Quotes about classroom

A collection of quotes on the topic of classroom, teachers, teacher, learning.

Quotes about classroom

“The kind of mathematics foisted on children in schools is not meaningful, fun, or even very useful. This does not mean that an individual child cannot turn it into a valuable and enjoyable personal game. For some the game is scoring grades; for others it is outwitting the teacher and the system. For many, school math is enjoyable in its repetitiveness, precisely because it is so mindless and dissociated that it provides a shelter from having to think about what is going on in the classroom. But all this proves is the ingenuity of children. It is not a justifications for school math to say that despite its intrinsic dullness, inventive children can find excitement and meaning in it.”

Seymour Papert book Mindstorms: Children, Computers, and Powerful Ideas

Source: Mindstorms: Children, Computers, and Powerful Ideas (1980), Chapter 2, Mathophobia: The Fear of Learning

Children, School, Game, Mathematics

“Universities won't survive. The future is outside the traditional campus, outside the traditional classroom. Distance learning is coming on fast.”

Peter F. Drucker (1909–2005) American business consultant

I got my degree through E-mail http://www.forbes.com/forbes/1997/0616/5912084a.html, Forbes (June 16, 1997) 1990s and later

Learning, Universe, Future

“the best classroom in the world is at the feet of an elderly person.”

Andy Rooney (1919–2011) writer, humorist, television personality

World, Personality

“Life is a classroom -- only those who are willing to be lifelong learners will move to the head of the class.”

Zig Ziglar (1926–2012) American motivational speaker

Life

“It's crucial that people don't see my election as somehow a symbol of progress in the broader sense, that we don't sort of point to (me) any more than you point to a Bill Cosby or a Michael Jordan and say, "Well, things are hunky-dory." There's certainly racism here. Professors may treat black students differently, sometimes by being, sort of, more dismissive, sometimes by being more, sort of, careful because they think, you know, they think that somehow we can't cope in the classroom.”

Barack Obama (1961) 44th President of the United States of America

On his election to be the first black president of the Harvard Law Review, as quoted in "No Cushy Post for this Pioneer Harvard Law Review Chief Plans to Work in Inner City", by Allison J Pugh in The Akron Beacon-Journal (19 April 1990)
1990s

People, Thinking, Sense

“Putin is slouching…looking like that bored schoolboy in the back of the classroom.”

Barack Obama (1961) 44th President of the United States of America

"Obama: Putin is slouchin’" in The Washington Post (9 August 2013) http://www.washingtonpost.com/blogs/in-the-loop/wp/2013/08/09/obama-putins-a-sloucher/ 2013

“I probably always say the same things; I hope people don't remember. One of the same things I say is that Japanese macroeconomic policy is perversely and inexcusably incompetent, and I surely would say that again. It's true-as Paul Krugman, a fellow participant in this program, has been saying and as I have said here in previous years-that Japan has reinvented the Keynesian liquidity trap. It can now reappear in classrooms where it had been long ignored or at best barely mentioned as a curiosum of the Great Depression.”

James Tobin (1918–2002) American economist

"Reflections on Japanese Political Economy" (1999)

People, Hope

“Global Classrooms are a cinch, with the help of Merrill Lynch.
When you put the org in Google, partnerships go truly gloooobal.
There is hope for Earth's salvation, with the Cisneros Foundation.
With Jay-Z there's double strife, life for children and water for life.
Human health will get ahead, with the valiant work of (RED).
For the poor and doing good, stays the job of Robin Hood.
UN stays on the front burner, thanks to our champ Ted Turner.
And whole revolutions stem, from the work of UNIFEM.
But tonight my special shout-out, goes to one I can't do without.
We have traveled up and down, Frisco, Atlanta, Chicago town.
Yes, the king of all the doers, is my trusty friend Bill Luers.”

Ban Ki-moon (1944) 8th Secretary-General of the United Nations

Ban at the 2008 Global Leadership Awards Gala, held October 1, 2008 http://www.unausa.org/site/pp.asp?b=260414 by the United Nations Association of the United States of America. It's a "lyric acknowledgment"—inspired by honoree Jay-Z—of the award winners, sung by Ban as a rap.

Life, Children, Health, Hope

“I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, a child humanized or de-humanized.”

Haim Ginott (1922–1973) psychologist

Quoted in Fair isn't always equal: assessing & grading in the differentiated classroom By Rick Wormeli, p. 9

Life, Mood, Decision, Teachers

“In order to understand what kind of behaviors classrooms promote, one must become accustomed to observing what, in fact, students actually do in them.”

Neil Postman (1931–2003) American writer and academic

Teaching as a Subversive Activity (1969)
Context: In order to understand what kind of behaviors classrooms promote, one must become accustomed to observing what, in fact, students actually do in them. What students do in a classroom is what they learn (as Dewey would say), and what they learn to do is the classroom's message (as McLuhan would say). Now, what is it that students do in the classroom? Well, mostly they sit and listen to the teacher. Mostly, they are required to believe in authorities, or at least pretend to such belief when they take tests. Mostly they are required to remember. They are almost never required to make observations, formulate definitions, or perform any intellectual operations that go beyond repeating what someone else says is true. They are rarely encouraged to ask substantive questions, although they are permitted to ask about administrative and technical details. (How long should the paper be? Does spelling count? When is the assignment due?) It is practically unheard of for students to play any role in determining what problems are worth studying or what procedures of inquiry ought to be used. Examine the types of questions teachers ask in classrooms, and you will find that most of them are what might technically be called "convergent questions," but what might more simply be called "Guess what I am thinking " questions.

Behavior, Understanding

“Lies," Mr Solomon said the next morning as he walked into the classroom. "We tell them to our friends," he said. "We tell them to our enemies. And eventually… we tell them to ourselves.”

Ally Carter Cross My Heart and Hope to Spy

Source: Cross My Heart and Hope to Spy

“The least of learning is done in the classrooms.”

Thomas Merton (1915–1968) Priest and author

Learning

“A classroom. People trying to stick me in classrooms was becoming as predictable and annoying as people trying to kill me, but with less-fun results.”

James Patterson book Maximum Ride

Source: Max

People

“Books have been my classroom and my confidant. Books have widened my horizons. Books have comforted me in my hardest times. Books have changed my life.”

Po Bronson (1964) American writer

Life, Books, Confidence, Change

“The Internet is just a world passing around notes in a classroom.”

Jon Stewart (1962) American political satirist, writer, television host, actor, media critic and stand-up comedian

Wired interview http://www.wired.com/wired/archive/13.09/stewart.html?pg=2&topic=stewart&topic_set=, September 13, 2005 Context: The Internet is just a world passing around notes in a classroom. That's all it is. All those media companies say, "We're going to make a killing here." You won't because it's still only as good as the content.

