Quotes about student
page 10

“[E]volutionists sometimes take as haughty an attitude toward the next level up the conventional ladder of disciplines: the human sciences. They decry the supposed atheoretical particularism of their anthropological colleagues and argue that all would be well if only the students of humanity regarded their subject as yet another animal and therefore yielded explanatory control to evolutionary biologists.”

Stephen Jay Gould book An Urchin in the Storm

"The Ghost of Protagoras", p. 64
An Urchin in the Storm (1987)

Science, Animals

“As you serve others, you can inspire others. I’ve been inspired by the examples of many selfless servants. Winston Churchill, a leader of courage and resolve, inspired me during my Presidency—and, for that matter, in the post-presidency. Like Churchill, I now paint. Unlike Churchill, the painting isn’t worth much without the signature. In 1941, he gave a speech to the students of his old school during Britain’s most trying times in World War II. It wasn’t too long, and it is well-remembered. Prime Minister Churchill urged, 'Never give in… in nothing, great or small, large or petty. Never give in except to convictions of honor and good sense'. I hope you’ll remember this advice. But there’s a lesser-known passage from that speech that I also want to share with you. 'These are not dark days. These are great days. The greatest our country has ever lived; and we must all thank God that we have been allowed, each of us according to our stations, to play a part in making these days memorable in the history of our race'. When Churchill uttered these words, many had lost hope in Great Britain’s chance for survival against the Nazis. Many doubted the future of freedom. Today, some doubt America’s future, and they say our best days are behind us. I say, given our strengths—one of which is a bright new generation like you—these are not dark days. These are great days.”

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

2010s, 2015, Remarks at the SMU 100th Spring Commencement (May 2015)

God, War, World, School

“It is obvious that teaching is a very special art, sharing with only two other arts, agriculture and medicine, an exceptionally important characteristic A doctor may do many things for his patient, but in the final analysis, it is the patient himself who must get well, grow in health. The farmer does many things for his plants or animals, but in the final analysis, it is they that must grow in size and excellence. Similarly, although the teacher may help his student in many ways, it is the student himself who must do the learning. Knowledge must grow in his mind if learning is to take place.”

Mortimer J. Adler book How to Read a Book

Source: How to Read a Book (1940, 1972), p. 12

Health, Art, Way, Knowledge

“She loved her teaching and she got frustrated when one of her students said, well, what do you expect, I’m just from Arkansas. She said, don’t tell me that, you’re as smart as anybody, you’ve just got to believe in yourself and work hard and set high goals. She believed that anybody could make it.”

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

2010s, (July 26, 2016)

Love

“Given a realistically sized task (and assuming that he cannot already perform it), a student is unable to generate the required performance strategy all at once. Instead, he directs his attention to various facets or subtasks and musters subroutines that build up a performance strategy bit by bit. The process is carried out by a learning strategy which, in the free learning subject, may be innate or acquired and which, for the student, is imposed externally by a teacher or learning system.”

Gordon Pask (1928–1996) British psychologist

Source: Conversation, Cognition and Learning (1975), p. 261.

Learning, Teachers

“Preaching the gospel is not easy in a church defined by the denominational interests of status-seeking clergy and laypersons. Doing Christian theology is difficult in a seminary or university determined by the academic interests of privileged professors and students. Speaking the truth can be politically dangerous in a society defined according to the socio-economic interests of the rich. Preaching the gospel, doing Christian theology, and speaking the truth are interrelated, and neither can be correctly understood apart from the liberation struggles of the poor and marginalized.”

James H. Cone (1938–2018) American theologian

Source: Speaking the Truth: Ecumenism, Liberation, and Black Theology (1986), p. v

Truth, Universe

“Around late 1961 to 1962, right around there, somewhat unevenly and sort of spottily, I began to do pieces that were based upon a short text of actions that only involved a handful of friends or students at some specific site — a site that was not marked as an art site, a ravine somewhere, or a roadway, or somebody's apartment, or the telephone, that is, the places of everyday life, not designated as sites of art. And the work itself, the action, the kind of participation, was as remote from anything artistic as the site was.... I chose the word Happening from its normal language usage somewhat earlier for that philosophical reason, but I didn't categorize that as lifelike until much later. But in fact, looking back, that's exactly what Happening meant.”

Allan Kaprow (1927–2006) American artist

In an interview with Robert C. Morgan, 1991; in the 'Journal of Contemporary Art, 4', no. 2, p. 56-69

Life, Art

“All students, members of the faculty, and public officials in both Mississippi and the Nation will be able, it is hoped, to return to their normal activities with full confidence in the integrity of American law. This is as it should be, for our Nation is founded on the principle that observance of the law is the eternal safeguard of liberty and defiance of the law is the surest road to tyranny. The law which we obey includes the final rulings of the courts, as well as the enactments of our legislative bodies. Even among law-abiding men few laws are universally loved, but they are uniformly respected and not resisted. Americans are free, in short, to disagree with the law but not to disobey it. For in a government of laws and not of men, no man, however prominent or powerful, and no mob however unruly or boisterous, is entitled to defy a court of law. If this country should ever reach the point where any man or group of men by force or threat of force could long defy the commands of our court and our Constitution, then no law would stand free from doubt, no judge would be sure of his writ, and no citizen would be safe from his neighbors.”

John F. Kennedy (1917–1963) 35th president of the United States of America

Radio and Television Report to the Nation on the Situation at the University of Mississippi (30 September 1962) http://www.jfklibrary.org/Research/Ready-Reference/JFK-Speeches/Radio-and-Television-Report-to-the-Nation-on-the-Situation-at-the-University-of-Mississippi.aspx 1962

Love, Men, Law, Hope

“It was important to talk about the students and put their work forward and the light on them.”

Caroline, Princess of Hanover (1957) Princess of Monaco

Light

“Every so often I get optimistic and explain the best method of learning to write for students. I don't believe any of them has ever tried it.”

Gene Wolfe (1931–2019) American science fiction and fantasy writer

The Best of Gene Wolfe (2009), afterword to "The Boy Who Hooked the Sun", p. 381
Nonfiction

Learning

“I have spent now more than a quarter of a century of my life in public affairs, and as I grow older I become more and more pessimistic. I started-if the House will forgive me this personal note - my career in public affairs in a small colliery town in South Wales. When I was quite a young boy my father took me down the street and showed me one or two portly and complacent looking gentlemen standing at the shop doors, and, pointing to one, he said, "Very important man. That's Councillor Jackson. He's a very important man in this town." I said, "What's the Council?" "Oh, that's the place that governs the affairs of this town," said my father. "Very important place indeed, and they are very powerful men." When I got older I said to myself, "The place to get to is the council. That's where the power is." So I worked very hard, and, in association with my fellows, when I was about 20 years of age, I got on to the council. I discovered when I got there that the power had been there, but it had just gone. So I made some inquiries, being an earnest student of social affairs, and I learned that the power had slipped down to the county council. That was as where it was, and where it had gone to. So I worked very hard again, and I got there-and it had gone from there too. Then I found out that it had come up here. So I followed it, and sure enough I found that it had been here, but I just saw its coat tails round the corner.”

Aneurin Bevan (1897–1960) Welsh politician

Hansard, House of Commons 5th series, vol 395, columns 1616-1617.
Speech in the House of Commons, 15 December 1943.
1940s

Life, Men, Age, Boy

“The Ainu, with their improvisational style of both composing music and dancing, greatly influenced me. I became very different from the other music students, who had been raised with European pieces, because of this. They had been taught that composition is very difficult, but to me, it seemed relatively easy because of the freedom allowed for by the improvisational style of the Ainu.”

Akira Ifukube (1914–2006) Japanese composer

As quoted by David Milner, "Akira Ifukube Interview I" http://www.davmil.org/www.kaijuconversations.com/ifukub.htm, Kaiju Conversations (December 1992)

Music, Freedom, Dance

“There is no doubt of the need for an up-to-date, balanced, and comprehensive work on the history of atomism, drawing ideas, mathematics, and experiment together into a single story. When available, it should become required reading for all students of the exact sciences.”

