Quotes about student
page 5

“I am reasonably certain of one thing. The unquestioning acceptance of the Copenhagen interpretation has served to hold back progress on the development of alternative approaches. Blind acceptance of the orthodox position cannot produce the challenges needed to push the theory eventually to its breaking point. And break it will, probably in a way nobody can predict, to produce a theory nobody can imagine. The arguments about reality will undoubtedly persist, but at least we will have a better theory.
I have tried to argue that quantum theory is a difficult subject for modern students of physical science because its interpretation is so firmly rooted in philosophy. If, in arguing the case, I have only made the subject seem even more confusing, then I apologize. However, my most important message is a relatively simple one: quantum theory is rife with conceptual problems and contradictions, and its most common interpretation is anti-realist in nature. If you fine the theory difficult to understand, this is the theory's fault—not yours.”

Jim Baggott (1957) British writer

Closing remarks
Beyond Measure (2004)

Way, Imagination, Understanding, Nature

“It is for the philosophic student to trace the train of thought which underlies the magicians practice; to draw out the few simple threads of which the tangled skein is composed; to disengage the abstract principles from their concrete applications; in short, to discern the spurious science from the bastard art.”

James Frazer book The Golden Bough

Source: The Golden Bough (1890), Chapter 3, Sympathetic Magic.

Art, Science, Drawing, Training

“I come here today…not just because you are doing well and because you are outstanding students, but because we expect something of you. And unless in this free country of ours we are able to demonstrate that we are able to make this society work and progress, unless we can hope that from you we are going to get back all of the talents which society has helped develop in you, then, quite obviously, all the hopes of all of us that freedom will not only endure but prevail, of course, will be disappointed. So we ask the best of you…I congratulate you on what you have done, and most of all I congratulate you on what you are going to do.”

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

Source: "Remarks in New York City to the National Convention of the Catholic Youth Organization (463)," (15 November 1963) http://www.jfklibrary.org/Research/Research-Aids/Ready-Reference/JFK-Quotations.aspx

Hope, Disappointment, Freedom, Help

“The teacher offers guidance here and there, but the primary factor, the driving force, in your relationship and work together is the student's own commitment and desire to learn. Teaching is like sailing: The wind and the sails give the boat its motion. Your role (as a teacher) is to steer and guide.”

Yehudi Menuhin (1916–1999) American violinist and conductor

Violinist Yehudi Menuhin

Learning, Teachers

“Remember three things about censorship. First, it doesn’t work to suppress art or words that you don’t like. Second, trying to censor something just arouses interest in it, as well as resentment towards those who try to tell others what they can or cannot see. Third, exhibiting art or recommending that students read a book does not mean an endorsement of the image or contents.”

Jerry Coyne (1949) American biologist

" National Coalition Against Censorship and PEN defend Met’s showing of a “controversial” painting https://whyevolutionistrue.wordpress.com/2017/12/09/national-coalition-against-censorship-and-pen-defend-mets-showing-of-a-controversial-painting/" December 9, 2017

Books, Art, Reading

“On a novel plan, I have combined the historical progress with the scientific developement of the subject; and endeavoured to lay down and inculcate the principles of the Calculus, whilst I traced its gradual and successive improvements…. there is little doubt, the student's curiosity and attention will be more excited and sustained, when he finds history blended with science, and the demonstration of formulae accompanied with the object and the causes of their invention, than by a mere analytical exposition of the principles of the subject. He will have an opportunity of observing how a calculus, from simple beginnings, by easy steps, and seemingly the slightest improvements, is advanced to perfection; his curiosity too, may be stimulated to an examination of the works of the contemporaries of Newton; works once read and celebrated: yet the writings of the Bernoullis are not antiquated from loss of beauty, nor deserve neglect…”

Robert Woodhouse (1773–1827) English mathematician

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

Beauty, History, Science, Loss

“Anthropologists have promulgated the myth of the peaceful savage so effectively that when actual deaths by war are tabulated for prestate simple societies, one is astonished by how such a notion can continue to be taught to students.”

Lloyd deMause (1931) American thinker

Source: The Emotional Life of Nations (2002), Ch. 6, p. 219.

Death, War, Peace

“Schools everywhere have always confined themselves to making students learn techniques and write essays, while proscribing treading for pleasure. It seems to be established in perpetuity, in every part of the world, that enjoyment has no part to play in the curriculum, and that knowledge can only be the fruit of suffering.”

Daniel Pennac (1944) French author

The Rights of the Reader (2008 translation by Sarah Adams)

Pleasure, World, School, Knowledge

“The Home Rule Movement had just started at that time. I used to attend many of the public meetings held under its auspices. I heard with great interest what Mrs Annie Besant whose language was so charmingly appealing and who used the silver tones of her voice with such effect that many students came under influence. After I passed my intermediate examination, in the last days of 1915, there was an annual session of Indian National Congress in Bombay which Sir Satyendra Prasanna Sanja presided.”

Morarji Desai (1896–1995) Former Indian Finance Minister, Freedom Fighters, Former prime minister

As quoted in Commissions and Omissions by Indian Prime Ministers (1996) by Janak Raj Jai, Volume 1, p. 210 http://books.google.co.in/books?id=5Wrc1K0uJTgC&pg=PA216

Home, Time

“Watch the students at a vivisection. It is the blood and suffering, not the science, that rivet their breathless attention. If hospital service makes young students less tender of suffering, vivisection deadens their humanity, and begets indifference to it.”

Henry Jacob Bigelow (1818–1890) American surgeon

Source: Surgical Anaesthesia (1894), p. 310

Suffering, Science, Indifference

“After reading and considering the works of Babhravya and other ancient authors, and thinking over the meaning of the rules given by them, this treatise [Kama Sutra] was composed, according to the precepts of the Holy Writ, for the benefit of the world,… while leading the life of a religious student at Benares, and wholly engaged in the contemplation of the Deity. This work is not to be used merely as an instrument for satisfying our desires…”

Vātsyāyana Indian logician

Source: Richard F. Burton The Kama Sutra of Vatsyayana http://books.google.com/books?id=p7dW_kmUX_wC&pg=PA12, WingSpan Press, 1 February 2009, p. 12

Life, World, Thinking, Reading

“I remember one clear example of the problem of communicating what is to be learned. You may have heard of or gone through a similar experience with a student or your child. Years ago, the child of a friend whom I was visiting arrived home from his day at school, all excited about something he had learned. He was in the first grade and his teacher had started the class on reading lessons. The child, Gary, announced that he had learned a new word. "That's great, Gary," his mother said. "What is it?" He thought for a moment, then said, "I'll write it down for you." On a little chalkboard the child carefully printed, HOUSE. "That's fine, Gary," his mother said. "What does it say?" He looked at the word, then at his mother and said matter-of-factly, "I don't know."The child apparently had learned what the word looked like — he had learned the visual shape of the word perfectly. The teacher, however, was teaching another aspect of reading — what words mean, what words stand for or symbolize. As often happens, what the teacher had taught and what Gary had learned were strangely incongruent.As it turned out, my friend's son always learned visual material best and fastest, a mode of learning consistently preferred by a number of students. Unfortunately, the school world is mainly a verbal, symbolic world, and learners like Gary must adjust, that is, put aside their best way of learning and learn the way the school decrees. My friend's child, fortunately, was able to make this change, but how many other students are lost along the way?”

Betty Edwards (1926) American artist

Source: The New Drawing on the Right Side of the Brain (1979), p.237

World, School, Way, Home

“In June of 1964 the research group and academic program moved to Penn bringing with it most of the faculty, students, and research projects. Our activities flourished in the very supportive environment that Penn and Wharton provided. The wide variety of faculty members that we were able to involve in our activities significantly enhanced our capabilities. By the mid-1960s I had become uncomfortable with the direction, or rather, the lack of direction, of professional Operations Research. I had four major complaints.
First, it had become addicted to its mathematical tools and had lost sight of the problems of management. As a result it was looking for problems to which to apply its tools rather than looking for tools that were suitable for solving the changing problems of management. Second, it failed to take into account the fact that problems are abstractions extracted from reality by analysis. Reality consists of systems of problems, problems that are strongly interactive, messes. I believed that we had to develop ways of dealing with these systems of problems as wholes. Third, Operations Research had become a discipline and had lost its commitment to interdisciplinarity. Most of it was being carried out by professionals who had been trained in the subject, its mathematical techniques. There was little interaction with the other sciences professions and humanities. Finally, Operations Research was ignoring the developments in systems thinking — the methodology, concepts, and theories being developed by systems thinkers.”

