Quotes about student

page 11

Source: 1950s-1960s, Stigma, 1963, p. 1-2 Lead paragraph

Unmasking the False Religion of Evolution (1996)

As We May Think (1945)

Plenary speech, http://www.youtube.com/watch?v=8_3OCq_vTWM AAAS Annual conference, San Francisco (February 2007).

"The Clash" (December 1977), p. 235
Psychotic Reactions and Carburetor Dung (1988)

Source: Fritz Zwicky, Morphological astronomy, The Observatory, Vol. 68, p. 121-143 (1948).

Greetings from the road in Maryland!
SarahPAC
2011-05-30
2014

Introductory profile at The University of Adelaide

Source: Wings of Fire, p. 45.

Robert J. Shiller (1984), Review of Rational Expectations and Econometric Practice by Robert E. Lucas, Thomas J. Sargent.

"Ed Gorman Calling: We Talk to Richard Matheson" http://www.mysteryfile.com/Matheson/Interview.html (2004)

The Architecture of Theories (1891)

Conversation with the living legend of law - Fali Sam Nariman

No. 43 (14 August 1750)
The Rambler (1750–1752)

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

Source: Philosophy, Science and Art of Public Administration (1939), p. 661

True Outspeak - 7m58s https://www.youtube.com/watch?v=y_KCwlovX0Y#t=7m58s (4 January 2012)

Address at Mount Holyoke College (2006)

Source: The New Drawing on the Right Side of the Brain (1979), p.196

On Coalition Government (1945)

Poker Player (1969), reprinted in The Devil in Modern Philosophy (1974)

Margaret L. Habein (editor) (1959), Spotlight on the college student; a discussion by the Problems and Policies Committee of the American Council on Education. American Council on Education. pp 40-41

Source: Writing for Social Scientists (1986), p. 52.

[Colon, Alicia, Free Speech For All?, The New York Sun, 4, September 28, 2007]

Dedication, p. v; quoted by John Minford in his essay In Memoriam https://www.thechinastory.org/2015/06/in-memoriam-anthony-yu-余國藩/ (30 May 2015).
Rereading the Stone (1997)

2010s, The Future of Stone Mountain (July 2015)

Source: Participant observer, 1994, p. 242; As cited in: Ickis (2014)

Source: "Presidential Address British Association for the Advancement of Science," 1890, p. 466 : On the need of text-books on higher mathematics

The New York Times (2009)

From Trotsky to Tito (1951)

"On China's State-Sponsored Amnesia"

Part IV “The Training Floor” chapter 9 (p. 242)
Dawn (1987)

"Dr. James Watson Follows His Own Advice" in Seattlest (28 September 2007) http://seattlest.com/2007/09/28/dr_watsoncontro_2.php
Context: Science Ph. D. students have effectively become serfs. And who would become a serf when you can work for Goldman Sachs and get paid $300,000 a year to become a serf? Why drive a Chevy when you can drive a BMW — and now you're condemned to driving a car from Malaysia or something. Life should be fun.

Interview at Brown's official site http://www.danbrown.com/novels/davinci_code/faqs.html
Context: Interestingly, if you ask three people what it means to be Christian, you will get three different answers. Some feel being baptized is sufficient. Others feel you must accept the Bible as absolute historical fact. Still others require a belief that all those who do not accept Christ as their personal savior are doomed to hell. Faith is a continuum, and we each fall on that line where we may. By attempting to rigidly classify ethereal concepts like faith, we end up debating semantics to the point where we entirely miss the obvious — that is, that we are all trying to decipher life's big mysteries, and we're each following our own paths of enlightenment. I consider myself a student of many religions. The more I learn, the more questions I have. For me, the spiritual quest will be a life-long work in progress.

Science and Immortality (1904)
Context: Though his philosophy finds nothing to support it, at least from the standpoint of Terence the scientific student should be ready to acknowledge the value of a belief in a hereafter as an asset in human life. In the presence of so many mysteries which have been unveiled, in the presence of so many yet unsolved, he cannot be dogmatic and deny the possibility of a future state; and however distressing such a negative attitude of mind to the Teresian, like Pyrrho, he will ask to be left, reserving his judgement, but still inquiring. He will recognize that amid the turbid ebb and flow of human misery, a belief in the resurrection of the dead and the life of the world to come is the rock of safety to which many of the noblest of his fellows have clung; he will gratefully accept the incalculable comfort of such a belief to those sorrowing for precious friends hid in death's dateless night; he will acknowledge with gratitude and reverence the service to humanity of the great souls who have departed this life in a sure and certain hope but this is all. Whether across death's threshold we step from life to life, or whether we go whence we shall not return, even to the land of darkness, as darkness itself, he cannot tell.

People's Education interview (2007)
Context: I think the hardest thing to teach a student is that what he or she puts down on paper is changeable. It’s not the final thing, it’s the first thing, which may just be the suggestive, vague identification of something that you have to come back to and rewrite. At first, students tend to freeze at the first effort. The breakthrough comes when they realize that they can make it better — can identify what their purposes were and realize better ways to achieve those purposes. That is the important thing in teaching students to write: not to be frozen in their first effort.

