“There's an element of desperation in the insistence of the graduate student's respect for knowledge — as opposed to wisdom.”
Source: Poetry and Craft (1965), p. 95
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Theodore Roethke 86
American poet 1908–1963Related quotes
“Effective retention is heavily dependent on recruiting students with the potential to graduate.”
Richard Cyert
(1921–1998) American economist
Richard Cyert, cited in: National Academies (1979), Building the Multiplier Effect: Summary of a National Symposium, September 14-16, 1978. p. 9
Erich Fromm
(1900–1980) German social psychologist and psychoanalyst
Source: Man for Himself (1947), Ch. 3; in Ch. 2 of his later work The Art of Loving (1956) a similar statement is made :
Context: Care and responsibility are constituent elements of love, but without respect for and knowledge of the beloved person, love deteriorates into domination and possessiveness. Respect is not fear and awe; it denotes, in accordance with the root of the word (respicere = to look at), the ability to see a person as he is, to be aware of his individuality and uniqueness. To respect a person is not possible without knowing him; care and responsibilty would be blind if they were not guided by the knowledge of the person's individuality.
“But it is a characteristic of wisdom not to do desperate things.”
Henry David Thoreau
(1817–1862) 1817-1862 American poet, essayist, naturalist, and abolitionist
“Strength and wisdom are not opposing values.”
Bill Clinton
(1946) 42nd President of the United States
In support of John Kerry at the Democratic National Convention, Boston, MA, July 26, 2004
2000s
Roger Williams (theologian)
(1603–1684) English Protestant theologian and founder of the colony of Providence Plantation
The Hireling Ministry, None of Christ's (1652)
David Colander
(1947) American economist
David Colander, "The Keynesian Method, Complexity, and the Training of Economists" (2009)
2000s
Aga Khan IV
(1936) 49th and current Imam of Nizari Ismailism
Context: What students know is no longer the most important measure of an education. The true test is the ability of students and graduates to engage with what they do not know, and to work out a solution. They must also be able to reach conclusions that constitute the basis for informed judgements. The ability to make judgements that are grounded in solid information, and employ careful analysis, should be one of the most important goals for any educational endeavor. As students develop this capability, they can begin to grapple with the most important and difficult step: to learn to place such judgements in an ethical framework. For all these reasons, there is no better investment that individuals, parents and the nation can make than an investment in education of the highest possible quality. Such investments are reflected, and endure, in the formation of the kind of social conscience that our world so desperately needs.
Foreword to Excellence in Education (2003) http://www.agakhanacademies.org/general/vision<!-- Aga Khan Academy, Mombasa brochure p. 3 http://www.akdn.org/publications/case_study_academies_mombasa.pdf, also quoted at The Aga Khan Academies http://www.agakhanacademies.org/mombasa/student-projects -->
Nigel Cumberland
(1967) British author and leadership coach
Quoted in Hong Kong's Career Times newspaper (February 6th 2004) http://www.ctgoodjobs.hk/english/article/show_article.asp?category_id=1070&article_id=12825&title=is-hong-kong-investing-enough-in-its-future&listby=date&listby_id=&page=4
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