Russell L. Ackoff (1919–2009) Scientist

Preface, cited in Gharajedaghi, Jamshid. Systems thinking: Managing chaos and complexity: A platform for designing business architecture http://booksite.elsevier.com/samplechapters/9780123859150/Front_Matter.pdf. Elsevier, 2011. p. xiii Towards a Systems Theory of Organization, 1985

Way, Mathematics, Support, Problem

“If a teacher wants to know something why doesn't she look it up herself instead of making we students do it? We benefit ourselves more by listening to her, after all she's the teacher!”

Bel Kaufmanová book Up the Down Staircase

Part IV, ch. 24 (unnamed student)
Up the Down Staircase (1965)

Teachers

“The ancient Greek philosopher, Democritus, propounded an hypothesis of the constitution of matter, and gave the name of atoms to the ultimate unalterable parts of which he imagined all bodies to be constructed. In the 17th century, Gassendi revived this hypothesis, and attempted to develope it, while Newton used it with marked success in his reasonings on physical phenomena; but the first who formed a body of doctrine which would embrace all known facts in the constitution of matter, was Roger Joseph Boscovich, of Italy, who published at Vienna, in 1759, a most important and ingenious work, styled Theoria Philosophiæ Naturalis ad unicam legem virium, in Natura existentium redacta. This is one of the most profound contributions ever made to science; filled with curious and important information, and is well worthy of the attentive perusal of the modern student. In more recent days, the theory of Boscovich has received further confirmation and extension in the researches of Dalton, Joule, Thomson, Faraday, Tyndall, and others.”

Alfred M. Mayer (1836–1897) American physicist

Alfred Marshall Mayer, Lecture-notes on Physics (1868) Part 1 https://books.google.com/books?id=hqsLAAAAYAAJ

Imagination, Science, Success, Parting

“For the student of visionary art the interesting fact is that an image comes first and takes up residence in the mind long before the artist has any notion why it is there or what it means. Whether visions come from some great reservoir of symbolic images which are eternally there (and if one examines the recurrence of images in history this proposition is not quite as crazy as it sounds) or whether they are due to buried memories, their obsessive power over an artist's mind, and their clear, compulsive emergence in his work depends on a mental condition that can come and go. When, for some reason, they no longer present themselves to the mind's eye, alive or clamoring to be born, the visionary artist has a hard time — dark days. This is particularly true if he has lost the habit of feeding his mind on the observation of nature.”

Kenneth Clark (1903–1983) Art historian, broadcaster and museum director

Source: The Romantic Rebellion (1973), Ch. 6: Blake

Art, History, Nature, Memory

“My advice to all students is to question everything! You never know where a "silly question" may lead you.”

Derek Abbott (1960) Physicist, engineer

Statement in his Introductory profile at The University of Adelaide http://www.eleceng.adelaide.edu.au/people/profiles/academic.html#abbott.

Question

“I am always trying to find how to get the message through. [In Munich] we custom-made five thousand backpacks like the ones of those students [who died in Sichuan] to construct a simple sentence [spoken by the] mother of a dead student. It was: 'She has been happily living in this world for seven years.”

Ai Weiwei (1957) Chinese concept artist

2010-, Ai Weiwei, interview by Christiane Amanpour, 2010

World, Dead

“Teachers, not students, are the ones who are failing. As Albert Einstein said that “all religions, arts and sciences are branches of the same tree,” the detachment of philosophy – the forefather of all knowledge and academic disciplines – from mathematics, sciences, and technology is the fundamental reason for failure in modern-day K-12 and higher education.”

Newton Lee American computer scientist

Google It: Total Information Awareness, 2016

Education, Religion, Art, Mathematics

“It's disgraceful and embarrassing that the highest technology in a typical inner city high school in this country is the metal detector the students pass through at the front door.”

Bran Ferren (1953) American technologist

Metal Front Doors with Glass Like Success, likesuccess.com, 2017-01-16 http://likesuccess.com/img4416163,

School, Country

“We must have a new commitment to excellence and transparency at MU. The leadership of the school failed the students who expected more from the great university they chose to attend. Professor Click, on the grounds of an institution that is supposed to carry the banner of free thought and expression, on a campus with one of the world’s leading journalism schools -- trampled on the First Amendment, the very sacred defender of individual thought. The actions of a rogue professor and rudderless leaders have embarrassed the university and our state. To begin moving forward, it is long past time for the University to remove Professor Click. We must renew our commitment to Mizzou, which really is a commitment to the students, who are the future of our great state.”

Eric Schmitt (1975) American politician, lawyer

Reforming Mizzou: Earning back the taxpayers’ trust http://www.columbiatribune.com/bf4d55bb-fee4-5a97-8341-2824a3baba05.html (January 10, 2016)

World, School, Universe, Time

“The discipline of poetry may be expected first to teach the evocative power of words, to introduce the student, if we may so put it, to the mighty power of symbolism, and then to show him that there are ways of feeling about things which are not provincial either in space or time.”

Richard M. Weaver (1910–1963) American scholar

“The Power of the Word,” pp. 52-53.
Language is Sermonic (1970)

Way, Feeling, Time

“Paris is a very graceful and beautiful city, almost too formal and sweet to the taste after the raw disorder of New York. Everything seems to have been planned with the purpose of forming a most harmonious whole, which certainly has been done... Every street here is alive with all sorts of conditions of people, priests, nuns, students, and always the little soldiers with wide red pants.”

Edward Hopper (1882–1967) prominent American realist painter and printmaker

Quote in Hopper's letter to his mother, Paris, October 30, 1906; as cited in Edward Hopper, Gail Levin, Bonfini Press, Switzerland 1984, p. 13
1905 - 1910

People, Beauty

“People ask me, "Do you have optimism about the world, about how terrible it is?" And I say, "Yes, it's great the way it is" … I had the wonderful privilege of sitting face to face with [a Hindu guru] and the first thing he said to me was "Do you have a question?", cause the teacher always answers questions… I said, "Yes, I have a question." I said, " Since in Hindu thinking all the universe is divine, a manifestation of divinity itself, how can we say no to anything in the world? How can we say no to brutality to stupidity to vulgarity to thoughtlessness?" And he said, "For you and me, you must say yes." Well, I learned from my friends who were students of his that that happened to be the first question he asked his guru, and we had a wonderful conversation for an hour there.”

Joseph Campbell The Power of Myth

Episode 2, Chapter 12
The Power of Myth (1988)

People, Stupidity, World, Way

“…girls who had read Wittgenstein as high school baby-sitters were rejected because the school’s quota of abnormally intelligent students had already been filled that year.”

Randall Jarrell book Pictures from an Institution

Source: Pictures from an Institution (1954) [novel], Chapter 3: “Miss Batterson and Benton”, p. 80

School, Girl, Intelligence, Reading

“The materials collected in this volume are intended to acquaint the student with economic principles as they are manifested in the tangible facts of economic life. A few extracts of primarily theoretical character have been included to represent important aspects of contemporary or historic thought; but for the most part the selections are not so much authoritative formulations of economic laws as concrete case-material embodying such laws, or affording a background of information which the systematic treatises on economics can hardly give and which the teacher certainly cannot often assume that his students will possess.”

Leon C. Marshall (1879–1966) American economist

James A. Field, Leon C. Marshall and Chester W. Wright. Materials For the Study of Elementary Economics https://archive.org/stream/materialsforstud00mars#page/n5/mode/2up, University of Chicago Press, 1913. Preface

Life, Law, Teachers, Parting

“In dialectic the student … will get training in thinking, whereas the best that he gets now is a vague admonition to think for himself.”

Richard M. Weaver (1910–1963) American scholar

“The Power of the Word,” p. 55.
Language is Sermonic (1970)

Thinking, Training

“...he took his lesson of political morality as learned, his notice to quit as duly served, and supposed his education to be finished.