Essentials to Peace (1953)
Context: I believe our students must first seek to understand the conditions, as far as possible without national prejudices, which have led to past tragedies and should strive to determine the great fundamentals which must govern a peaceful progression toward a constantly higher level of civilization. There are innumerable instructive lessons out of the past, but all too frequently their presentation is highly colored or distorted in the effort to present a favorable national point of view. In our school histories at home, certainly in years past, those written in the North present a strikingly different picture of our Civil War from those written in the South. In some portions it is hard to realize they are dealing with the same war. Such reactions are all too common in matters of peace and security. But we are told that we live in a highly scientific age. Now the progress of science depends on facts and not fancies or prejudice. Maybe in this age we can find a way of facing the facts and discounting the distorted records of the past.

Why Schools Should Exclusively Use Free Software (2003) http://www.gnu.org/education/edu-schools.html
2000s
Context: Free software permits students to learn how software works. Some students, on reaching their teens, want to learn everything there is to know about their computer and its software. They are intensely curious to read the source code of the programs that they use every day. To learn to write good code, students need to read lots of code and write lots of code. They need to read and understand real programs that people really use. Only free software permits this.
Proprietary software rejects their thirst for knowledge: it says, “The knowledge you want is a secret — learning is forbidden!” Free software encourages everyone to learn. The free software community rejects the “priesthood of technology”, which keeps the general public in ignorance of how technology works; we encourage students of any age and situation to read the source code and learn as much as they want to know. Schools that use free software will enable gifted programming students to advance.

The Artful Universe (1995)
Context: Ancient belief in a cosmos composed of spheres, producing music as angels guided them through the heavens, was still fluorishing in Elizabethan times.... There is a good deal more to Pythagorean musical theory than celestial harmony. Besides the music of the celestial spheres (musica mundana), two other varieties of music were distinguished: the sound of instruments...(musica instrumentalis), and the continuous unheard music that emanated from the human body (musica humana), which arises from a resonance between the body and the soul.... In the medieval world, the status of music is revealed by its position within the Quadrivium—the fourfold curriculum—alongside arithmetic, geometry, and astronomy. Medieval students... believed all forms of harmony to derive from a common source. Before Boethius' studies in the ninth century, the idea of musical harmony was not considered independently of wider matters of celestial or ethical harmony.<!-- Ch. 5, pp. 201-202

Teaching as a Subversive Activity (1969)
Context: In plain, what passes for a curriculum in today's schools is little else than a strategy of distraction... It is largely defined to keep students from knowing themselves and their environment in any realistic sense; which is to say, it does not allow inquiry into most of the critical problems that comprise the content of the world outside the school (... one of the main differences between the "advantaged" student and the "disadvantaged" is that the former has an economic stake in giving his attention to the curriculum while the latter does not. In other words, the only relevance of the curriculum for the "advantaged" student is that, if he does what he is told, there will be a tangible payoff.)

Source: Foreword to Richard P. Gabriel, Patterns of Software

Source: The Demon-Haunted World : Science as a Candle in the Dark (1995), Ch. 25 : Real Patriots Ask Questions
Context: When we consider the founders of our nation: Jefferson, Washington, Samuel and John Adams, Madison and Monroe, Benjamin Franklin, Tom Paine and many others; we have before us a list of at least ten and maybe even dozens of great political leaders. They were well educated. Products of the European Enlightenment, they were students of history. They knew human fallibility and weakness and corruptibility. They were fluent in the English language. They wrote their own speeches. They were realistic and practical, and at the same time motivated by high principles. They were not checking the pollsters on what to think this week. They knew what to think. They were comfortable with long-term thinking, planning even further ahead than the next election. They were self-sufficient, not requiring careers as politicians or lobbyists to make a living. They were able to bring out the best in us. They were interested in and, at least two of them, fluent in science. They attempted to set a course for the United States into the far future — not so much by establishing laws as by setting limits on what kinds of laws could be passed. The Constitution and its Bill of Rights have done remarkably well, constituting, despite human weaknesses, a machine able, more often than not, to correct its own trajectory. At that time, there were only about two and a half million citizens of the United States. Today there are about a hundred times more. So if there were ten people of the caliber of Thomas Jefferson then, there ought to be 10 x 100 = 1,000 Thomas Jefferson's today. Where are they?

People's Education interview (2007)
Context: All students are capable of growth. Some of them seem to be very slow to begin with and it’s probably not their fault, nor do I think it’s a matter of genetics. It’s a matter of what has happened in their lives before. They are all capable of growing, but they will not grow unless you interest them, captivate them in some way, and then make them reach out. Then they will finally enjoy reaching out.

The Histories

Black Boy (1945)

"Dire Poverty", in Unfinished Business : Short Diversions On Religious Themes (1956)
Context: Many years ago Rudyard Kipling gave an address at McGill University in Montreal. He said one striking thing which deserves to be remembered. Warning the students against an over-concern for money, or position, or glory, he said: "Some day you will meet a man who cares for none of these things. Then you will know how poor you are."
That has happened on a grand scale. Jesus cared for none of these things. And for nineteen centuries he has led many people to see how poor they are with only a collection of things to show for their journey through life, and no spiritual resources.

