Quotes about student
page 7

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

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

Teaching Community: A Pedagogy of Hope (2003)

Exercises, Time

“In 1923, when I had been a student at the 'Bauhaus' in Weimar…. Gropius [the director of Bauhaus] asked me to teach the basic course 'Werklehhre'. He wanted me to introduce newcomers to the principles of handicrafts. He knew that I came from that background and had appropriate practice and knowledge.”

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

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

Knowledge

“As stated in the book, the First Penguin award went to students who went out on a limb and failed! This came "from the notion that when penguins are about to jump into water that might contain predators, well, somebody's got to be the first penguin." So, even if there are failures, it brings experience. Experience is what you get when you didn't get what you wanted. And experience is often the most valuable thing you have to offer.”

Randy Pausch book The Last Lecture

Source: The Last Lecture (2008), Chapter 39: Be the First Penguin, p. 149

Books, Failure, Water

“An ecological approach to public administration builds, then, quite literally from the ground up; from the elements of a place — soils, climate, location, for example — to the people who live there — their numbers and ages and knowledge, and the ways of physical and social technology by which from the place and in relationships with one another, they get their living. It is within this setting that their instruments and practices of public housekeeping should be studied so that they may better understand what they are doing, and appraise reasonably how they are doing it. Such an approach is of particular interest to us as students seeking to co-operate in our studies; for it invites — indeed is dependent upon — careful observation by many people in different environments of the roots of government functions, civic attitudes, and operating problems.”

John M. Gaus (1894–1969) American political scientist

Source: Reflections on public administration, 1947, p. 8-9

People, Age, Way, Understanding

“What is the secret of the opposition and slander that is being raised up against me and against all who, like me, are Bible students? It is malice, hatred, envy, strife, on the part of those who are still hugging the nonsense of the Dark Ages and neglecting true Bible study. They see that their influence is waning. But they have not yet awakened to the true situation. They think that I am responsible for their smaller congregations and small collections. But not so. The real difficulty for them is that the people are becoming more intelligent and can no longer be driven with the crack of a merely man-made whip of fear.”

Charles Taze Russell (1852–1916) Founder of the Bible Student Movement

The Watch Tower (October 15, 1914), p. 287.

People, Secret, Age, Fear

“The purpose of the Business Colleges is to teach their students to create values by honest work.”

Tomáš Baťa (1876–1932) Czech businessman

Tomas Bata (1924), cited in: Tribus, Mirón, and C. A. Hayward. Total Quality in Schools of Bisiness and of Engineering. Exergy, Inc. Hayward (1993).

Business

“He was lucky enough to rub shoulders with a fellow student, Mr. W T. Newlyn, now lecturing on money at the University of Leeds, who was less of an engineer but more of a monetary theorist than himself. Together they discussed how monetary theory could be represented by an hydraulic model.”

James Meade (1907–1995) British economist

Source: The balance of payments, 1951, p. 10; As cited in: Mary S. Morgan (2012) The World in the Model: How Economists Work and Think, p. 194

Money, Universe

“He managed to come into the world at what was still a fitting time.
All that was to pass passed in this house.
Not in housing projects,
not in furnished but empty quarters,
among unknown neighbors
on fifteenth floors
that student field trips rarely reach.”

Wisława Szymborska (1923–2012) Polish writer

"The Great Man's House"
Poems New and Collected (1998), The People on the Bridge (1986)

World, Time, Housing

“Ram Mohun replied by writing a satire in Bengali, PAdarI Sisya SambAd, published in 1823, in order to ridicule the doctrine of Trinity. It was an imaginary dialogue between a European missionary and his three Chinese students. After having taught the dogma, the missionary asked his students whether God was one or many. “The first disciple replied that there were three Gods, the second that there were two and the third that there was no God. The teacher rebuked them and demanded an explanation of their answers. The first one said, ‘You said that there are God the Father, God the Son and God the Holy Ghost. According to my counting that is one plus one plus one, making three.’ The second one said, ‘You told us that there were three Gods and that one of them died long ago in a village in a Western country. So I concluded that there are two Gods, now living.’ The third one said, ‘You have said again and again that God was one and that there is no other God and Christ is the real God. But about 1800 years have passed since the Jews, living near the Arabian Sea, crucified him. What else, do you think I can say, Sir, except that there is no God.’”

Ram Mohan Roy (1772–1833) Indian religious, social, and educational reformer, and humanitarian

PAdarI Sisya SambAd Quoted from Goel, S. R. (2016). History of Hindu-Christian encounters, AD 304 to 1996. Chapter 8 ISBN 9788185990354

Country, Sea, God, Thinking

“Since 1954, the raw speed of computers, as measured by the time it takes to do an addition, increased by a factor of 10,000. That means an algorithm that once took 10 minutes to perform can now be done 15 times a second. Students sometimes ask my advice on how to get rich. The best advice I can give them is to dig up some old algorithm that once took forever, program it for a modern workstation, form a startup to market it and then get rich.”

Maurice Wilkes (1913–2010) British computer scientist

"A Half Century of Surprises", in Talking Back to the Machine: Computers and Human Aspiration‎, Ed. Peter J. Denning, Springer, 1999, ISBN 0387984135, p. 112

Time, Speed

“There is a maxim about the universe which I always tell my students: That which is not explicitly forbidden is guaranteed to occur.”

Lawrence M. Krauss book The Physics of Star Trek

The Physics of Star Trek, HarperPerennial edition (1996), p. 16.

Universe

“In our movement the two extremes come together: the Communists from the Left and the officers and students from the Right. These two have always been the most active elements, and it was the greatest crime that they used to oppose each other in street fights… Our party has already succeeded in uniting these two utter extremes within the ranks of our storm troops. They will form the core of the great German liberation movement, in which all without distinction will stand together when the day comes to say: ‘The Nation arises, the storm is breaking!”