Everyone thought so, and the whole City was in a turmoil. Any intelligent education ought to end when it is complete. One would then feel fewer hesitations and would handle a surer world. The old-fashioned logical drama required unity and sense; the actual drama is a pointless puzzle, without even an intrigue. When the curtain fell on Gladstone's speech, any student had the right to suppose the drama ended; none could have affirmed that it was about to begin; that one's painful lesson was thrown away.”

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

The Education of Henry Adams (1907), Chapter X Political Morality

Pain, World, Education, Feeling

“Peace has an economic foundation to which too little attention has been given. No student can doubt that it was to a large extent the economic condition of Europe that drove those overburdened countries headlong into the World War. They were engaged in maintaining competitive armaments. If one country laid the keel of one warship, some other country considered it necessary to lay the keel of two warships. If one country enrolled a regiment, some other country enrolled three regiments. Whole peoples were armed and drilled and trained to the detriment of their industrial life, and charged and taxed and assessed until the burden could no longer be borne. Nations cracked under the load and sought relief from the intolerable pressure by pillaging each other. It was to avoid a repetition of such a catastrophe that our Government proposed and brought to a successful conclusion the Washing- ton Conference for the Limitation of Naval Armaments. We have been altogether desirous of an extension of this principle and for that purpose have sent our delegates to a preliminary conference of nations now sitting at Geneva. Out of that conference we expect some practical results. We believe that other nations ought to join with us in laying aside their suspicions and hatreds sufficiently to agree among themselves upon methods of mutual relief from the necessity of the maintenance of great land and sea forces. This can not be done if we constantly have in mind the resort to war for the redress of wrongs and the enforcement of rights. Europe has the League of Nations. That ought to be able to provide those countries with certain political guaranties which our country does not require. Besides this there is the World Court, which can certainly be used for the determination of all justifiable disputes. We should not underestimate the difficulties of European nations, nor fail to extend to them the highest degree of patience and the most sympathetic consideration. But we can not fail to assert our conviction that they are in great need of further limitation of armaments and our determination to lend them every assistance in the solution of their problems. We have entered the conference with the utmost good faith on our part and in the sincere belief that it represents the utmost good faith on their part. We want to see the problems that are there presented stripped of all technicalities and met and solved in a way that will secure practical results. We stand ready to give our support to every effort that is made in that direction.”

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

1920s, Ways to Peace (1926)

Life, War, People, World

“But I would like to think for a moment about a man who in the morning teaches his students that a false attribution of a Watteau drawing or an inaccurate transcription of a fourteenth-century epigraph is a sin against the spirit and in the afternoon or evening transmits to the agents of Soviet intelligence classified, perhaps vital information given to him in sworn trust by his countrymen and intimate colleagues. What are the sources of such scission? How does the spirit mask itself?”

George Steiner (1929–2020) American writer

"The Cleric of Treason," The New Yorker (1980-12-08).
George Steiner: A Reader (1984)

Intelligence, Thinking, Drawing, Falseness

“Men of intellectual and moral eminence who encourage public disobedience of the law are responsible for the acts of those who inevitably follow their counsel: the poor, the ignorant and the impressionable. For example, to the professor objecting to de facto segregation, it may be crystal clear where civil disobedience may begin and where it must end. But the boundaries have become fluid to his students and other listeners. Today in the urban slums, the limits of responsible action are all but invisible.”

Richard Nixon (1913–1994) 37th President of the United States of America

1960s, What Has Happened to America? (1967)

Men, Law

“A general policy towards Hindu temples was proclaimed in April 1669. Maasir-i-alamgiri records: "On the 17th of Zil Kada 1079 (9th April 1669) it reached the ears of His Majesty, the protector of the faith, that in the province of Thatta, Multan, and Benares, but especially in the latter, foolish Brahmans were in the habit of expounding frivolous books in their schools, and that students and learners, Muslims as well as Hindus, went there, even from long distances, led by a desire to become acquainted with the wicked sciences they taught. The Director of the Faith, consequently, issued orders to all governors of provinces to destroy with a willing hand the schools and temples of the infidels and they were strictly enjoined to put an entire stop to the teaching and practising of idolatrous forms of worship. On the 15th Rabiul-akhir (end September) it was reported to his religious Majesty, leader of the unitarians, that in obedience to order, the government officers had destroyed the temple of Bishnath at Benares."….”

Aurangzeb (1618–1707) Sixth Mughal Emperor

Goel, Sita Ram (2001). The story of Islamic imperialism in India. ISBN 9788185990231 Ch. 7.
Quotes from late medieval histories, 1660s

Books, School, Faith, Science

“Believing that the government knows what's best is an argument that barely merits a serious discussion. Any high school history student can come up with hundreds of examples of when a king, dictator, or elected official followed a destructive, foolish policy. Democracy doesn't protect our leaders from having a limited, parochial vision. A politician's true priority is career self-preservation.”

John Twelve Hawks American writer

How We Live Now (2005)

School, Democracy, History

“Although students of management would readily agree that there have been problems of management since the dawn of organized life, most would also agree that systematic examination of management, with few exceptions, is the product of the present century and more especially of the past two decades.”

Harold Koontz (1909–1984)

Source: "The Management Theory Jungle," 1961, p. 174

Life, Problem, Past

“The intensity of my feelings was reinforced by other events of the late '60s: the riots, the marches, the sense that something had to be done, done quickly to resolve the issue of race. In college there was an air of excitement, apprehension and anger. We started the Black Students Union. We protested. We worked in the Free Breakfast Program. We would walk out of school in the winter of 1969 in protest.”

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

1990s, I Am a Man, a Black Man, an American (1998)

School, Feeling, Sense, Winter

“Yes, throughout our marriage [with Gerhard Richter during 1982 - 1993], we influenced each other mutually. We didn't have a student-teacher kind of relationship.”

Isa Genzken (1948) German sculptor

after 2010, Isa Genzken, the artist who doesn't do interviews' (2014)

Marriage, Teachers

“It was the devout hope of Macaulay… and of many others, that the diffusion of new learning among the higher classes would see the dissolution of Hinduism and the widespread acceptance of Christianity. The missionaries were of the same view, and they entered the education field with enthusiasm, providing schools and colleges in many parts of India where education in the Christian Bible was compulsory for Hindu students. The middle classes accepted Western education with avidity and willingly studied Christian scriptures, but neither the dissolution of Hindu society so hopefully predicted nor the conversion of the intellectuals so devoutly hoped for showed any sign of materialization. On the other hand, Hinduism assimilated the new learning, and the effects were soon visible all over India in a revival of a universalistic religion based on the Vedanta.”

K. M. Panikkar (1895–1963) Indian diplomat, academic and historian

Asia and Western Dominance: a survey of the Vasco Da Gama epoch of Asian history, 1498–1945

Education, School, Religion, Hope

“In my eighteenth year, my father sent me to the University of Gottingen. The first winter I did not leave the Anatomical School, and although I gave myself up to the most intense study, I willingly entered into all the gaities and amusements so much sought by German students, but avoided carefully debaucheries of any kind; they gave me the cognomen, Half Benommist, owing to my puerile look and feeble and weak voice. Unzer and Ebeling, two students in physic, took me under their powerful protection, and extricated me out of many scrapes.”

Albrecht Thaer (1752–1828) German agronomist and an avid supporter of the humus theory for plant nutrition

My Life and Confessions, for Philippine, 1786

School, Study, Winter

“p>Dear Land of Flowers, forgive me!—that I took
These snatches from thy glittering wealth of song,
And twisted to the uses of a book
Strains that to alien harps can ne'er belong.Thy gems shine purer in their native bed
Concealed, beyond the pry of vulgar eyes;
And there, through labyrinths of language led,
The patient student grasps the glowing prize.Yet many, in their race toward other goals,
May joy to feel, albeit at second-hand,
Some far faint heart-throb of poetic souls
Whose breath makes incense in the Flowery Land.”