Funny, World

“It's Thursday afternoon, and we have sports. These are the choices for the girls: watching an invitational cricket game; studying in one of the classrooms; or watching the senior rugby league. As you can imagine, I'm torn.”

Melina Marchetta (1965) Australian teen writer

Source: Saving Francesca

Imagination, Girl, Game, Sport

“I don’t have an issue with what you do in the church, but I’m gonna be up in your face if you’re gonna knock on my science classroom and tell me they’ve got to teach what you’re teaching in your Sunday school. Because that’s when we’re gonna fight!”

Neil deGrasse Tyson (1958) American astrophysicist and science communicator

School, Science, Fight

“It's a natural achievement,
Conquering my homework
With her image pounding in my brain.
She's an inspiration
For my graduation,
And she helps to keep the classroom sane.”

Elton John (1947) English rock singer-songwriter, composer and pianist

Teacher I Need You
Song lyrics, Don't Shoot Me I'm Only the Piano Player (1973)

Nature, Help

“A Socrates in every classroom.”

Alfred Whitney Griswold (1906–1963) American historian

On his standards for the faculty of Yale University, as quoted in TIME magazine (11 June 1951).

“There has never been just one best way to teach quantum mechanics. My goal is neither to sow nostalgia for the philosophically engaged style of Oppenheimer and Nordheim, nor to condemn the pragmatic approach of Fermi, Bethe and Feynman. It is rather to highlight the choices that physicists must always make when stepping into the classroom. Choices of topics to discuss and problems to assign reflect deeper decisions about the ideal type of physicist one seeks to train. Should the new generation be philosophically attuned, concerned with minute details of conceptual interpretation? Or should physicists hone their ability to calculate, pushing Heisenberg’s and Schrödinger’s equations into the service of ever more elaborate problems to solve and phenomena to analyse? Competing ideals have flourished under different pedagogical conditions.”

David Kaiser (1971) American physicist

Turning physicists into quantum mechanics (2007)

Way, Problem, Decision, Nostalgia

“Laura and I have come to Blacksburg today with hearts full of sorrow. This is a day of mourning for the Virginia Tech community -- and it is a day of sadness for our entire nation. We've come to express our sympathy. In this time of anguish, I hope you know that people all over this country are thinking about you, and asking God to provide comfort for all who have been affected.Yesterday began like any other day. Students woke up, and they grabbed their backpacks and they headed for class. And soon the day took a dark turn, with students and faculty barricading themselves in classrooms and dormitories -- confused, terrified, and deeply worried. By the end of the morning, it was the worst day of violence on a college campus in American history -- and for many of you here today, it was the worst day of your lives.It's impossible to make sense of such violence and suffering. Those whose lives were taken did nothing to deserve their fate. They were simply in the wrong place at the wrong time. Now they're gone -- and they leave behind grieving families, and grieving classmates, and a grieving nation.”

George W. Bush (1946) 43rd President of the United States

Remarks by the President at Virginia Tech Memorial Convocation http://georgewbush-whitehouse.archives.gov/news/releases/2007/04/20070417-1.html (April 17, 2007) 2000s, 2007

God, Fate, People, Sadness

“I think the Internet is the biggest classroom we have.”

Steven Novella (1964) American neurologist, skepticist

The Skeptics' Guide to the Universe, Podcast #47 – June 14th, 2006 http://www.theskepticsguide.org/podcast/sgu/47 The Skeptics' Guide to the Universe, Podcast, 2000s

Thinking

“The metropolis today is a classroom; the ads are its teachers. The traditional classroom is an obsolete detention home, a feudal dungeon.”

Marshall McLuhan (1911–1980) Canadian educator, philosopher, and scholar-- a professor of English literature, a literary critic, and a …

Source: 1960s, Counterblast (1969), p. 12

Home, Teachers

“The worst censors are those prohibiting criticism of the theory of evolution in the classroom.”

Phyllis Schlafly (1924–2016) American activist

Time to End the Censorship, Phyllis Schlafly Columns, 2007-03-30, Schlafly, Phyllis, 2004-12-29 http://www.eagleforum.org/column/2004/dec04/04-12-29.html,

“A total immersion in life offers the best classroom for learning to love.”

Leo Buscaglia (1924–1998) Motivational speaker, writer

LOVE (1972)

Love, Life, Learning

“Learning is an innate human behavior. A healthy baby is happy and excited to learn to speak, play and express itself. Why should learning stop being fun? The human race cannot survive without continuous learning. Let us impart the enthusiasm and creativity of learning in the classrooms.”

Newton Lee American computer scientist

Virginia Tech Collegiate Times (November 1990)

Behavior, Learning, Baby, Happiness

“It is in scientific honesty that I endorse the presentation of alternative theories for the origin of the universe, life and man in the science classroom. It would be an error to overlook the possibility that the universe was planned rather than happening by chance.”

Wernher von Braun (1912–1977) German, later an American, aerospace engineer and space architect

From a letter to the California State board of Education (14 September 1972)

Life, Error, Universe, Science

“Language and the human spirit are inextricably intertwined. We interpret the world through language. We express ourselves through language. Language is powerful. Language can bring us together or set us apart. It can be used to include — to bridge barriers between cultures, religions, worldviews — at the same time as it can be used to exclude by inflaming xenophobia and racism. Language can establish community and solidarity at the same time as it can be used to erect boundaries and divide communities. More often than not, when we turn on the TV we see language used to occlude — to hide reality — to deceive, to spin, to distract, to disempower, to reinforce us versus them conceptions of humanity. Language is no longer innocent. We can no longer conceptualize language as some kind of neutral code that can be taught in classrooms in splendid isolation from its intersection with issues of power, identity, and spirituality.”

Jim Cummins (professor) (1949) professor at the Ontario Institute for Studies in Education of the University of Toronto

Language and the Human Spirit (2003)

World, Religion, Communication, Reality

“I like Sarah Palin, and I’ve heartily enjoyed her arrival on the national stage. As a career classroom teacher, I can see how smart she is — and quite frankly, I think the people who don’t see it are the stupid ones, wrapped in the fuzzy mummy-gauze of their own worn-out partisan dogma. So she doesn’t speak the King’s English — big whoop! There is a powerful clarity of consciousness in her eyes. She uses language with the jumps, breaks and rippling momentum of a be-bop saxophonist. I stand on what I said (as a staunch pro-choice advocate) in my last two columns — that Palin as a pro-life wife, mother and ambitious professional represents the next big shift in feminism. Pro-life women will save feminism by expanding it, particularly into the more traditional Third World.”

Camille Paglia (1947) American writer

Obama Surfs Through (2008)

Life, Women, People, Stupidity

“The Assembly passed a budget that makes the right choices for young students across the state by helping schools avoid cutting essential educational programs, laying off teachers and increasing local property taxes. Without a sound investment in our children and their education, New York would face crumbling school buildings, overcrowded classrooms, and few opportunities to excel.”