Generation of Greatness (1957)
Context: I think we must say this to each department: "Sharpen up the edges of ideas for the students in fields other than your own. They will not have years in which to find out what you meant, years during which they might achieve a sense of rich insight into your domain. But they are intelligent, they are earnest in their own department; they will profit all their lives from one year of brilliant teaching."

Teaching as a Subversive Activity (1969)
Context: Conventional "requirements" …are systems of prescriptions and proscriptions intended solely to limit the physical and intellectual movements of students — to "keep them in line, in sequence, in order," etc. They shift focus of attention from the learner (check [Goodwin] Watson again) to the "course." In the process, "requirements" violate virtually everything we know about learning because they comprise the matrix of an elaborate system of punishment, that in turn, comprise a threatening atmosphere in which positive learning cannot occur. The "requirements," indeed, force the teacher — and administrator — into the role of an authoritarian functionary whose primary task becomes that of enforcing the requirements rather than helping the learner to learn. The whole authority of the system is contingent upon the "requirements."

The Captive Mind (1953)
Context: As long as a society's best minds were occupied by theological questions, it was possible to speak of a given religion as the way of thinking of the whole social organism. All the matters which most actively concerned the people were referred to it and discussed in its terms. But that belongs to a dying era. We have come by easy stages to a lack of a common system of thought that could unite the peasant cutting his hay, the student poring over formal logic, and the mechanic working in an automobile factory. Out of this lack arises the painful sense of detachment or abstraction that oppresses the "creators of culture."

What Are People For? (1990)
Context: A teacher's major contribution may pop out anonymously in the life of some ex-student's grandchild. A teacher, finally, has nothing to go on but faith, a student nothing to offer in return but testimony.

"Wallace Stegner and the Great Community".

As quoted in "Cat Stevens Breaks His Silence," by Andrew Dansby in Rolling Stone (14 June 2000) http://www.rollingstone.com/artists/catstevens/articles/story/5927176/cat_stevens_breaks_his_silence; Leviticus 24:16 reads : "And he that blasphemeth the name of the LORD, he shall surely be put to death, and all the congregation shall certainly stone him: as well the stranger, as he that is born in the land, when he blasphemeth the name of the Lord, shall be put to death."
Context: I'm very sad that this seems to be the No. 1 question people want to discuss. I had nothing to do with the issue other than what the media created. I was innocently drawn into the whole controversy. So, after many years, I'm glad at least now that I have been given the opportunity to explain to the public and fans my side of the story in my own words. At a lecture, back in 1989, I was asked a question about blasphemy according to Islamic Law, I simply repeated the legal view according to my limited knowledge of the Scriptural texts, based directly on historical commentaries of the Qur'an. The next day the newspaper headlines read, "Cat Says, Kill Rushdie." I was abhorred, but what could I do? I was a new Muslim. If you ask a Bible student to quote the legal punishment of a person who commits blasphemy in the Bible, he would be dishonest if he didn't mention Leviticus 24:16.

"A word to left-wing students" (11 July 11 2013) https://youtube.com/watch?v=85q6BOnwIAQ
2013
Context: They say great minds think alike. That's also true of tiny minds, and it's especially true of closed ones. I'm always impressed by students who know so much about the world they feel no need to listen to anyone else's opinions, aren't you? Especially when they feel compelled to actively shout them down. That's confidence for you.... Anyone who's unwilling to hear an opposing opinion has no business attending a university, unless they're planning to graduate with honors in bigotry. And they have no business teaching at one either. There's nothing liberal, intelligent, enlightened, civilized or progressive about shutting somebody up because you don't want other people to hear their opinions. Who are you to decide who should and shouldn't be heard? Who made you emperor? It's not only an incitement to public disorder, it's a form of assault and a violation of the civil rights of everyone around you.

Civil-suit deposition against the Herring-Curtiss Company (1909), reported in The Dayton News (31 May 1912) http://home.dayton.lib.oh.us/archives/wbcollection/wbscrapbooks1/WBScrapbooks10079.html
Context: My brother and I became seriously interested in the problem of human flight in 1899... We knew that men had by common consent adopted human flight as the standard of impossibility. When a man said, “It can’t be done; a man might as well try to fly,” he was understood as expressing the final limit of impossibility. Our own growing belief that man might nevertheless learn to fly was based on the idea that while thousands of the most dissimilar body structures, such as insects, fish, reptiles, birds and mammals, were flying every day at pleasure, it was reasonable to suppose that man might also fly... We accordingly decided to write to the Smithsonian Institution and inquire for the best books relating to the subject.... Contrary to our previous impression, we found that men of the very highest standing in the profession of science and invention had attempted to solve the problem... But one by one, they had been compelled to confess themselves beaten, and had discontinued their efforts. In studying their failures we found many points of interest to us.
At that time there was no flying art in the proper sense of the word, but only a flying problem. Thousands of men had thought about flying machines and a few had even built machines which they called flying machines, but these were guilty of almost everything except flying. Thousands of pages had been written on the so-called science of flying, but for the most part the ideas set forth, like the designs for machines, were mere speculations and probably ninety per cent was false. Consequently those who tried to study the science of aerodynamics knew not what to believe and what not to believe. Things which seemed reasonable were often found to be untrue, and things which seemed unreasonable were sometimes true. Under this condition of affairs students were accustomed to pay little attention to things that they had not personally tested.