Herbert Giles (1845–1935) British sinologist and diplomat

Chinese Poetry in English Verse http://library.umac.mo/ebooks/b25541080.pdf, Dedication (dated October 1898)

Books, Feeling, Soul, Flowers

“There is, I venture to think, no ground for the ordinarily accepted statement of the relation of philosophy to theology and religion. It is usually said that while^hilosophy is the creation of an individual mind, theology or religion is, like folk-lore and language, the product of the collective mind of a people or a race. This is to confuse philosophy with philosophies, a conmion and, it must be admitted, a not unnatural confusion. But while a philosophy is the creation of a Plato, an Aristotle, a Spinoza, a Kant, or a Hegel, ^hilosophy itself is, like religion, folk-lore and language, a product of the collective mind of humanity. It is advanced, as these are, by individual additions, interpretations and syntheses, but it is none the less quite istinct from such individual contributions. philosophy is humanity's hold on Totality, and it becomes richer and more helpful as man's intellectual horizon widens, as his intellectual vision grows clearer, and as his insights become more numerous and more sure. Theology is philosophy of a particular type. It is an interpretation of Totality in terms of God and His activities. In the impressive words of Principal Caird, that philosophy which is theology seeks "to bind together objects and events in the links of necessary thought, and to find their last ground and reason in that which comprehends and transcends all— the nature of God Himself." Religion is the apprehension and the adoration of the Grod Whom theology postulates.
If the whole history of philosophy be searched for material with which to instruct the beginner in what philosophy really is and in its relation to theology and religion, the two periods or epochs that stand out above all others as useful for this purpose are Greek thought from Thales to Socrates, and that interpretation of the teachings of Christ by philosophy which gave rise, at the hands of the Church Fathers, to Christian theology. In the first period we see the simple, clear-cut steps by which the mind of Europe was led from explanations that were fairy-tales to a natural, well-analyzed, and increasingly profound interpretation of the observed phenomena of Nature. The process is so orderly and so easily grasped that it is an invaluable introduction to the study of philosophic thinking. In the second period we see philosophy, now enriched by the literally huge contributions of Plato, Aristotle and the Stoics, intertwining itself about the simple Christian tenets and building the great system of creeds and thought which has immortalized the names of Athanasius and Hilary, Basil and Gregory, Jerome and Augustine, and which has given color and form to the intellectual life of Europe for nearly two thousand years. For the student of today both these developments have great practical value, and the astonishing neglect and ignorance of them both are most discreditable.”

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

" Philosophy" (a lecture delivered at Columbia University in the series on science, philosophy and art, March 4, 1908) https://archive.org/details/philosophyalect00butlgoog"

Life, God, People, Religion

“From financial aid (for foreign students) to an affirmative-action placement in Harvard Law School, Barry Soetoro is a Frankenstein of America’s creation.”

Ilana Mercer South African writer

“Dying for Obama’s Deadly Dogma,” http://www.targetliberty.com/2014/10/dying-for-obamas-deadly-dogma.html Target Liberty, October 17, 2014 2010s, 2014

School, Law

“The objects of instruction in purely scientific mechanics and physics are, first, to produce in the student that improvement of the understanding which results from the cultivation of natural knowledge, and that elevation of mind which flows from the contemplation of the order of the universe”

William John Macquorn Rankine (1820–1872) civil engineer

"On the Harmony of Theory and Practice in Mechanics" (Jan. 3, 1856)
Context: The objects of instruction in purely scientific mechanics and physics are, first, to produce in the student that improvement of the understanding which results from the cultivation of natural knowledge, and that elevation of mind which flows from the contemplation of the order of the universe; and secondly, if possible, to qualify him to become a scientific discoverer.<!--p. 176

Understanding, Nature, Knowledge, Universe

“It underscores the state of repression in Myanmar and shows that the junta remains oblivious to worldwide criticism of its human rights record, particularly the detention of monks and students demonstrating peacefully as well as the violent suppression of ethnic minorities seeking autonomy.”

Francis Escudero (1969) Filipino politician

2009, Statement: on the latest conviction of Aung San Suu Kyi

“The message is clear and loud. The fortunes of the persons who rule the country and the contents of the textbooks run in tandem. When Ayub Khan was in power in 1969 and the Urdu book was published it was right and proper that the bulk of it should be in praise of him. When, in 1970, he was no longer on the scene and this English translation was published it was meet that the book should ignore him. All the books published during Zia's years of power followed this practice. The conclusion is inescapable: the students arc not taught contemporary history but an anthology of tributes to current rulers. The authors are not scholars or writers but courtiers.”

Khursheed Kamal Aziz (1927–2009) historian

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

Books, History, Personality, Country

“I began graduate work in the philosophy of sciences at the University of Pennsylvania in 1941 where I came under the influence of the “grand old man” of the department, the eminent philosopher E. A. Singer, Jr. Because of the informality of the department he created I began to collaborate with two younger members of the faculty, both of whom were former students of Singer, Thomas A. Cown and C. West Churchman.
Three aspects of Singer's philosophy had a particularly strong influence on me. First, that the practice of philosophy, its application, was necessary for the development of philosophy itself. Second, that effective work on “real” problems required an interdisciplinary approach. Third, that the social area needed more work than any of the other domains of science and that this was the most difficult.
We developed a concept of a research group that would enable us to practice philosophy in the social domain by dealing with real problems. The organization we designed was called “The Institute of Experimental Method.””

Russell L. Ackoff (1919–2009) Scientist

With the participation of a number of other graduate students in philosophy and a few other members of the faculty we started this institute on a completely informal basis. Preface, cited in Gharajedaghi, Jamshid. Systems thinking: Managing chaos and complexity: A platform for designing business architecture http://booksite.elsevier.com/samplechapters/9780123859150/Front_Matter.pdf. Elsevier, 2011. p. xii Towards a Systems Theory of Organization, 1985

Problem, Strong, Universe, Science

“Learning is most often considered a process of getting rather than giving. This is most evident in conceptions of student/teacher roles: Teachers give and students get. Yet, in adult learning both giving and getting are critical.”

David A. Kolb (1939) American psychologist

[Kolb, DA, Osland JS, Rubin IM, Organizational Behavior: an experiential approach, 1971, 7, 2001, Prentice Hall, Upper Saddle River, NJ, English, 42]

Learning, Teachers

“It's widely accepted today that high schools are miserable, nerve-pinching stress machines. They are governed by dim hypocrites; the climate favors the cruelest and shallowest students, and many, if not most students, are constantly suppressing a burning sense of injustice, shame, and powerlessness.”

Mark Ames (1965) American writer and journalist

Part VI: Welcome to the Dollhouse, page 232.
Going Postal: Rage, Murder, and Rebellion, From Reagan's Workplaces to Clinton's Columbine and Beyond (2005)

School, Sense

“There are few sources of energy so powerful as a procrastinating grad student.”

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

"How to Start a Startup" http://www.paulgraham.com/start.html, March 2005

“Educators know there are only two types of schooling: indoctrination and education.
Indoctrination teaches a student how to cleave to a party line, and to recite the slogans and bromides of the accepted conformity. He is taught only how to swallow lies, and there is no assurance he will not swallow the propaganda of foes as easily as that of friends. Such folk are hopelessly provincial to their time and place. Unable to distinguish truth from fable, they swallow both or spit both out, and become zealots, or, worse yet, cynics. The zealot holds that truth can be won with no effort; the cynic, that no effort will suffice.
Education teaches the art of skeptical inquiry. The student learns the thoughts of all the great minds of the past, so that the implications and mistakes of philosophy of various schools are not unknown to him. And he learns, first, current scientific theories and, second, how frail and temporary such theories can be. He learns to be undeceived by those who claim to know a last and final truth.”

John C. Wright (1961) American novelist and technical writer

Source: Titans of Chaos (2007), Chapter 22, “The Bubble Bath” (p. 309)

Truth, Education, School, Art

“At the beginning of each semester, I tell students that my economic theory course will deal with positive, non-normative economic theory. I also tell them that if they hear me making a normative statement without first saying, "In my opinion," they are to raise their hands and say, "Professor Williams, we didn't take this class to be indoctrinated with your personal opinions passed off as economic theory; that's academic dishonesty." I also tell them that as soon as they hear me say, "In my opinion," they can stop taking notes because my opinion is irrelevant to the subject of the class -- economic theory. Another part of this particular lecture to my students is that by no means do I suggest that they purge their vocabulary of normative or subjective statements. Such statements are useful tools for tricking people into doing what you want them to do. You tell your father that you need a cell phone and he should buy you one. There's no evidence whatsoever that you need a cell phone. After all, George Washington managed to lead our nation to defeat Great Britain, the mightiest nation on Earth at the time, without owning a cell phone.”

