Quotes about student
page 4

“It is known that the mathematics prescribed for the high school [Gymnasien] is essentially Euclidean, while it is modern mathematics, the theory of functions and the infinitesimal calculus, which has secured for us an insight into the mechanism and laws of nature. Euclidean mathematics is indeed, a prerequisite for the theory of functions, but just as one, though he has learned the inflections of Latin nouns and verbs, will not thereby be enabled to read a Latin author much less to appreciate the beauties of a Horace, so Euclidean mathematics, that is the mathematics of the high school, is unable to unlock nature and her laws. Euclidean mathematics assumes the completeness and invariability of mathematical forms; these forms it describes with appropriate accuracy and enumerates their inherent and related properties with perfect clearness, order, and completeness, that is, Euclidean mathematics operates on forms after the manner that anatomy operates on the dead body and its members.
On the other hand, the mathematics of variable magnitudes—function theory or analysis—considers mathematical forms in their genesis. By writing the equation of the parabola, we express its law of generation, the law according to which the variable point moves. The path, produced before the eyes of the 113 student by a point moving in accordance to this law, is the parabola.
If, then, Euclidean mathematics treats space and number forms after the manner in which anatomy treats the dead body, modern mathematics deals, as it were, with the living body, with growing and changing forms, and thus furnishes an insight, not only into nature as she is and appears, but also into nature as she generates and creates,—reveals her transition steps and in so doing creates a mind for and understanding of the laws of becoming. Thus modern mathematics bears the same relation to Euclidean mathematics that physiology or biology … bears to anatomy. But it is exactly in this respect that our view of nature is so far above that of the ancients; that we no longer look on nature as a quiescent complete whole, which compels admiration by its sublimity and wealth of forms, but that we conceive of her as a vigorous growing organism, unfolding according to definite, as delicate as far-reaching, laws; that we are able to lay hold of the permanent amidst the transitory, of law amidst fleeting phenomena, and to be able to give these their simplest and truest expression through the mathematical formulas”

Christian Heinrich von Dillmann (1829–1899) German educationist

Source: Die Mathematik die Fackelträgerin einer neuen Zeit (Stuttgart, 1889), p. 37.

School, Law, Beauty, Mathematics

“We are not talking here about mere bad frat-boy behavior or professorial eccentricity but about orchestrated campaigns to assault the fundamental liberties of the American republic, tolerated by campus administrators who, in equal measure, fear confrontations with student activists as a threat to their career advancement, and hope that no news of their cravenness leaks out to the press and the alumni.”

Allen C. Guelzo (1953) American historian

2010s, Free Speech and Its Present Crisis (2018)

Fear, Hope, Behavior, Boy

“Prior to the rebellion the great mass of the people were satisfied to remain near the scenes of their birth. In fact an immense majority of the whole people did not feel secure against coming to want should they move among entire strangers. So much was the country divided into small communities that localized idioms had grown up, so that you could almost tell what section a person was from by hearing him speak… This is all changed now. The war begot a spirit of independence and enterprise. The feeling now is, that a youth must cut loose from his old surroundings to enable him to get up in the world. There is now such a commingling of the people that particular idioms and pronunciation are no longer localized to any great extent; the country has filled up "from the centre all around to the sea"; railroads connect the two oceans and all parts of the interior; maps, nearly perfect, of every part of the country are now furnished the student of geography.”

Ulysses S. Grant (1822–1885) 18th President of the United States

1880s, Personal Memoirs of General U. S. Grant (1885)

War, People, Youth, World

“The US has always taken velvet revolution into consideration by promoting Western culture in the society and by causing strife between people and the government through propaganda, organizing certain individuals, psychological warfare and making intentional use of media, intellectual circles, university student's establishments and feminism movements in order to implement its interfering policies.”

Ahmad Khatami (1960) Iranian ayatollah

Cleric says US seeks velvet revolution http://www.presstv.ir/detail.aspx?id=16910&sectionid=351020101, Press TV, 20 Jul 2007. Velvet Revolution

People, Universe

“Many of those who read history at Delhi in the mid-1970s and later, still bear the ugly scars inflicted by the thought police of sarkari Marxism. 'There are two interpretations of history', a leading representative of the Red Cretin Brigade used to inform his students casually, 'the bourgeois interpretation and the Marxist interpretation, and the Marxist interpretation is the correct one.'… Whereas the British Marxists established their reputation by crafting their radical concerns their Indian counterparts took cheeky short cuts. it may also explain why substantive research on Indian history has increasingly become the prerogative of British, and a few American and Australian universities. The presiding deities of Indian historiography have meanwhile devoted themselves to writing politically correct text books that present history as chapters of received wisdom. They have also drafted resolutions for the Indian History Congress and written articles in the press on the Ayodhya issue.”

Swapan Dasgupta (1955) Indian politician, journalist and columnist

Swapan Dasgupta Indian Express of July 23, 1995. quoted from Lal, K. S. (1999). Theory and practice of Muslim state in India. New Delhi: Aditya Prakashan. Chapter 7

Wisdom, Books, History, Universe

“How is it possible that today's academic Left has supported rather than protested campus speech codes as well as the grotesque surveillance and over-regulation of student life? American colleges have abandoned their educational mission and become government colonies, ruled by officious bureaucrats enforcing federal dictates. This despotic imperialism has no place in a modern democracy.”

Camille Paglia book Free Women, Free Men

From the Introduction http://archive.is/4luev to Free Women, Free Men https://en.wikiquote.org/wiki/Special:BookSources/1101871814, Paglia, Knopf Doubleday Publishing Group (2017) Free Women, Free Men (2017)

Life, Education, Democracy, Support

“He [the painter J. A. Kruseman in Amsterdam] is very amicable with his students without exposing his mastery to disdain. I sometimes see him painting from time to time. And I almost visit daily his studio. You must know that his students don't work in the same room where the big man is staying... Sometimes one or two days pass that he doesn't see our work, he let follow the students their own way most of the time... Thanks God he tells me I have feeling and talent.”

Jozef Israëls (1824–1911) Dutch painter

translation from original Dutch text: Fons Heijnsbroek
version in original Dutch (citaat uit de brief van Jozef Israëls, in het Nederlands): Hij [de schilder J.A. Kruseman te Amsterdam] gaat zeer amical met zijn discipelen om zonder zijn meesterschap aan minachting bloot te stellen. Ik zie hem nu en dan wel eens schilderen. En kom in zijn atelier bijna dagelijksch. Gij moet namenlijk weten dat zijn leerlingen niet in dezelfde kamer zitten te werken waar de groote man zit.. .Soms gaan er wel een of 2 dage voorbij dat hij het werk niet komt zien, hij laat de leerlingen meest hun eigen manier volgen.. .Hij zegt mij Gode zij dank gevoel en dispositie toe..
In a letter of Jozef Israels from Amsterdam, 16 July 1843, to his friend, pharmacist Essingh in Groningen; from R.K.D. Archive, A.S. Kok, The Hague
Quotes of Jozef Israels, 1840 - 1870

God, Way, Feeling, Time

“We are so accustomed to hear arithmetic spoken of as one of the three fundamental ingredients in all schemes of instruction, that it seems like inquiring too curiously to ask why this should be. Reading, Writing, and Arithmetic—these three are assumed to be of co-ordinate rank. Are they indeed co-ordinate, and if so on what grounds?
In this modern “trivium” the art of reading is put first. Well, there is no doubt as to its right to the foremost place. For reading is the instrument of all our acquisition. It is indispensable. There is not an hour in our lives in which it does not make a great difference to us whether we can read or not. And the art of Writing, too; that is the instrument of all communication, and it becomes, in one form or other, useful to us every day. But Counting—doing sums,—how often in life does this accomplishment come into exercise? Beyond the simplest additions, and the power to check the items of a bill, the arithmetical knowledge required of any well-informed person in private life is very limited. For all practical purposes, whatever I may have learned at school of fractions, or proportion, or decimals, is, unless I happen to be in business, far less available to me in life than a knowledge, say, of history of my own country, or the elementary truths of physics. The truth is, that regarded as practical arts, reading, writing, and arithmetic have no right to be classed together as co-ordinate elements of education; for the last of these is considerably less useful to the average man or woman not only than the other two, but than 267 many others that might be named. But reading, writing, and such mathematical or logical exercise as may be gained in connection with the manifestation of numbers, have a right to constitute the primary elements of instruction. And I believe that arithmetic, if it deserves the high place that it conventionally holds in our educational system, deserves it mainly on the ground that it is to be treated as a logical exercise. It is the only branch of mathematics which has found its way into primary and early education; other departments of pure science being reserved for what is called higher or university instruction. But all the arguments in favor of teaching algebra and trigonometry to advanced students, apply equally to the teaching of the principles or theory of arithmetic to schoolboys. It is calculated to do for them exactly the same kind of service, to educate one side of their minds, to bring into play one set of faculties which cannot be so severely or properly exercised in any other department of learning. In short, relatively to the needs of a beginner, Arithmetic, as a science, is just as valuable—it is certainly quite as intelligible—as the higher mathematics to a university student.”