Statement of 1984, as quoted in Don't Panic: The Official Hitchhikers Guide to the Galaxy Companion (1988) by Neil Gaiman, p. 2
Context: When you're a student or whatever, and you can't afford a car, or a plane fare, or even a train fare, all you can do is hope that someone will stop and pick you up.
At the moment we can't afford to go to other planets. We don't have the ships to take us there. There may be other people out there (I don't have any opinions about Life Out There, I just don't know) but it's nice to think that one could, even here and now, be whisked away just by hitchhiking.

"The Designers and the Politicians" (1962), later published in Ideas and Integrities : A Spontaneous Autobiographical Disclosure (1969), p. 234, and The Buckminster Fuller Reader (1970), p. 305
1960s
Context: So long as mathematicians can impose up-and-down semantics upon students while trafficking personally in the non-up-and-down advantages of their concise statements, they can impose upon the ignorance of man a monopoly of access to accurate processing of information and can fool even themselves by thought habits governing the becoming behavior of professional specialists, by disclaiming the necessity of, or responsibility for, comprehensive adjustment of the a priori thought to total reality of universal principles. The everywhere-relative velocities and momentums of interactions, of energetic phenomena of universe, are central to the preoccupations and realizations of the comprehensive designer. The concept of relativity involves high frequency of re-established awareness, and progressively integrating consideration of the respective, and also integrated dynamic complexities of the moving and transforming frame of reference and of the integrated dynamic complexities of the observed, as well as of the series of integrated sub-dynamic complexities, in respect to each of the major categories of the relatively moving frames of reference, of the observer and the observed. It also involves constant reference of all the reciprocating sub-sets to the comprehensive totality of non-simultaneous universe, from which naught may be lost.

Part V: More Rage. More Rage., page 191.
Going Postal: Rage, Murder, and Rebellion, From Reagan's Workplaces to Clinton's Columbine and Beyond (2005)
Context: One reason why our society has failed to curb bullying is that we like bullies. Hell, we are bullies. Research has shown that bullies are not the anti-social misfits that adults, in their forced amnesia, want them to be. Rather, bullies are usually the most popular boys, second only on the clique-ranking to those described as friendly, outgoing, and self-confident. The Santana High kids and parents both felt that there was no point in complaining to the administration because they wouldn't have done anything anyway, a reflection of the fact that popular winners are treated better than losers. At Columbine, parents and students both felt that bullies were favored by teachers and administrators, and that complainers were often ignored or blamed. Indeed, losers pay for being losers twice over in our schools, taking both the punishment and the blame.

2000s, Free Software: Freedom and Cooperation (2001)
Context: !-- I was getting 8 to 10 orders [for tapes of Emacs] a month. And, if necessary, I could have lived on just that, because --> I've always lived cheaply. I live like a student, basically. And I like that, because it means that money is not telling me what to do. I can do what I think is important for me to do. It freed me to do what seemed worth doing. So make a real effort to avoid getting sucked into all the expensive lifestyle habits of typical Americans. Because if you do that, then people with the money will dictate what you do with your life. You won't be able to do what's really important to you.<!-- line 422

Source: Psychology and the Human Dilemma (1967), p. 50
Context: The overemphasis on the Baconian doctrine of knowledge as power, and the accompanying concern with gaining power over nature as well as over ourselves in the sense of treating ourself as objects to be manipulated rather than human beings whose aim is to expand in meaningful living, have resulted in the invalidation of the self. This tends to shrink the individual's consciousness, to block off his awareness, and thus play into … unconstructive anxiety … I propose that the aim of education is exactly the opposite, namely, the widening and deepening of consciousness. To the extent that education can help the student develop sensitivity, depth of perception, and above all the capacity to perceive significant forms in what he is studying, it will be developing at the same time the student's capacity to deal with anxiety constructively.

Source: Seven Great Statesmen in the Warfare of Humanity with Unreason (1915), p. 170-171
Context: Turgot's attempt... showed how the results that had followed Law's issues of paper money must follow all such issues. As regards currency inflation, Turgot saw that the issue of paper money beyond the point where it is convertible into coin is the beginning of disaster—that a standard of value must have value, just as a standard of length must have length, or a standard of capacity, capacity, or a standard of weight, weight. He showed that if a larger amount of the circulating medium is issued than is called for by the business of the country, it will begin to be discredited, and that paper, if its issue be not controlled by its relation to some real standard of value, inevitably depreciates no matter what stamp it bears. Turgot developed his argument [on currency inflation] with a depth, strength, clearness, and breadth, which have amazed every dispassionate reader from that day to this. It still remains one of the best presentations of this subject ever made; and what adds to our wonder is that it was not the result of a study of authorities, but was worked out wholly from his own observation and thought. Up to this time there were no authorities and no received doctrine on the subject; there were simply records of financial practice more or less vicious; it was reserved for this young student, in a letter not intended for publication, to lay down for the first time the great law in which the modern world, after all its puzzling and costly experiences, has found safety.