Lancelot Law Whyte (1896–1972) Scottish industrial engineer

p, 125
Essay on Atomism: From Democritus to 1960 (1961)

History, Mathematics, Idea, Science

“The moment knowledge ceases to be an end in itself—its realization of The Idea or the emancipation of men—it’s transmission is no longer the exclusive responsibility of scholars and students.”

Jean-François Lyotard (1924–1998) French philosopher

Source: The Postmodern Condition: A Report on Knowledge (1977), p.50

Men, Idea, Knowledge

“And because this Experimental Science is wholly ignored by the general run of students, for that reason I can not convince people of its utility unless I show at the same time its excellence and its property. This science alone, then, knows how to test perfectly by experience what can be done by nature, what by the industry of art, what by imposture; what the incantations, conjurations, invocations, deprecations, sacrifices (which are magical devices) seek and dream of; and what is done in them, so that all falsity may be removed and that only the truth of art and nature be retained. This science alone teaches one to consider all the insanities of magicians, not that they may be confirmed but that they may be avoided, just as logic considers sophistical argument.”

Roger Bacon book Opus Majus

6th part Experimental Science, Ch.2 Tr. Richard McKeon, Selections from Medieval Philosophers Vol.2 Roger Bacon to William of Ockham
Opus Majus, c. 1267

People, Truth, Dreams, Art

“It is my profound wish that this entire collection shall be devoted to the advancement of fine music for the continued enjoyment of music enthusiasts throughout the United States, be they students of the arts, performing artists, or members of that vast audience of music lovers among the American public.”

Leopold Stokowski (1882–1977) British conductor

From his will, in which he provided for his conducting scores, manuscript orchestral transcriptions, and recordings to archived and accessible to the public. The Stokowski Archives are now housed in the University of Pennsylvania Library.

Art, Music, Lovers

“Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible.”

Paulo Freire (1921–1997) educator and philosopher

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

World, Communication, Thinking, Reality

“Society, with all its prisons and bayonets and whips and ostracisms and starvations, is powerless in the face of the Anarchist who is prepared to sacrifice his own life in the battle with it. Our natural safety from the cheap and devastating explosives which every Russian student can make … lies in the fact that brave and resolute men, when they are rascals, will not risk their skins for the good of humanity, and, when they are sympathetic enough to care for humanity, abhor murder, and never commit it until their consciences are outraged beyond endurance. The remedy is, then, simply not to outrage their consciences.”

George Bernard Shaw (1856–1950) Irish playwright

Preface
1900s, Major Barbara (1905)

Life, Men, Nature

“Although there is no study which presents so simple a beginning as that of geometry, there is none in which difficulties grow more rapidly as we proceed, and what may appear at first rather paradoxical, the more acute the student the more serious will the impediments in the way of his progress appear. This necessarily follows in a science which consists of reasoning from the very commencement, for it is evident that every student will feel a claim to have his objections answered, not by authority, but by argument, and that the intelligent student will perceive more readily than another the force of an objection and the obscurity arising from an unexplained difficulty, as the greater is the ordinary light the more will occasional darkness be felt. To remove some of these difficulties is the principal object of this Treatise.”

Augustus De Morgan (1806–1871) British mathematician, philosopher and university teacher (1806-1871)

Source: On the Study and Difficulties of Mathematics (1831), Ch. I.

Way, Feeling, Intelligence, Study

“You know, several years ago, I was in New York City autographing the first book that I had written. And while sitting there autographing books, a demented black woman came up. The only question I heard from her was, "Are you Martin Luther King?"
And I was looking down writing, and I said yes. And the next minute I felt something beating on my chest. Before I knew it I had been stabbed by this demented woman. I was rushed to Harlem Hospital. It was a dark Saturday afternoon. And that blade had gone through, and the X-rays revealed that the tip of the blade was on the edge of my aorta, the main artery. And once that's punctured, you drown in your own blood — that's the end of you.
It came out in the New York Times the next morning, that if I had sneezed, I would have died. Well, about four days later, they allowed me, after the operation, after my chest had been opened, and the blade had been taken out, to move around in the wheel chair in the hospital. They allowed me to read some of the mail that came in, and from all over the states, and the world, kind letters came in. I read a few, but one of them I will never forget. I had received one from the President and the Vice-President. I've forgotten what those telegrams said. I'd received a visit and a letter from the Governor of New York, but I've forgotten what the letter said. But there was another letter that came from a little girl, a young girl who was a student at the White Plains High School. And I looked at that letter, and I'll never forget it. It said simply, "Dear Dr. King: I am a ninth-grade student at the Whites Plains High School." She said, "While it should not matter, I would like to mention that I am a white girl. I read in the paper of your misfortune, and of your suffering. And I read that if you had sneezed, you would have died. And I'm simply writing you to say that I'm so happy that you didn't sneeze."”

Martin Luther King, Jr. (1929–1968) American clergyman, activist, and leader in the American Civil Rights Movement

And I want to say tonight, I want to say that I am happy that I didn't sneeze.
1960s, I've Been to the Mountaintop (1968)

Books, World, School, Girl

“Students of the Way must not study Buddhism for the sake of themselves. They must study Buddhism only for the sake of Buddhism. The key to this is to renounce both body and mind without holding anything back and to offer them to the great sea of Buddhism.”

Dogen (1200–1253) Japanese Zen buddhist teacher

V, 2
Shobogenzo Zuimonki (1238)

Way, Study, Sea

“I'm aware of the made up declarations about me that have recently begun to appear on the Internet and in emails as "Chuck Norris facts." I've seen some of them. Some are funny. Some are pretty far out. Being more a student of the Wild West than the wild world of the Internet, I'm not quite sure what to make of it. It's quite surprising. I do know that boys will be boys, and I neither take offense nor take these things too seriously. Who knows, maybe these made up one-liners will prompt young people to seek out the real facts as found in my recent autobiographical book, "Against All Odds?" They may even be interested enough to check out my novels set in the Old West, "The Justice Riders," released this month. I'm very proud of these literary efforts.”

Chuck Norris (1940) American martial artist and actor

Posted on Chuck Norris' website in 2005.

People, Books, World, Justice

“Man's conception of what is most worth knowing and reflecting upon, of what may best compel his scholarly energies, has changed greatly with the years. His earliest impressions were of his own insignificance and of the stupendous powers and forces by which he was surrounded and ruled. The heavenly fires, the storm-cloud and the thunderbolt, the rush of waters and the change of seasons, all filled him with an awe which straightway saw in them manifestations of the superhuman and the divine. Man was absorbed in nature, a mythical and legendary nature to be sure, but still the nature out of which science was one day to arise. Then, at the call of Socrates, he turned his back on nature and sought to know himself; to learn the secrets of those mysterious and hidden processes by which he felt and thought and acted. The intellectual centre of gravity had passed from nature to man. From that day to this the goal of scholarship has been the understanding of both nature and man, the uniting of them in one scheme or plan of knowledge, and the explaining of them as the offspring of the omnipotent activity of a Creative Spirit, the Christian God. Slow and painful have been the steps toward the goal which to St. Augustine seemed so near at hand, but which has receded through the intervening centuries as the problems grew more complex and as the processes of inquiry became so refined that whole worlds of new and unsuspected facts revealed themselves. Scholars divided into two camps. The one would have ultimate and complete explanations at any cost; the other, overcome by the greatness of the undertaking, held that no explanation in a large or general way was possible. The one camp bred sciolism; the other narrow and helpless specialization.
At this point the modern university problem took its rise; and for over four hundred years the university has been striving to adjust its organization so that it may most effectively bend its energies to the solution of the problem as it is. For this purpose the university's scholars have unconsciously divided themselves into three types or classes: those who investigate and break new ground; those who explain, apply, and make understandable the fruits of new investigation; and those philosophically minded teachers who relate the new to the old, and, without dogma or intolerance, point to the lessons taught by the developing human spirit from its first blind gropings toward the light on the uplands of Asia or by the shores of the Mediterranean, through the insights of the world's great poets, artists, scientists, philosophers, statesmen, and priests, to its highly organized institutional and intellectual life of to-day. The purpose of scholarly activity requires for its accomplishment men of each of these three types. They are allies, not enemies; and happy the age, the people, or the university in which all three are well represented. It is for this reason that the university which does not strive to widen the boundaries of human knowledge, to tell the story of the new in terms that those familiar with the old can understand, and to put before its students a philosophical interpretation of historic civilization, is, I think, falling short of the demands which both society and university ideals themselves may fairly make.
A group of distinguished scholars in separate and narrow fields can no more constitute a university than a bundle of admirably developed nerves, without a brain and spinal cord, can produce all the activities of the human organism.”