Joshua Girling Fitch (1824–1903) British educationalist

Source: Lectures on Teaching, (1906), pp. 267-268.

Life, Truth, Education, School

“Secondly, the student is trained to accept historical mis-statements on the authority of the book. If education is a pre- paration for adult life, he learns first to accept without question, and later to make his own contribution to the creation of historical fallacies, and still later to perpetuate what he has learnt. In this way, ignorant authors are leading innocent students to hysterical conclusions. The process of the writers' mind provides excellent material for a manual on logical fallacies. Thirdly, the student is told nothing about the relationship between evidence and truth. The truth is what the book ordains and the teacher repeats. No source is cited. No proof is offered. No argument is presented. The authors play a dangerous game of winks and nods and faints and gestures with evidence. The art is taught well through precept and example. The student grows into a young man eager to deal in assumptions but inapt in handling inquiries. Those who become historians produce narratives patterned on the textbooks on which they were brought up. Fourthly, the student is compelled to face a galling situation in his later years when he comes to realize that what he had learnt at school and college was not the truth. Imagine a graduate of one of our best colleges at the start of his studies in history in a university in Europe. Every lecture he attends and every book he reads drive him mad with exasperation, anger and frustration. He makes several grim discoveries. Most of the "facts", interpretations and theories on which he had been fostered in Pakistan now turn out to have been a fata morgana, an extravaganza of fantasies and reveries, myths and visions, whims and utopias, chimeras and fantasies.”

Khursheed Kamal Aziz (1927–2009) historian

The Murder of History, critique of history textbooks used in Pakistan, 1993

Life, Truth, Books, Education

“Barred from philosophy and bored by facts, he wanted to teach his students something not wholly useless. The number of students whose minds were of an order above the average was, in his experience, barely one in ten; the rest could not be much stimulated by any inducements a teacher could suggest. All were respectable, and in seven years of contact, Adams never had cause to complain of one; but nine minds in ten take polish passively, like a hard surface; only the tenth sensibly reacts.”

Henry Adams (1838–1918) journalist, historian, academic, novelist

The Education of Henry Adams (1907)

Teachers

“It is practically impossible to teach good programming to students that have had a prior exposure to BASIC: as potential programmers they are mentally mutilated beyond hope of regeneration.”

Edsger W. Dijkstra (1930–2002) Dutch computer scientist

1970s, How do we tell truths that might hurt? (1975)

Hope

“As educators of linguistically and culturally diverse students we face choices with respect to how we view language and human potential. Is language the means of interpreting our increasingly complex world and mobilizing intellect, imagination, and identity to create new knowledge and act on social realities or is it simply a set of sounds and symbols and the codes that bind them? Can our society benefit from all the intelligence, imagination, and multilingual talent it can get or should schools develop these attributes only among a privileged elite while focusing on English-only basic skills for those constructed as incapable of independent learning?”

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

Language and the Human Spirit (2003)

World, Education, School, Imagination

“A criticism with which we have become familiar in this country is that an alarmingly large number of students receiving university education, and the universities are responsible for wastage and unnecessary duplication of teaching arrangements…

… Take the whole of British India with a population of two hundred and sixty-three million. India has only sixteen universities and the number of their students will be about one lac and twenty thousand. The total expenditure on higher education in India is less than four crores rupees.

Let me now turn to other countries. The British Isles afford a good illustration for comparison from the point of view of population which is about is about forty five million; but the number of universities is as many as sixteen – what we have for the whole of India – and fifty-five thousand students receive instructions under their jurisdiction. About six crores and forty lacs of rupees are spent on higher education only in England and Wales. To universities alone within this area the state annually contributes two crores and twenty-seven lacs of rupees.”

Syama Prasad Mookerjee (1901–1953) Indian politician

Speech delivered at Calcutta University Convocation on 22nd February 1936.
Source: one crore is equal to ten million
Source: ten lacs is equal to one million

Education, Universe, Country

“Paul Morphy was the greatest chess player that ever lived. Every student of the game, who has delved into the stories of the past, realizes that no one ever was so far superior to the players of his time, or ever defeated his opponents with such ease, and no one ever offered knight odds to the men who considered themselves his equal.”

Paul Morphy (1837–1884) American chess player

As quoted in Lasker's Chess Magazine
About

Men, Game, Time, Past

“The ideal student would be one who was not working for grades but was working because he was interested in the work and not trying to compete with fellow students.”

Carl David Anderson (1905–1991) American scientist

Interview with Carl Anderson http://oralhistories.library.caltech.edu/89/ (1979). Oral History Project, California Institute of Technology Archives, Pasadena, California.

“When I first arrived at school as a first-generation college student, I didn’t know anyone on campus except my brother. I didn’t know how to pick the right classes or find the right buildings. I didn’t even bring the right size sheets for my dorm room bed. I didn’t realize those beds were so long. So I was a little overwhelmed and a little isolated.”

Michelle Obama (1964) lawyer, writer, wife of Barack Obama and former First Lady of the United States

Statements proceeding introduction of husband at College Opportunity Summit (16 January 2014) http://www.whitehouse.gov/the-press-office/2014/01/16/remarks-president-and-first-lady-college-opportunity-summit 2010s

School

“In the spring of the freshman year, the sophmore girls held what was called "The Baby Party" which all freshmen girls were compelled to attend. At this affair, the freshmen girls were questioned as to their misdemeanors and punished for their disobedience and rebellions. The baby party was so name because the freshman girls were required to dress as babies.
At the party; the freshmen girls were put through various students under command of sophomores. Upon one occasion, for instance, the freshman girls were led into a dark corridor where their eyes were blindfolded, and their arms were bound behind them. Only one freshman at a time was taken through this corridor along which sophomore guards were stationed at intervals. This arrangement was designed to impress the girls punished with the impossibility of escape from their captresses. After a series of harmless punishments, each girl was led into a large room where all the Junior and Senior girls were assembled. There she was sentenced to go through various exhibitions, supposed to be especially suitable to punish each particular girls failure to submit to discipline imposed by the upper class girl. The sophomore girls carried long sticks with which to enforce, if necessary, the stunts which the freshmen were required to preform. While the programme did not call for a series of pre-arranged physical struggles between individual girls…frequent rebellion of the freshman against the commands of their captresses and guards furnished the most exciting portion of the entertainment according to the report of a majority of the class girls.
Nearly all the sophomores reported excited pleasantness of captivation emotion throughout the party. The pleasantness of captivation response appeared to increase when they were obliged to overcome rebellious freshmen physically, or to preform the actions from which the captive girls strove to escape….
Female behavior also contains still more evidence than male behavior that captivation emotion is not limited to inter-sex relationships. The person of another girls seems to evoke from female subjects, under appropriate circumstances, filly as strong captivation response as does that of a male.”

William Moulton Marston (1893–1947) American psychologist, lawyer, inventor and comic book writer

as quoted in Wonder Woman: Bondage and Feminism in the Marston/Peter comics, 1941-1948, pp. 64-65 by Noah Berlatsky.
The Emotions of Normal People (1928)

Sex, Behavior, Girl, Spring

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

Jose Peralta (1971–2018) American politician

Children, Education, School, Teachers

“I have to come clean; I've broken a lot of laws, and the ones I haven't I've certainly thought about. I have sinned in thought, word, and deed. God forgive me. Actually God forgave me, but why would you? I'm here getting a doctorate, getting respectable, getting in the good graces of the powers that be, I hope it sends you students a powerful message: Crime does pay.”