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

1970s, Economics for the Citizen (1978)

People, Time, Parting, Personality

“There is no study more difficult than that of physic: it exceeds, as a science, the comprehension of the human mind: and those who blunder onwards, without attempting to understand what they see, are often very nearly on a level with those, who depend too much on imperfect generalisations, applied to facts, which can scarcely be subjected to any well marked analogy. Hence it may happen, that talents and labour may become useless for want of a proper direction… To assist in furnishing the student with a sufficient direction… is the principal object of this work.”

Thomas Young (scientist) (1773–1829) English polymath

Source: An Introduction to Medical Literature, Including a System of Practical Nosology (1823), p. 2

Understanding, Study, Science, Dependency

“By the end of the tonight, all but one of these students will be dead. That’s not true. I'd give them about a week.”

Derren Brown (1971) British illusionist

TV Series and Specials (Includes DVDs), Derren Brown: Séance (2004)

Dead

“Every seminar should involve at its conclusion the assignment of a short composition in which students would attempt to state how their understanding of the book discussed in the seminar was increased by their participation in the discussion.”

Mortimer J. Adler (1902–2001) American philosopher and educator

Source: Reforming Education: The Opening of the American Mind (1990), p. 316

Books, Understanding

“The young come to us creatures of imagination and strong affection; they want to feel, but they don’t know how—that is to say, they do not know the right objects and the right measures. And it is entirely certain that if we leave them to the sort of education obtainable today for extra-scholastic sources, the great majority will be schooled in the two vices of sentimentality and brutality. Now great poetry, rightly interpreted, is the surest antidote to both of these. In contrast with journalists and others, the great poets relate the events of history to a pure or noble metaphysical dream, which our students will have all their lives as a protecting arch over their system of values.”

Richard M. Weaver (1910–1963) American scholar

“The Power of the Word,” p. 51.
Language is Sermonic (1970)

Education, School, Dreams, Feeling

“Probability and statistics are now so obviously necessary tools for understanding many diverse things that we must not ignore them even for the average student.”

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

Methods of Mathematics Applied to Calculus, Probability, and Statistics (1985)

Understanding

“I have long known of Mr. Shaw, read his plays and prefaces, and loved him. I admire heroic effort. Accomplishment I love. What I am about to say is no invention, and I am putting it down for whatever it may be worth to the historian of literature and for the student of influences of men on men, and because it is true and must therefore be made known. As a boy, charging pell-mell through literature, reading everything I could lay hands on in the Public Library of Fresno, I found many men to whom I felt deeply grateful — especially Guy de Maupassant, Jack London, and H. L. Mencken — but the first man to whom I felt definitely related was George Bernard Shaw. This is a presumptuous or fatuous thing to mention, perhaps, but even so it must be mentioned.”

William Saroyan (1908–1981) American writer

Hello Out There (1941)

Love, Men, Guy, Boy

“I started thinking about charismatic psychopaths like Charles Manson and wondering what they were like as teenagers? They didn't just spring full-blown from oyster shells -- they had to hone the "people skills" that allowed them to become so manipulative as adults. Kids like that are growing up within our school systems and can exert tremendous control over their fellow students. I consider "Griffin" a cautionary tale about the danger of peer pressure.”

Lois Duncan (1934–2016) American young-adult and children's writer

On the basis of her novel Killing Mr. Griffin (1978), interview in Absolute Write (2002)
1990–2002

People, School, Spring, Thinking

“After the rainy season was over, he made up his mind to take possession of the fort of Narwar which was in the domain of Mãlwã. He ordered Jalãl Khãn Lodî, the governor of Kãlpî, to go there and besiege the fort… The Sultãn himself reached Narwar after some time… He kept the fort under siege for an year… The soldiers went out to war everyday and got killed… “Thereafter the inhabitants of the fort were in plight due to scarcity of water and dearness of grains, and they asked for forgiveness. They went out with their wealth and property. The Sultãn laid waste the temples and raised mosques. Men of learning and students were made to reside there and given scholarships and grants. He stayed for six months under the walls of the fort.”

Nizamuddin Ahmad (1551–1594) historian

Sultãn Sikandar Lodî (AD 1489-1517) Narwar (Madhya Pradesh)
Tabqãt-i-Akharî

Men, War, Forgiveness, Learning

“Students once asked me, if being a historian, I could predict the future and I said "No, I can't. But, I can tell what you what won't happen.", and someone said "What won't happen? What do you know what won't happen?" and I gave two answers. I said "Russia will never allow the reunification of Germany" and "whites in South Africa will never give up their tyranny without a bloodbath." So, let's not take me as a prophet.”

Alan Charles Kors (1943) American academic

2010s, Socialism's Legacy (2011), Q&A

Future

“I'm fortunate to know many of the trustees. Well, for example I'm good friends with the Chairman, Mike Boone. And there’s one trustee I know really well, a proud graduate of the SMU Class of 1968 who went on to become our nation’s greatest First Lady. Do me a favor and don’t tell Mother. I know how much the trustees love and care for this great university. I see it firsthand when I attend the Bring-Your-Spouse-Night Dinners. I also get to drop by classes on occasion. I am really impressed by the intelligence and energy of the SMU faculty. I want to thank you for your dedication and thank you for sharing your knowledge with your students. To reach this day, the graduates have had the support of loving families. Some of them love you so much they are watching from overflow sites across campus. I congratulate the parents who have sacrificed to make this moment possible. It is a glorious day when your child graduates from college — and a really great day for your bank account. I know the members of the Class of 2015 will join me in thanking you for your love and your support. Most of all, I congratulate the members of the Class of 2015. You worked hard to reach this milestone. You leave with lifelong friends and fond memories. You will always remember how much you enjoyed the right to buy a required campus meal plan. You'll remember your frequent battles with the Park ‘N’ Pony Office. And you may or may not remember those productive nights at the Barley House.”

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

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

Love, Family, Intelligence, Support

“The admission to Harvard College depends upon examinations; and if this boy passes the examinations, he will be admitted; and if the white students choose to withdraw, all the income of the college will be devoted to his education.”

Edward Everett (1794–1865) American politician, orator, statesman

On admission of the first black student to Harvard University, as quoted in Edward Everett, Orator and Statesman (1925) by Paul Revere Frothingham, p. 299.

Education, Boy, Dependency

“It is possible that the major collaboration between economists and engineers is still to come, in the greater use of physical analogues and computers of the analogue type to avoid the difficulties of calculation. Apart from their major use as possible tools for economic regulation, physical analogues have a subsidiary use, for there are students of economics, as there are many students of engineering, who can better understand the significance of the somewhat formidable mathematics that tends to be used in this field, if they can first acquaint themselves with the types of behaviour in question as exhibited by physical objects that can be seen, felt, handled and experimented with. It may also be suggested that economists may find that what they have to say about economic policy will be very readily assimilated by one group of attentive pupils, namely the scientists, engineers and technicians of industry, if explanatory notions can be drawn from the theory of automatic control, which is now part of a normal engineering education. The aim of this essay has been to give explanations of system behaviour, and some approaches to its analysis, using geometrical construction and physical analogy where possible to clarify the implications of the more usual formal algebraic approach.”

Arnold Tustin (1899–1994) British engineer

Source: The Mechanism of Economic Systems (1953), p. 2

Education, Mathematics, Understanding, Question

“American universities are united in the view that foreign students enhance the research and education that we provide. Our country can only benefit by welcoming international talent.”

