“Her point of view about student work was that of a social worker teaching finger-painting to children or the insane.
I was impressed with how common such an attitude was at Benton: the faculty—insofar as they were real Benton faculty, and not just nomadic barbarians—reasoned with the students, “appreciated their point of view”, used Socratic methods on them, made allowances for them, kept looking into the oven to see if they were done; but there was one allowance they never under any circumstances made—that the students might be right about something, and they wrong. Education, to them, was a psychiatric process: the sign under which they conquered had embroidered at the bottom, in small letters, Canst thou not minister to a mind diseased?—and half of them gave it its Babu paraphrase of Can you wait upon a lunatic? One expected them to refer to former students as psychonanalysts do: “Oh, she’s an old analysand of mine.” They felt that the mind was a delicate plant which, carefully nurtured, judiciously left alone, must inevitably adopt for itself even the slightest of their own beliefs.
One Benton student, a girl noted for her beadth of reading and absence of coöperation, described things in a queer, exaggerated, plausible way. According to her, a professor at an ordinary school tells you “what’s so”, you admit that it is on examination, and what you really believe or come to believe has “that obscurity which is the privilege of young things”. But at Benton, where education was as democratic as in “that book about America by that French writer—de, de—you know the one I mean”; she meant de Tocqueville; there at Benton they wanted you really to believe everything they did, especially if they hadn’t told you what it was. You gave them the facts, the opinions of authorities, what you hoped was their own opinion; but they replied, “That’s not the point. What do you yourself really believe?” If it wasn’t what your professors believed, you and they could go on searching for your real belief forever—unless you stumbled at last upon that primal scene which is, by definition, at the root of anything….
When she said primal scene there was so much youth and knowledge in her face, so much of our first joy in created things, that I could not think of Benton for thinking of life. I suppose she was right: it is as hard to satisfy our elders’ demands of Independence as of Dependence. Harder: how much more complicated and indefinite a rationalization the first usually is!—and in both cases, it is their demands that must be satisfied, not our own. The faculty of Benton had for their students great expectations, and the students shook, sometimes gave, beneath the weight of them. If the intellectual demands were not so great as they might have been, the emotional demands made up for it. Many a girl, about to deliver to one of her teachers a final report on a year’s not-quite-completed project, had wanted to cry out like a child, “Whip me, whip me, Mother, just don’t be Reasonable!””

AIKMAN, Duncan, New York Times Magazine, February 19, 1933, p. 3 http://query.nytimes.com/gst/abstract.html?res=9A02E7DA1539E033A2575AC1A9649C946294D6CF&nytmobile=0&legacy=true

Source: A Different Kind of Teacher: Solving the Crisis of American Schooling, Berkeley Hills Books (2000) p. 178

What about Venezuela? “Shut up,” they explain.
2010s, 2018, Socialism is So Hot Right Now (2018)

Language Education in a Knowledge Context (1980)
Context: Definitions, like questions and metaphors, are instruments for thinking. Their authority rests entirely on their usefulness, not their correctness. We use definitions in order to delineate problems we wish to investigate, or to further interests we wish to promote. In other words, we invent definitions and discard them as suits our purposes. And yet, one gets the impression that... God has provided us with definitions from which we depart at the risk of losing our immortal souls. This is the belief that I have elsewhere called "definition tyranny," which may be defined... as the process of accepting without criticism someone else's definition of a word or a problem or a situation. I can think of no better method of freeing students from this obstruction of the mind than to provide them with alternative definitions of every concept and term with which they must deal in a subject. Whether it be "molecule," "fact," "law," "art," "wealth," "gene," or whatever, it is essential that students understand that definitions are hypotheses, and that embedded in them is a particular philosophical, sociological, or epistemological point of view.

The Art of Doing Science and Engineering: Learning to Learn (1991)

Source: Cryptonomicon

Bowdoin Academic Spotlight interview (2011)
Context: One of the real benefits of any travel is gaining some perspective. You see things from different points of view. That came home to me in a variety of ways: politically, economically, seeing what was going on in other states.

Up from Liberalism (1959); also quoted in The American Dissent : A Decade of Modern Conservatism (1966) by Jeffrey Peter Hart, p. 171
Variants:
Liberals claim to want to give a hearing to other views, but then are shocked and offended to discover that there are other views.
As quoted in The Nastiest Things Ever Said about Democrats (2006) by Martin Higgins, p. 93
Liberals do a great deal of talking about hearing other points of view, but it sometimes shocks them to learn that there are other points of view.
As quoted in his obituary in The TImes (28 February 2008) http://www.timesonline.co.uk/tol/comment/obituaries/article3447250.ece.