Bono (1960) Irish rock musician, singer of U2

PENN Address (2004)

God, Law, Hope, Forgiveness

“Only six months ago, I discovered that, over the years, some cubby-hole editors at Ballantine Books, fearful of contaminating the young, had, bit by bit, censored some 75 separate sections from the novel. Students, reading the novel which, after all, deals with the censorship and book-burning in the future, wrote to tell me of this exquisite irony. Judy-Lynn Del Rey, one of the new Ballantine editors, is having the entire book reset and republished this summer with all the damns and hells back in place.”

Ray Bradbury book Fahrenheit 451

Fahrenheit 451 (1953), Coda (1979)

Books, Fear, Hell, Reading

“These [anti-government] websites are expensive to maintain. We have been told that it costs about RM60,000 to set up the equipment, and around RM30,000 to maintain … I don't rule out the possibility that the websites are being funded by foreign elements, perhaps using students to do the work.”

Ibrahim Ali (1957) Member of the Dewan Rakyat (parliament)

Malaysian Politicians Say the Darndest Things [Vol I]

“Your teachers are always telling you [high school students] to behave like adults. I wonder if they'd like it if you did. You may be loud and disorganized, but you're very docile compared to adults…. Imagine the reaction of an FBI agent or taxi driver or reporter to being told they had to ask permission to go the bathroom, and only one person could go at a time.”

Paul Graham (1964) English programmer, venture capitalist, and essayist

"What You'll Wish You'd Known", January 2005

School, Imagination, Teachers, Time

“For most of the 20th century, small radical groups were seen as social change incubators. The various socialist and communist parties, the Student Nonviolent Coordinating Committee (SNCC), Students for a Democratic Society (SDS), and a thousand local or regional variants were where it was at. … But we live in a knowledge society now – a world that depends increasingly on professional expertise and special skills. If we want to change that world, we'll need to be even more expert and skilled than those who'd defend the status quo. That's why professional schools, not radical groups, are our social change incubators now. And radical middle social change agents know it. Many of the most idealistic and dedicated of them have been pouring into our graduate schools, including our great medical, business, and law schools.”

Mark Satin (1946) American political theorist, author, and newsletter publisher

Source: Radical Middle (2004), Chapter 16, "You Can Have a Career and Be Political, Too," pp. 176–77.

World, School, Law, Business

“I became a member of the RSS in my childhood days then joined the Akhil Bharatiya Vidyarthi Parishad (The BJP’s student’s wing). I am a science graduate. Till I was elected as an MLA I was a businessman. After getting into politics, I gave away my business and factory to my partners. After becoming an MLA, I am not doing any business. I have my savings and investments. I have inherited some investments in stocks and shares and I earn my living out of it.”

Amit Shah (1964) Indian politician

"Exclusive Amit Shah Interview: People are waiting to vote for Modi," 2013

Business, Science, Childhood

“Everyone in Boston of a certain age knows the story of Rosie Ruiz, the marathoner who crossed the Boston finish line in 1980 at 2:31.56, flabby thighs and all, having barely broken a sweat. Despite mounting skepticism, she basked in the glory of having run the third-fastest female marathon in history – for a few days, that is, until a couple of students remembered seeing her jump out of the crowd half a mile from the finish.
Something of the sort has been going on recently with the shade of Friedrich von Hayek. The Austrian economist, who died in 1992 just short of what would have been his ninety-third birthday, never made false claims for himself – far from it: he knew all too well the loneliness of the long distance runner. And scrupulous work as editor by the late W. W. Bartley, interpreter Bruce Caldwell, and biographer Alan Ebenstein, have made it possible to see the man clear.
But the claims conservatives are making about the role he played as an economist are beginning to smack of Ruizismus. That is, they have jumped a caricature out of the bushes late in the day and claim that their guy ran a great race.”

David Warsh (1944) American journalist

"Ruizismus among the Austrians," 4 December 2011

Age, Guy, History, Birthday

“I heard he was a terrible student, terrible. How does a bad student go to Columbia and then to Harvard? I'm thinking about it, I'm certainly looking into it. Let him show his records.”

Donald J. Trump (1946) 45th President of the United States of America

Associated Press interview, 2011-04-25
Lucy
Madison
Trump: How did Obama get into the Ivy League?
2011-04-25
CBS News
http://www.cbsnews.com/8301-503544_162-20057214-503544.html
2011-05-01
https://archive.is/dnCsg
2013-06-28
About Barack Obama's education, who graduated from Columbia University in 1983 and graduated magna cum laude with a Juris doctorate from in 1991
2010s, 2011

Thinking

“An education is meaningless unless it equips students to have a better life.”

Clarence Thomas (1948) Associate Justice of the Supreme Court of the United States

Page 142
2000s, (2008)

Life, Education

“If you ask most teachers of science what their main goal is, they will probably say: for my students to understand the basic concepts of physics, chemistry, biology, or whatever other field is being studied. The critical words here are ‘understand’ and ‘concept’, and both of these terms assume a fundamentally psychological approach to learning… If we see the goals of science education in terms of what students will be able to do, and how they will be able to make sense of the world, rather than in terms of our speculations about what may be going on in their brains, then we need to see scientific learning as the acquisition of cultural tools and practices, as learning to participate in very specific and often specialized forms of human activity”

Jay Lemke (1946) American academic

Jay L. Lemke, " Teaching all the languages of science: Words, symbols, images, and actions http://academic.brooklyn.cuny.edu/education/jlemke/papers/barcelon.htm." Conference on Science Education in Barcelona. 1998.

World, Education, Understanding, Sense

“Recently there has been a falling off in ideological and political work among students and intellectuals, and some unhealthy tendencies have appeared. Some people seem to think that there is no longer any need to concern oneself with politics or with the future of the motherland and the ideals of mankind. It seems as if Marxism was once all the rage but is currently not so much in fashion. To counter these tendencies, we must strengthen our ideological and political work. Both students and intellectuals should study hard. In addition to the study of their specialized subjects, they must make progress both ideologically and politically, which means that they should study Marxism, current events and politics. Not to have a correct political point of view is like having no soul […] All departments and organizations should shoulder their responsibilities in ideological and political work. This applies to the Communist Party, the Youth League, government departments in charge of this work, and especially to heads of educational institutions and teachers.”

Mao Zedong (1893–1976) Chairman of the Central Committee of the Communist Party of China

Chapter 12 https://www.marxists.org/reference/archive/mao/works/red-book/ch12.htm; originally published in "On the Correct Handling of Contradictions Among the People" (27 February 1957), 1st pocket ed., pp. 43-44 Quotations from Chairman Mao Zedong (The Little Red Book)

People, Youth, Education, Soul

“By making college more affordable for all and more accessible for minority students, the first new higher education authorizing legislation in a decade will help strengthen our nation and America's middle class, and spur a new age of innovation and ingenuity in our country.”

Nancy Pelosi (1940) American politician, first female Speaker of the House of Representatives, born 1940

[Pelosi: Higher Education Bill is Bipartisan Investment in College Affordability and in America's Middle Class, July 31, 2008, http://web.ebscohost.com/ehost/detail?vid=4&hid=116&sid=67fb11ac-0f16-45c1-8646-27ef9a9cdd0f%40sessionmgr107&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=mth&AN=32X1328555230, 2008-11-08]
2000s

Age, Education, Help, Country

“The final verdict will not be in the obituaries. The final verdict will be when the PhD students dig out the archives, read my old papers, assess what my enemies have said, sift the evidence and seek the truth. I'm not saying that everything I did was right, but everything I did was for an honourable purpose”

Lee Kuan Yew (1923–2015) First Prime Minister of Singapore

Interview with the New York Times, September 2010 http://www.nas.gov.sg/archivesonline/data/pdfdoc/20100920006/transcript_of_minister_mentor_lee_kuan_yew.pdf 2010s

Truth, Reading

“my name came up in a conversation. Someone at the sherry party had wondered if the professor had seen my latest article on affirmative action. The professor replied with arch politeness, ‘And what does Mr. Rodriguez have to complain about?’ You who read this act of contrition should know that by writing it I seek a kind of forgiveness—not yours. The forgiveness, rather, of those many persons whose absence from higher education permitted me to be classed a minority student. I wish that they would read this. I doubt they ever will.”

