to her aunt Mary Hill, from Worpswede, June 1899; as quoted in Paula Modersohn-Becker – The Letters and Journals, ed: Günther Busch & Lotten von Reinken; (transl, A. Wensinger & C. Hoey; Taplinger); Publishing Company, New York, 1983, p. 135
1899

“I don’t want my thoughts to die with me, I want to have done something. I’m not interested in power, or piles of money. I want to leave something behind. I want to make a positive contribution - know that my life has meaning.”

Temple Grandin (1947) USA-american doctor of animal science, author, and autism activist

“The most important thing any teacher has to learn, not to be learned in any school of education I ever heard of, can be expressed in seven words: Learning is not the product of teaching. Learning is the product of the activity of learners.”

John Holt (1923–1985) educator

Growing Without Schooling magazine, no. 40 (1984).

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