Adolf Hitler (1889–1945) Führer and Reich Chancellor of Germany, Leader of the Nazi Party

As quoted in Der Fuehrer: Hitler’s Rise to Power, Konrad Heiden, Boston, MA, Beacon Press, 1969, p. 147, first published 1944. Part of Hitler’s quote also cited in Totalitarianism: Part Three of The Origins of Totalitarianism, Hannah Arendt, A Harvest Book, 1985, footnote, p. 7
1920s

Fight

“It turns out there are people, typically they're probably unemployed kids with student debt you know that are stuck in their parents' basement with Cheetos stains on their t-shirts that haven't been able to get their first job so what they do is they play games to see how long they can edit Wikipedia pages in order to have games with their friends all around the world. So my advice to you is, if you do have a Wikipedia page, check it once in a while….”

Jeb Bush (1953) American politician, former Governor of Florida

[2016-02-08, Jeb Bush Remarks in Nashua, New Hampshire, http://www.c-span.org/video/?404395-1/jeb-bush-remarks-nashua-new-hampshire, 2016-02-09, C-SPAN]
2016

People, World, Game, Parent

“But, I remember, we students used to discuss among ourselves that there was lot of 'white washing' and 'polishing' and suppressio veri in what we were taught in the class room. …. I became convinced that until this "gagging of others" was not challenged, their brand of history would go unchecked. Since then I have challenged them in my books…. And since I do no believe that "Muslim rule should not attract any criticism. Destruction of temples by Muslim invaders and rulers should not be mentioned and forcible conversions to Islam should be ignored and deleted, etc. etc.", my books are free from such restrictions. I now also apply the same yardstick to medieval Indian history as is done with respect to modem Indian history. If British imperialism was bad for the Indian people so also was Muslim imperialism. Both these sought sustenance from cooperation of indigenous elements but neither of them became indigenous in nature. We in India write the history of British rule not from the point of view of European imperialism but from that of the victims of colonization. I apply the same methodology to the history of Muslim rule. I write about it from the people's point of view rather than from the view of Islamic imperialists. We cannot apply different standards of approach and methodology to different periods of Indian history.”

K. S. Lal book Theory and Practice of Muslim State in India

Source: Theory and Practice of Muslim State in India (1999), Chapter 7

People, Books, History, Nature

“Everybody has the right to speak up in a democracy. We would be in trouble as a society if there wasn't a constant pressure to make reforms and to be just. Sometimes as prime minister, when i was caught up in a really loud demonstration, I used to say to myself that I deserved it because of all the demonstrations I myself had organized as a student against Duplessis.”

Jean Chrétien (1934) 20th Prime Minister of Canada

Source: My Years As Prime Minister (2007), Chapter Seven, Security Details, p. 183

Democracy

“As a teacher of philosophy, a very dubious profession in this country, I am in a position to observe how precarious a hold the intellect has upon American life; and this is not true merely of the great majority of students but of cultured people, of intellectuals, to whom here in America a philosophical idea is an alien and embarrassing thing. In their actual life Americans are not only a non-intellectual but an anti-intellectual people.”

William Barrett (philosopher) book Irrational Man: A Study in Existential Philosophy

Source: Irrational Man: A Study in Existential Philosophy (1958), Chapter Eleven, The Place Of The Furies, p. 238

Life, People, Idea, Teachers

“On my graduation there was a party by the junior students, and I was given a hair brush as a gift — if I take off my hat, you know what I mean.”

Hamid Karzai (1957) President of Afghanistan

laughter Commencement Address to Boston University Class of 2005 http://www.bu.edu/news/2005/05/22/transcript-of-president-hamid-karzais-commencement-address/ (May 22, 2005) 2005

Laughter

“The student of culture is concerned with a characteristic which man displays more markedly than any other known creature — the ability to transmit what he has learned. In following the procedure I suggest, the learning of Homo sapiens would be treated as a further specialization of the concept of grades, with the recognition that in some species — possibly even in some orders — the ability to learn may represent not only an improvement, in an evolutionary sense, but also an increase in vulnerability. Man's unique, high ability to learn, coupled as it is with a small amount of built-in behavior, represents such a vulnerability.”

Margaret Mead (1901–1978) American anthropologist

Source: 1960s, Continuities in Cultural Evolution (1964), p. 30-31

Behavior, Sense, Learning

“His name was William Saroyan. He was the first writer I fell in love with, boyishly in love. I was held by his unaffected voice, his sentimentality, his defiant individualism. I found myself in the stories he told… I learned from Saroyan that you do not have to live in some great city — in New York or Paris — in order to write… When I was a student at Stanford, a generation ago, the name of William Saroyan was never mentioned by any professor in the English Department. William Saroyan apparently was not considered a major American talent. Instead, we undergraduates set about the business of psychoanalyzing Hamlet and deconstructing Lolita. In my mind Saroyan belongs with John Steinbeck, a fellow small town Californian and of the same generation. He belongs with Thornton Wilder, with those writers whose aching love of America was formed by the Depression and the shadow of war. … Saroyan's prose is as plain as it is strong. He talks about the pleasure of drinking water from a hose on a summer afternoon in California's Central Valley, and he holds you with the pure line. My favorite is his novel The Human Comedy… In 1943, The Human Comedy became an MGM movie starring Mickey Rooney, but I always imagined Homer Macaulay as a darker, more soulful boy, someone who looked very much like a young William Saroyan…”

Richard Rodríguez (1944) American journalist and essayist

"Time Of Our Lives" (26 May 1997) http://www.cilicia.com/armo22_william_saroyan_6.html

Love, War, Pleasure, Soul

“Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression.”