Richard Rodríguez (1944) American journalist and essayist

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

Education, Forgiveness, Reading, Personality

“… I believe I have come to adopt a cybernetic way of thinking… I became aware of this in the many conversations with students who were worrying about their future and asked for advice. I heard myself telling them that it was far more important to know what one did not want to do, than to have detailed plans of what one did want to do. One day it dawned on me that this was plain cybernetic advice; It is more useful to specify constraints rather than goals. - And then I explained it by adding that in one’s teens or twenties one usually has already discovered a number of things that one cannot stand, whereas it is quite impossible to foresee what, ten or twenty years later, will provide the satisfactions needed to maintain one’s equilibrium.”

Ernst von Glasersfeld (1917–2010) German philosopher

Glasersfeld (1992, p. 25) cited in: Stuart Umpleby (2007) "Cybernetics: Definitions and Descriptions". In: A Larry Richards Reader 1997–2007. http://polyproject.wikispaces.com/file/view/Larry+Richards+Reader+6+08.pdf. Larry Richards eds.

Way, Thinking, Future

“Being in Germany in the 1940s brought back recollections of my first visit long before as a Boy Scout, when I had had my first encounter with German appreciation of dueling. As as child I had been cut severely on the left cheek when thrown through the windshield of my father's car in a head-on collision, and a prominent scar remained. Traveling in Germany as a youth, I was perplexed when college students would tip their beanie hats as they passed until at last I discerned that they mistook the scar on my cheek for a dueling scar.”

William Westmoreland book A Soldier Reports

A Soldier Reports (1976)

Youth, Cars, Travel, Boy

“I urge all of you today, especially those who are students, to act, to enter the lists of public service and rightly win or lose the prize. For we can have only one form of aristocracy in this country, as Jefferson wrote long ago in rejecting John Adams' suggestion of an artificial aristocracy of wealth and birth. It is, he wrote, the natural aristocracy of character and talent, and the best form of government, he added, was that which selected these men for positions of responsibility.”

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

1963, Address at Vanderbilt University

Men, Birth, Nature, Country

“We—"the free love generation"—are now telling our children to abstain from sex? When I spoke at Carleton College, I told the young people: "Unless they were a virgin on their wedding day, anyone who preaches abstinence to you is a hypocrite." Two weeks later, Ann Coulter showed up at the same school, and one of the students raised his hand and asked her whether she'd been a virgin! It made the papers—and made me laugh. You know what Coulter did? Attacked the kid and changed the subject.”

Jesse Ventura (1951) American politician and former professional wrestler

Source: Don't Start the Revolution Without Me! (2008), Ch. 1 (p. 3)

Love, Children, People, School

“They're not going to teach science at all. What they do is take the science students down to the lake, tie them in burlap sacks and throw them in. If God thinks they're good science students, they float.”

Paula Poundstone (1959) American comedian

About science education in the state of Kansas; quoted in [Randi, James, James Randi, November 11, 2006, http://www.randi.org/jr/2006-11/111706rampa.html#i7, "A Sure Test", Swift, James Randi Educational Foundation, 2006-11-18]

God, Thinking, Science

“Graphic novelist: Don’t you feel foolish accepting that lie?
Student 3: Well…well…ah, maybe the jews used this book to make their plans!
Student 4: Yeah.
Even if it is a fake! People should read the book because it reveals the jews!!
Graphic novelist: That doesn’t make sense, it…”

Will Eisner (1917–2005) American cartoonist

Source: The Plot: The Secret Story of the Protocols of the Elders of Zion (10/2/2005), p.124

People, Lie, Books, Feeling

“Paul asks how I would have handled a love letter from a student. I don't know — by talking, maybe, by listening. I don't know.
How sad that we don't hear each other — any of us.
Major issues are submerged by minor ones; catastrophes by absurdities.”

Bel Kaufmanová book Up the Down Staircase

Part VIII, ch. 39 (Sylvia Barrett)
Up the Down Staircase (1965)

Love, Sadness

“If I ask another professor what he teaches in the introductory programming course, whether he answers proudly "Pascal" or diffidently "FORTRAN," I know that he is teaching a grammar, a set of semantic rules, and some finished algorithms, leaving the students to discover, on their own, some process of design.”

Robert Floyd (1936–2001) American computer scientist

The Paradigms of Programming (1979)

“In my past there is Krishna. In my dreams I dream of recreating a huge college of flutists, a veritable Vrindaban in which students will arrive to learn and study with satchels full of flutes, live in mud huts, eat at a common langar. A modern Vrindaban from which a thousand flutes will ring out each day. For what else is there? When my breath is gone and I can not play anymore what do I leave behind? Some dedicated students! When you leave nothing behind, you cry at the point of death, but I still dream, I dare to dream that through my students my flute will be left behind as the memory of Krishna.”

Hariprasad Chaurasia (1938) Indian bansuri player

In "Discography".

Death, Dreams, Study, Learning

“I personally believe that economics is fun and valuable. People who say they found it a nightmare in college just didn't have a good teacher-professor. I became a good teacher-professor as a result of tenacious mentors during my graduate study at UCLA. Professor Armen Alchian, a very distinguished economist, used to give me a hard time in class. But one day, we were having a friendly chat during our department's weekly faculty/graduate student coffee hour, and he said, "Williams, the true test of whether someone understands his subject is whether he can explain it to someone who doesn't know a darn thing about it."”

Walter E. Williams (1936) American economist, commentator, and academic

That's a challenge I love: making economics fun and understandable.
1970s, Economics for the Citizen (1978)

Love, People, Coffee, Understanding

“All of my advice comes from remembering what I did wrong and then telling people not to do it. … Don't wait to read the most recent research papers. … Wonder how you could do better. … Do your own research projects. Take the initiative. … Ask your own questions — try to answer them. … At some point you stop being a student and you start being a scientist. … And it's a completely different skill set …”

Sean Carroll (1966) American theoretical cosmologist

[Episode #124 - In Search of Reality: A Conversation with Sean Carroll, 21 April 2018, Waking Up Podcast with Sam Harris, https://samharris.org/podcasts/124-search-reality/] (1:21:12 of 1:58:24)

People, Question, Waiting, Reading

“The free exchange of opinion and information is the very lifeblood of the society to which you owe everything you have. It's the oxygen that gives us clarity and strength. Restricting it is like closing down synapses in the collective brain. It's an act of sabotage and nobody has the right to do it any more than they have the right to arbitrarily ration water or air. No judge, no politician, no police officer and certainly no braying mob of sanctimonious, privileged, middle-class, left-wing, students who think they know best for everyone.”

Pat Condell (1949) Stand-up comedian, writer, and Internet personality

"A word to left-wing students" (11 July 11 2013) https://youtube.com/watch?v=85q6BOnwIAQ 2013

Thinking, Water

“One had been dismissed — and subsequently executed — for a foiled assassination attempt on a higher ranking student, a second had been killed in the practice arena, and the third died in his bunk of natural causes — for a dagger in the heart quite naturally ends one's life.”

R. A. Salvatore book Homeland

Homeland (1990) [Wizards of the Coast, 2005, ISBN 0-786-93953-2], p. 157
Drizzt Do'Urden about his "friends" from Melee-Magthere

Life, Nature, Heart

“Interrogated by a student whether he agreed with Chairman Mao’s view that a statement can be both true and false at the same time, Morgenbesser replied “Well, I do and I don’t.””

Sidney Morgenbesser (1921–2004) American philosopher

The Independent, The Independent, Professor Sidney Morgenbesser: Philosopher celebrated for his withering New York Jewish humour http://www.independent.co.uk/news/obituaries/professor-sidney-morgenbesser-550224.html, 6 August 2004. Obituaries – Sidney Morgenbesser, 82, Kibitzing Philosopher, Dies http://www.nytimes.com/2004/08/04/obituaries/04morgenbesser.html. The New York Times (September 8, 2004).