Jose Peralta (1971–2018) American politician

Children, Education, School, Teachers

“Many schools are now introducing computers into the educational curriculum. Within 10 years it is predicted that computers will play a significant role in every classroom in North America. The question is, how will they be used? Many educators have been focusing on the use of computers for drill and programmed instruction—to provide individualized practice and instruction in the usual curriculum areas. There is another use for computers in education which some educators, myself included, find more exciting. These involve using the computer:
• to provide an environment in which learning can be intrinsically motivating and fun.
• to allow children to discover, explore and create knowledge.
• to help develop skills of thinking and problem solving.
• to make some of the most powerful ideas of the burgeoning computer culture accessible and tangible to children at an early age.
If you have ever watched a child playing good video games or if you play them yourself, then you know the powerful motivation that graphics displays can create. As I’ve watched children play these games, every bit of their attention focused on the screen, I’ve often thought how wonderful it would be to harness this motivation and channel it toward intellectual growth and learning…”

Michael Friendly (1945) American psychologist

Michael Friendly. Advanced Logo: A Language for Learning. Lawrence Erlbaum Associates, Inc. 1988. Preface

Children, Age, Education, School

“I was sitting outside the classroom waiting to go in, and I saw an airplane hit the tower. The TV was obviously on. I used to fly myself and I said, "There's one terrible pilot."”

George W. Bush (1946) 43rd President of the United States

Quoted in Elisabeth Bumiller (2001-12-05) "A Nation Challenged: The President" New York Times. Colloquial English allows Bush's remark to be interpreted as "I saw that an airplane had hit the tower."
2000s, 2001

Waiting, Flying

“I have written a book with Jacob Laksin about universities called One Party Classroom. Among other things, the title highlights the fact that so-called liberals have purged American faculties of conservative voices. It has been the most successful witch-hunt in American history.”

David Horowitz (1939) Neoconservative activist, writer

2009

Books, History, Universe, Success

“Fawning ambition so plainly expressed in the classroom was quite another matter. It wasn’t that I got A’s; other boys got A’s. It was that I wanted my A’s so badly and sought them so blatantly—that’s what everyone saw. Nixon: “I won my share of scholarships, and of speaking and debating prizes in school, not because I was smarter but because I worked longer and harder than some of my more gifted colleagues.””

Richard Rodríguez (1944) American journalist and essayist

Brown : The Last Discovery of America (2003)

School, Boy

“The movie stars Michelle Pfeiffer as LouAnne Johnson… [h]er teaching methods are inventive. She bribes them with candy bars and free trips to amusement parks, and involves them in the words of that important poet, Bob Dylan (the Tambourine Man might have been a drug dealer!). Soon they're in the school library, finding connections between Bob Dylan and Dylan Thomas… [w]hat, exactly, will these disadvantaged inner-city kids accomplish by being bribed with candy bars and the "relevancy" of Bob Dylan? Can they read and write? Can they compete in the job market? An educational system that has brought them to the point we observe in the first classroom scene has already failed them so miserably that all of Miss Johnson's karate lessons are not going to be much help.”

Roger Ebert (1942–2013) American film critic, author, journalist, and TV presenter

Review of http://www.rogerebert.com/reviews/dangerous-minds-1995 Dangerous Minds (11 August 1995) Reviews, One-and-a-half star reviews

Education, School, Star, Reading

“English language training is one of the primary preconditions and instruments to provide the implementation of Armenia's Armed Forces reforms. Therefore we highly value the role of English language classrooms within Armenian Armed Forces. Furthermore, the increasing number of English classrooms within Armenian Armed Forces is the brilliant example of Armenian-British effective defence cooperation. In the end, I wish to express my word of appreciation to the Ambassador of the UK to Armenia Anthony Cantor and to the entire personnel of the Peacekeeping English Project in the person of the project coordinator in Armenia Mr. Tony Crocker. I am convinced that cooperation between the Ministry of Defence of RA and the British Council will enhance and develop in the upcoming future.”

Mikael Harutyunyan (1946) Armenian general

Quoted in 2007 article and on Quoteid.com. [May 22, 2007]

Future, Personality, Training

“The Christian community has a golden opportunity to train an army of dedicated teachers who can invade the public school classrooms and use them to influence the nation for Christ.”

James Kennedy (televangelist) (1930–2007) American evangelist

"Education: Public Problems and Private Solutions," Coral Ridge Ministries, 1993. http://www.holysmoke.org/sdhok/sch6.htm

School, Communication, Teachers, Christ

“From the time of the Revolutionary War, when citizens stood forward to defend their liberties against the depredations of tyranny, all the way through Civil War, through the great World Wars, this nation has been defended by the tradition of common ordinary folks who come from behind the plow, come from the store-clerking, come from the classrooms to get on the battlefields — ordinary citizens turned into heroes in defense of their liberty, because that's the potential of freedom.”

Alan Keyes (1950) American politician

Rally in Idaho Falls, Idaho, May 12, 2000. http://www.renewamerica.us/archives/speeches/00_05_12idahofalls.htm. 2000

War, World, Way, Freedom

“The reported backlog of 40,000 classrooms is unjustifiable. At a cost of P500,000 per classroom, it would cost only P20 billion to build everything. That's only one year's income of PAGCOR. I am incredulous how the future of millions of Filipino children has been irretrievably lost because of the insatiable greed of those in power.”

Francis Escudero (1969) Filipino politician

2009, Speech: The Socio-Economic Peace Program of Senator Francis Escudero

Children, Future

“I developed The Great Teacher theory late in my freshman year. It was a cornerstone of the theory that great teachers had great personalities and that the greatest teachers had outrageous personalities. I did not like decorum or rectitude in a classroom; I preferred a highly oxygenated atmosphere, a climate of intemperance, rhetoric, and feverish melodrama. And I wanted my teachers to make me smart. A great teacher is my adversary, my conqueror, commissioned to chastise me. He leaves me tame and grateful for the new language he has purloined from other kings whose granaries are filled and whose libraries are famous. He tells me that teaching is the art of theft; knowing what to steal and from whom. Bad teachers do not touch me; the great ones never leave me. They ride with me during all my days, and I pass on to others what they have imparted to me. I exchange their handy gifts with strangers on trains, and I pretend the gifts are mine. I steal from the great teachers. And the truly wonderful thing about them is that they would applaud my theft, laugh at the thought of it, realizing that they had taught me their larcenous skills well.”

Pat Conroy The Lords of Discipline

Source: The Lords of Discipline (1980), p. 271

Art, Teachers, Personality, Training

“But the bilingualists simplistically scorn the value and necessity of assimilation. They do not seem to realize that there are two ways a person is individualized. So they do not realize that while one suffers a diminished sense of private individuality by becoming assimilated into public society, such assimilation makes possible the achievement of public individuality. Supporters of bilingual education thus want it both ways. They propose bilingual schooling as a way of helping students acquire the skills of the classroom crucial for public success. But they likewise insist that bilingual instruction will give students a sense of their identity apart from the public. Behind this screen there gleams an astonishing promise: One can become a public person while still remaining a private person. At the very same time one can be both! There need be no tension between the self in the crowd and the self apart from the crowd! Who would not want to believe such an idea?”