Nicholas Murray Butler (1862–1947) American philosopher, diplomat, and educator

Scholarship and service : the policies of a national university in a modern democracy https://archive.org/details/scholarshipservi00butluoft (1921)

Life, Men, God, Pain

“It's just not right that Donald Trump can ignore his debts, but students and families can't refinance theirs.”

Hillary Clinton (1947) American politician, senator, Secretary of State, First Lady

Presidential campaign (April 12, 2015 – 2016), 2016 Democratic National Convention (July 28, 2016)
Variant: It's just not right that Donald Trump can ignore his debts, but students and families can't refinance theirs.

Family

“I was in the enormous and almost deserted square in front of the Great People's Study House—all open spaces in Pyongyang remain deserted unless filled with parades of hundreds of thousands of human automata—when a young Korean slid surreptitiously up to me and asked, "Do you speak English?"
An electric moment: for in North Korea, unsupervised contact between a Korean and a foreigner is utterly unthinkable, as unthinkable as shouting, "Down with Big Brother!"
"Yes," I replied.
"I am a student at the Foreign Languages Institute. Reading Dickens and Shakespeare is the greatest, the only pleasure of my life."
It was the most searing communication I have ever received in my life. We parted immediately afterward and of course will never meet again. For him, Dickens and Shakespeare (which the regime permitted him to read with quite other ends in view) guaranteed the possibility not just of freedom but of truly human life itself.”

Theodore Dalrymple (1949) English doctor and writer

The Dystopian Imagination http://www.city-journal.org/html/11_4_oh_to_be.html (Autumn 2001). City Journal (1998 - 2008)

Life, People, Pleasure, Communication

“As a trustee of the Carnegie Trust for the Universities of Scotland I have read many applications for help in the payment of University class fees on behalf of would-be students from crofts in the remotest regions of the Highlands and Islands. It was impossible to read them without emotion and admiration, for they displayed in their simple words a spirit of courage and of aspiration undaunted by hardship which went to one's heart.”

Hugh Macmillan, Baron Macmillan (1873–1952) British judge

Source: A Man of Law's Tale (1952), On Education, p. 14

Courage, Universe, Reading, Help

“Graphic novelist: Excuse me…you’ve got a copy of the “Protocols of Zion” there! …Why?
Student 2: It reveals the jews’ plan to rule us!
Student 3: Yeah!
Student 4: There’s a jew' in every major government postof the western world, see?
Student 5: Jews are behind all the bad things that are happening today!
Student 2: Yeah, their plan is clearly laid out in the “Protocols,” see?
Graphic novelist: Wait a minute!…what if it has been proven that the book is a fake?
It is the invention of a forger working for the old Russian secret service in 1898 to defame Jews
The protocols never existed never!”

Will Eisner (1917–2005) American cartoonist

Source: The Plot: The Secret Story of the Protocols of the Elders of Zion (10/2/2005), p.123

Secret, Books, World, Waiting

“There are two subcategories of holist called irredundant holists and redundant holists. Students of both types image an entire system of facts or principles. Though an irredundant holist’s image is rightly interconnected, it contains only relevant and essential constitents. In contrast, redundant holists entertain images that contain logically irrelevant or overspecific material, commonly derived from data used to "enrich" the curriculum, and these students embed the salient facts and principles in a network of redundant items. Though logically irrelevant, the items in question are of great psychological importance to a "redundant holist", since he uses them to access, retain and manipulate whatever he was originally required to learn.”

Gordon Pask (1928–1996) British psychologist

Source: Learning Strategies and Individual Competence (1972), p. 258.

Question, Learning

“There is no author to whom my father thought himself more indebted for his own mental culture, than Plato, or whom he more frequently recommended to young student. I can bear similar testimony in regard to myself. The Socratic method, of which the Platonic dialogues are the chief example, is unsurpassed as a discipline for correcting the errors, and clearing up the confusions incident to the intellectus sibi permissus.”

John Stuart Mill book Autobiography

Source: Autobiography (1873)

https://archive.org/details/autobiography01mill/page/21/mode/1up pp. 21–22

Error

“Parents control their children in the interests of the family, universities exercise control over professors and students, government exercises control over citizens, and religions control their adherents… Society's need for social control was stated most dramatically by Hobbes (1651/1958), who observed that in the "natural" state (without social control), as each person attempted to satisfy his/her individual needs and desires at the expense of others, humankind would be in a war of all against all, such that life would be "nasty, brutish, and short."”

Bertram Raven (1926) American psychologist

Source: "Influence, Power, Religion, and the Mechanisms of Social Control," 1999, p. 161

Life, War, Children, Family

“A parent knows an individual child's needs better than a set of guidelines will. A group of parents and teachers in a community will almost always know what's best for that community's students, than that of state board of education.”

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

Rupert on the Issues (2011)

Education, Communication, Parent, Teachers

“I hope that all of you who are students here will recognize the great opportunity that lies before you in this decade, and in the decades to come, to be of service to our country. The Greeks once defined happiness as full use of your powers along lines of excellence, and I can assure you that there is no area of life where you will have an opportunity to use whatever powers you have, and to use them along more excellent lines, bringing ultimately, I think, happiness to you and those whom you serve.”

John F. Kennedy (1917–1963) 35th president of the United States of America

"Address at the University of Wyoming (381)" (25 September 1963) http://www.jfklibrary.org/Research/Research-Aids/Ready-Reference/JFK-Quotations.aspx 1963

Life, Hope, Thinking, Country

“Why should the typical student be interested in those wretched triangles? …He is to be brought to see that without the knowledge of triangles there is not trigonometry; that without trigonometry we put back the clock millennia to Standard Darkness Time and antedate the Greeks.”

George Pólya (1887–1985) Hungarian mathematician

Mathematical Methods in Science (1977)

Knowledge, Time

“What female students might not remember is that the men with whom we stand shoulder-to-shoulder at graduation don't face the same financial challenges.”

Sandra Fluke (1981) American women's rights activist and lawyer

Fluke, Sandra. (April 17, 2012). "Who says women don't care about wages?" http://www.cnn.com/2012/04/17/opinion/fluke-equal-pay-for-women/, CNN, Turner Broadcasting System, Inc. accessed April 17, 2012. Articles

Men

“Maybe knowledge doesn't accrue, maybe it doesn't happen sequentially. Maybe I need to go back and read Hunger of Memory again. Maybe there's a wisdom that I had in those years that I need to learn from now. And maybe there will be a year when I will have the courage to read that book. When I think about it or when I hear other people talk about it, it strikes me as very naked prose, and I'm embarrassed by it. I'm embarrassed by how much I told you. And people say, "Well you didn't tell us you were gay." Or "You didn't tell us you had all these friends or that you were student body president. You never said that."”

Richard Rodríguez (1944) American journalist and essayist

I think to myself, "My God, but what I told you I've never told anybody. And I'll never tell anybody again."
Violating the Boundaries: An Interview with Richard Rodriguez (1999)

Wisdom, Hunger, God, People

“Although I am not aware of having omitted any thing that is requisite to the full explanation of the subject, yet I cannot flatter myself that it will be thoroughly understood from this Work alone. For, in general it may be laid down as true, that no doctrine, of novelty and intricacy, can be completely taught by a single Treatise. It seems to be indispensably necessary for the student, that the subject should be put under several points of view: that if not apprehended under one, it may be under another.”

