“All students are capable of growth.”
People's Education interview (2007)
Context: All students are capable of growth. Some of them seem to be very slow to begin with and it’s probably not their fault, nor do I think it’s a matter of genetics. It’s a matter of what has happened in their lives before. They are all capable of growing, but they will not grow unless you interest them, captivate them in some way, and then make them reach out. Then they will finally enjoy reaching out.
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M. H. Abrams 19
American literary theorist 1912–2015Related quotes
“The only organization capable of unprejudiced growth, or unguided learning, is a network.”
Out of Control: The New Biology of Machines, Social Systems and the Economic World (1995)
Source: Fallen Leaves (2014), Ch. 1 : Our life begins
“All change is not growth, as all movement is not forward.”
On the Labour Party conference in 2015 http://www.independent.co.uk/news/uk/politics/labour-party-has-gravitated-towards-student-union-politics-under-jeremy-corbyn-says-maurice-glassman-a6671986.html
“At the center of all achievement is personal growth.”
Source: https://www.imdb.com/name/nm11882368/bio?ref_=nm_dyk_qt_sm#quotes
Pt 1, Ch. 4 http://www.resologist.net/lo104.htm
Lo! (1931)
Context: If human thought is a growth, like all other growths, its logic is without foundation of its own, and is only the adjusting constructiveness of all other growing things. A tree can not find out, as it were, how to blossom, until comes blossom-time. A social growth cannot find out the use of steam engines, until comes steam-engine-time. For whatever is supposed to be meant by progress, there is no need in human minds for standards of their own: this is in the sense that no part of a growing plant needs guidance of its own devising, nor special knowledge of its own as to how to become a leaf or a root. It needs no base of its own, because the relative wholeness of the plant is relative baseness to its parts. At the same time, in the midst of this theory of submergence, I do not accept that human minds are absolute nonentities, just as I do not accept that a leaf, or a root, of a plant, though so dependent upon a main body, and so clearly only a part, is absolutely without something of an individualizing touch of its own.
It is the problem of continuity-discontinuity, which perhaps I shall have to take up sometime.
"What's Going On in Schools and Colleges", Kiplinger's Personal Finance, April 1961, p. 31 http://books.google.com/books?id=fwMEAAAAMBAJ&pg=PA31
A portion of this is quoted earlier in "Education: Little Known" http://www.time.com/time/magazine/article/0,9171,895088,00.html, Time, 5 December 1960
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