Time, Falseness

“High school is tough on anyone, an absolute rule of the Universe being that if high school is not a buttockclenchingly awkward, emotionally difficult, and unpleasant time of your life, then the rest of it will be a crushing disappointment. Academic success is desirable, popularity (the only thing that most students really desire) is not. Those who excel socially in high school are truly damned. The homecoming queen does indeed bear the mark of the beast.”

Craig Ferguson book Between the Bridge and the River

Between the Bridge and the River (2006)

Life, School, Disappointment, Universe

“Amateurism is an emptiness and I accept it because it has no preconceived ideas or rules to be applied. This is for me [as art teacher] a most welcome situation and I like to keep my students amateurs and dilettantes.”

Josef Albers (1888–1976) German-American artist and educator

Source: Homage to the square' (1964), A conversation with Josef Albers' (1970), p. 459

Art, Idea, Teachers

“If any student comes to me and says he wants to be useful to mankind and go into research to alleviate human suffering, I advise him to go into charity instead. Research wants real egotists who seek their own pleasure and satisfaction, but find it in solving the puzzles of nature.”

Albert Szent-Györgyi (1893–1986) Hungarian biochemist who won the Nobel Prize in Physiology or Medicine in 1937

Attributed to Szent-Györgyi by :w:Gerald Holton (1978); cited in: Robert Cohen (1985) The Development of spatial cognition. p. 363.

Pleasure, Nature, Suffering

“When I finished with LSE, Laski, of his own, gave me a letter of introduction for Panditji. On reaching Delhi I sought an appointment with the PM. I suppose, because I was an Indian student returning home from London, I was given a time-slot. It was here in Parliament House that he met me. We talked for a few minutes about London and things like that and I could soon see that it was time for me to leave. So I said goodbye and as I left the room I handed over the letter from Laski, and stepped out into the great circular corridor outside. When I was half way round, I heard the sound of someone clapping from the direction I had just come. I turned to see Panditji (Nehru) beckoning me to come back. He had opened the letter as I left his room and read it. [Nehru asked:] "Why didn't you give this to me earlier?" [and I replied:] "Well, sir, I am sorry. I thought it would be enough if I just handed it over while leaving."”

K. R. Narayanan (1920–2005) 9th Vice President and the 10th President of India

After a few more questions, he asked me to see him again and very soon I found myself entering the Indian Foreign Service. Source: Gopal Gandhi Of a Certain Age: Twenty Life Sketches http://books.google.co.in/books?id=Inp4jPFUHUkC&pg=PA178, Penguin Books India, 2011, p. 178

Way, Home, Question, Time

“Suddenly I remembered Jeannie Windflow, who’d taught me how to kiss when we were kids. At the age of seventeen, she’d run off with a Mexican guy from Pozole Town who was nineteen years old, had a job, and was one of the handsomest guys I’d ever seen. He was a semi-professional boxer and real dark. She was a track star, a straight-A student, and real blonde.”

Victor Villaseñor (1940) American writer

Crazy Loco Love: A Memoir (2008)

Age, Guy, Star, Kiss

“The fellow who is able to get the grants and contracts is the fellow who gets the doctoral students. Each student publishes two or three papers on his thesis, in each of which he cites his professor's work. Then he goes on and does his own subsequent work, in which, of course, he cites those thesis papers which were coauthorised by his professor.”

Robert E. Machol (1917–1998) American systems engineer

Robert Machol in: " Now it is to be cited or perish http://books.google.com/books?id=wHphHUhDk7wC&pg=PA491." New Scientist. Vol. 67, nr. 964. August 28, 1974. p. 491

“If it were not for the hope that a scientific study of men's social actions may lead, not necessarily directly or immediately, but at some time and in some way, to practical results in social improvement, not a few students of these actions would regard the time devoted to their study as time misspent. That is true of all social sciences, but especially true of economics. For economics "is a study of mankind in the ordinary business of life"; and it is not in the ordinary business of life that mankind is most interesting or inspiring.”

Arthur Cecil Pigou (1877–1959) British economist

Source: The Economics of Welfare (1920), Ch. 1 : Welfare and Economic Welfare, § 1

Life, Men, Hope, Way

“In Barnette, we held that a public school student could not be compelled to recite the Pledge; we did not even hint that she could not be compelled to observe respectful silence.... Logically, that ought to be the next target for the Court's bulldozer.”

Antonin Scalia (1936–2016) former Associate Justice of the Supreme Court of the United States

On the Pledge of Allegiance: Lee v. Weisman (1992) (dissenting).
1990s

School, Silence

“The ideal college is Mark Hopkins on one end of a log and a student on the other.”

James A. Garfield (1831–1881) American politician, 20th President of the United States (in office in 1881)

Statement that he is reported to have first made at an Alumni Dinner in Delmonico's Restaurant in New York. (28 December 1871). Hopkins was a personal friend and the president of Williams College.
1870s

“The sixteenth century transformed Middle English into modern English. Grammar was up for grabs. People made up vocabulary and syntax as they went along. Not until the eighteenth century would rules of English usage appear. Shakespearean language is a bizarre super-tongue, alien and plastic, twisting, turning, and forever escaping. It is untranslatable, since it knocks Anglo-Saxon root words against Norman and Greco-Roman importations sweetly or harshly, kicking us up and down rhetorical levels with witty abruptness. No one in real life ever spoke like Shakespeare’s characters. His language does not “make sense,” especially in the greatest plays. Anywhere from a third to a half of every Shakespearean play, I conservatively estimate, will always remain under an interpretive cloud. Unfortunately, this fact is obscured by the encrustations of footnotes in modern texts, which imply to the poor cowed student that if only he knew what the savants do, all would be as clear as day. Every time I open Hamlet, I am stunned by its hostile virtuosity, its elusiveness and impenetrability. Shakespeare uses language to darken. He suspends the traditional compass points of rhetoric, still quite firm in Marlowe, normally regarded as Shakespeare’s main influence. Shakespeare’s words have “aura.””

Camille Paglia (1947) American writer

This he got from Spenser, not Marlowe.
Source: Sexual Personae: Art and Decadence from Nefertiti to Emily Dickinson (1990), p. 195

Life, Hostility, People, Sense

“The pressure to give A grades is intense. It comes from the students and increasingly from their parents as well.”

Jon Appleton (1939) American composer

"The Decline of Academic Freedom at Dartmouth College", 20 October 2005.
Letter published in "Appleton Leaves Dartmouth", 2005

Parent

“Proposals to include Sanskrit in the course offerings were rejected numerous times by scholars who wanted to protect JNU from what they considered to be a majoritarian or Hindu Nationalist agenda. When I questioned Romila Thapar, a well known historian from JNU, about this issue in July 2000, she explained that if students want to learn Sanskrit, “there are so many Maths and Piths around where they can go.””

Yvette Rosser (1952) American activist

She added that “most of the regional colleges have some kind of Sanskrit program”.
Rosser, Yvette Claire (2003). Curriculum as Destiny: Forging National Identity in India, Pakistan, and Bangladesh (Dissertation). University of Texas at Austin.

Question, Learning, Time

“Clark Kent grew not only out of my private life, but also out of Joe Shuster's. As a high school student, I thought that someday I might become a reporter, and I had crushes on several attractive girls who either didn't know I existed or didn't care I existed.”

Jerry Siegel (1914–1996) American co-creator of Superman

In the beginning (1983)

Life, School, Girl

“Soldiers usually are close students of tactics, but rarely are they students of strategy and practically never of war.”

Bernard Brodie (1910–1978) American nuclear strategist

As quoted in "Military air power : the CADRE digest of air power opinions and thoughts", compiled by Charles M. Westenhoff

War

“To make psychology into experimental epistemology is to attempt to understand the embodiment of mind. Here we are confronted by what seem to be three questions, although they may ultimately be only one. The three exist as categorically disperate desiderata.
The first is at the logical level: We lack an adequate, appropriate calculus for triadic relations.
The second is the psychological level: We do not know how we generate hypotheses that are natural and simple.
The third is that the physiological level: we have no circuit theory for the reticular formation that marshals our abductions.
Logically, the problem is far from simple. To be exact, no proposed theory of relations yields a calculus to handle our problem. When I was growing up, only the Aristotelian logic of classes was ever taught, and that badly. The Organon itself contains only a clumsy description of the apagoge - perhaps from the notes of some students who have not understand his master…”

Warren S. McCulloch (1898–1969) American neuroscientist

Source: Embodiments of Mind, (1965), p. 389, Chapter " What's in the brain that ink may character http://vordenker.de/ggphilosophy/mcculloch_whats-in-the-brain.pdf"

Understanding, Question, Nature, Problem

“Nowadays, all students have access to and indeed most own computers and are comfortable with the software used to compose music. There are probably too many musical options for them now and the trick is to limit the number of musical ideas so as to develop structure and continuity in their work.”