Robert Woodhouse (1773–1827) English mathematician

Preface p. viii
A Treatise on Isoperimetrical Problems, and the Calculus of Variations (1810)

“What we are looking at on all our TV sets is a man who finally, after 24 years of frenzied effort, became the President of the United States with a personal salary of $200,000 a year and an unlimited expense account including a fleet of private helicopters, jetliners, armored cars, personal mansions and estates on both coasts and control over a budget beyond the wildest dream of King Midas … and all the dumb bastard can show us, after five years of total freedom to do anything he wants with all this power, is a shattered national economy, disastrous defeat in a war we could have ended four years ago on far better terms than he finally came around to, and a hand-picked personal staff put together through five years of screening, whose collective criminal record will blow the minds of high-school American History students for the next 100 years.”

Hunter S. Thompson (1937–2005) American journalist and author

Rolling Stone #144 (27 September 1973)
1970s

War, School, Dreams, Cars

“There are different kinds of truths for different kinds of people. There are truths appropriate for children; truths that are appropriate for students; truths that are appropriate for educated adults; and truths that are appropriate for highly educated adults, and the notion that there should be one set of truths available to everyone is a modern democratic fallacy. It doesn't work.”

Irving Kristol (1920–2009) American columnist, journalist, and writer

Quoted in "Origin of the Specious", Reason Magazine (July 1997) http://www.reason.com/news/show/30329.html. 1990s

Children, People, Truth, Education

“Interest in and patience with long, complex books and poems have alarmingly diminished not only among college students but college faculty in the US. It is difficult to imagine American students today, even at elite universities, gathering impromptu at midnight for a passionate discussion of big, challenging literary works like Dostoyevsky's The Brothers Karamazov -- a scene I witnessed in a recreation room strewn with rock albums at my college dormitory in upstate New York in 1965.”

Camille Paglia (1947) American writer

The Magic of Images: Word and Picture in a Media Age (2004)

Books, Imagination, Universe, Passion

“This is an honour that reflects the quality of science supported by the Medical Research Council, in particular at the Laboratory of Molecular Biology in Cambridge. In my case, credit should go to the numerous dedicated postdocs, students, associates and colleagues who made crucial contributions to the work.”

Venkatraman Ramakrishnan (1952) Nobel prize winning American and British structural biologist

Quoted in Knighthood for Venkatraman Ramakrishnan, 31 December 2011, 19 December 2013, NDTV http://www.ndtv.com/article/india/knighthood-for-venkatraman-ramakrishnan-162464,

Support, Science

“The Lord Cherisher of the Faith learnt that in the provinces of Tatta, Multan, and especially at Benares, the Brahman misbelievers used to teach their false books in their established schools, and that admirers and students both Hindu and Muslim, used to come from great distances to these misguided men in order to acquire this vile learning. His Majesty, eager to establish Islam, issued orders to the governors of all the provinces to demolish the schools and temples of the infidels and with the utmost urgency put down the teaching and the public practice of the religion of these misbelievers. (…) It was reported that, according to the Emperor's command, his officers had demolished the temple of Viswanath at Kashi.”

Aurangzeb (1618–1707) Sixth Mughal Emperor

1669. Varanasi (Uttar Pradesh). Maasir-i-Alamgiri, translated into English by Sir Jadu-Nath Sarkar, Calcutta, 1947, pp. 51-55; see Ayodhya Revisited https://books.google.com/books?id=gKKaDAAAQBAJ&pg=PA567 by Kunal Kishore, quoted in Shourie, Arun (2014). Eminent historians: Their technology, their line, their fraud. Noida, Uttar Pradesh, India : HarperCollins. (Different translation: “News came to court that in accordance with the Emperor’s command his officers had demolished the temple of Vishvanath [Bishwanath] at Banaras”. ... The Emperor ordered the governors of all the provinces to demolish the schools and temples of the infidels and strongly put down their teaching and religious practices.” ) Ref: en.wikiquote.org - Aurangzeb / Quotes from late medieval histories / 1660s Quotes from late medieval histories, 1660s

Books, Faith, Religion, Falseness

“I spoke in debates arranged by the Indian students in London and once V. K. Krishna Menon opposed me. The debate concerned the role of Asia in world affairs and I used the word Asiatic. Menon raised a laugh against me by saying that he did not like the word because it rhymed with ‘lunatic’ although I should consider myself free to use it. He advised me to use the word ‘Asian’ instead. When my turn came for reply, I thanked him for his advice but preferred to stick to the Asiatics adding that he had no objection of Menon calling an Asian although the word rhymed with ‘Simian’. This brought the house down and even Menon joined in the laughter and clapping.”

Mohammad Hidayatullah (1905–1992) 11th Chief Justice of India

Source: Law in the Scientific Era, P.48.

World, Laughter, Housing

“If you take a look at science in its everyday function, of course you find that scientists run the gamut of human emotions and personalities and character and so on. But there’s one thing that is really striking to the outsider, and that is the gauntlet of criticism that is considered acceptable or even desirable. The poor graduate student at his or her Ph. D. oral exam is subjected to a withering crossfire of questions that sometimes seem hostile or contemptuous; this from the professors who have the candidate’s future in their grasp. The students naturally are nervous; who wouldn’t be? True, they’ve prepared for it for years. But they understand that at that critical moment they really have to be able to answer questions. So in preparing to defend their theses, they must anticipate questions; they have to think, “Where in my thesis is there a weakness that someone else might find — because I sure better find it before they do, because if they find it and I'm not prepared, I'm in deep trouble."”

Carl Sagan (1934–1996) American astrophysicist, cosmologist, author and science educator

Wonder and Skepticism
Skeptical Inquirer
19
1
1995
January-February
0194-6730
http://www.csicop.org/si/show/wonder_and_skepticism/

Hostility, Understanding, Question, Nature

“I'm amazed to be here still and doing all this. But then I look at Oscar Niemeyer in Rio, who was a hero of mine when I was a student at Manchester. Oscar's still busy at work at 102, so there's hope. In any case, I just wouldn't know how to stop.”

Norman Foster, Baron Foster of Thames Bank (1935) British architect

theguardian.com http://www.theguardian.com/artanddesign/2010/jun/29/norman-foster-interview.

Hope, Business

“Armenag Saroyan was the failed poet, the failed Presbyterian preacher, the failed American, the failed theological student.”

William Saroyan (1908–1981) American writer

Of his father
Sons Come and Go, Mothers Hang in Forever (1976)

“Well, that's it. Two days ago I was a law student. Today I'm an untitled nobody. Thanks, Jim, for the intercession on my behalf. Don't let up. And brother, I'm really praying for you too as you're making preparation to leave. I only wish I were going with you.”

Ed McCully (1927–1956) American Christian missionary

Letter to Jim Elliot during his time as a law student and working as a hotel night clerk (22 September 1950) http://toeverytribeblog.com/2010/09/whats-with-the-name-of-this-blog.

Law

“If you desire ease, forsake learning.
If you desire learning, forsake ease.
How can the man at his ease acquire knowledge,
And how can the earnest student enjoy ease?”

Nagarjuna (150–250) Indian philosopher

The Tree of Wisdom http://books.google.com/books?id=d3TX5peeoSsC&pg=PP17&dq=%22If+you+desire+ease+forsake+learning+If+you+desire+learning+forsake+ease+How+can+the+man+at+his+ease+acquire+knowledge+And+how+can+the+earnest+student+enjoy+ease%22

Knowledge, Learning

“Students of the human mind have long noted its ability to mimic internally the positive notions and transformations of objects in the external world. In the middle of the eighteenth century, the British empiricist David Hume wrote that to "join incongruous shapes and appearances costs the imagination no more trouble than to conceive the most natural and familiar objects" and that "this creative power of the mind amounts to no more than the faculty of compounding, transposing, augmenting, or diminishing the materials afforded us by the senses and experience."”