Paulo Freire (1921–1997) educator and philosopher

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

World, Education, Exercises

“In 1948 John Archibald Wheeler, in a telephone conversation with his student Richard Feynman, proposed the delightful hypothesis that there is just one electron in the universe.”

Brian Hayes (scientist) (1900) American scientist, columnist and author

Source: Group Theory in the Bedroom (2008), Chapter 11, Identity Crisis, p. 215

Universe

“Ted Seabrooke, my wrestling coach, had a kind of Nietzschean effect on me in terms of not just his estimation of my limited abilities, but his decidedly philosophical stance about how to conduct your life, what you should do to compensate for your limitations. This was essential to me, both as a student—and not a good one—and as a wrestler who was not a natural athlete but who had found something he loved.”

John Irving (1942) American novelist and screenwriter

"John Irving Interviewed by Suzanne Herel." Mother Jones magazine, May/June 1997.

Love, Life, Nature

“Ninety-nine [students] out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed custom. This is not an accident but the result of substantial education, which, scientifically defined, is the subsumption of the individual.”

William Torrey Harris (1835–1909) American philosopher

Source: The Philosophy of Education (His 1889 book)

Education

“The grateful savants had accepted, and they were spending the rest of their lives reading fifteenth-hand opinions, taking pleasant naps, and drooling out to yawning students the anemic and wordy bookishness which they called learning.”

Sinclair Lewis book Elmer Gantry

Elmer Gantry (1927)

Learning, Reading

“By "regime values," I intend to suggest that the normative foundation of ethical standards for public servants in any regime is the values of that regime. In the United States these regime values happen to be constitutional values, but not every regime takes its constitution as seriously as Americans do… By using the word "regime," my intention was to stress the particularistic character of the values that form the basis of public administration ethics. By emphasizing regime rather than constitution, I hope to make this book more interesting to students from other countries who are studying public administration in the United States.”

John Rohr (1934–2011) American political scientist

(1989, p. ix-x); as cited in: Patrick Overeem, "The Concept of Regime Values Are Revitalization and Regime Change Possible?." The American Review of Public Administration 45.1 (2015): 46-60.
Ethics for bureaucrats, 1988

Books, Hope, Study, Country

“It is not our business,” he said, “to help students to think for themselves. Surely this is the very last thing which one who wishes them well should encourage them to do. Our duty is to ensure that they shall think as we do, or at any rate, as we hold it expedient to say we do.”

Samuel Butler (1835–1902) novelist

Source: Erewhon (1872), Ch. 22

Business, Thinking, Help

“Present party designations have become empty of all contents…Vastly extended State expenditure, vastly increased demands from the taxpayer who has to provide the money, social reform regardless of expense, cash exacted from the taxpayer already at his wits' end—when were the problems of plus and minus more desperate? How are we to measure the use and abuse of industrial organization? Powerful orators find "Liberty" the true keyword, but the I remember hearing from a learned student that of "liberty" he knew well over two hundred definitions. Can we be sure that the "haves" and the "have-nots" will agree in their selection of the right one? We can only trust to the growth of responsibility; we may look to circumstances and events to teach their lesson.”

John Morley, 1st Viscount Morley of Blackburn (1838–1923) British Liberal statesman, writer and newspaper editor

Letter to Sir Francis Webster, president of the Montrose Burghs Liberal Association, quoted in 'Lord Morley On Modern Politics', The Times (11 May 1923), p. 12.

Money, Problem, Learning

“This conference has a very weird atmosphere – it’s a different atmosphere. It’s an atmosphere of a superannuated student union. They’ve just stayed in the student union through a lifetime. Until we have the maturity and generosity to have a genuine understanding of New Labour our growth will be stunted. The present criminalisation and demonisation of Blair doesn’t help us get to that place.”

Maurice Glasman, Baron Glasman (1961) British philosopher

On the Labour Party conference in 2015 http://www.independent.co.uk/news/uk/politics/labour-party-has-gravitated-towards-student-union-politics-under-jeremy-corbyn-says-maurice-glassman-a6671986.html

Understanding, Help

“The truth is, when all is said and done, one does not teach a subject, one teaches a student how to learn it.”

Jacques Barzun (1907–2012) Historian

"Reasons to De-Test the Schools," New York Times (1988-10-11), later published in Begin Here: The Forgotten Conditions of Teaching and Learning (1991)

Truth, Learning

“The word model is used as a noun, adjective, and verb, and in each instance it has a slightly different connotation. As a noun "model" is a representation in the sense in which an architect constructs a small-scale model of a building or a physicist a large-scale model of an atom. As an adjective "model" implies a degree or perfection or idealization, as in reference to a model home, a model student, or a model husband. As a verb "to model" means to demonstrate, to reveal, to show what a thing is like.”

Russell L. Ackoff (1919–2009) Scientist

Source: 1960s, Scientific method: optimizing applied research decisions, 1962, p. 108 as cited in: Charles West Churchman, Richard O. Mason (1976) World modeling: a dialogue. p. 23.

Home, Sense, Perfection

“Much of what we call consumption constitutes investment in human capital. Direct expenditures on education, health, and internal migration to take advantage of better job opportunities are clear examples. Earnings foregone by mature students attending school and by workers acquiring on the-job training are equally clear examples.”

Theodore Schultz (1902–1998) American economist

Source: "Investment in human capital," 1961, p. 1

Health, Education, School, Training

“Personally, I never met Knut Wicksell. I saw him once when he delivered a lecture in Oslo, but being an unassuming student at the time, I did not have the courage to talk to him. So my knowledge of his theory came only through his writings. That, however, was a very intense and absorbing form of making his acquaintance. Already from my early student days, I read his writings (in German and Swedish) avidly. And I continued to do so later.
When I started my study on Wicksell, I found that his works were not easy reading. Often it was only at the third or fourth reading that I grasped his ideas. Invariably, each new reading made me more and more enthusiastic. Sometimes it happened that I thought I had finally caught him in an inconsistency or in unclear thinking. Every time this happened, it turned out, however, that the error was mine.”