Richard Rodríguez (1944) American journalist and essayist

Hunger of Memory: The Education of Richard Rodriguez (1982)

Education, School, Way, Idea

“The present book is not a methodology of mathematics in the sense that I will systematically show how some teaching matter should taught; it is not even a systematic analysis of subject matter. I hardly ever refer to well-organized classroom experiments evaluated by statistical methods, nor do I cite experimental results of developmental psychology or the psychology of learning. Maybe the most striking feature is that this book contains few quotations. I will try to justify all these features.”

Hans Freudenthal (1905–1990) Dutch mathematician

Source: Mathematics as an Educational Task (1973), p. v;As cited in: Ben Wilbrink (2013)

Books, Mathematics, Sense, Learning

“Students’ role doesn’t end in the classroom. Student-led movements have always been a part in changing history and fulfilling peoples’ dreams of achieving freedom and dignity”

Tawakkol Karman (1979) Yemeni journalist, politician, human rights activist, and Nobel Peace Prize recipient

interview after her speech
2010s, Nobel Prize winner highlights women’s role in Arab Spring (2011)

People, Dreams, History, Freedom

“To hurry pain is to leave a classroom still in session.”

Yahia Lababidi (1973)

Signposts to Elsewhere (2008)

Pain

“Affirmative action, rightly understood, would justify a wide variety of outreach programs for those whose lives have been stultified by poverty, broken families, bad schools, and neighborhoods filled with drugs, crime and gangs. One can heartily commend a program for tutoring young blacks, or young whites, who had never had a genuine teacher in a real classroom. One cannot, however, commend a program of raising the grades of young blacks, but not young whites, without having raised their skills. And what possible justification can there be there for giving scholarship assistance to the child of a black middle-class family, while denying it to a poor white? Can one imagine a more crass disregard for the genuine meaning of the Equal Protection Clause? The priests of this new religion of 'affirmative action' are not without material interests. Hundreds of millions of corporate dollars are spent annually on 'sensitivity training'. Within the universities, centers for black, brown and women's (i. e., feminist) studies are being established, with vast amount of patronage bestowed upon them. Traditional courses in Plato, Aristotle, Thomas Aquinas, Shakespeare and the Bible continue to appear in the catalogs, but they are increasingly taught by 'deconstructionists', who have no interest in the texts, but only in subjective reactions to the texts.”

Harry V. Jaffa (1918–2015) American historian and collegiate professor

1990s, The Party of Lincoln vs. The Party of Bureaucrats (1996)

Women, School, Family, Religion

“There is more to do. We need to prepare our children to read and succeed in school with improved Head Start and early childhood development programs. We must upgrade our teacher colleges and teacher training and launch a major recruiting drive with a great goal for America: a quality teacher in every classroom.”

George W. Bush (1946) 43rd President of the United States

2000s, 2002, State of the Union address (January 2002)

Children, School, Teachers, Reading

“Professors everywhere deplored examinations as an archaic technique, a fossil that recalled little red schoolhouses and memorizing the capitals of all the states. Regular progress and daily diligence mattered more, they felt, not an hour spent compressing months of learning onto a few sheets of paper. Far better to stress homework, classroom participation and the professor’s judgment. Regrettably, the large size of classes, and the requirements of society itself for pseudo-objective standards kept the exam structure firmly in place.”

Gregory Benford Artifact

Part 4, Chapter 1 (pp. 155-156)
Artifact (1985)

Learning

“Teachers and writers share a responsibility to create the next generation of readers. We need to create and cultivate in our classrooms a dialectic of intellect and intuition, of mental attention and sensory engagement. In poetry, intellectual-ity without physicality becomes dull and barren, just as intuition untethered by intellect quickly becomes sloppy and subjective. We need to augment methodology with magic”

Dana Gioia (1950) American writer

36
Essays, Can Poetry Matter? (1991), Poetry as Enchantment (2015)

Teachers

“Far from making peace, wars invariably serve as classrooms and laboratories where men and techniques and states of mind are prepared for the next war.”

Wendell Berry (1934) author

"A Statement against the War in Vietnam".
The Long-Legged House (1969)

Men, War, Peace

“It (education) broadens our minds and creates opportunities, equipping us with the skills and the knowledge to participate in the world beyond the classroom.”

Joni Madraiwiwi (1957–2016) Fijian politician

Address to Sathya Sai School in Matawalu, Ba Province, 8 February 2006.

World, Education, Knowledge

“In our online descriptions and program literature we describe the cloisters as a public sphere for networked interaction, the gathering place for students, professors, and librarians engaged in planning, evaluating, or reviewing the efforts of research and study utilizing the whole range of technologies of literacy. We go further and describe the task of the cloisters as to "channel flows of research, learning and teaching between the increasingly networked world of the library and the intimacy and engagement of our classrooms and other campus spaces". There we continue to explore the "collectible object", which I tentatively described in Othermindedness in terms of maintaining an archive of "the successive choices, the errors and losses, of our own human community" and suggesting that what constitutes the collectible object is the value which suffuses our choices. It seemed to me then that electronic media are especially suited to tracking such "changing change".
I think it still seems so to me now but I do fear we have lost track of the beauty and nimbleness of new media in representing and preserving the meaning-making quotidian, the ordinary mindfulness which makes human life possible and valuable.
It is interesting, I think, that recounting and rehearsing this notion leaves this interview layered and speckled with (self) quotations, documentations, implicit genealogies, images, and traditions of continuity, change, and difference. Perhaps the most quoted line of afternoon over the years has been the sentence "There is no simple way to say this."”

Michael Joyce (1945) American academic and writer

The same is true of any attempt to describe the way in which the collectible object participates in (I use this word as a felicitous shorthand for the complex of ideas involved in what I called "representing and preserving the meaning-making quotidian" above) the library as living archive. An interview with Michael Joyce and review of Liam’s Going at Trace Online Writing Centre Archive (2 December 2002) http://tracearchive.ntu.ac.uk/review/index.cfm?article=33

Life, World, Fear, Beauty

“Effective managing therefore happens where art, craft, and science meet. But in a classroom of students without managerial experience, these have no place to meet — there is nothing to do.”

Henry Mintzberg (1939) Canadian busines theorist

p 10
Managers Not MBAs (2005)

Art, Science

“In classroom settings I have often listened to groups of students tell me that, a black female, or a black male, which identity would they choose. Each time I do this exercise, most individuals, irrespective of gender or race invariably choose whiteness, and most often male whiteness. Black females are the least chosen. When I ask students to explain their choice they proceed to do a sophisticated analysis of privilege based on race (with perspectives that take gender and class into consideration).”