Teaching as a Subversive Activity (1969)
Context: Adminstrators are another curious consequence of a bureaucracy which has forgotten its reason for being. In schools, adminstrators commonly become myopic as a result of confronting all of the problems the "requirements" generate. Thus they cannot see (or hear) the constituents the system ostensibly exists to serve — the students. The idea that the school should consist of procedures specifically intended to help learners learn strikes many administrators as absurd — and "impractical." …Eichmann, after all, was "just an adminstrator." He was merely "enforcing requirements." The idea of "full time administrators" is palpably a bad one — especially in schools — and we say to hell with it. Most of the "administration" of the school should be a student responsibility. If schools functioned according to the democratic ideals they pay verbal allegience to, the students would long since have played a major role in developing policies and procedures guiding its operation. One of the insidious facts about totalitarianism is its seeming "efficiency." …Democracy — with all of its inefficiency — is still the best system we have so far for enhancing the prospects of our mutual survival. The schools should begin to act as if this were so.

Book VI : Liber O (1909)
Context: In this book it is spoken of the Sephiroth and the Paths; of Spirits and Conjurations; of Gods, Spheres, Planes, and many other things which may or may not exist. It is immaterial whether these exist or not. By doing certain things certain results will follow; students are most earnestly warned against attributing objective reality or philosophic validity to any of them.

Source: Vamps and Tramps (1994), "No Law in the Arena: A Pagan Theory of Sexuality", p. 28
Context: White middle-class girls at the elite colleges and universities seem to want the world handed to them on a platter. They have been sheltered, coddled and flattered. Having taught at a wide variety of institutions over my ill-starred career, I have observed that working-class or lower-middle-class girls, who are from financially struggling families and must take a patchwork of menial jobs to stay in school, are usually the least hospitable to feminist rhetoric. They see life as it is and have fewer illusions about sex. It is affluent, upper-middle class students who most spout the party line — as if the grisly hyperemotionalism of feminist jargon satisfies their hunger for meaningful experiences outside their eventless upbringing. In the absence of war, invent one.

Quotes, NYU Speech (2004)
Context: Our founders were insightful students of human nature. They feared the abuse of power because they understood that every human being has not only "better angels" in his nature, but also an innate vulnerability to temptation — especially the temptation to abuse power over others.
Our founders understood full well that a system of checks and balances is needed in our constitution because every human being lives with an internal system of checks and balances that cannot be relied upon to produce virtue if they are allowed to attain an unhealthy degree of power over their fellow citizens.

"Neil Postman Ponders High Tech" at Online Newshour : Online Forum (17 January 1996) http://www.promotesigns.com/postman_1-17.html, also slightly paraphrased in Theology of TV : The Impact of TV (2010) by Christian Mogler, p. 24, as "While we can ́t do much about the rapid growth of new technology, it is possible for us to learn how to control our own uses of technology."
Context: I don't think any of us can do much about the rapid growth of new technology. A new technology helps to fuel the economy, and any discussion of slowing its growth has to take account of economic consequences. However, it is possible for us to learn how to control our own uses of technology. The "forum" that I think is best suited for this is our educational system. If students get a sound education in the history, social effects and psychological biases of technology, they may grow to be adults who use technology rather than be used by it.

2010s
Context: But today, more than 150 years after the Emancipation Proclamation, more than 50 years after the end of 'separate but equal', when it comes to getting an education, too many of our young people just can’t be bothered. Today, instead of walking miles every day to school, they're sitting on couches for hours playing video games, watching T. V. Instead of dreaming of being a teacher or a lawyer or a business leader, they're fantasizing about being a baller or a rapper. Right now, one in three African American students are dropping out of high school. Only one in five African Americans between the ages of 25 and 29 has gotten a college degree; one in five.

Remarks at Bowie State University ceremony (17 May 2013) http://www.whitehouse.gov/the-press-office/2013/05/17/remarks-first-lady-bowie-state-university-commencement-ceremony

the washed-out, almost invisible blue of a hot, summer noon; the soft robin's egg, sometimes almost greenish blue of a late springtime evening, the darker, almost violet blue of fall. I have become a connoisseur of the coloring that the leaves take on in autumn and I know all the voices and the moods of the woods and river valley. I have, in a measure, entered into communion with nature, and in this wise have followed in the footsteps of Red Cloud and his people, although I am sure that their understanding and their emotions are more fine-tuned than mine are. I have seen, however, the roll of seasons, the birth and death of leaves, the glitter of the stars on more nights than I can number and from all this as from nothing else I have gained a sense of a purpose and an orderliness which it does not seem to me can have stemmed from accident alone.
It seems to me, thinking of it, that there must be some universal plan which set in motion the orbiting of the electrons about the nucleus and the slower, more majestic orbit of the galaxies about one another to the very edge of space. There is a plan, it seems to me, that reaches out of the electron to the rim of the universe and what this plan may be or how it came about is beyond my feeble intellect. But if we are looking for something on which to pin our faith — and, indeed, our hope — the plan might well be it. I think we have thought too small and have been too afraid...
Ch 24
A Choice of Gods (1972)