Ragnar Frisch (1895–1973) Norwegian economist

Frisch (1952) " Frish on Wicksell http://www.sv.uio.no/econ/om/tall-og-fakta/nobelprisvinnere/ragnar-frisch/published-scientific-work/Scan1.pdf" p. 654 1940-60s

Error, Idea, Courage, Knowledge

“Do you think it inconsistent for someone who lacks belief in the stork to object when public schools teach middle schoolers that that’s where babies come from? Likewise no history class should ever confuse students by playing any movie with Mel Gibson’s name in the credits, because they’re wrong, and it’s wrong to mislead students. It would be inconsistent for one who loves and seeks knowledge of truth not to object to lies or challenge liars. Everything religion teaches is wrong. Although public schools are not teaching about the stork, some of them are teaching creationism, which is just as demonstrably absurdly wrong; In either case, it’s a criminal immoral disservice, and should be corrected.”

Aron Ra (1962) Aron Ra is an atheist activist and the host of the Ra-Men Podcast

Patheos, Anti-theist Answers to Christian Questions http://www.patheos.com/blogs/reasonadvocates/2015/11/22/anti-theist-answers-to-christian-questions/ (November 22, 2015)

Love, Truth, School, Religion

“Empirical School; A second approach to management I refer to as the "empirical" school. In this, I include those scholars who identify management as a study of experience, sometimes with intent to draw generalizations but usually merely as a means of teaching experience and transferring it to the practitioner or student. Typical of this school are those who see management or "policy" as the study and analysis of cases and those with such approaches as Ernest Dale's "comparative approach."”

Harold Koontz (1909–1984)

Source: "The Management Theory Jungle," 1961, p. 177

School, Study, Drawing

“[Mathematics were] scarce looked upon as Academical studies but rather Mechanical… And among more than two hundred students (at that time) in our college, I do not know of any two (perhaps not any) who had more of Mathematicks than I, (if so much) which was then but little; and but very few, in that whole university. For the study of Mathematicks was at that time more cultivated in London than in the universities.”

John Wallis (1616–1703) English mathematician

(1635) as quoted by W. W. Rouse Ball, A History of the Study of Mathematics at Cambridge https://books.google.com/books?id=Pl32YkKFIhsC (1889) pp. 41-42.

Mathematics, Study, Universe, Time

“When I was a professor at the University of Austin in Texas, it had such a luxurious swimming–pool that one end had a raised ledge in the water specifically so you could drag a deckchair in and lie on it and read. But the problem is that the students are all so young and the thing with Americans is that when they're fit, they are so fit. So you feel like someone's granny pottering about in the slow lane.”

Colm Tóibín (1955) Irish novelist and writer

World of Colm Tóibín, writer http://www.telegraph.co.uk/culture/books/authorinterviews/9108553/World-of-Colm-Toibin-writer.html, The Daily Telegraph (27 February 2012)

Lie, Feeling, Problem, Universe

“As an engineer by training and practice, and as a manufacturer having upwards of thirty-five years of practical experience in industrial management in many phases, I avail myself with pleasure of this opportunity of meeting this large body of students who are preparing themselves for active work in the world, and of submitting for your consideration some suggestions concerning your future work, especially in the field with which I am most familiar and in which some of you, I feel sure, will find your best opportunities, and which will form the topic of my argument, namely, Industrial Engineering”

Henry R. Towne (1844–1924) American engineer

Lead paragraph
Industrial Engineering, 1905

Pleasure, World, Feeling, Future

“[The engineer] must identify the significant and critical problems, but in his education, problems have been predetermined and assigned. He must develop the judgment to know what solutions to problems are possible, but in school the problems encountered are known to have answers. He should be excited by new and unsolved challenges, but for 20 years he has lived in an educational system where he knows he is repeating the work of last year's students.”

Jay Wright Forrester (1918–2016) American operations researcher

Source: Engineering Education and Engineering Practice in the Year 2000 (1967), p. 134-135 as cited in: Ben. F. Barton (1981) The nature and treatment of professional engineering problems: The technical writing teacher's responsibility. p. 19

Education, School, Problem

“I do not believe that there is an external element to be disrupted now. The situation is different from the period of the Dadaists. There is nothing to overthrow now, because everything has been co-opted. To be subversive now in the sense of Dadaism would be reactionary, because now it would be the attitude of model students..”

Anselm Kiefer (1945) German painter and sculptor

(1986) n.p.
Structures are no longer valid', in "Ein Gespräch..."

Sense

“In 1946, a Macy Foundation interdisciplinary conference was organized to use the model provided by "feedback systems," honorifically referred to in earlier conferences as "teleological mechanisms," and later as "cybernetics," with the expectation that this model would provide a group of sciences with useful mathematical tools and, simultaneously, would serve as a form of cross-disciplinary communication. Out of the deliberations of this group came a whole series of fruitful developments of a very high order. Kurt Lewin (who died in 1947) took away from the first meeting the term "feedback". He suggested ways in which group processes, which he and his students were studying in a highly disciplined, rigorous way, could be improved by a "feedback process," as when, for example, a group was periodically given a report on the success or failure of its particular operations.”

Margaret Mead (1901–1978) American anthropologist

Source: 1960s, Continuities in Cultural Evolution (1964), p. 272-273

Way, Communication, Mathematics, Failure

“Just giving people devices has a really horrible track record. You really have to change the curriculum and the teacher. And it's never going to work on a device where you don't have a keyboard-type input. Students aren't there just to read things. They're actually supposed to be able to write and communicate. And so it's going to be more in the PC realm—it's going to be a low-cost PC that lets them be highly interactive.”