Roger Shepard (1929) American psychologist

Source: Mental images and their transformations. 1982, p. 1

World, Imagination, Nature, Sense

“The question of the size of the postwar population of the Soviet Union is not the least of the enigmas which have been baffling students of Russian affairs. Hardly any estimate or evaluation of an economic, sociological or military character for the U. S. S. R. can be made meaningful without an accurate knowledge of the demographic base.”

Eugene M. Kulischer (1881–1956) American sociologist

Kulischer (1949) "The Russian Population Enigma". in: Foreign affairs. Vol 27. April 1949. p. 497

Question, Knowledge

“The study he conducted with Dabholkar goes to explain why astrology is not a science through a simple experiment. They adopted an experiment conducted by Bernie Silverman, a graduate student of Michigan State University, USA. They collected horoscopes of 100 scholarly students and 100 students with learning difficulties.”

Jayant Narlikar (1938) Indian physicist

Astrology came with Alexander, says Jayant Narlikar

Study, Learning, Universe, Science

“Just acquiring this amount of "education" will not, by itself, make you an educated person, even less will it give you what Oakeshott calls "judgment." But if the manner of instruction is adequate, the student should be able to acquire this much knowledge in a way that combines intellectual openness, critical scrutiny, and logical clarity. If so, learning will not stop when the student leaves the university.”

John Rogers Searle (1932) American philosopher

The Storm Over the University (December 6, 1990)

Education, Way, Knowledge, Learning

“Since most subjects studied in school consist largely of theories… language education must include not only the serious study of what truth and falsehood mean in the context of a subject, but also what is meant by a fact, an inference, an assumption, a judgment, a generalization… In this way students will be learning both the language of a subject and the methods of inquiry in that subject, since inquiry consists of nothing else but the generation of questions, the invention of definitions and metaphors, the separation of facts from inferences, the forming of generalizations…”

Neil Postman (1931–2003) American writer and academic

Language Education in a Knowledge Context (1980)

Truth, Education, School, Way

“Their efforts and their sacrifices for education are immeasurable. They started their schools for their own children. Over the years, increasing numbers of Fijian and other students were taken in. Today, in a majority of their schools Fijian children predominate. There is a large debt of gratitude owed here that I am pleased to acknowledge.”

Laisenia Qarase (1941) Prime Minister of Fiji

(Paying tribute to Indian and Chinese schools in Fiji).
Opening address to the Education Summit, Suva, 31 August 2005

Children, Education, School, Effort

“Lafayette was always an interested student of our affairs. Though he distrusted the effort to make France a republic, he believed greatly in our Republic and our Constitution. He had fought to establish American independence, in order that these might come into being. That independence to which he contributed has come to be with us a national axiom. We have always guarded it with the utmost jealousy. We have sought to strengthen it with the Monroe Doctrine. We have refrained from treaties of offensive and defensive alliance. We have kept clear from political entanglements with other countries. Under this wise and sound policy America has been a country on the whole dedicated to peace, through honorable and disinterested relations with the other peoples of the earth. We have always been desirous not to participate in controversies, but to compose them. What a success this has brought to us at home, and what a place of respect and moral power it has gained for us abroad, is known of all men.”

Calvin Coolidge (1872–1933) American politician, 30th president of the United States (in office from 1923 to 1929)

1920s, Ordered Liberty and World Peace (1924)

Men, People, Jealousy, Peace

“The light of the guru’s grace helps us to see and remove the obstacles in our path. An ashram is not a mere cluster of inanimate buildings, temples and trees; rather it is the very embodiment of the sadguru’s grace. It is a vital, dynamic and living institution that stimulates the aspiration of the sincere student to attain the state of oneness.”

Mata Amritanandamayi (1953) Hindu spiritual leader and guru

The Timeless Path (2009)

Tree, Light, Help, Sincerity

“We’re going to refinance everyone’s existing student debt, 40 million Americans have student debt. … Under my plan, you will be able to also lower your debt, move into a program to pay it back as a percentage of your income and more than that, my plan for debt-free tuition at public colleges and universities will eventually eliminate any student debt. But for people who have it, I’m going to put a date certain that after a certain number of years, you no longer have to pay anything. The government has to quit making money off of lending money to young people to get their education.”

Hillary Clinton (1947) American politician, senator, Secretary of State, First Lady

Presidential campaign (April 12, 2015 – 2016), Democratic Presidential Debate in Miami (March 9, 2016)

Money, People, Education, Universe

“I appeal to all pupils, students and young people, asking you to focus on the horizons that are opening up for you, and which you could only dream of a year ago. Our future will depend on your desire for education and moral values as well as on your entrepreneurial spirit.”

Václav Havel (1936–2011) playwright, essayist, poet, dissident and 1st President of the Czech Republic

New Year's Address to the Nation (1991)

People, Education, Dreams, Future

“I've extended my hospitality to one of my friends, a former student of Gleyre's, who lacks a studio at the moment. Renoir, that's his name, is a real worker, he takes advantage of my models and helps me pay for them.”

Frédéric Bazille (1841–1870) French painter

In a letter to his parents, c. 1868; as quoted in Frédéric Bazille, Prophet of Impressionism (exhibition catalogue), Brooklyn Museum of Art, Brooklyn & Dixon Gallery, Memphis, 1992-93, p. 38
Renoir would move in with Bazille around 1868, and Bazille's letter is only one example of his charitable nature
1866 - 1870

Help

“If you peruse the table of contents of a textbook on organizational theory or search the web for courses in organizational sociology, you cannot help but notice how many of the key contributors to the field spent time at Stanford between 1970 and 2000, as faculty members, post-docs, or graduate students… Of the ﬁve most inﬂuential macro-organizational paradigms in play today — institutional theory, network theory, organizational culture, population ecology, and resource dependence theory (in alphabetical order) – Stanford served as an important pillar, if not the entire foundation, for all but network theory. By the 1990s, it became an important site for network theory as well.”

Frank Dobbin (1956) American sociologist

Frank Dobbin, Claudia Bird Schoonhoven (eds) Stanford's Organization Theory Renaissance, 1970-2000, 2010. p. xvii

Search, Time, Help, Dependency

“I had the opportunity to be greeted with a conversation with the principal, the minute I stepped into school. It was of course regarding the previous post remarking on the various facets of school, experienced by me. I never conversed with the new principal that had just come in this year, but now I did. I’m glad I soaked up another facet of the school experience. It’s ironic that no one in the school who is considered a model student ever had a conversation with the principal, and it is the critical, naughty, rebellious ones that do. It’s rather odd that he seems to prefer acknowledging bad rather than good.”

Amos Yee (1998) blogger

Tumblr postings

School

“I consider one of the most important duties of any scientist the teaching of science to students and to the general public.”

Isaac Asimov (1920–1992) American writer and professor of biochemistry at Boston University, known for his works of science fiction …

"Academe and I" (May 1972), in The Tragedy of the Moon (1973), p. 224
General sources

Science

“If the professors of English will complain to me that the students who come to the universities, after all those years of study, still cannot spell "friend," I say to them that something's the matter with the way you spell friend.”

Richard Feynman book The Meaning of It All

lecture III: "This Unscientific Age"
The Meaning of It All (1999)

Way, Study, Universe

“Since September 11, 2001, I have often thought that perhaps it was fortunate for the world that the attackers targeted the World Trade Center instead of the Statue of Liberty, for if they had destroyed our sacred symbol of democracy I fear we as Americans would have been unable to keep ourselves from indulging in paroxysms of revenge of a sort the world has never seen before. If that had happened, it would have befouled the meaning of the Statue of Liberty beyond any hope of subsequent redemption — if there were any people left to care. I have learned from my students that this upsetting thought of mine is subject to several unfortunate misconstruals, so let me expand on it to ward them off. The killing of thousands of innocents in the World Trade Center was a heinous crime, much more evil than the destruction of the Statue of Liberty would have been. And, yes, the World Trade Center was a much more appropriate symbol of al Qaeda's wrath than the Statue of Liberty would have been, but for that very reason it didn't mean as much, as a symbol, to us. It was Mammon and Plutocrats and Globalization, not Lady Liberty. I do suspect that the fury with which Americans would have responded to the unspeakable defilement of our cherished national symbol, the purest image of our aspirations as a democracy, would have made a sane and measured response extraordinarily difficult. This is the great danger of symbols — they can become too "sacred."”