Bell Hooks (1952) American author, feminist, and social activist

Teaching Community: A Pedagogy of Hope (2003)

Exercises, Time

“Once, along with The Transfigured Night, he played a class Rachmaninoff’s Isle of the Dead. Most of the class had not seen the painting, so he went to the library and returned with a reproduction of it. Then he pointed, with a sober smile, to a painting which hung on the wall of the classroom (A Representation of Several Areas, Some of Them Grey, one might have called it; yet this would have been unjust to it—it was non-representational) and played for the class, on the piano, a composition which he said was an interpretation of the painting: he played very slowly and very calmly, with his elbows, so that it sounded like blocks falling downstairs, but in slow motion. But half his class took this as seriously as they took everything else, and asked him for weeks afterward about prepared pianos, tone-clusters, and the compositions of John Cage and Henry Cowell; one girl finally brought him a lovely silk-screen reproduction of a painting by Jackson Pollock, and was just opening her mouth to—
He interrupted, bewilderingly, by asking the Lord what land He had brought him into. The girl stared at him open-mouthed, and he at once said apologetically that he was only quoting Mahler, who had also diedt from America; then he gave her such a winning smile that she said to her roommate that night, forgivingly: “He really is a nice old guy. You never would know he’s famous.””

Randall Jarrell book Pictures from an Institution

“Is he really famous?” her roommate asked. “I never heard of him before I got here. ...”
Source: Pictures from an Institution (1954) [novel], Chapter 4, pp. 138–139

Love, Smile, Guy, Quotes

“Remember, if this is your world, you're one of them, a teenager. You live in two worlds. You're with them, day in, day out, and you'll never know, Mac, what that does to your mind. Teenager forever. June will come and it’s bye-bye teacher, nice knowin' you, my sister's gonna be in your class in September. But there’s something else, Mac. In any classroom, something is always happening. They keep you on your toes. They keep your fresh. You'll never grow old, but the danger is you might have the mind of an adolescent forever. That's a real problem, Mac. You get used to talking to those kids on their level. Then when you go to a bar for a beer you forgot how to talk to your friends and they look at you. They look at your like you just arrived from another planet and they're right.”

Frank McCourt book Teacher Man

Teacher Man (2005)

World, Beer, Problem, Sister

“Government must provide the hardware - classrooms, desks, chairs, and the software - books, teacher retraining.”

Francis Escudero (1969) Filipino politician

2009, Speech: The Socio-Economic Peace Program of Senator Francis Escudero

Books, Teachers

“The first book by an African American I read was Carl T. Rowan's memoir, Go South to Sorrow. I found it on the bookshelf at the back of my fifth-grade classroom, an adult book. I can remember the quality of the morning on which I read. It was a sunlit morning in January, a Saturday morning, cold, high, empty. I sat in a rectangle of sunlight, near the grate of the floor heater in the yellow bedroom. And as I read, I became aware of warmth and comfort and optimism. I was made aware of my comfort by the knowledge that others were not, are not, comforted. Carl Rowan at my age was not comforted.”

Richard Rodríguez (1944) American journalist and essayist

Brown : The Last Discovery of America (2003)

Books, Age, Optimism, Knowledge

“What sex is to the biology classroom, stocks and investment riskiness is to the sophomore economics lecture hall.”

Paul A. Samuelson (1915–2009) American economist

Samuelson's Economics at Fifty: Remarks on the Occasion of the Anniversary of Publication (1998)
1980s–1990s

Sex

“Only another writer, someone who had worked his heart out on a good book which sold three thousand copies, could appreciate the thrill that overcame me one April morning in 1973 when Dean Rivers of our small college in Georgia appeared at my classroom door.”

James A. Michener book Centennial

Centennial (1974) First lines

Books, Appearance, Heart

“There's hardly a more effective way to solve the problems we face in our educational system than to reduce class size. A ratio of no more than 17 students per teacher ensures more 1-on-1 contact, better classroom discipline, you name it.”

Jesse Ventura (1951) American politician and former professional wrestler

I Ain't Got Time To Bleed (1999)

Education, Way, Problem, Teachers

“Yesterday began like any other day. Students woke up, and they grabbed their backpacks and they headed for class. And soon the day took a dark turn, with students and faculty barricading themselves in classrooms and dormitories -- confused, terrified, and deeply worried. By the end of the morning, it was the worst day of violence on a college campus in American history -- and for many of you here today, it was the worst day of your lives.”

George W. Bush (1946) 43rd President of the United States

2000s, 2007, Virginia Tech Prayer Vigil (April 2007)

History

“I woke up in the middle of the night with the sound of heavy explosion. It was deep at night. I do not remember what time it was. I just remember the sound was so heavy and so very shocking. Everything in my room was shaking -- my heart, my windows, my bed, everything. I looked out the windows and I saw a full half-circle of explosion. I thought it was just like the movies, but the movies had not conveyed them in the powerful image that I was seeing full of bright red and orange and gray, and a full circle of explosion. And I kept on staring at it until it disappeared. I went back to my bed, and I prayed, and I secretly thanked God that that missile did not land on my family's home, that it did not kill my family that night. Thirty years have passed, and I still feel guilty about that prayer, for the next day, I learned that that missile landed on my brother's friend's home and killed him and his father, but did not kill his mother or his sister. His mother showed up the next week at my brother's classroom and begged seven-year-old kids to share with her any picture they may have of her son, for she had lost everything.”

Zainab Salbi (1969) Iraqi American author, women's rights activist

Speech at TEDGlobal 2010

God, Family, Feeling, Home

“Science has often presented itself, intentionally or unintentionally as a "truer" or even the true way of talking about the world. In science classrooms, except for rare occasions, this is the way science is taught and presented. Not as a way of talking about the world, but as the way the world is.”

Jay Lemke (1946) American academic

Source: Talking Science: Language, Learning, and Values. 1990, p. 126

World, Way, Science

“The boy who first entered a classroom barely able to speak English, twenty years later concluded his studies in the stately quiet of the reading room in the British Museum. Thus with one sentence I can summarize my academic career. It will be harder to summarize what sort of life connects the boy to the man.”

Richard Rodríguez (1944) American journalist and essayist

Hunger of Memory: The Education of Richard Rodriguez (1982)

Life, Boy, Study, Reading

“Not only were the minds of artists formed by the university; in the same mold were formed those of the art historians, the critics, the curators, and the collectors by whom their work was evaluated. With the rise of Conceptual art, the classroom announced its final triumph over the studio.”