Bill Gates (1955) American business magnate and philanthropist

A Conversation With Bill Gates About the Future of Higher Education http://chronicle.com/article/A-Conversation-With-Bill-Gates/132591/ in The Chronicle of Higher Education (25 June 2012) 2000s

People, Communication, Teachers, Change

“Every time we witness an injustice and do not act, we train our character to be passive in its presence and thereby eventually lose all ability to defend ourselves and those we love. In a modern economy it is impossible to seal oneself off from injustice. If we have brains or courage, then we are blessed and called on not to frit these qualities away, standing agape at the ideas of others, winning pissing contests, improving the efficiencies of the neocorporate state, or immersing ourselves in obscuranta, but rather to prove the vigor of our talents against the strongest opponents of love we can find. If we can only live once, then let it be a daring adventure that draws on all our powers. Let it be with similar types whos hearts and heads we may be proud of. Let our grandchildren delight to find the start of our stories in their ears but the endings all around in their wandering eyes. The whole universe or the structure that perceives it is a worthy opponent, but try as I may I can not escape the sound of suffering. Perhaps as an old man I will take great comfort in pottering around in a lab and gently talking to students in the summer evening and will accept suffering with insouciance. But not now; men in their prime, if they have convictions are tasked to act on them.”

Julian Assange (1971) Australian editor, activist, publisher and journalist

[Witnessing, 2007-01-03, 2012-08-16, http://web.archive.org/web/20071020051936/http://iq.org/#Witnessing]

Love, Men, Idea, Courage

“On campuses across this country, embedded in the leadership of every radical "anti-war" protest group, are organizations that promote the culture of Islamic terrorism and its anti-Western, anti-Israeli and anti-American agendas. One that will serve as an example for the others is the radical Muslim Student Association (MSA). The Muslim Student Association is an organization financed by the Saudis and also by student funds at every university where it operates. The ideas and enthusiasms that it promotes among impressionable college students should give every American cause for concern.”

David Horowitz (1939) Neoconservative activist, writer

[David, Horowitz, http://www.jewishworldreview.com/cols/horowitz.html, "As a former 'Radical,' I see the threat of Militant Islam on our Campuses,", jewishworldreview.com, April 08, 2003, 2010-01-04]
2003

War, Idea, Universe, Country

“The economic crisis was a reflection of narcissism and very primitive defense mechanisms (such as a complete denial of economic reality) built into the financial system. The best and brightest MBA students have been going into investment banking; many of them used their brains essentially to play casino games, and not to add much value to society.
Now, we’ve seen the result. Look at the least-admired professions in most countries over the years: telemarketers and used-car salesmen. Today, you have bankers and CEOs achieving the same low rating. Companies like Citibank — which was the brainchild of one of the most visibly narcissistic executives in the world, Sanford Weill — have essentially collapsed. They have grown too complex for the people who work there to understand. I strongly question what the different parts of Citibank have in common. No matter what kinds of regulatory reforms are initiated, more companies will collapse this way, because narcissism breeds this kind of unmanageable grandiosity.”

Manfred F.R. Kets de Vries (1942) Dutch academic

Manfred Kets de Vries in: " The Thought Leader Interview: Manfred F.R. Kets de Vries http://www.strategy-business.com/article/10209?gko=cbe31," in: Strategy + business. May 10, 2010. Originally published by Booz & Company.

People, World, Cars, Way

“Let me tell you about love, that silly word you believe is about whether you like somebody or whether somebody likes you or whether you can put up with somebody in order to get something or someplace you want or you believe it has to do with how your body responds to another body like robins or bison or maybe you believe love is how forces or nature or luck is benign to you in particular not maiming or killing you but if so doing it for your own good. Love is none of that. There is nothing in nature like it. Not in robins or bison or in the banging tails of your hunting dogs and not in blossoms or suckling foal. Love is divine only and difficult always. If you think it is easy you are a fool. If you think it is natural you are blind. It is a learned application without reason or motive except that it is God. You do not deserve love regardless of the suffering you have endured. You do not deserve love because somebody did you wrong. You do not deserve love just because you want it. You can only earn - by practice and careful contemplations - the right to express it and you have to learn how to accept it. Which is to say you have to earn God. You have to practice God. You have to think God-carefully. And if you are a good and diligent student you may secure the right to show love. Love is not a gift. It is a diploma. A diploma conferring certain privileges: the privilege of expressing love and the privilege of receiving it. How do you know you have graduated? You don't. What you do know is that you are human and therefore educable, and therefore capable of learning how to learn, and therefore interesting to God, who is interested only in Himself which is to say He is interested only in love. Do you understand me? God is not interested in you. He is interested in love and the bliss it brings to those who understand and share the interest. Couples that enter the sacrament of marriage and are not prepared to go the distance or are not willing to get right with the real love of God cannot thrive. They may cleave together like robins or gulls or anything else that mates for life. But if they eschew this mighty course, at the moment when all are judged for the disposition of their eternal lives, their cleaving won't mean a thing. God bless the pure and holy. Amen.”

Toni Morrison book Paradise

Paradise (1997)

Love, Life, God, Marriage

“I recommend [the students] that you should work actively at the Hermitage and study the artistic structures of Rubens, Rembrandt, Titian, Watteau, Poussin, and other painters, even Chardin, where he is an artist. Study very closely their dabbing manner of execution and try to copy a small piece of canvas, just one square inch.”

Kazimir Malevich (1879–1935) Russian and Soviet artist of polish descent

Quote in a letter of Malevich to his student Yudin, summer of 1924; as quoted in Marc Chagall – the Russian years 1906 – 1922, ed. By Christoph Vitali, exhibition catalogue, Schirn Kunsthalle Frankfurt, 1991, p. 66
1921 - 1930

Study

“Production management courses are often the repository for some of the most inappropriate and intellectually stultifying materials to be found in the business curriculum… many faculty members have little respect for such courses… and students complained more strongly to us about the pointlessness of the production requirement than of any other.”