Daniel Dennett book Breaking the Spell: Religion as a Natural Phenomenon

An important task for religious people of all faiths in the twenty-first century will be spreading the conviction that there are no acts more dishonorable than harming "infidels" of one stripe or another for "disrespecting" a flag, a cross, a holy text.
Breaking the Spell (2006)

People, World, Fear, Faith

“The position of these ‘academics’ in Bengal has, of course, been helped by the fact that the CPI(M) has been in power there for so long. But their sway has not been confined to the teaching and ‘research’ institutions of that state. It is no surprise, therefore, to see the same ‘line’ being poured down the throats of students at the national level. And so strong is the tug of intellectual fashion, so lethal can the controlling mafia be to the career of an academic that often, even though the academic may not quite subscribe to their propositions and ‘theses’, he will end up reciting those propositions. Else his manuscript will not be accepted as a textbook by the NCERT, for instance, it will not be reviewed….”

Arun Shourie (1941) Indian journalist and politician

Eminent Historians: Their Technology, Their Line, Their Fraud

Fashion, Strong, Help

“What has a student to become? A student has to become a receptacle. What has a devotee to become? A devotee also has to become a receptacle. And what has a disciple to become? A disciple too has to become a receptacle. Whatever you name him….
Have you seen worms? Have you seen ants? I can understand what it means to be born as an ant or worm in your next birth. That's why it has been said: 'it is with great good fortune we secure this human body. It is rarely attained even by gods, as scriptures say. It is actually the means to practice Knowledge and the gateway to salvation…'
… Now this ego. Though it appears to be of little consequence, but even if a devotee is conscious of the fact -l know, it is akin to the devotee's crucifixion. If you are plagued with a little bit of arrogance that 'you know', you are gone. You are finished. You know nothing. Period. Again you have to turn to the Master and pray to him to give you prudence - Maharaji, please give me wisdom. I even don't know that as a human being I should not be egoistic. This is the problem. As a human being, I don't know how to conduct myself as a devotee. This too please teach me. Please let me know.”

Prem Rawat (1957) controversial spiritual leader

form “Student, Disciple or Devotee?”, Shri Sant Yogashram, New Delhi - Vaishakhi Celebrations - (Evening Session) 13th April, 1991. (Translated to English from Hindi).
1990s

Wisdom, God, Birth, Understanding

“Choosing education is a very good decision, not only good for the student, but also for our country. The United States was the first nation in history to recognize that public education for every citizen, regardless of class or station, was vital to its future...”

Mitt Romney book No Apology: The Case for American Greatness

Source: No Apology: The Case for American Greatness, 2010, Chapter 8, pg. 196

Education, History, Decision, Future

“In book subjects a student can only do a student's work. All that can be measured is how well he learns, rather than how well he performs. All he can show is promise.”

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

Source: 1930s- 1950s, Landmarks of Tomorrow: A Report on the New 'Post-Modern' World (1959), p. 144

Books, Learning

“Next we have Obama's murderous use of America's military young for his and his party’s partisan political purposes. He kept U. S. soldiers in Iraq, a war which should never have been started, long after he had announced the war was un-winnable but just long enough to pile up heaps of dead and maimed American youngsters in order to make their withdrawal timely and useful for electoral purposes. Now we see Obama and his team keeping U. S. troops in Afghanistan long after he decided to surrender to the Islamists in that that war, and thereby knowingly enhance the strength, lethality, self-confidence, and ambitions of America’s most dangerous enemies by returning to them their key safe haven. Our troops are the cream of America's young and they ought not to be used by any president as if he was their owner. Obama, however, seems to regard them, as he does the unborn, as chattel to be disposed of as he and his advisers see fit to advance Democratic Party political prospects. Finally, we have Obama and his advisers seeking to financially enslave this generation of young Americans, and each generation that follows it, in order to pay for his health care program. Obama and his lieutenants are starting slow in this area, but the evidence of coming coercion, beyond the mandatory fine young people pay if they prove not to be servile, can be seen in West Virginia, where university students reportedly will not be allowed to matriculate unless they enroll in Obama Care This amounts to a 4-year term of indentured service for the privilege of paying extortionate tuition for a mediocre education offered by anti-American ideologues of Obama’s stripe. And make no mistake, these young people are not being threatened and ultimately coerced to forfeit their salary, savings, and future for the elderly and sick. They are being used to fund health care for the core groups, dare I say 'plantations', of the Democratic Party.”

Michael Scheuer (1952) American counterterrorism analyst

As quoted in "Obama and his party offer America's young … death, misery, and slavery" http://non-intervention.com/1143/obama-and-his-party-offer-america%E2%80%99s-young-%E2%80%A6-death-misery-and-slavery/ (2013), by M. Scheuer, Michael Scheuer's Non-Intervention. 2010s

War, People, Health, Education

“A Latino-American undergraduate who is a student of Shakespeare is not "culturally appropriating" anyone’s white-European legacy, but instead seeking transcendence of ideas and a common humanity. Asian-Americans are not “overrepresented” at premier campuses. Their high-profile presence should be praised as a model, not punished as aberrant by number-crunching bureaucrats. African-Americans who excel in physics and engineering are not “acting white” but finding the proper pathways for their natural talents. Being one-half Southeast Asian or three-quarters white is not the touchstone to one’s essence and is irrelevant to one’s character and conduct. No one is impinging on anyone’s culture when blacks dye their hair blond, or when blondes prefer to wear cornrow braids. Campuses desperately need unity czars, not diversity czars. Otherwise, we will end up as 50 separate and rival nations — just like other failed states in history whose diverse tribes and races destroyed themselves in a Hobbesian dog-eat-dog war with one another.”

Victor Davis Hanson (1953) American military historian, essayist, university professor

2010s, Diversity: History's Pathway to Chaos (2016)

War, Dogs, History, Idea

“Since I was trying to teach "style" of thinking in science and engineering, and "style" is an art, I should therefore copy the methods of teaching used for the other arts—once the fundamentals have been learned. How to become a great painter cannot be taught in words… Art teachers usually let the advanced student paint, and then make suggestions… more or less as the points arise in the student's head—which is where learning is supposed to occur!”

Richard Hamming (1915–1998) American mathematician and information theorist

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

Art, Thinking, Learning, Teachers

“It is therefore not unreasonable to suppose that some portion of the neglect of science in England, may be attributed to the system of education we pursue. A young man passes from our public schools to the universities, ignorant of almost every branch of useful knowledge; and at these latter establishments … classical and mathematical pursuits are nearly the sole objects proposed to the student's ambition.”

Charles Babbage (1791–1871) mathematician, philosopher, inventor and mechanical engineer who originated the concept of a programmable c…

Source: Reflections on the Decline of Science in England, and on Some of its Causes (1830), p. 3

Education, School, Mathematics, Knowledge

“That evening I lit many candles and sat in the library wearing fresh linen and drinking good wine while I read a treatise on astronomy by a student of Kepler’s and reflected on my increasing disagreement with Luther, who had judged reason to be the chief enemy of Faith, of the purity of his beliefs. He had considered reason a harlot, willing to turn to anyone’s needs, but this merely displayed his own suspicion of logic. I have come to believe him the madman Catholics described him as. Most mad people see logic as a threat to the dream in which they would rather live, a threat to their attempts to make the dream reality (usually through force, through threat, through manipulation and through bloodshed). It is why men of reason are so often the first to be killed or exiled by tyrants.”