Robert J. Birgeneau (1942) Canadian physicist

Education, Universe, Country

“Mahatma Buddha has also left a deep imprint on my life. In my personal room also, there are three-four statues of the Buddha…. In Buddhism, I see dharma entrenched in karuna (compassion). I believe compassion is the most valuable essence of life. When I formed the government, these values got ingrained even deeper. What attracts me about Buddha is his inclusive philosophy; secondly, his modernity; and thirdly, his belief in the importance of Sangathan—the idea of Sangha. This underlies all his philosophy. I would often wonder how Buddha managed to reach all over the world. What was it about him that lit sparks everywhere he went, took ordinary human beings towards their kartavya (duty) and appealed to the lower status groups as well? Buddhism does not have too much tam-jham or celebration of big utsavs. There is a direct connect of the individual with the Divine. That entire thought system touches me deeply. Moreover, wherever Buddha went, the region witnessed prosperity. Even though China had a different belief system but Buddha has maintained his influence on China as well. Recently, I went to China and found that their government was introducing me to Buddhist elements of their culture with great pride. I got to know that China is making a film on Hiuen-Tsang. I took a pro-active role and wrote to those people saying that they should not forget the part about his stay in Gujarat. Hiuen-Tsang lived for a long time in the village where I was born. He has written about a hostel in that village where 1,000 student monks resided. After I became chief minister, I got the area excavated and found archeological evidence of things described by Hiuen-Tsang. This means Mahatma Buddha’s philosophy would have had some influence on my ancestors.”

Narendra Modi (1950) Prime Minister of India

Narendra Modi quoted from Kishwar, Madhu (2014). Modi, Muslims and media: Voices from Narendra Modi's Gujarat. p.388-389
2013

Life, People, World, Idea

“I was... questioning the students when something else caught my attention. First, dimly, then more vividly, I began to sense the presence of an invisible personality beside me. That is, I didn't see him, but felt his emotional reality quite as strongly as physical vision could ever show it. I'd "met" this same person in several previous classes when he told me mentally that he represented a past life of mine. Then, supposedly, I'd been some kind of jealous leader, demanding utmost loyalty. My friend Sue had been one of my followers. Now he wanted to confront her, feeling that she was going her own way this time and not following in her footsteps, as he thought she should have.”

Jane Roberts (1929–1984) American Writer

Source: Adventures In Consciousness: An Introduction to Aspect Psychology (1975), p. 8

Life, Way, Feeling, Question

“Economic analysis is the first principle of Marxism. Professors who were genuine leftists would have challenged the entire economics-driven machinery of American academe — the wasteful multidepartmental structure, the divisive pedantry of overspecialization, the cronyism and sycophancy in recruitment and promotion, the boondoggling ostentation of pointless conferences, the exploitation of graduate students and part-time teachers, the subservience of faculty to overpaid administrators, the mediocrity and folly of the ruling cliques of the Modern Language Association.”

Camille Paglia (1947) American writer

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

Teachers, Time, Parting

“The ceiling fell? The ink ran dry? A student dared to smile?
Of every new disaster
I prove myself the master
By sending out more circulars, more circulars to file!
A missing kid? A kissing kid? A paper on the floor?
For every major crisis
One remedy suffices:
More circulars, more circulars, to put into a drawer!A crowded cafeteria?
A substitute's hysteria?
A visitor from Syria?
A missing Book Receipt?I merely send out circulars
To add to other circulars
To add to other circulars
Numerical and neat!”

Bel Kaufmanová book Up the Down Staircase

Part III, ch. 16 (Paul Barringer)
Up the Down Staircase (1965)

Books, Smile, Kiss

“The scene has thoroughly changed. The six weeks' march to Paris has come world drama. Mass murder has become a monotonous task, and yet the final solution is not one step nearer. Capitalist rule is caught in its own trap, and cannot ban the spirit that it has Gone is the first mad delirium. Gone are the patriotic street demonstrations, the chase after suspicious-looking automobiles; the false telegrams, the cholera-poisoned wells. Gone the mad stories of Russian students who hurl bombs from every bridge of Berlin, or French men flying over Nuremberg; gone the excesses of spy-hunting populace, the singing through, the coffee shops with their patriotic songs; gone the violent mobs, ready to denounce, ready to persecute women, ready to whip themselves into a delirious frenzy over every wild rumor; gone the atmosphere of ritual murder, the Kishinev air that left the policeman at the corer as the only remaining representative of human dignity.”

Rosa Luxemburg (1871–1919) Polish Marxist theorist, socialist philosopher, and revolutionary

Source: The Junius Pamphlet (1915), Ch.1

Women, Men, World, Coffee

“Magic isn't real. There has to be a logical reason explanation for the effect of Ivory Tower achievement on Real World success. And here it is: despite the chasm between what students learn and what workers do, academic success is a strong signal of worker productivity. The labor market doesn't pay you for the useless subjects you master; it pays for preexisting traits you reveal by mastering them.”

Bryan Caplan (1971) American political scientist

[The Case against Education, 13, https://books.google.com/books?id=Mws8DwAAQBAJ&pg=PA13]
The Case against Education (2018)

World, Strong, Learning, Success

“You remember what a fabulous success court-ordered "desegregation" plans have been. Few failures have been more spectacular. Illiterate students knifing one another between acts of sodomy in the stairwell is just one of the many eggs that had to be broken to make the left's omelette of transferring power from states to the federal government.”

Ann Coulter (1961) author, political commentator

Ashcroft and the blowhard discuss desegregation
2001-01-17
Townhall
http://townhall.com/columnists/anncoulter/2001/01/17/ashcroft_and_the_blowhard_discuss/page/full; in her book How to Talk to a Liberal (If You Must) (2004) this passage is slightly revised to end with assertions about "transferring power from cities to the federal courts."
2001

Failure, Success

“Studied in the dry light of conservative Christian anarchy, Russia became luminous like the salt of radium; but with a negative luminosity as though she were a substance whose energies had been sucked out — an inert residuum — with movement of pure inertia. From the car window one seemed to float past undulations of nomad life — herders deserted by their leaders and herds — wandering waves stopped in their wanderings — waiting for their winds or warriors to return and lead them westward; tribes that had camped, like Khirgis, for the season, and had lost the means of motion without acquiring the habit of permanence. They waited and suffered. As they stood they were out of place, and could never have been normal. Their country acted as a sink of energy like the Caspian Sea, and its surface kept the uniformity of ice and snow. One Russian peasant kissing an ikon on a saint's day, in the Kremlin, served for a hundred million. The student had no need to study Wallace, or re-read Tolstoy or Tourguenieff or Dostoiewski to refresh his memory of the most poignant analysis of human inertia ever put in words; Gorky was more than enough: Kropotkine answered every purpose.”

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

The Education of Henry Adams (1907)

Life, Cars, Kiss, Study

“[In 1932, Lionel Robbins declared economics ‘the science of choice’ (Robbins 1932). In the same year, when students at the University of Chicago opened their social sciences course reader, they read Knight’s response:] Such definitions come too near to saying that economics is the science of things generally, of everything that men are for practical reasons interested in. Such a definition is useless and misleading”

Frank Knight (1885–1972) American economist

Source: The Economic Organization, 1951, p. 4 as cited in: Ross B. Emmett (ed). The Elgar Companion to The Chicago School of Economics http://books.google.com/books?id=MaCciKWcDIAC&pg=PA54, 2008. p. 53

Men, Universe, Science, Reading

“By any yardstick, a higher percentage of New York City high school students are graduating now than at any time in decades. The rate has risen every year during this administration and is an important validation of our reforms, w:Chancellor Klein’s leadership, and the hard work of our students, principals, and teachers. The rate obviously remains far too low, but the gains demonstrate that our hard work to raise student achievement is paying off, and we are beginning to turn around a failing system.”

Michael Bloomberg (1942) American businessman and politician, former mayor of New York City

http://www.mikebloomberg.com/en/issues/education/mayor_bloomberg_announces_that_high_school_graduaton_rate_reaches_historic_high_of_60
Education

School, Teachers, Time

“There was nothing in these views to repel a student; or to make Keynes attractive. Keynes had nothing to offer those of us who had sat at the feet of Simons, Mints, Knight, and Viner.”

Milton Friedman (1912–2006) American economist, statistician, and writer

Milton Friedman, "Comments on the Critics", Journal of Political Economy, Vol. 80, No. 5 (Sep. - Oct., 1972)

“The policy of affirmative action, however, was never able to distinguish someone like me (a graduate student of English, ambitious for a college teaching career) from a slightly educated Mexican-American who lived in a barrio and worked as a menial laborer, never expecting a future improved. Worse, affirmative action made me the beneficiary of his conditions.”