Robert Aaron Gordon (1908–1978) American economist

As cited in: Wren & Bedeian (1972/2009; 474).
Business Leadership in the Large Corporation (1945)

Business

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

Jesse Ventura (1951) American politician and former professional wrestler

I Ain't Got Time To Bleed (1999)

Education, Way, Problem, Teachers

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

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

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

History

“It is time for students of the evolutionary process, especially those who have been misquoted and used by the creationists, to state clearly that evolution is a fact, not theory, and that what is at issue within biology are questions of details of the process and the relative importance of different mechanisms of evolution. It is a fact that the earth, with liquid water, is more than 3.6 billion years old. It is a fact that cellular life has been around for at least half of that period and that organized multicellular life is at least 800 million years old. It is a fact that major life forms now on earth were not at all represented in the past. There were no birds or mammals 250 million years ago. It is a fact that major life forms of the past are no longer living. There used to be dinosaurs and Pithecanthropus, and there are none now. It is a fact that all living forms come from previous living forms. Therefore, all present forms of life arose from ancestral forms that were different. Birds arose from nonbirds and humans from nonhumans. No person who pretends to any understanding of the natural world can deny these facts any more than she or he can deny that the earth is round, rotates on its axis, and revolves around the sun. The controversies about evolution lie in the realm of the relative importance of various forces in molding evolution.”

Richard C. Lewontin (1929) American evolutionary biologist

" Evolution/Creation Debate: A Time for Truth http://bioscience.oxfordjournals.org/content/31/8/local/ed-board.pdf", BioScience volume 31 (1981), p. 559; Reprinted in J. Peter Zetterberg, editor, Evolution versus Creationism, Oryx Press, Phoenix, Arizona, 1983.

Life, Lie, World, Understanding

“Jacques Bertin's books Semiology of Graphics and Graphics and Graphic Information Processing have been stimuli for my own thinking about the representation and analysis of geographic information. I have also used both books as core readings for graduate seminars and they have generated lively discussion and prompted innovative research. I often ask graduate students to consider how cartographic research and practice in the U. S. might be different today if the English edition of Semiology of Graphics had appeared in 1967 (when it was published in French), rather than in 1983. I know that my own work would have been dramatically different if I had encountered these ideas a decade and a half sooner.”

Alan MacEachren (1952) American geographer

Alan MacEachren (2000) " An evolving cognitive-semiotic approach to geographic visualization and knowledge construction http://www.geovista.psu.edu/storage/alan/amm_InfoDesign.pdf"

Books, Idea, Thinking, Appearance

“Students today should begrudge every moment of time. This dewlike life fades away; time speeds swiftly. In this short life of ours, avoid involvement in superfluous things and just study the Way.”

Dogen (1200–1253) Japanese Zen buddhist teacher

V, 8
Shobogenzo Zuimonki (1238)

Life, Way, Study, Time

“You recently mentioned a speech of [Chancellor] Hertling to the students. Quite nice, but the one in the Herrenhaus [House of Lords] is very, very bad. This is the worst we have ever heard. So the dynasty is in danger if we do not introduce the idiotic equal franchise, against better conviction? And no Prussian gives him a reply? That is worse than the whole Bethmann and much worse than anything that happens or can happen at the front.”

Hans von Seeckt (1866–1936) German general

Letter to Mrs Seeckt (9 September 1918), quoted in F. L. Carsten, The Reichswehr and Politics 1918 to 1933 (Oxford: Clarendon Press, 1966), pp. 105-106.

Housing

“Greek mathematics reveals an important aspect of the Greek genius of which the student of Greek culture is apt to lose sight.”

Thomas Little Heath (1861–1940) British civil servant and academic

Preface p. v
A History of Greek Mathematics (1921) Vol. 1. From Thales to Euclid

Mathematics

“A great chapter of the history of the world is written in the chalk. Few passages in the history of man can be supported by such an overwhelming mass of direct and indirect evidence as that which testifies to the truth of the fragment of the history of the globe, which I hope to enable you to read, with your own eyes, tonight.
Let me add, that few chapters of human history have a more profound significance for ourselves. I weigh my words well when I assert, that the man who should know the true history of the bit of chalk which every carpenter carries about in his breeches-pocket, though ignorant of all other history, is likely, if he will think his knowledge out to its ultimate results, to have a truer, and therefore a better, conception of this wonderful universe, and of man’s relation to it, than the most learned student who is deep-read in the records of humanity and ignorant of those of Nature.”

Thomas Henry Huxley (1825–1895) English biologist and comparative anatomist

1860s, On a Piece of Chalk (1868)

Truth, World, Hope, History

““And do not think,” Manisfree said, “that we absolve ourselves from blame in this situation. Although we teachers purport to know more than other men, we have usually chosen to remain aloof from public life. Practical, hardheaded men of the world have always frightened us; and those men, in their hardheaded way, have brought us to this.”
“Nor is aloofness our only failure,” said Hanley of Anthropology. “Let me point out that we have taught—badly! Our few promising students became teachers, thus insulating themselves as we had. The rest of our students sat through the sleep-provoking drone of our lectures, eager only to depart and take their places in a mad world. We did not touch them, Joenes, we did not move them, and we did not teach them to think.”
“In fact,” said Blake of Physics, “we did quite the contrary. We managed to equip most of our students with a definite hatred of thinking. They learned to view culture with the greatest suspicion, to ignore ethics, and to consider the sciences solely as a means of making money. This was our responsibility and our failure. The outcome of that failure is the world.””