Jon Appleton (1939) American composer

"The Decline of Academic Freedom at Dartmouth College", 20 October 2005.
Letter published in "Appleton Leaves Dartmouth", 2005

Music, Idea

“While it is true that we are recipients of certain aids from the US government and without making excuses for the misgivings of our law enforcement, it is not for foreign entities to rate us or grade us or whether we pass their benchmark or not, especially when no bases are given. We are not their students and they are not our teachers to say the least.”

Francis Escudero (1969) Filipino politician

Interaksyon http://www.interaksyon.com/article/13916/chiz-to-dfa-quiz-us-embassy-on-basis-of-statement-about-sex-seeking-visitors 2011

Law, Teachers

“It was always with great pleasure that I met the Emperor of Ethiopia, Haile Selassie who had shown great patriotic energy in his resistance to Italy. Our conversations were frank and animated and I occasionally hazarded to suggest various reforms to him. I was a young student when I heard him unsuccessfully defend his country from the rostrum of the League of Nations at Geneva. The League of Nations was powerless and today the United Nations is no more effective. What has happened to Ethiopia?”

Mohammad Reza Pahlavi (1919–1980) Shah of Iran

Page 145
Publications, The Shah's Story (1980), On world leaders and statesmen

Pleasure, Animals, Country

“There isn't one specific way of teaching. It varies with each student and his/her ability to grasp what is being imparted. Every student has a different purpose for learning. Some think they will get a chance to perform if they learn from a senior musician. Some even ask me to recommend them to sabhas. But I don't. I firmly believe that opportunities should come on their own. But rarely do we get students who are only interested in learning and expect nothing else. One should be passionate about the art if one is to scale heights.”

M. Balamuralikrishna (1930–2016) Carnatic vocalist, instrumentalist and playback singer

Source: Interview by Prince Rama Varma "There's no one way to teach".

Art, Way, Thinking, Learning

“Knowledge is the appropriate collection of information, such that it's intent is to be useful. Knowledge is a deterministic process. When someone "memorizes" information (as less-aspiring test-bound students often do), then they have amassed knowledge. This knowledge has useful meaning to them, but it does not provide for, in and of itself, an integration such as would infer further knowledge.”

Russell L. Ackoff (1919–2009) Scientist

As cited in: Jeff A. Riley and Kemal A. Delic (2010) "Enterprise Knowledge Clouds". In: Handbook of Cloud Computing. Borko Furht, Armando Escalante ed. Springer 2010.
Towards a Systems Theory of Organization, 1985, From Data to Wisdom, 1989

Knowledge

“All students of man and society who possess that first requisite for so difficult a study, a due sense of it’s difficulties, are aware that the besetting danger is not so much of embracing falsehood for true, as of mistaking part of the truth for the whole.”

John Stuart Mill (1806–1873) British philosopher and political economist

“Coleridge”. London and Westminster Review. (March 1840).

Truth, Sense, Study, Parting

“I remember that night. It was late at night—in the daytime one was bothered with the gaping, silly students—and I worked then sometimes till dawn. It came suddenly, splendid and complete in my mind. I was alone; the laboratory was still, with the tall lights burning brightly and silently. In all my great moments I have been alone. 'One could make an animal—a tissue—transparent! One could make it invisible! All except the pigments—I could be invisible!' I said, suddenly realising what it meant to be an albino with such knowledge. It was overwhelming. I left the filtering I was doing, and went and stared out of the great window at the stars. 'I could be invisible!' I repeated.

To do such a thing would be to transcend magic. And I beheld, unclouded by doubt, a magnificent vision of all that invisibility might mean to a man—the mystery, the power, the freedom. Drawbacks I saw none.”

H. G. Wells book The Invisible Man

Source: The Invisible Man (1897), Chapter 19: Certain First Principles

Star, Knowledge, Freedom, Light

“Not merely in the realm of commerce but in the world of ideas as well our age is organizing a regular clearance sale. Everything is to be had at such a bargain that it is questionable whether in the end there is anybody who will want to bid. Every speculative price-fixer who conscientiously directs attention to the significant march of modern philosophy, every Privatdocent, tutor, and student, every crofter and cottar goes further. Perhaps it would be untimely and ill-timed to ask them where they are going.”

Sören Kierkegaard (1813–1855) Danish philosopher and theologian, founder of Existentialism

Preface
1840s, Fear and Trembling (1843)

Age, World, Idea, Question

“It is to be emphasized that no matter how many [amplitude] arrows we draw, add, or multiply, our objective is to calculate a single final arrow for the event. Mistakes are often made by physics students at first because they do not keep this important point in mind. They work for so long analyzing events involving a single photon that they begin to think that the arrow is somehow associated with the photon”

Richard Feynman book QED: The Strange Theory of Light and Matter

rather than with the event
Source: QED: The Strange Theory of Light and Matter (1985), p. 75-76

Thinking, Drawing

“There has always been a temptation to classify economic goods in clearly defined groups, about which a number of short and sharp propositions could be made, to gratify at once the student’s desire for logical precision, and the popular liking for dogmas that have the air of being profound and are yet easily handled. But great mischief seems to have been done by yielding to this temptation, and drawing broad artificial lines of division where Nature has made none. The more simple and absolute an economic doctrine is, the greater will be the confusion which it brings into attempts to apply economic doctrines to practice, if the dividing lines to which it refers cannot be found in real life. There is not in real life a clear line of division between things that are and are not Capital, or that are and are not Necessaries, or again between labour that is and is not Productive.”

Alfred Marshall book Principles of Economics

Source: Principles of Economics, (1890), p. viii (9th ed. 2009).

Life, Nature, Drawing

“My dad turned 40 in October 1967 … in April '68 Martin Luther King was killed. In June '68 Robert Kennedy was killed. And in the fall of '68, my dad's mother died. He was left, on an existential level, saying, "This is what I am. I've got the love of my students and I've got nothing else. My country is going to hell."”

Alec Baldwin (1954) American actor, writer, producer, and comedian

After 1968, he was never the same again. All the air went out of him.
As quoted in "Smart Alec" by Alec Gross, in New York magazine, Vol. 30, No. 35 (24 November 1997), p. 43.

Love, Hell, Country

“It has also been said that your Education has been a failure no matter how much it has done for you, if it has failed to open your heart. Dr. Zakir Hussain, when Vice-Chancellor of the Aligarh University, said, that the aim of Education was that students should become responsible citizens and not merely bundles of styles and sophistication like articles in a furniture shop – the product now being churned out lacks even that saving grace….. The old system may have produced 'snobs' what is being spewed out now are 'slobs'. The young student in Indian Schools is being smothered under a dead weight of books and notes dealing with a host of subjects imaginable and unimaginable. Busy cramming from morning till night and repeating parrot-like that he does not understand, he is fast becoming a literate moron. Initiative, leadership and education in the real sense of the term are encouraged only in a few public Schools.”

Peter de Noronha (1897–1970) Indian businessman

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

Books, Education, School, Imagination

“I was called a fool when I was chair of fashion at Parsons and I invited PETA to speak to students. The industry went crazy. I said: "Wait a minute. The International Fur Trade Commission is coming here. I have a responsibility to bring another point of view, let the students decide." I would say if you're going to use fur, you have a responsibility to know its origins. … There's no reason to kill animals for fur. Wearing fur is like wearing a big sign reading, "I'm in favor of inflicting cruelty and pain on animals as a fashion statement." Unspeakable torture is inflicted on dogs, cats, bunnies, raccoons, foxes, minks and myriad trapped, helpless creatures in the name of fashion — yes, dogs and cats.”