Richard Rodríguez (1944) American journalist and essayist

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

Education, Future

“In 1945 a Mississippi sergeant, Jake Lindsey, was honored by an unusual joint session of the Congress. I close therefore, with this appeal to the students of the University, the people who are most concerned. You have a great tradition to uphold, a tradition of honor and courage won on the field of battle and on the gridiron as well as the University campus. You have a new opportunity to show that you are men of patriotism and integrity. For the most effective means of upholding the law is not the State policeman or the marshals or the National Guard. It is you. It lies in your courage to accept those laws with which you disagree as well as those with which you agree.”

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

Radio and Television Report to the Nation on the Situation at the University of Mississippi (30 September 1962)
1962

Men, People, Law, Courage

“This education startled even a man who had dabbled in fifty educations all over the world; for, if he were obliged to insist on a Universe, he seemed driven to the Church. Modern science guaranteed no unity. The student seemed to feel himself, like all his predecessors, caught, trapped, meshed in this eternal drag-net of religion.

In practice the student escapes this dilemma in two ways: the first is that of ignoring it, as one escapes most dilemmas; the second is that the Church rejects pantheism as worse than atheism, and will have nothing to do with the pantheist at any price.”

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

The Education of Henry Adams (1907)

Religion, World, Education, Way

“Countless generations of students and general readers have been intrigued by this deeply human book, which half reveals and half conceals the fascinating yet enigmatic personality of its author.”

Robert Gordis (1908–1992) American rabbi and theologian

"Koheleth - the Man and his World" (1955), preface, p. vii

Books, Personality

“Get your children out of the public schools, if possible. The problem with the lies in the books is not fixable in the short term and there is a great chance your student will be negatively impacted if you leave them in a public school setting.”

Kent Hovind (1953) American young Earth creationist

Source: Are you being brainwashed?: Propaganda in science textbooks (2007), p. 27

Children, Books, School, Problem

“We might add now that we do have an authoritative account of why the United States bombed Serbia in 1999. It comes from Strobe Talbott, now the director of the Brookings Institution, but in 1999 he was in charge of the State Department-Pentagon team that supervised the diplomacy in the affair. He wrote the introduction to a recent book by his Director of Communications, John Norris, which presents the position of the Clinton administration at the time of the bombing. Norris writes that "it was Yugoslavia's resistance to the broader trends of political and economic reform - not the plight of Kosovar Albanians - that best explains NATO's war". In brief, they were resisting absorption into the U. S. dominated international socioeconomic system. Talbott adds that thanks to John Norris, anyone interested in the war in Kosovo "will know … how events looked and felt at the time to those of us who were involved" in the war, actually directing it. This authoritative explanation will come as no surprise at all to students of international affairs who are more interested in fact than rhetoric. And it will also come as no surprise, to those familiar with intellectual life, that the attack continues to be hailed as a grand achievement of humanitarian intervention, despite massive Western documentation to the contrary, and now an explicit denial at the highest level; which will change nothing, it's not the way intellectual life works.”

Noam Chomsky (1928) american linguist, philosopher and activist

Talk at the Englert Theatre in Iowa, April 10, 2006 http://www.greenteaphd.com/greenteablog/?p=252 Quotes 2000s, 2006

Life, War, Books, Way

“I don't want students who could make the next major breakthrough in renewable energy sources or space travel to have been taught that anything they don't understand, and that nobody yet understands, is divinely constructed and therefore beyond their intellectual capacity. The day that happens, Americans will just sit in awe of what we don't understand, while we watch the rest of the world boldly go where no mortal has gone before.”

Neil deGrasse Tyson (1958) American astrophysicist and science communicator

The Perimeter of Ignorance, Natural History Magazine, November 2005, 2010-12-07 http://www.haydenplanetarium.org/tyson/read/2005/11/01/the-perimeter-of-ignorance, 2000s

World, Travel, Understanding

“American literature offers scarcely one working model for high education. The student must go back, beyond Jean Jacques, to Benjamin Franklin, to find a model even of self-teaching. Except in the abandoned sphere of the dead languages, no one has discussed what part of education has, in his personal experience, turned out to be useful, and what not. This volume attempts to discuss it.”

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

The Education of Henry Adams (1907)

Education, Literature, Parting, Personality

“I didn't start with rock or jazz musicians. It was just my great dear friend whom I miss very much who is no more, Yehudi Menuhin, Lord Yehudi Menuhin. We got very friendly from the year 1952. And when I came to Europe and started performing, we cut three albums in those days, known as "West Meets East." And then I did many other things later on, of course. My student George Harrison, who is like my son, and a great friend of mine, whom I taught sitar initially but later on he was so interested he composed a lot of songs being influenced by our Indian music and Indian spiritual and religious teachings, things like that. And I've done a lot of experimentations, which I don't like to call fusion or trying to mix Indian music or Western music like a cocktail to make it interesting. Genuinely what I wanted to do is have the base as pure as possible Indian music within the framework of raga and tala, and use non-Indian musicians, non-Indian instruments for a special sound, for the range, for the volume, for the colors and all that. And I think some of them came out nice. Of course I was very much criticized also for it…”

Ravi Shankar (1920–2012) Indian musician and sitar player

Ravi Shankar during his talk with Gross.

Music, Color, Thinking

“We can only instill principles, put the student in the right path, give him method, teach him how to study, and early to discern between essentials and non-essentials.”

William Osler (1849–1919) Canadian pathologist, physician, educator, bibliophile, historian, author, cofounder of Johns Hopkins Hospi…

"After Twenty Five Years", an address at McGill College, Montreal (1899); later published in Aequanimitas : With other Addresses to Medical Students, Nurses and Practitioners of Medicine (1910), p. 210.

Study

“Adam Smith, who has strong claim to being both the Adam and the Smith of systematic economics, was a professor of moral philosophy and it was at that forge that economics was made. Even when I was a student, economics was still part of the moral sciences tripos at Cambridge University. It can claim to be a moral science, therefore, from its origin, if for no other reason. Nevertheless, for many economists the very term “moral science” will seem like a contradiction. We are strongly imbued today with the view that science should be wertfrei and we believe that science has achieved its triumph precisely because it has escaped the swaddling clothes of moral judgment and has only been able to take off into the vast universe of the “is” by escaping from the treacherous launching pad of the “ought.” Even economics, we learn in the history of thought, only became a science by escaping from the casuistry and moralizing of medieval thought.”

Kenneth E. Boulding (1910–1993) British-American economist

Source: 1960s, Economics As A Moral Science, 1969, p. 12

History, Strong, Learning, Universe

“I had a sudden longing, like a pain, for the hot smelly East, and remembered that Everett had said something about an Indian restaurant. I asked the barman, a hot-haired Irishman, and he asked one of the business-men (who, I saw now, was a Pakistani) and then was able to tell me that the Calicut Restaurant was on Egg Street, by the Poultry Market. I went there and ate insipid dahl, tough chicken, greasy pappadams, and rice that had congealed to a pudding. The décor was depressing – brown oily wallpaper, a calendar with a Bengali pin-up (buff, deliriously plump, about thirty-eight) – and it was evident that the few Indian students were eating the special curry prepared for the staff. The manager was from Pondicherry : he caled me ‘monsieur’ and was not impressed by my complaints. At least one of the waiters was from Jamaica. I went out angry and, at a pub where the landlady sniffed in curlers, drank brandy till closing-time.”

Anthony Burgess (1917–1993) English writer

Fiction, The Right to an Answer (1960)

Men, Pain, Business, Time

“The university is being called upon to educate previously unimagined numbers of students; to respond to the expanding claims of national service; to merge its activities with industry as never before. Characteristic of this transformation is the growth of the knowledge industry, which is coming to permeate government and business, and to draw into it more and more people raised to higher and higher levels of skill. The production, distribution and consumption of knowledge is said to account for 29 percent of gross national product, and knowledge production is growing at about twice the rate of the rest of the economy. What the railroads did for the second half of the last century, and the automobile for the first half of this century, may be done for the second half of this century by the knowledge industry; and that is, to serve as the focal point for national growth.”