Robert Sheckley book Journey Beyond Tomorrow

Source: Journey Beyond Tomorrow (1962), Chapter 9 “The Need for the Utopia” (p. 74)

Life, Men, Money, World

“I hope the reader will not just read through the examples but will also ask why it is that such material is not placed before our students. After all it is not difficult to come by, and, as the reader will agree after going through it, it has the most direct bearing on our denationalization. Yet, even though he may have considerable interest in our current problems, even though he may have been following closely the public discourse on such problems, in all probability the reader would not have come across the material. Why is this so?”

Arun Shourie book Missionaries in India

Missionaries in India

Hope, Problem, Reading

“We live so much of our lives in chaos. Human history can be viewed as an endless search for greater order: everything from language to religion to law to science tries to impose a framework on chaotic existence. The existentialists, sometimes wrongly described as disbelieving in an underlying order, saw the risks and the foolishness of the obsession with creating one. Hitler showed the risk, as did any number of populist tyrants before him. I teach my students that law, too, shows the risk, when we try to regulate a phenomenon—human behavior—that we do not even understand. I am not arguing against law…but against the Panglossian assumption that we can ever do law particularly well. The darkness in which we live dooms us to do it badly.”

Stephen L. Carter book The Emperor of Ocean Park

Source: The Emperor of Ocean Park (2002), Ch. 18, More News by Phone, III

Religion, Law, Behavior, History

“I wanted to kill myself. I would have done it, too, if I had owned a gun. I was considering the gruesome alternatives — pills, slitting my wrists with a razor blade, jumping off a bridge — when another student called to ask me a detailed question on relativity. There was no way, after fifteen minutes of thinking about Mr. Einstein, that suicide was still a viable option. Divorce, certainly. Celibacy, highly likely. But death was out of the question. I could never have prematurely terminated my love affair with physics.”

Arthur C. Clarke (1917–2008) British science fiction writer, science writer, inventor, undersea explorer, and television series host

"Richard Wakefield" in Rama II (1989)
1980s

Love, Death, Way, Question

“Today we are committed to a worldwide struggle to promote and protect the rights of all who wish to be free. And when Americans are sent to Vietnam or West Berlin, we do not ask for whites only. It ought to be possible, therefore, for American students of any color to attend any public institution they select without having to be backed up by troops.”

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

1963, Civil Rights Address

Color

“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.”

Roger Joseph Boscovich (1711–1787) Croat-Italian physicist

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

Imagination, Science, Success, Parting

“There comes a time when the student turns his back on the teacher. His playing cannot have the necessary security, autonomy, self-faith, or communicative power until he believes his interpretation is his own.”

Yehudi Menuhin (1916–1999) American violinist and conductor

Violinist Yehudi Menuhin

Faith, Communication, Teachers, Time

“Educators everywhere must seek new ways to promote the idea that learning is something a student does with books and materials, and a teacher who cares; that learning can happen in college and outside; and that a student's intellectual growth depends far less on geography (which college) than on what advantage he takes of the opportunities which surround him wherever he is.”

Eugene S. Wilson (1905)

"What's Going On in Schools and Colleges", Kiplinger's Personal Finance, April 1961, p. 31 http://books.google.com/books?id=fwMEAAAAMBAJ&pg=PA31 A portion of this is quoted earlier in "Education: Little Known" http://www.time.com/time/magazine/article/0,9171,895088,00.html, Time, 5 December 1960 Attributed

Books, Education, Way, Idea

“The night had passed completely. The morning star shone in the sky. I too had become a different person. The student of Talmud, the child I was, had been consumed by the flames. All that was left was a shape that resembled me. My soul had been invaded - and devoured - by a black flame.”

Elie Wiesel book Night

Night (1960)

Soul, Star, Personality, Night

“. was one of the most brilliant students of the Ateneo Municipal as far as humanities and natural and mathematical sciences are concerned”

Epifanio de los Santos (1871–1928) Filipino politician

The Philippine review (Revista filipina) [1921]

Mathematics, Nature, Science

“Children in school are not students, they are pupils. It is typical of certain kinds of politicians that they should regard children as adults, the better subsequently, and consequently, to regard adults as children.”

Theodore Dalrymple (1949) English doctor and writer

Mr Brown's self-esteem issue - or, asks Theodore Dalrymple, does Gordon Brown really believe that he can solve the problems of the world? http://www.socialaffairsunit.org.uk/blog/archives/001326.php (January 24, 2007). The Social Affairs Unit (2006 - 2008)

Children, School

“As a young man, Bill Clinton was one of thousands of leftist students who benefited from KGB funds, earning one of those trips to the USSR which were the preferred means for the recruitment of Soviet agents in the universities of the West. In the 60s, that would be deterrent enough for any application for town mayor of the interior. In the 90s, after three decades of Gramscian cultural revolution, the dangerous links did not prevent Clinton from being elected US president with the support of the American Communist Party. Thanks to a well-calculated "politically correct" speech, the new ruler became an idol of the left, which moved heaven and earth to keep him in office despite a range of charges, including sexual frivolities, financial imbroglios and a multitude of small Watergates, including something perfectly serious and terrifying: the suspicion of favoring Chinese nuclear espionage. The well-thinking press resisted any investigation of the matter.”

Olavo de Carvalho (1947) Brazilian journalist, essayist and professor of philosophy

Censored article, originally to República Magazine - Clinton, a guerra e a China http://www.olavodecarvalho.org/textos/clinton.htm (2 May 1999)

Support, Thinking, Universe

“Some students cannot accept that radical openness of history, and they lapse into some form of fundamentalism or traditionalism that simply clings to theological formulas of the past.”

Roger Haight (1936) American theologian

Preface, p. vii
Dynamics Of Theology

History, Past

“It has always been the task of formal education to set up behavior which would prove useful or enjoyable later in a student's life.”