Tim Gunn (1953) American actor and fashion consultant

"Tim Gunn and me" http://latimesblogs.latimes.com/alltherage/2009/11/tim-gunn-and-me.html by Patt Morrison, interview with the Los Angeles Times (23 November 2009).

Pain, Dogs, Fools, Cats

“Most professors know that American higher education in the humanities is in a deplorable state. Yet many remain silent, perhaps through prudent self-preservation, which is starting to look a lot like moral cowardice. They have put loyalty to their colleagues before loyalty to their students, ostensibly the raison d'être for educational institutions. How many more minds must be distorted or destroyed before the faculty decides to defend the Western intellectual values of free inquiry and orderly acquisition of knowledge?”

Camille Paglia (1947) American writer

Source: Vamps and Tramps (1994), p. xix

Education, Knowledge, Loyalty

“The notion that every well educated person would have a mastery of at least the basic elements of the humanities, sciences, and social sciences is a far cry from the specialized education that most students today receive, particularly in the research universities.”

Joseph E. Stiglitz (1943) American economist and professor, born 1943.

Autobiographical Essay (2001)

Education, Universe, Science, Personality

“Adrianne Wadewitz is a model of the future we all want for our profession, for our students, for our society.”

Adrianne Wadewitz (1977–2014) academic and Wikipedian

Davidson, Cathy. (April 10, 2014). "Remembering Adrianne Wadewitz: Scholar, Communicator, Teacher, Leader" https://www.hastac.org/blogs/cathy-davidson/2014/04/10/remembering-adrianne-wadewitz-scholar-communicator-teacher-leader. HASTAC: Humanities, Arts, Science, and Technology Alliance and Collaboratory. About

Future

“One of the most curious of these cases [geometrical paradoxers] was that of a student, I am not sure but a graduate, of the University of Virginia, who claimed that geometers were in error in assuming that a line had no thickness. He published a school geometry based on his views, which received the endorsement of a well-known New York school official and, on the basis of this, was actually endorsed, or came very near being endorsed, as a text-book hi the public schools of New York.”

Simon Newcomb (1835–1909) American astronomer

Simon Newcomb, The Reminiscences of an Astronomer, (Boston and New York, 1903), p. 388. Reported in Robert Edouard Moritz. Memorabilia mathematica; or, The philomath's quotation-book https://archive.org/stream/memorabiliamathe00moriiala#page/81/mode/2up, (1914), p. 368

Books, School, Error, Universe

“What mathematics, therefore are expected to do for the advanced student at the university, Arithmetic, if taught demonstratively, is capable of doing for the children even of the humblest school. It furnishes training in reasoning, and particularly in deductive reasoning. It is a discipline in closeness and continuity of thought. It reveals the nature of fallacies, and refuses to avail itself of unverified assumptions. It is the one department of school-study in which the sceptical and inquisitive spirit has the most legitimate scope; in which authority goes for nothing. In other departments of instruction you have a right to ask for the scholar’s confidence, and to expect many things to be received on your testimony with the understanding that they will be explained and verified afterwards. But here you are justified in saying to your pupil “Believe nothing which you cannot understand. Take nothing for granted.” In short, the proper office of arithmetic is to serve as elementary 268 training in logic. All through your work as teachers you will bear in mind the fundamental difference between knowing and thinking; and will feel how much more important relatively to the health of the intellectual life the habit of thinking is than the power of knowing, or even facility of achieving visible results. But here this principle has special significance. It is by Arithmetic more than by any other subject in the school course that the art of thinking—consecutively, closely, logically—can be effectually taught.”

Joshua Girling Fitch (1824–1903) British educationalist

Source: Lectures on Teaching, (1906), pp. 292-293.

Life, Children, Health, School

“One of the basic tenets of Zen Buddhism is that there is no way to characterize what Zen is. No matter what verbal space you try to enclose Zen in, it resists, and spills over. It might seem, then, that all efforts to explain Zen are complete wastes of time. But that is not the attitude of Zen masters and students. For instance, Zen koans are a central part of Zen study, verbal though they are. Koans are supposed to be "triggers" which, though they do not contain enough information in themselves to impart enlightenment, may possibly be sufficient to unlock the mechanisms inside one's mind that lead to enlightenment. But in general, the Zen attitude is that words and truth are incompatible, or at least that no words can capture truth.”

Douglas Hofstadter book Gödel, Escher, Bach: an Eternal Golden Braid

Gödel, Escher, Bach: an Eternal Golden Braid (1979)

Truth, Way, Effort, Study

“A taxonomy of abilities, like a taxonomy anywhere else in science, is apt to strike a certain type of impatient student as a gratuitous orgy of pedantry. Doubtless, compulsions to intellectual tidiness express themselves prematurely at times, and excessively at others, but a good descriptive taxonomy, as Darwin found in developing his theory, and as Newton found in the work of Kepler, is the mother of laws and theories.”

Raymond Cattell (1905–1998) British-American psychologist

Raymond Cattell (1987), Intelligence: Its Structure, Growth and Action. p. 61

Law, Science, Time

“At the ULB, Brout and I initiated a research group in fundamental interactions, that is, in the search for the general laws of nature. Joined by brilliant students, many of them becoming world renowned physicists, our group contributed to the many fields at the frontier of the challenges facing contemporary physics. While the mechanism discovered in 1964 was developed all over the world to encode the nature of weak interactions in a "Standard Model," our group contributed to the understanding of strong interactions and quark confinement, general relativity and cosmology. There we introduced the idea of a primordial exponential expansion of the universe, later called inflation, which we related to the origin of the universe itself, a scenario, which I still think may possibly be conceptually the correct one. During these developments, our group extended our contacts with other Belgian universities and got involved in many international collaborations.
With our group and many other collaborators I analysed fractal structures, supergravity, string theory, infinite Kac-Moody algebras and more generally all tentative approaches to what I consider as the most important problem in fundamental interactions: the solution to the conflict between the classical Einsteinian theory of gravitation, namely general relativity, and the framework of our present understanding of the world, quantum theory.”

François Englert (1932) Belgian theoretical physicist

excerpt[François Englert - Biographical, Nobel Prize in Physics (nobelprize.org), 2013, https://www.nobelprize.org/nobel_prizes/physics/laureates/2013/englert-bio.html]

World, Law, Search, Idea

“The cell phones in the pockets of the dead students were still ringing when we were told that it was wrong to ask why. As the police cleared the bodies from the Virginia Tech engineering building, the cell phones rang, in the eccentric varieties of ring tones, as parents kept trying to see if their children were OK. To imagine the feelings of the police as they carried the bodies and heard the ringing is heartrending; to imagine the feelings of the parents who were calling — dread, desperate hope for a sudden answer and the bliss of reassurance, dawning grief — is unbearable. But the parents, and the rest of us, were told that it was not the right moment to ask how the shooting had happened — specifically, why an obviously disturbed student, with a history of mental illness, was able to buy guns whose essential purpose is to kill people — and why it happens over and over again in America.”

Adam Gopnik (1956) American journalist

Gun Control and the Virginia Tech Massacre, The New Yorker (2007)

Children, People, Hope, Feeling

“You were founding members of the mighty SMU Mob, bouncing like mad and watching in wonder as your then-Student Body President, Señor Lobster, danced with joy after all those Pony victories right here in Moody. And you'll think back to those carefree fall game days on the Boulevard – though I don’t recall seeing too many of you in the football stadium.”

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

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

Game, Thinking, Victory, Joy

“Cadets are people. Behind the gray suits, beneath the Pom-pom and Shako and above the miraculously polished shoes, blood flows through veins and arteries, hearts thump in a regular pattern, stomachs digest food, and kidneys collect waste. Each cadet is unique, a functioning unit of his own, a distinct and separate integer from anyone else. Part of the irony of military schools stems from the fact that everyone in these schools is expected to act precisely the same way, register the same feelings, and respond in the same prescribed manner. The school erects a rigid structure of rules from which there can be no deviation. The path has already been carved through the forest and all the student must do is follow it, glancing neither to the right nor left, and making goddamn sure he participates in no exploration into the uncharted territory around him. A flaw exists in this system. If every person is, indeed, different from every other person, then he will respond to rules, regulations, people, situations, orders, commands, and entreaties in a way entirely depending on his own individual experiences. Te cadet who is spawned in a family that stresses discipline will probably have less difficulty in adjusting than the one who comes from a broken home, or whose father is an alcoholic, or whose home is shattered by cruel arguments between the parents. Yet no rule encompasses enough flexibility to offer a break to a boy who is the product of one of these homes.”