Clark Kerr (1911–2003) American academic

David Lance Goines, 1993, The Free Speech Movement: Coming of Age in the 1960's, Ten Speed Press, p. 49.

People, Education, Business, Knowledge

“We have defined the main task of economic analysis as the explanation of the magnitudes of economic quantities. The student will find also that the main part of this, as of most other works on the subject, is concerned with the theory of the determination of prices, wages, interest rates, incomes, and the like. He may well inquire, therefore, in the midst of so much mathematics, whether the first task of economics is not the investigation of wealth, or welfare. Some economists have endeavored to restrict the boundaries of the science to the investigation of those quantities which are numerically measurable. Well-being, under such a restriction, would not be part of economics at all.”

Kenneth E. Boulding (1910–1993) British-American economist

Source: 1940s, Economic Analysis, 1941, p. 7-8

Mathematics, Science, Parting, Wealth

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

Richard Rodríguez (1944) American journalist and essayist

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

Education, School, Way, Idea

“[O]ur top schools are obsessed with race, class, and gender but apparently not rigorous in cross-examining the fables and pop fads of their students.”

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

2010s, The Deflation of the Academic Brand (2018)

School

“Because of smart policies, Finland is able to spend less per student than do Norway, Denmark, Sweden, and the United States on all levels, with much better outcomes. The good news for America, though, is that for precisely this reason, Finland is an encouraging example for any country that is facing diminished budgets. […] One area in which Finns excel is cutting administrative costs. It turns out that Finns did not invent most of the education policies they are currently using. Americans did. Child-centered education, problem solving-based learning, educating people for democratic life—these are all ideas introduced by American thinkers. […] It doesn’t seem, then, like much of a stretch to suggest that the United States could borrow smart ideas about education from Finland.”

Anu Partanen (1975) journalist

Source: The Nordic Theory of Everything, Chapter 4

Life, People, Education, Idea

“Two small and rather unappealing animals possess patterns of behaviour that have great relevance for the student of intelligent systems. These are the wood louse and the maggot of the common housefly, and it is the difference in their behaviour which is so illuminating. It has to do with the way in which they orient themselves to their environment. Wood lice like moist places and succeed in aggregating there by the simple device of slowing down their otherwise random movements as the humidity increases. The maggot, which, during a certain stage of its development needs to come out of the dark, finds light by a slightly more sophisticated system. It has a single, non-directional light-sensing organ at the forward end of its body and as it moves along it swings this end left and right, allowing the amount of light gathered during each swing to determine the extent of its forward motion. In this way it keeps altering its course until the amounts of light sensed are equal for both sides, by which time it must be heading straight for the light.”

Edward Ihnatowicz (1926–1988) Cybernetic sculptor

Edward Ihnatowicz. " MAGGOTY INTELLIGENCE http://www.senster.com/ihnatowicz/articles/maggoty_intelligence.pdf," Unpublished. Date unknown: pre 1988. at senster.com, 2015

Way, Intelligence, Sense, Light

“It was this event that shattered my faith in my religion and my country. I had spent the mid-'60s as a successful student in a virtually white environment. I had learned Latin, physics and chemistry. I had accepted the loneliness that came with being "the integrator," the first and the only. But this event, this trauma I could not take, especially when one of my fellow seminarians, not knowing that I was standing behind him, declared that he hoped the S. O. B. died. This was a man of God, mortally stricken by an assassin's bullet, and one preparing for the priesthood had wished evil upon him.”

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

1990s, I Am a Man, a Black Man, an American (1998)

God, Faith, Religion, Hope

“The most powerful thing young students with neither money nor power can do, is to do activism and use journalists and their cameras. When people learn about the problems and discuss them, things start to change.”

Oksana Shachko (1987–2018) Ukrainian artist and activist with FEMEN

Interview with Luxemburger Wort (2015)

Money, People, Problem, Learning

“It is not true, out of geometry, that the mathematical sciences are, in all their parts those models of finished accuracy which many suppose. The extreme boundaries of analysis have always been as imperfectly understood as the tract beyond the boundaries was absolutely unknown. But the way to enlarge the settled country has not been by keeping within it, but by making voyages of discovery, and I am perfectly convinced that the student should be exercised in this manner; that is, that he should be taught how to examine the boundary, as well as how to cultivate the interior. …allowing all students whose capacity will let them read on the higher branches of applied mathematics, to have each his chance of being led to the cultivation of those parts of analysis on which rather depends its future progress than its present use in the sciences of matter.”

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

The Differential and Integral Calculus (1836)

Way, Exercises, Mathematics, Science

“Some may choose a better public school. Some may choose a private one. Many will choose a charter school. But they will have the choice, and their children will have that opportunity. Sen. Obama wants our schools to answer to unions and entrenched bureaucrats. I want schools to answer to parents and students.”

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

2000s, 2008, (2008)

Children, School, Parent

“In the last few years there has been a harvest of books and lectures about the "Mysterious Universe." The inconceivable magnitudes with which astronomy deals produce a sense of awe which lends itself to a poetic and philosophical treatment. "When I consider thy heavens, the work of thy hands, the moon and the starts, whuch thou hast ordained: what is man that thou art mindful of him? The literary skill with which this branch of science has been exploited compels one's admiration, but alos, a little, one's sense of the ridiculous. For other facts than those of astronomy, oother disciplines than of mathematics, can produce the same lively feelings of awe and reverence: the extraordinary finenness of their adjustments to the world outside: the amazing faculties of the human mind, of which we know neither whence it comes not whither it goes. In some fortunate people this reverence is produced by the natural bauty of a landscape, by the majesty of an ancient building, by the heroism of a rescue party, by poetry, or by music. God is doubtless a Mathematician, but he is also a Physiologist, an Engineer, a Mother, an Architect, a Coal Miner, a Poet, and a Gardener. Each of us views things in his own peculiar war, each clothes the Creator in a manner which fits into his own scheme. My God, for instance, among his other professions, is an Inventor: I picture him inventing water, carbon dioxide, and haemoglobin, crabs, frogs, and cuttle fish, whales and filterpassing organisms ( in the ratio of 100,000,000,000,000,000,000,000 to 1 in size), and rejoicing greatly over these weird and ingenious things, just as I rejoice greatly over some simple bit of apparatus. But I would nor urge that God is only an Inventor: for inventors are apt, as those who know them realize, to be very dull dogs. Indeed, I should be inclined rather to imagine God to be like a University, with all its teachers and professors together: not omittin the students, for he obviously possesses, judging from his inventions, that noblest human characteristic, a sense of humour.”

Archibald Hill (1886–1977) English physiologist and biophysicist

The Ethical Dilemma of Science and Other Writings https://books.google.com.mx/books?id=zaE1AAAAIAAJ&printsec=frontcover#v=onepage&q&f=false (1960, Cap 1. Scepticism and Faith, p. 41)

God, War, People, Books

“In one Eastern Shore town, a teacher reported to work one morning to find that someone had smashed the windows of her schoolhouse. Other black schools across Maryland were burned to the ground. Teachers received death threats. One was even beaten by an angry mob. But despite the risks, understand, students flocked to these schools in droves, often walking as many as eight to ten miles a day to get their education. In fact, the educational association that founded Bowie State wrote in their 1864 report that — and this is a quote — “These people are coming in beyond our ability to receive them.” Desperately poor communities held fundraisers for these schools, schools which they often built with their own hands. And folks who were barely scraping by dug deep into their own pockets to donate money.”

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

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 2010s

Death, Money, People, Education

“He's not really a difficult interview. You just have to catch the essence and rhythm of what he's saying. I'd ask him how baseball has changed over the past 25 years and he'd start telling me about his life as a dental student in Kansas City.”

Arnold Hano (1922) American writer

On Casey Stengel, as quoted in "Loquacious Sportswriter: Arnold Hano Calls 'em as He Sees 'em in World of Sports" by Earl Gustkey, in The Los Angeles Times (April 23, 1970), p. D1
Sports-related

Life, Change, Past

“Nothing should more deeply shame the modern student than the recency and inadequacy of his acquaintance with India.”

Will Durant book The Story of Civilization

The Story of Civilization (1935–1975), I - Our Oriental Heritage (1935)

Quotes about student page 5

Quotes about student
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