Address to the Society for Psychical Research (1897)
Context: The most helpful quality which has aided me in psychical problems and has made me lucky in physical discoveries (sometimes of rather unexpected kinds) has simply been my knowledge — my vital knowledge, if I may so term it — of my own ignorance.
Most students of nature sooner or later pass through a process of writing off a large percentage of their supposed capital of knowledge as a merely illusory asset. As we trace more accurately certain familiar sequences of phenomena we begin to realize how closely these sequences, or laws, as we call them, are hemmed round by still other laws of which we can form no notion. With myself this writing off of illusory assets has gone rather far and the cobweb of supposed knowledge has been pinched (as some one has phrased) into a particularly small pill.

Interview with Michael Joyce in Pif (January 2000) http://www.pifmagazine.com/vol32/i_m_joyce.shtml
Context: I was just telling my students about first reading D. H. Lawrence and having that feeling: it is done, I need not do more or attempt to... I would have to say – and this is less hubris, I swear, than a humble recognition from what others say about reading my work – that I have a way of shaping the experience of the text so that it becomes like a maze of mirrors set at angles to each other, not a funhouse labyrinth exactly nor the mirror in mirror, but rather an angularity wherein the mirror mirrors the blue opening as well as the opposing surface so that surface and opening multiply and intertwine.

Source: From the Danube to the Yalu (1954), p. 175
Context: After I went to the Far East I witnessed this same concentration time after time in the schools the Koreans established for their officers and noncoms. The students would squat on their haunches for hours listening to an instructor explain something like the care and use of a light machine gun. They would focus their eyes on the instructor almost without blinking. Never once did a single student that I saw let his gaze wander. I even tested them. They knew who I was, and in addition the short-statured Oriental has a compulsion to look at a tall man. During the class sessions I witnessed I deliberately strolled behind the instructor, looking at the students. I thought certainly some of the Korean students would break their concentration on the instructor and sneak a glance at me. I didn't catch a one. I made it a practice to make this test often during visits to ROK training schools. Never once did I catch an eye looking my way. I have never in my life been so impressed with the intensity of military students.

Chomsky on Miseducation, 1999 http://www-rohan.sdsu.edu/~rgibson/rouge_forum/newspaper/fall2001/Chomsky.htm.
Quotes 1990s, 1995-1999
Context: Because they don't teach the truth about the world, schools have to rely on beating students over the head with propaganda about democracy. If schools were, in reality, democratic, there would be no need to bombard students with platitudes about democracy. They would simply act and behave democratically, and we know this does not happen. The more there is a need to talk about the ideals of democracy, the less democratic the system usually is.

"Ho Ho Ho, Merry Imus!" (11 April 2007) http://www.anncoulter.com/cgi-local/article.cgi?article=178.
2007
Context: One more item for the delusional Miss Grundys still obtusely citing Reagan as their model of "niceness": As governor of California, Reagan gave student protesters at Berkeley the finger. Remember that next time you ask yourself: "What would Reagan do?"
People who are afraid of ideas whitewash Reagan like they whitewash Jesus. Sorry to break it to you, but the Reagan era did not consist of eight years of Reagan joking about his naps.

"A Loyalty Oath for Scholars," The American Scholar (Summer 1951)
Context: A student under my care owes his first allegiance to himself and not to my specialty; and must not be burdened with my work as if he followed no other and had contracted no obligation under heaven but that of satisfying my requirements.

Source: The Book on the Taboo Against Knowing Who You Are (1966), p. 111

Source: Mathematics: Queen and Servant of Science (1938), p. 226
Context: Some of his deepest discoveries were reasoned out verbally with very few if any symbols, and those for the most part mere abbreviations of words. Any impatient student of mathematics or science or engineering who is irked by having algebraic symbolism thrust on him should try to get on without it for a week.

As quoted in: Bruce Jackson (1987) Fieldwork, p. 87

The Art of Magic (1891)
Context: No one regards the magician today as other than an ordinary man gifted with no extraordinary powers. The spectators come, not to be impressed with awe, but fully aware that his causes and effects are natural. They come rather as a guessing committee, to spy out the methods with which he mystifies. Hundreds of eyes are upon him. Men with more knowledge of the sciences than he come to trip and expose him, and to baffle their scrutiny is the study of his life. Long years of training and exercise alone will not make a magician. … There must be some natural aptitude for the art; it must be born in a man, and can never be acquired by rule. He must be alert both in body and in mind; cool and calculating to the movement of a muscle under all circumstances; a close student of men and human nature. To these qualifications he must add the rather incongruous quality of a mind turning on contradictions. With a scientific cause he must produce a seemingly opposite effect to that warranted by order and system.
I know of no life requiring such a series of opposite qualities as the magician's. And after the exercise of all these qualities I have named, resulting in the production of the most startling and novel results, the magician has not the satisfaction, like other men, of the enjoyment of his own product. He must be prepared to see it copied by others, or after a short time discovered by the public.