Pat Conroy book The Boo

Source: The Boo (1970), p. 10

People, Alcohol, School, Family

“I have asked many teachers and parents what they thought mathematics to be and why it was important to learn it. Few held a view of mathematics that was sufficiently coherent to justify devoting several thousand hours of a child's life to learning it, and children sense this. When a teacher tells a student that the reason for those many hours of arithmetic is to be able to check the change at the supermarket, the teacher is simply not believed. Children see such "reasons" as one more example of adult double talk. The same effect is produced when children are told school math is "fun" when they are pretty sure that teachers who say so spend their leisure hours on anything except this allegedly fun-filled activity. Nor does it help to tell them that they need math to become scientists---most children don't have such a plan. The children can see perfectly well that the teacher does not enjoy math any more than they do and that the reason for doing it is simply that it has been inscribed into the curriculum. All of this erodes children's confidence in the adult world and the process of education. And I think it introduces a deep element of dishonestly into the education relationship.”

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

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

Life, Children, World, Education

“Students have powerful images of what a perfect body is and pursue it incessantly. But deprived of literary guidance, they no longer have any image of a perfect soul, and hence do not long to have one.”

Allan Bloom book The Closing of the American Mind

Source: The Closing of the American Mind (1987), p. 67.

Soul, Perfection

“Contemplating such questions as the dialectical relations between being and becoming has inspired and strengthened my beliefs. You are not hearing here some random ideas of a passionate student or a distressed prisoner, but reflections rooted in the experience of a woman physicist who happens to have also advocated for equal rights and human rights, and who as a result was subjected to threats, deprivation, arrests, continuous prosecutions, and finally sentenced to a total of 23 years of imprisonment, 16 years of which has to be served based on the ruling laws in Iran. The harsh treatment and excessive sentence to which I have been subjected were not due to any underground violent or terrorist activity on my part, but– as admitted by the judges of this very system–because of my insistence on the rights of civil society and of human rights. My case, then, clearly portrays the unjust, brutal and illegal practices of the Islamic Republic of Iran.”

Narges Mohammadi (1972) Iranian human rights activist

Letter Accepting 2018 Andrei Sakharov Prizefrom (2018)

Law, Idea, Question, Passion

“"Hair loss and retrieval" (Translation of "Pérdida y recuperación del pelo")

To combat pragmatism and the horrible tendency to achieve useful purposes, my elder cousin proposes the procedure of pulling out a nice hair from the head, knotting it in the middle and droping it gently down the hole in the sink. If the hair gets caught in the grid that usually fills in these holes, it will just take to open the tap a little to lose sight of it.

Without wasting an instant, must start the hair recovery task. The first operation is reduced to dismantling the siphon from the sink to see if the hair has become hooked in any of the rugosities of the drain. If it is not found, it is necessary to expose the section of pipe that goes from the siphon to the main drainage pipe. It is certain that in this part will appear many hairs and we will have to count on the help of the rest of the family to examine them one by one in search of the knot. If it does not appear, the interesting problem of breaking the pipe down to the ground floor will arise, but this means a greater effort, because for eight or ten years we will have to work in a ministry or trading house to collect enough money to buy the four departments located under the one of my elder cousin, all that with the extraordinary disadvantage of what while working during those eight or ten years, the distressing feeling that the hair is no longer in the pipes anymore can not be avoided and that only by a remote chance remains hooked on some rusty spout of the drain.

The day will come when we can break the pipes of all the departments, and for months to come we will live surrounded by basins and other containers full of wet hairs, as well as of assistants and beggars whom we will generously pay to search, assort, and bring us the possible hairs in order to achieve the desired certainty. If the hair does not appear, we will enter in a much more vague and complicated stage, because the next section takes us to the city's main sewers. After buying a special outfit, we will learn to slip through the sewers at late night hours, armed with a powerful flashlight and an oxygen mask, and explore the smaller and larger galleries, assisted if possible by individuals of the underworld, with whom we will have established a relationship and to whom we will have to give much of the money that we earn in a ministry or a trading house.

Very often we will have the impression of having reached the end of the task, because we will find (or they will bring us) similar hairs of the one we seek; but since it is not known of any case where a hair has a knot in the middle without human hand intervention, we will almost always end up with the knot in question being a mere thickening of the caliber of the hair (although we do not know of any similar case) or a deposit of some silicate or any oxide produced by a long stay against a wet surface. It is probable that we will advance in this way through various sections of major and minor pipes, until we reach that place where no one will decide to penetrate: the main drain heading in the direction of the river, the torrential meeting of detritus in which no money, no boat, no bribe will allow us to continue the search.

But before that, and perhaps much earlier, for example a few centimeters from the mouth of the sink, at the height of the apartment on the second floor, or in the first underground pipe, we may happen to find the hair. It is enough to think of the joy that this would cause us, in the astonished calculation of the efforts saved by pure good luck, to choose, to demand practically a similar task, that every conscious teacher should advise to its students from the earliest childhood, instead of drying their souls with the rule of cross-multiplication or the sorrows of Cancha Rayada.”

Julio Cortázar (1914–1984) Argentinian writer

Historias de Cronopios y de Famas (1962)

Money, Family, Way, Feeling

“Where once there was an understanding that a reality independent of the human observer exists; students are now taught that truth is a social construction, a function of the power and position—or lack thereof—of persons or groups in society.”

Ilana Mercer South African writer

"Faking History To Make The Black Kids Feel Good" http://dailycaller.com/2017/01/16/faking-history-to-make-the-black-kids-feel-good/ The Daily Caller, January 13, 2017 2010s, 2017

Truth, Understanding, Reality, Personality

“There is a sentimental poetry, and it will have to be exposed (not censored. certainly; for to omit criticism of it would deprive us of our fairest chance to combat the sentimental rhetoric of the student’s environment).”

Richard M. Weaver (1910–1963) American scholar

“The Power of the Word,” p. 52.
Language is Sermonic (1970)

Chance

“…my advice to every student who is trying to make a decision for the years immediately after graduation: take the opportunity that in your mind is the most rewarding, that you are most passionate about and that you find most interesting and save the rest of your life for being risk averse. Whatever you want to do, this is the time to pursue it. Twenty years from now, your freedom to take risks will be limited.”

Kenneth Griffin (1968) American hedge fund manager

Interview with Harvard Investment Magazine (Winter 2005) http://www.harvardinvestmentmagazine.org/current/griffin.htm

Life, Decision, Freedom, Passion

“Since you are advising high school students and undergrads, I suggest that you mention to them that they can start being independent researchers before they graduate from college. For example I came up with my b-money idea (a precursor to Bitcoin) as an undergrad, and was also already thinking about some of the questions that would eventually lead to [updateless decision theory].”

Wei Dai Cryptocurrency pioneer and computer scientist

In a discussion thread https://www.lesswrong.com/posts/x2fkoZMuMNhBashH4/academia-as-a-career-option-its-social-value-and#AZCrzTMa4yvywgahE on LessWrong, March 2014

Money, School, Way, Idea

“It is not certain whether Pāṇini used writing for the composition of his work, though it is generally agreed that he knew of a form of writing, based on references to words such as "script" and "scribe" in his Ashtadhyayi. These must have referred to Aramaic or early Kharosthi writing. It is believed by some that a work of such complexity would have been difficult to compile without written notes, though others have argued that he might have composed it with the help of a group of students whose memories served him as 'notepads' (as is typical in Vedic learning). Writing first reappears in India in the form of the Brāhmī script from the 3rd century BC in the Ashokan inscriptions.”

Pāṇini ancient Sanskrit grammarian

An Analytical Study of 'Sanskrit' and 'Panini' as Foundation of Speech Communication in India and the World

Learning, Memory, Help