Harold Rosenberg (1906–1978) American writer and art critic

Source: Art & Other Serious Matters, (1985), pp. 247-248, "American Drawing"

Art, Universe

“When students' language, culture and experience are ignored or excluded in classroom interactions, students are immediately starting from a disadvantage. Everything they have learned about life and the world up to this point is being dismissed as irrelevant to school learning; there are few points of connection to curriculum materials or instruction and so students are expected to learn in an experiential vacuum. Students' silence and nonparticipation under these conditions have frequently been interpreted as lack of academic ability or effort, and teachers’ interactions with students have reflected a pattern of low expectations which become self-fulfilling.”

Jim Cummins (professor) (1949) professor at the Ontario Institute for Studies in Education of the University of Toronto

Negotiating Identities: Education for Empowerment in a Diverse Society (1996), pp. 2-3

Life, World, School, Effort

“When I make presentations about India at teachers' conferences or in classrooms, the two most often asked questions are: "Why do women wear a 'dot' on their foreheads?" and "Why, when there is so much poverty in India, don't they eat all those cows?" These questions broach issues of relevance and correlating non-Western practices to similar experiences in the students' lives, within a context they can comprehend.”

Yvette Rosser (1952) American activist

Rosser, Yvette C. (Winter 2001). "The Clandestine Curriculum: The Temple of Doom in the Classroom". Education About Asia (Association of Asian Studies) 6 (3).

Women, Question, Teachers

“Our nation is shocked and saddened by the news of the shootings at Virginia Tech today…Schools should be places of safety, and sanctuary, and learning. When that sanctuary is violated, the impact is felt in every American classroom and every American community. Today our nation grieves with those who have lost loved ones at Virginia Tech. We hold the victims in our hearts; we lift them up in our prayers; and we ask a loving God to comfort those who are suffering today.”

George W. Bush (1946) 43rd President of the United States

Statement on the massacre at Virginia Tech University from the Diplomatic Room of the White House http://www.npr.org/templates/story/story.php?storyId=9603915 (April 16, 2007) 2000s, 2007

Love, God, School, Communication

“The president, comparing him to a kid in the back of a classroom, I think, is very indicative of the president’s lack of appreciation of who Vladimir Putin is. He’s an old KGB colonel that has no illusions about our relationship, does not care about a relationship with the United States, continues to oppress his people, continues to act in an autocratic fashion.”

John McCain (1936–2018) politician from the United States

As quoted in "McCain: Obama's 'slouch' comment dismissive of Putin" http://www.washingtonpost.com/blogs/post-politics/wp/2013/08/11/mccain-obamas-slouch-comment-dismissive-of-putin/, (11 August 2013), The Washington Post 2010s, 2013

People, Fashion, Thinking

“[I]nfatuation with characters still pervades American classrooms and holds back essential improvement in instruction.”

John DeFrancis (1911–2009) American linguist

"The Prospects for Chinese Writing Reform" (2006, p. 25) http://sino-platonic.org/complete/spp171_chinese_writing_reform.pdf "The Prospects for Chinese Writing Reform" (2006)

“I'm dedicating my little story to you; doubtless you will be among the very few who will ever read it. It seems war stories aren't very well received at this point. I'm told they're out-dated, untimely and as might be expected - make some unpleasant reading. And, as you have no doubt already perceived, human beings don't like to remember unpleasant things. They gird themselves with the armor of wishful thinking, protect themselves with a shield of impenetrable optimism, and, with a few exceptions, seem to accomplish their "forgetting" quite admirably. But you, my children, I don't want you to be among those who choose to forget. I want you to read my stories and a lot of others like them. I want you to fill your heads with Remarque and Tolstoy and Ernie Pyle. I want you to know what shrapnel, and "88's" and mortar shells and mustard gas mean. I want you to feel, no matter how vicariously, a semblance of the feeling of a torn limb, a burnt patch of flesh, the crippling, numbing sensation of fear, the hopeless emptiness of fatigue. All these things are complimentary to the province of war and they should be taught and demonstrated in classrooms along with the more heroic aspects of uniforms, and flags, and honor and patriotism. I have no idea what your generation will be like. In mine we were to enjoy "Peace in our time". A very well meaning gentleman waved his umbrella and shouted those very words… less than a year before the whole world went to war. But this gentleman was suffering the worldly disease of insufferable optimism. He and his fellow humans kept polishing the rose colored glasses when actually they should have taken them off. They were sacrificing reason and reality for a brief and temporal peace of mind, the same peace of mind that many of my contemporaries derive by steadfastly refraining from remembering the war that came before.”

Rod Serling (1924–1975) American screenwriter

Excerpt from a dedication to an unpublished short story, "First Squad, First Platoon"; from Serling to his as yet unborn children.
Other

War, Children, World, Fear

“Running away
From the window of a classroom,
Alone,
I lay down among the ruins of a castle.”

Takuboku Ishikawa (1886–1912) Japanese writer

Source: Modern Japanese Literature, ed. Donald Keene (New York: Grove Press, 1960), p. 208

“In introducing the personal computer to the classroom, we shall be breaking a four-hundred year-old truce between the gregariousness and openness fostered by orality and the introspection and isolation fostered by the printed word. Orality stresses group learning, cooperation, and a sense of social responsibility… Print stresses individualized learning, competition, and personal autonomy. Over four centuries, teachers, while emphasizing print, have allowed orality its place in the classroom, and have therefore achieved a kind of pedagogical peace between these two forms of learning, so that what is valuable in each can be maximized. Now comes the computer, carrying anew the banner of private learning and individual problem-solving. Will the widespread use of computers in the classroom defeat once and for all the claims of communal speech? Will the computer raise egocentrism to the status of a virtue?”

Neil Postman (1931–2003) American writer and academic

Technopoly: the Surrender of Culture to Technology (1992)

Peace, Communication, Problem, Sense

“Now they know who we are. We’re counted in their surveys, we’re numbered in their watchfulness, we’re powered in their press. We’re courted, polled, placated. Now they know that we’re teachers and doctors and lawyers and priests and mothers and babies. Now they see us everywhere. Hospitals, theatres, classrooms. Obituaries. Now when they tell lies about us, we answer back. We found our voices. We know who we are. They know who we are. And they know that we care what they think.”

Harvey Fierstein (1954) actor from the United States

This Is Not Going to Be Pretty, Live at the Bottom Line (1995), Safe Sex

Thinking, Teachers, Baby

“I've been married to my wife for fourteen wonderful years. But like many couples out there, we've had our hardships, we've had our trials, but nothing like the LGBT community has to go through. It pains me to see my family and friends blocked from the same rights, privileges, protections that my wife and I are granted just because we are legally married. What does it say to the youth of Indiana when a whole segment of our society is treated like second-class citizens? What does it say about the future of Indiana? When we promote bullying and discrimination in our laws, how can we stop it in our classrooms? As many of you out there know, I am working hard to become Indiana's next governor, and as governor, I promise to fight and block HJR6, to fight to repeal Indiana DOMA. I will fight for the LGBT community, I will fight for all Hoosiers. It's time to stop the hate, it's time to stand for equality. It's time, Indiana. It's our time. Thank you.”