27
Ki Sayings (2003)
Context: When you teach people it is useless to try to change their character. Correct their bad habits first, then their true character can come through. Teachers must have a positive mind. If their attitude is negative, it infects their students. Students cannot learn from bad examples until they develop their own powers of judgement.

"On teaching mathematics", as translated by A. V. Goryunov, in Russian Mathematical Surveys Vol. 53, no. 1 (1998), p. 229–236.
Context: In the middle of the twentieth century it was attempted to divide physics and mathematics. The consequences turned out to be catastrophic. Whole generations of mathematicians grew up without knowing half of their science and, of course, in total ignorance of any other sciences. They first began teaching their ugly scholastic pseudo-mathematics to their students, then to schoolchildren (forgetting Hardy's warning that ugly mathematics has no permanent place under the Sun).

A Narrative of Some of the Lord's Dealings with George Müller Written by Himself, First Part.
First Part of Narrative

The Law of Mind (1892)
Context: In an article published in The Monist for January, 1891, I endeavored to show what ideas ought to form the warp of a system of philosophy, and particularly emphasized that of absolute chance. In the number of April, 1892, I argued further in favor of that way of thinking, which it will be convenient to christen tychism (from τύχη, chance). A serious student of philosophy will be in no haste to accept or reject this doctrine; but he will see in it one of the chief attitudes which speculative thought may take, feeling that it is not for an individual, nor for an age, to pronounce upon a fundamental question of philosophy. That is a task for a whole era to work out. I have begun by showing that tychism must give birth to an evolutionary cosmology, in which all the regularities of nature and of mind are regarded as products of growth, and to a Schelling-fashioned idealism which holds matter to be mere specialized and partially deadened mind.

"Free and Happy Student" in The Phi Delta Kappan (September 1973); later published in Reflections on Behaviorism and Society (1978).
Context: Many instructional arrangements seem "contrived", but there is nothing wrong with that. It is the teacher's function to contrive conditions under which students learn. Their relevance to a future usefulness need not be obvious.
It is a difficult assignment. The conditions the teacher arranges must be powerful enough to compete with those under which the student tends to behave in distracting ways.

Teaching as a Subversive Activity (1969)
Context: Adminstrators are another curious consequence of a bureaucracy which has forgotten its reason for being. In schools, adminstrators commonly become myopic as a result of confronting all of the problems the "requirements" generate. Thus they cannot see (or hear) the constituents the system ostensibly exists to serve — the students. The idea that the school should consist of procedures specifically intended to help learners learn strikes many administrators as absurd — and "impractical." …Eichmann, after all, was "just an adminstrator." He was merely "enforcing requirements." The idea of "full time administrators" is palpably a bad one — especially in schools — and we say to hell with it. Most of the "administration" of the school should be a student responsibility. If schools functioned according to the democratic ideals they pay verbal allegience to, the students would long since have played a major role in developing policies and procedures guiding its operation. One of the insidious facts about totalitarianism is its seeming "efficiency." …Democracy — with all of its inefficiency — is still the best system we have so far for enhancing the prospects of our mutual survival. The schools should begin to act as if this were so.

People's Education interview (2007)
Context: Pay attention to your students. Hear what they say, try to find out what their capacities are, what make sense to them. Adapt what you are doing and saying to those capacities, but make your students stretch upward. I think the trick is to adapt to the level of a student, but never rest on that level — always make them reach out. … If a student does not quite get it the first time, he or she will come back and get it later. If you don’t set your writing — and teaching — at a level that makes them stretch, they are never going to develop their intellectual muscle.

Can a Doctor Be a Humanist? (1984).
Context: "To which god must I sacrifice in order to heal?" To which of the warring serpents should I turn with the problem that now faces me?
It is easy, and tempting, to choose the god of Science. Now I would not for a moment have you suppose that I am one of those idiots who scorns Science, merely because it is always twisting and turning, and sometimes shedding its skin, like the serpent that is its symbol. It is a powerful god indeed but it is what the students of ancient gods called a shape-shifter, and sometimes a trickster.

Love is not a feeling ~ The Article (1995)

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

"Soft Matter" Nobel lecture (9 December 1991) - full text in PDF format http://nobelprize.org/nobel_prizes/physics/laureates/1991/gennes-lecture.html
Context: Benjamin Franklin performed a beautiful experiment using surfactants; on a pond at Clapham Common, he poured a small amount of oleic acid, a natural surfactant which tends to form a dense film at the water-air interface. He measured the volume required to cover all the pond. Knowing the area, he then knew the height of the film, something like three nanometers in our current units. This was to my knowledge the first measurement of the size of molecules. In our days, when we are spoilt with exceedingly complex toys, such as nuclear reactors or synchrotron sources, I particularly like to describe experiments of this Franklin style to my students.
Surfactants allow us to protect a water surface, and to generate these beautiful soap bubbles, which are the delight of our children.