Michael Moorcock book The War Hound and the World's Pain

Source: The War Hound and the World's Pain (1981), Chapter 1 (pp. 11-12)

Men, People, Faith, Dreams

“Once, at a get together, I called him my guru and explained the gurukul system of our rishis. He said: "Ah! That is what the US needs." Samuelson was a rishi in the way he treated his chosen students and saw them through difficulties. He was a great and gentle guru.”

Subramanian Swamy (1939) Indian politician

Source: On Paul Samuelson, as quoted in "Subramanian Swamy: Samuelson - A genius who was my guru" http://www.business-standard.com/article/opinion/subramanian-swamy-samuelson-a-genius-who-was-my-guru-109122200056_1.html, Business Standard (22 December 2009)

Way

“Not everyone is cut out for the military, but I do believe everyone can and should have the opportunity to participate in a national service endeavor of their choce. Serving in the military can make you a better citizen, employee, and leader. The military provides hands-on experience. It provides leadership training and builds a foundation for a strong work ethic. Corporate America has taken notice and regularly recruits soldiers just as it does Ivy League students.”

Ann E. Dunwoody (1953) U.S. Army, first four-star general in U.S. military history

Source: A Higher Standard (2015), p. 200

Strong, Training

“If you can bring me one student whose faith I have injured in Mormonism, I will bring you five that you, through your narrowness, have driven out of the church.”

Ralph Vary Chamberlin (1879–1967) American biologist (1879-1967)

Response to BYU president George H. Brimhall, quoted in: Bergera, Gary James (1993). " The 1911 Evolution Controversy at Brigham Young University http://signaturebookslibrary.org/the-1911-evolution-controversy-at-brigham-young-university/". In: Sessions, Gene A.; Oberg, Craig J. The Search for Harmony: Essays on Science and Mormonism. Signature Books. p. 29

Faith

“I began the ups and downs of my career as a university student, a member of the middle class, a doctor who shared the same horizons, the same youthful aspirations you have. In the course of the struggle, however, I changed and became convinced of the imperative need for revolution, and of the great justice of the people's cause.”

Ernesto Che Guevara (1928–1967) Argentine Marxist revolutionary

Speech at the University of Las Villas (1959)

People, Youth, Justice, Universe

“I wanted, however, something more from the new middle-class institution than either the decadent romanticism of the sixties or the careerism of the seventies. I wanted students more aware of their differences from persons less advantaged.”

Richard Rodríguez (1944) American journalist and essayist

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

Personality

“English students don't spend much time on their studies. They're more interested in partying and having fun.”

Camilla, Duchess of Cornwall (1947) second wife of Prince Charles

The Duchess of Cornwall compares hardworking Pakistani students to the National Union of Students, October 2006. Guardian, 5 Nov 2006 http://www.guardian.co.uk/theobserver/2006/nov/05/7days.observermain

Study, Time

“Foreigners assume that because of the war, the two sides must dislike each other more than West and East Germans did. The opposite is the case. Some of my students say, “The North would never attack us, we’re the same people,” as if the war never happened. And North Korea would now be just as committed to unification if it hadn’t.”

Brian Reynolds Myers (1963) American professor of international studies

2010s, Interview with The Conversation (September 2017)

War, People

“I know there is a cry today in Alabama, we see it in numerous editorials: "When will Martin Luther King, SCLC, SNCC, and all of these civil rights agitators and all of the white clergymen and labor leaders and students and others get out of our community and let Alabama return to normalcy?" […] It is normalcy all over our country which leaves the Negro perishing on a lonely island of poverty in the midst of vast ocean of material prosperity. It is normalcy all over Alabama that prevents the Negro from becoming a registered voter. (Yes) No, we will not allow Alabama to return to normalcy. The only normalcy that we will settle for is the normalcy that recognizes the dignity and worth of all of God’s children. The only normalcy that we will settle for is the normalcy that allows judgment to run down like waters, and righteousness like a mighty stream. The only normalcy that we will settle for is the normalcy of brotherhood, the normalcy of true peace, the normalcy of justice.”

Martin Luther King, Jr. (1929–1968) American clergyman, activist, and leader in the American Civil Rights Movement

1960s, How Long, Not Long (1965)

God, Children, Peace, Justice

“Be it understood, then, that what we have to do, as students of phenomenology, is simply to open our mental eyes and look well at the phenomenon and say what are the characteristics that are never wanting in it, whether that phenomenon be something that outward experience forces upon our attention, or whether it be the wildest of dreams, or whether it be the most abstract and general of the conclusions of science.
The faculties which we must endeavor to gather for this work are three. The first and foremost is that rare faculty, the faculty of seeing what stares one in the face, just as it presents itself, unreplaced by any interpretation, unsophisticated by any allowance for this or for that supposed modifying circumstance. This is the faculty of the artist who sees for example the apparent colors of nature as they appear. When the ground is covered by snow on which the sun shines brightly except where shadows fall, if you ask any ordinary man what its color appears to be, he will tell you white, pure white, whiter in the sunlight, a little greyish in the shadow. But that is not what is before his eyes that he is describing; it is his theory of what ought to be seen. The artist will tell him that the shadows are not grey but a dull blue and that the snow in the sunshine is of a rich yellow. That artist's observational power is what is most wanted in the study of phenomenology. The second faculty we must strive to arm ourselves with is a resolute discrimination which fastens itself like a bulldog upon the particular feature that we are studying, follows it wherever it may lurk, and detects it beneath all its disguises. The third faculty we shall need is the generalizing power of the mathematician who produces the abstract formula that comprehends the very essence of the feature under examination purified from all admixture of extraneous and irrelevant accompaniments.”

Charles Sanders Peirce (1839–1914) American philosopher, logician, mathematician, and scientist

Lecture II : The Universal Categories, § 1 : Presentness, CP 5.41 - 42
Pragmatism and Pragmaticism (1903)

Dreams, Color, Nature, Study

“The students who come to my class are very closely related to all the evil girls who are very interested in their bodies and sex and pleasure. I learn a lot from them about how to have pleasure and how cool the female body is. One of my students had a piercing through her labia. And she told me about how when you ride on a motorcycle, the little bead on the ring acts like a vibrator. Her story turned me on so I did it. I got two. It was very cool.
I'm very staid compared to my students, actually. I come from a generation where you've got the PC dykes and confused heterosexuals. No one ever told me that you could walk around with a strap-on, having orgasms.”

Kathy Acker (1947–1997) American novelist, playwright, essayist, and poet

Kathy Acker: Where does she get off?

Pleasure, Sex, Girl, Learning

“It was difficult to sustain the illusion that education was of value for kids who would not live long enough to use it. They’d never take the standardized tests that they were prepping for. … Free from the constraints of racking up high test scores or getting into colleges, students could learn for learning’s sake—which was how it ought to be. The tick-tock curriculum had dissolved and been replaced by activities improvised from day to day by teachers and parents: hiking in the mountains, doing art projects about the Cloud Ark, talking with psychologists about death, reading favorite books. In one sense Amelia and her colleagues had never been more needed, never had such an opportunity to show their quality.”

Neal Stephenson book Seveneves

"The Casting of Lots"
Seveneves (2015), Part One

Death, Books, Education, Art

“We must realise that prophetic cry of black students: "Black man you are on your own!"”

Steve Biko (1946–1977) anti-apartheid activist in South Africa

The Quest for a True Humanity
I Write What I Like (1978)

Cry

“There are some silly canards that die hard and some that should have been buried long ago such as 'Those that can, do; those as cannot, teach," or the definition of a Professor as a man whose job is to tell students how to solve the problem of life, which he himself has tried to avoid by becoming a Professor; or the more hurtful one that a Professor is a text book wired for sound.”