Rupert Boneham (1964) American mentor, television personality, and politician

Rupert on Marriage Equality http://www.youtube.com/watch?v=Uv2Pry_3eFA, YouTube

Pain, Hate, Youth, Family

“If Soviet society is to move forward with confidence toward our great goals, each new generation must rise to an ever-higher level of learning and general cultivation, occupational skill and civic activism. One might say that such is the law of societal progress. In the context of the scientific and technological revolution, under a virtual avalanche of information, this law imposes unwontedly high demands on both those who study and those who teach—from rank-and-file classroom teachers to government ministers.”

Konstantin Chernenko (1911–1985) Soviet politician

Quoted in "Soviet Education" - Page 109 - by International Arts and Sciences Press, M.E. Sharpe, Inc - Education - 1958

Law, Confidence, Study, Learning

“Somewhere about 1893 I started teaching Scouting to young soldiers in my regiment. When these young fellows joined the Army they had learned reading, writing, and arithmetic in school but as a rule not much else. They were nice lads and made very good parade soldiers, obeyed orders, kept themselves clean and smart and all that, but they had never been taught to be men, how to look after themselves, how to take responsibility, and so on. They had not had my chances of education outside the classroom.
They had been brought up in the herd at school, they were trained as a herd in the Army; they simply did as they were told and had no ideas or initiative of their own. In action they carried out orders, but if their officer was shot they were as helpless as a flock of sheep. Tell one of them to ride out alone with a message on a dark night and ten to one he would lose his way.
I wanted to make them feel that they were a match for any enemy, able to find their way by the stars or map, accustomed to notice all tracks and signs and to read their meaning, and able to fend for themselves away from regimental cooks and barracks.”

Robert Baden-Powell (1857–1941) lieutenant-general in the British Army, writer, founder and Chief Scout of the Scout Movement

"BE PREPARED" http://www.pinetreeweb.com/bp-listener.htm, Listener Magazine (1937)

Men, Education, School, Way

“Living, just by itself - what a dirge that is! Life is a classroom and Boredom's the usher, there all the time to spy on you; whatever happens, you've got to look as if you were awfully busy all the time doing something that's terribly exciting - or he'll come along and nibble your brain.”

Louis-ferdinand Céline book Journey to the End of the Night

32
Journey to the End of the Night (1932)

Life, Business, Time

“Every time a teacher leaves her classroom in Paris to put up osters of Ségolène France is illuminated.”

José Luis Rodríguez Zapatero (1960) Former Prime Minister of Spain

"Ségolène represents personal energy, good spirits and optimism, the determination to preside, the vocation to get things done instead of talking about it; as we have done in Spain." "Today, the grandeur of a country is measured by the extent to which it defends and extends its citizens' rights through its impulse towards total equality, by its capacity to create energy that contributes towards cultural, social and economic growth. That is how a country becomes strong, by making its citizens more powerful." In a meeting of the French Socialist Party in Toulouse at the end of the electoral campaign for the first round of presidential voting, to help Ségolène Royal, 19th April 2007. As President, 2007 Source: La Rioja http://www.larioja.com/prensa/20070420/mundo/zapatero-apoya-segolene-ofrece_20070420.html (Spanish).

Teachers, Time

“Riding the crest, I diversified, exploiting a highly marketable capacity to fart at will… By mastering this skill I set myself on a par with those court jesters of old who could wow the monarch and all his retinue with a simultaneous leap, whistle and fart. Unable to extend my neo-Homeric story-telling activities from the playground to the classroom, I could nevertheless continue to hog the limelight by interpolating a gaseous running commentary while the teacher addressed himself to the blackboard.”

Clive James (1939–2019) Australian author, critic, broadcaster, poet, translator and memoirist

Source: Memoirs, Unreliable Memoirs (1980), p. 105

Teachers

“The status quo was rote memorization and recitation in classrooms thronged with passive children who were sternly disciplined when they expressed individual needs.”

David Guterson (1956) Novelist, short story writer, poet, journalist, and essayist

Family Matters: Why Homeschooling Makes Sense (1992), Ch. 5: "School, Home, and History", p. 109

Children

“How do we teach a child — our own, or those in a classroom — to have compassion: to allow people to be different; to understand that like is not equal; to experiment; to laugh; to love; to accept the fact that the most important questions a human being can ask do not have — or need — answers.”

Madeleine L'Engle (1918–2007) American writer

Section 1.16
The Crosswicks Journal, A Circle of Quiet (1972)

Love, People, Understanding, Question

“When professors teach, they teach what they love. What they are experts in. What it is easy for them to learn. Thus, it is easy to forget what it is like to be the student who struggles in the classroom.”

Adrianne Wadewitz (1977–2014) academic and Wikipedian

Wadewitz, Adrianne. (August 12, 2013). "What I learned as the worst student in the class" http://www.hastac.org/blogs/wadewitz/2013/08/12/what-i-learned-worst-student-class. HASTAC: Humanities, Arts, Science, and Technology Alliance Collaboratory. — reprinted and cited in: "How Adrianne Wadewitz learnt to embrace failure" http://www.smh.com.au/world/how-adrianne-wadewitz-learnt-to-embrace-failure-20140425-zqzgx.html. The Sydney Morning Herald. April 25, 2014. Retrieved April 25, 2014.

Love, Learning, Forgetting

“Literature has many uses, not all of which occur in a classroom”

Dana Gioia (1950) American writer

20
Essays, Can Poetry Matter? (1991), Poetry as Enchantment (2015)

Literature

“A primary reason for my success in the classroom was that I couldn’t forget that schooling was changing me and separating me from the life I enjoyed before becoming a student.”

Richard Rodríguez (1944) American journalist and essayist

Hunger of Memory: The Education of Richard Rodriguez (1982)

Life, School, Change, Success

“It’s weird that there are so many people at Harvard who do amazing things outside the classroom. It just so happens that people like to watch what I do.”

Natalie Portman (1981) Israeli-American actress

As quoted by Abigail A. Baird NYTimes http://www.nytimes.com/2011/03/01/science/01angier.html?_r=0

People

“That's a great question, Brandon, and a vice-president has a really great job because not only are they there to support the president's agenda, they're there like the team member, the teammate to the president. But also, they're in charge of the United States Senate, so if they want to they can really get in there with the senators and make a lot of good policy changes that will make life better for Brandon and his family and his classroom. And it's a great job and I look forward to having that job.”

Sarah Palin (1964) American politician

Responding to a question from a Colorado 3rd grader about what the US Vice President does; October 20, 2008. http://www.thestar.com/News/USElection/article/522891 2014

Life, Family, Question, Support

“I know when I walk into that classroom in the morning, even if it’s for a split second, at some point I’m being checked out.”