Global Ideas from Pluto's Challenger (May 21, 2009)
Context: The best educators are the ones that inspire their students. That inspiration comes from a passion that teachers have for the subject they're teaching. Most commonly, that person spent their lives studying that subject, and they bring an infectious enthusiasm to the audience.I think many people have that enthusiasm, but they are prevented from being teachers because they didn't go through the teacher mill. Now you have teachers who have been through the teacher mill, yet they have no capacity to inspire anyone at all. It's the inspired student that continues to learn on their own. That's what separates the real achievers in the world from those who pedal along, finishing assignments.

So I started my Love Class. I taught it free of salary and tuition just so students could have a forum to consider the truly essential things. I really didn't "teach" the class. I facilitated it — helping the students to discover their own magic.
A Magazine of People and Possibilities interview (1998)

"Life Ahead: On Learning and the Search for Meaning" (1963), Introduction http://www.jkrishnamurti.com/krishnamurti-teachings/view-text.php?tid=38&chid=331, J.Krishnamurti Online, JKO Serial No. 261, p. 13, 2005 edition
1960s
Context: Learning in the true sense of the word is possible only in that state of attention, in which there is no outer or inner compulsion. Right thinking can come about only when the mind is not enslaved by tradition and memory. It is attention that allows silence to come upon the mind, which is the opening of the door to creation. That is why attention is of the highest importance. Knowledge is necessary at the functional level as a means of cultivating the mind, and not as an end in itself. We are concerned, not with the development of just one capacity, such as that of a mathematician, or a scientist, or a musician, but with the total development of the student as a human being. How is the state of attention to be brought about? It cannot be cultivated through persuasion, comparison, reward or punishment, all of which are forms of coercion. The elimination of fear is the beginning of attention. Fear must exist as long as there is an urge to be or to become, which is the pursuit of success, with all its frustrations and tortuous contradictions. You can teach concentration, but attention cannot be taught just as you cannot possibly teach freedom from fear; but we can begin to discover the causes that produce fear, and in understanding these causes there is the elimination of fear. So attention arises spontaneously when around the student there is an atmosphere of well-being, when he has the feeling of being secure, of being at ease, and is aware of the disinterested action that comes with love. Love does not compare, and so the envy and torture of "becoming" cease.

Part V: More Rage. More Rage., page 184.
Going Postal: Rage, Murder, and Rebellion, From Reagan's Workplaces to Clinton's Columbine and Beyond (2005)
Context: The shootings are a direct assault on the American Dream- which is why they are so disturbing. The fear reflects how unsettling and piercing the crime is. And the fear reflects a still-censored recognition that the shootings have widespread sympathy among students, and that any student, at any school, could be next.

Teaching as a Subversive Activity (1969)
Context: Suppose all of the syllabi and curricula and textbooks in the schools disappeared. Suppose all of the standardized tests — city-wide, state-wide, and national — were lost. In other words, suppose that the most common material impeding innovation in the schools simply did not exist. Then suppose that you decided to turn this "catastrophe" into an opportunity to increase the relevance of schools. What would you do? We have a possibility for you to consider: suppose that you decide to have the entire "curriculum" consist of questions. These questions would have to be worth seeking answers to not only from your point of view but, more importantly, from the point of view of the students. In order to get still closer to reality, add the requirement that the questions must help the students to develop and internalize concepts that will help them to survive in the rapidly changing world of the present and future.... What questions would you have on your list? Take a pencil and list your questions...

Iran: Unleashing Her Potential Through Freedom, Democracy and Human Rights http://www.rezapahlavi.org/details_article.php?article=465&page=1, Milton S. Eisenhower Symposium, Johns Hopkins University, Oct. 12, 2010.
Speeches, 2010

"Iran-US Relations At a New Cross Roads" http://www.rezapahlavi.org/details_article.php?article=351&page=3, University of California, Irving, May 6, 2009.
Speeches, 2008-2009

Iran, Regime Change or Behavior Change: A false choice http://www.rezapahlavi.org/details_article.php?article=104&page=5, Hudson Institute, Apr. 3, 2007.
Speeches, 2007

As quoted by Deborah Solomon, New York Times: Questions for Reza Pahlavi http://www.rezapahlavi.org/details_article.php?article=379&page=4, The New York Times, June 26, 2009.
Interviews, 2009

From the first Cosmos: ASO episode, Standing Up in the Milky Way.
2010s, Cosmos: A Spacetime Odyssey (2014)
Variant: Science is a cooperative enterprise, spanning the generations. It's the passing of a torch from teacher, to student, to teacher. A community of minds reaching back to antiquity and forward to the stars.

Source: The Esoteric Tradition (1935), Chapter 22

On her views of writing in “Jamaica Kincaid: Does Truth Have a Tone?” https://www.guernicamag.com/does-truth-have-a-tone/ in Guernica (2013 Jun 17)