Peter de Noronha (1897–1970) Indian businessman

The Pageant of Life (1964), On Teachers & Education

Life, Books, Problem, Hurt

“The difficulty in our education up till now lies, for the most part, in the fact that knowledge did not refine itself into will, to application of itself, to pure practice. The realists felt the need and supplied it, though in a most miserable way, by cultivating idea-less and fettered "practical men." Most college students are living examples of this sad turn of events. Trained in the most excellent manner, they go on training; drilled they continue drilling.”

Max Stirner book The False Principle of our Education

Source: The False Principle of our Education (1842), p. 25

Men, Education, Sadness, Way

“And, indeed, there could not be any other grouping among our students, because they are the most responsive section of the intelligentsia, and the intelligentsia are so called just because they most consciously, most resolutely and most accurately reflect and express the development of class interests and political groupings in society as a whole.”

Vladimir Lenin (1870–1924) Russian politician, led the October Revolution

Collected Works, Vol. 7, pp. 43–56
Collected Works

“Now, I agree with Mill in holding that the scientific study of the structures and functions of the different governments that have actually existed in human societies cannot well be pursued in complete separation from the scientific study of other important elements of the societies in question : whether the aim of the student is to ascertain the causes of the differences in such governments or to examine their effects. But I do not think that there is any fundamental difference, in this respect, between the study of political relations and the study of economic relations, or, again, of religion, of art, of science and philosophy, as factors of social life. In each of these eases the student concentrates his attention on one element of human history which can only be partially separated from other components of the whole complex fact of social development. Experience seems to show that this kind of concentration, and consequent partial separation of historical and sociological study into special branches, is unavoidable in the division of intellectual labour which the growth of our knowledge renders necessary in a continually increasing degree.”

Henry Sidgwick (1838–1900) English philosopher

Elements of Politics (3rd ed., 1908), Ch. 1: Scope and Method of Politics

Life, Religion, Art, History

“I think submission to authority and absolving oneself from blame by saying that one has to obey orders are widespread…I think all medical students should be taught about the research on submissiveness being a key etiological factor in the perpetuation of atrocities. They should be fully familiar with Milgram's work and reflect on Hannah Arendt's concept of the 'banality of evil.”

Frances Ames (1920–2002) South African physician

Institutional Hearing: The Health Sector, Truth and Reconciliation Commission, Volume 4, Chapter 5, p. 135.

Thinking, Evil

“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

“Having traveled, having conceived, having hoped, having enlarged my love, having widened my sympathies, having come into contact with different races, different communities, different religions, different civilizations, friends, my vision is clear. I have no prejudice of race, creed, caste, or colour…. Until you students have acquired and mastered the spirit of brotherhood, do not believe it possible that you will ever cease to be sectarian… if I may use such word…. you will ever be national.”

Sarojini Naidu (1879–1949) Indian politician, governor of the United Provinces of Agra and Oudh from 1947 to 1949

In a lecture she gave at age 24 to the young students, quoted in "Selected Letters, Gandhi -Sarojini Naidu Correspondence, Preface".
Poetry

Love, Religion, Hope, Travel

“It is generally supposed that complete pleasure of this kind, permeating one's very flesh and bones, unfits the student for scientific pursuits in which cool judgment and observation are required. But the effect is just the opposite. Instead of producing a dissipated condition, the mind is fertilized and stimulated and developed like sun-fed plants.”

John Muir (1838–1914) Scottish-born American naturalist and author

Source: 1890s, The Mountains of California (1894), chapter 7: The Glacier Meadows

Pleasure, Sun

“Beware of the manipulativeness of rich students who were neglected by their parents. They love to turn the campus into hysterical psychodramas of sexual transgression, followed by assertions of parental authority and concern. And don’t look for sexual enlightenment from academe, which spews out mountains of books but never looks at life directly.”

Camille Paglia (1947) American writer

Source: Sex, Art and American Culture : New Essays (1992), Rape and Modern Sex War, p. 53

Love, Life, Books, Mountain

“The sudden change [Wotruba and his wife returned to Vienna in December 1945, at the end of the war; there he started to direct a class for advanced students on the Akademie der Bildenden Künste of Vienna] has had a shock effect on me and on my work. The almost sensual excitement caused by the destruction around me wears off rather quickly. It is not my duty to give this past [of Nazism and the war-years, fh] more significance than it has already been given in literature, on the stage and in the cinema. I am concerned with the figure, with the statuary, i. e., with statics, measurement, equilibrium, and with unity.”

Fritz Wotruba (1907–1975) Austrian sculptor (23 April 1907, Vienna – 28 August 1975, Vienna)

Source: The Human Form: Sculpture, Prints, and Drawings, 1977, p. 22.

War, Literature, Change, Past

“I say to my students, I say to my own children, I say to myself, uh the most abject form of slavery there is, is slavery to one's own feelings or passions or desires. The goal, the project of living a human life, a truly human life, is all about self-mastering. Now, if people live in a culture that encourages them to be masters of themselves and if they become masters of themselves, if they're able to control their own passions, no one's going to be perfect, we're not going to eliminate sin from the world or from the human heart, but if we're able to be masters of ourselves, masters of our own passions, then we will be able as a people to govern ourselves, we can genuinely make the republican experiment in ordered liberty work. But if we, if we lose it at the personal level, there's no way it's going to work at the societal level.”

Robert P. George (1955) American legal scholar

2016, Interview with Bill Kristol (2016)

Life, Children, People, World

“Some people undoubtedly find it convenient to have students arrive having already been stamped PRIME, CHOICE, SELECT, or STANDARD.”

Alfie Kohn (1957) American author and lecturer

Punished by Rewards

People

“Students, when you want to say something, think about it three times before you say it. Speak only if your words will benefit yourselves and others. Do not speak if it brings no benefit.”

Dogen (1200–1253) Japanese Zen buddhist teacher

VI, 2
Shobogenzo Zuimonki (1238)

Thinking, Time

“Contrary to what is sometimes claimed in the press, there are many fine historians in India. From my own generation of scholars, I can strongly recommend — to student and lay reader alike — the work of Upinder Singh on ancient India, of Nayanjot Lahiri on the history of archaeology, of Vijaya Ramaswamy on the bhakti movement, of Sanjay Subrahmanyam on the early history of European expansion, of Chetan Singh on the decline of the Mughal State, of Sumit Guha on the social history of Western India, of Seema Alavi on the social history of medicine, of Niraja Gopal Jayal on the history of citizenship, of Tirthankar Roy on the economic consequences of colonialism, of Mahesh Rangarajan on the history of forests and wildlife, and of A. R. Venkatachalapathy on South Indian cultural history.”

Ramachandra Guha (1958) historian and writer from India

[Guha, Ramachandra, Captive ideologues, http://ramachandraguha.in/archives/history-beyond-marxism-and-hindutva-the-telegraph.html, The Telegraph, July 26, 2014]

History

“Every person I met believes if there is any disagreement between the Koran and science, then the Koran wins. It's just utterly deplorable. These are now British children who are having their minds stuffed with alien rubbish. Occasionally, my colleagues lecturing in universities lament having undergraduate students walk out of their classes when they talk about evolution. This is almost entirely Muslims.”

Richard Dawkins (1941) English ethologist, evolutionary biologist and author

"Dawkins attacks 'alien rubbish' taught in Muslim faith schools", Daily Mail (8 October 2011) http://www.dailymail.co.uk/news/article-2046715/Richard-Dawkins-attacks-alien-rubbish-taught-Muslim-faith-schools.html

Children, Universe, Science, Personality

“I recalled the myth that I had once heard as a university student — thirty-six hidden saints in the world, all of them doing the work of humble men, carpenters, cobblers, shepherds. They bore the sorrows of the earth and they had a line of communication with God, all except one, the hidden saint, who was forgotten. The forgotten one was left to struggle on his own, with no line of communication to that which he so hugely needed. Corrigan had lost his line with God: he bore the sorrows on his own, the story of stories.”

Colum McCann book Let the Great World Spin

Let the Great World Spin (2009), Book One: All Respects to Heaven, I Like it Here

Men, God, World, Communication

Quotes about student page 10

Quotes about student
page 10