Kate Winslet (1975) English actress and singer

Isn’t She Deneuvely?: Vanity Fair, Dec 2008 http://www.vanityfair.com/culture/features/2008/12/winslet200812

“True majorities, in a TV-dominated and anti-intellectual age, may need sound bites and flashing lights—and I am not against supplying such lures if they draw children into even a transient concern with science. But every classroom has one [Oliver] Sacks, one [Eric] Korn, or one [Jonathan] Miller, usually a lonely child with a passionate curiosity about nature, and a zeal that overcomes pressures for conformity. Do not the one in fifty deserve their institutions as well—magic places, like cabinet museums, that can spark the rare flames of genius?”

Stephen Jay Gould book Dinosaur in a Haystack

"Cabinet Museums: Alive, Alive, O!", p. 246
Dinosaur in a Haystack (1995)

Children, Age, Nature, Light

“Well, maybe it was just that I wasn't going to like anybody because I had to work and I had to explain to my teachers why I wasn't keeping up. I'd fall asleep and things in class and they'd lecture me about the reality of their classroom. I said, 'You want to see my reality?' I opened up my backpack to where you usually keep your pencils. That's where I kept my bills… electric bills, rent… That was my reality.”

Eddie Vedder (1964) musician, songwriter, member of Pearl Jam

L.A. Times 5/1/94, "He Didn't Ask for All This".

Reality, Teachers

“There are a large number of claims circulating about rampant anti-Semitism on college campuses. When you go actually go through the records, talk to the schools, speak to the deans and so forth, all of these claims turn out to be fraudulent. There’s just no record of this so-called rampant anti-Semitism on college campuses. The most striking example is Columbia University where […] pro-Israel outsiders were disrupting the classrooms of these professors [falsely accued of anti-Semitism], secretly video-taping their lectures and being turned, as the Columbia Report put it, into informers for the pro-Israel lobby. The real story was the harassment of professors who were critical of Israeli policy.”

Norman G. Finkelstein (1953) American political scientist and author

http://www.peuplesmonde.com/article.php3?id_article=381 Interview with Norman Finkelstein]
Other sourced statements

School, Universe, Falseness

“Don't be misled by the current atheistic drive to take God out of the classroom. "Separation of church and state" was to keep creeds out of the curriculum, but not God. It would be as unconstitutional to teach irreligion in the classroom as it would be to emphasize some particular religion. As teachers we are not to teach a particular faith, but parents are within their rights when they insist that the classroom is not be used by those few teachers who seek to destroy faith. Teachers who believe that teaching atheism is a necessary part of a good education are not really qualified to teach in a Judaic-Christian culture. They are entitled to be atheists but, as public employees, they are not entitled to teach it. If they do, they are violating an important constitutional principle.”

W. Cleon Skousen book The Naked Communist

The Naked Communist (1958)

God, Education, Faith, Religion

“The Professor of Philosophy seems quite aware of what has happened. His previous little eye-flick of malice toward Phædrus has turned to a little eye-flick of fear. He seems to understand that within the present classroom situation, when the time comes, he can get exactly the same treatment he gave, and there will be no sympathy from any of the faces before him. He's thrown away his right to courtesy. There's no way to prevent retaliation now except to keep covered.”

Robert M. Pirsig book Zen and the Art of Motorcycle Maintenance

Source: Zen and the Art of Motorcycle Maintenance (1974), Ch. 29

Fear, Way, Understanding, Time

“My obligation is to focus on the priorities of classroom instruction, parental involvement and student safety, targeting student performance and eliminating unnecessary administrative costs.”

John R. Leopold (1943) politician

Hometown Annapolis - County Executive Leopold's FY08 Budget Address http://www.hometownannapolis.com/cgi-bin/read/2007/05_02-02/TOP

Parent

“Teachers frequently talk about moments in which they became students again and how much that made them better teachers. For me, there has been no better way to improve my teaching, specifically my teaching in the composition classroom, than to take up a subject at which I am abysmal.”

Adrianne Wadewitz (1977–2014) academic and Wikipedian

Way, Teachers

“[Voters] "sent me to Washington to vote no against excessive Federal spending, against forced busing of little schoolchildren, and to vote no against the forces who have driven God out of the classroom.”

Jesse Helms (1921–2008) American politician

News & Observer, June 26, 1983 quoted in The New York Times http://www.nytimes.com/1994/11/27/weekinreview/word-for-word-jesse-helms-north-carolinian-has-enemies-but-no-one-calls-him.html (1994) 1980s

God

“Like most chairmen, he teaches only one class of Seniors; the most experienced teachers are frequently promoted right out of the classroom!”

Bel Kaufmanová book Up the Down Staircase

Part II, ch. 9 (Sylvia Barrett)
Up the Down Staircase (1965)

Teachers

“I may be a huge computer nerd, but even so I don't think education should be about computers. Not as a subject, and not as a classroom resource either.”

Linus Torvalds (1969) Finnish-American software engineer and hacker

Sam Varghese, iTWire interview, 2014-09-15, 2018-07-20 https://www.itwire.com/business-it-news/open-source/65402-torvalds-says-he-has-no-strong-opinions-on-systemd, 2010s, 2014

Education, Thinking

“This is appropriate. Justice is the most 'political' or institutional of the virtues. The legitimacy of a state rests upon its claim to do justice. … Doing justice is not the primary purpose of the family, the classroom, the small business, even though a father, teacher, or employer ought to behave justly towards children, pupils, or employees when rearing them, teaching them,. and employing them.”

Alan Ryan (1940) British philosopher

Justice (1993)

Children, Family, Justice, Business

“The scholarship boy does not straddle, cannot reconcile, the two great opposing cultures of his life. His success is unromantic and plain. He sits in the classroom and offers those sitting beside him no calming reassurance about their own lives. He sits in the seminar room—a man with brown skin, the son of working-class Mexican immigrant parents.”

Richard Rodríguez (1944) American journalist and essayist

Hunger of Memory: The Education of Richard Rodriguez (1982)
Context: To many persons around him, he appears too much the academic. There may be some things about him that recall his beginnings—his shabby clothes; his persistent poverty; or his dark skin (in those cases when it symbolizes his parents’ disadvantaged condition)—but they only make clear how far he has moved from his past. He has used education to remake himself. They expect—they want—a student less changed by his schooling. If the scholarship boy, from a past so distant from the classroom, could remain in some basic way unchanged, he would be able to prove that it is possible for anyone to become educated without basically changing from the person one was. The scholarship boy does not straddle, cannot reconcile, the two great opposing cultures of his life. His success is unromantic and plain. He sits in the classroom and offers those sitting beside him no calming reassurance about their own lives. He sits in the seminar room—a man with brown skin, the son of working-class Mexican immigrant parents.

Life, Boy, Parent, Success