B.F. Skinner (1904–1990) American behaviorist

As quoted in Performance-based Assessment for Middle and High School Physical Education (2002) by Jacalyn Lea Lund and Mary Fortman Kirk, p. 165.

Life, Education, Behavior

“I never had difficulties with my students, for I was prepared for their pranks, because fortunately I had often been naughty myself. We frequently made tremendous fun at the Art Academy in The Hague... So I still had my own experience in this area fresh in my mind.”

Suze Robertson (1855–1922) Dutch painter

(version in original Dutch / origineel citaat van Suze Robertson:) Moeilijkheden met mijn leerlingen [o.a. op de Rotterdamse H.B.S. - waar ze met lesgeven begon - van 1876 tot 1882] heb ik nooit gehad, want ik was voorbereid op hun streken, omdat ik gelukkig zelf dikwijls ondeugend was geweest. Wat hadden we op de Haagsche Academie vaak 'n ontzettende pret gemaakt!. .Dus had ik mijn eigen ervaring op dit gebied nog frisch in 't geheugen.
Suze was teaching first in Rotterdam at the Dutch High School, from 1876 to 1882, and afterwards one year in Amsterdam, 1883; then she stopped teaching
Source: 1900 - 1922, Onder de Menschen: Suze Robertson' (1912), p. 30

Art

“The streets of our country are in turmoil. The universities are filled with students rebelling and rioting. Communists are seeking to destroy our country. Russia is threatening us with her might and the Republic is in danger. Yes, danger from within and from without. We need law and order. Yes, without law and order our nation cannot survive. Elect us and we shall restore law and order.”

Adolf Hitler (1889–1945) Führer and Reich Chancellor of Germany, Leader of the Nazi Party

Reported as refuted in the Congressional Record: Lou Hiner, Jr., "Hitler's Phony Quotation on Law and Order", May 21, 1970, vol. 116, pp. 1676–77, reprinted from the Indianapolis News; and M. Stanton Evans, "The Hitler Quote", August 11, 1970, vol. 116, p. 28349, reprinted from the National Review Bulletin (August 18, 1970).
Misattributed

Law, Universe, Country

“I, then a young and omniscient student (alas, I was soon to lose both these virtues)…”

Leszek Kolakowski (1927–2009) Philosopher, historian of ideas

Metaphysical Horror (1988)

“One of my students had written wistfully of a dream-school that would have "windows with trees in them."”

Bel Kaufmanová book Up the Down Staircase

Part X, ch. 49 (Sylvia Barrett)
Up the Down Staircase (1965)

School, Dreams, Tree

“The light in the world comes principally from two sources,—the sun, and the student's lamp.”

Christian Nestell Bovee (1820–1904) American writer

Source: Intuitions and Summaries of Thought (1862), Volume II, p. 16.

World, Light, Sun

“When I was in England as a student, socialism was much talked about among us. We read and discussed Bertrand Russell and attended lectures by Harold J. Laski. I have not retained many socialistic ideas, but I am still an agnostic.”

Khushwant Singh (1915–2014) Indian novelist and journalist

Khushwant Singh: "Japji Sahib is Based on the Upanishads

Idea, Reading

“Only in a very static profession can one be trained to slot in immediately to an available job, and our profession is far from static. It is more beneficial for the students to give them a generalised grounding in a wide variety of professional activities and concerns, so that they will have some background knowledge for no matter what job is first available. For those who seek it, our subject also has its cultural value, which can contribute to a general education.”

Brian Campbell Vickery (1918–2009) British information theorist

Source: A Long Search for Information (2004), p. 29.

Education, Knowledge, Training

“I am secretly a costume drama queen. Oo, I love me some Merchant Ivory films! I do! If there is a petticoat and Helena Bonham Carter, already I can feel the tears well up in my eyes. I love me some period films! And I know that I will never be in them. I will never be in any of these movies, unless I am laying down on my side smoking some opium. And I get offered movie roles all the time, but I say, "No! No! I don't want to play a manicurist. I don't want to play a really pissed-off liquor store owner. I don't want to go nowhere with a chicken under my arm. I don't want to play an exceptionally good student, I do not want to get off a tour bus and take numerous photographs, I do not ever want to utter the phrase, 'Welcome to Japan, Mr. Bond'! I don't want to write down all my memoirs about being a geisha!"”

Margaret Cho (1968) American stand-up comedian

What it is, is that I cannot run up a wall!!
From Her Tours and CDs, Revolution Tour

Love, Feeling, Tear, Time

“The social trivia (what Africans call petty apartheid) continue too: ‘wives’ dinners’ (‘We’ll just let the architects meet together, my dear’); job interviews where the presence of ‘the architect’s wife’ distressed the board; dinners I must not attend because an influential member of the client group wants ‘the architect’ as her date; Italian journalists who ignore Bob’s request that they address me because I understand more Italian than he does; the tunnel vision of students toward Bob; the ‘so you’re the architect!’ to Bob, and the wellmeant ‘so you’re an architect too?’ to me.”

Denise Scott Brown (1931) American architect

"Sexism and the star system in architecture"

Understanding

“In particular, unification represents my purpose to bring about God’s ideal world. Unification is not union. Union is when two things come together. Unification is when two become one. “Unification Church” became our commonly known name later, but it was given to us by others. In the beginning, university students referred to us as “the Seoul Church.” I do not like using the word kyo-hoi in its common usage to mean church. But I like its meaning from the original Chinese characters. Kyo means “to teach,” and Hoi means “gathering.” The Korean word means, literally, “gathering for teaching.” The word for religion, jong-kyo, is composed of two Chinese characters meaning “central” and “teaching,” respectively. When the word church means a gathering where spiritual fundamentals are taught, it has a good meaning. But the meaning of the word kyo-hoi does not provide any reason for people to share with each other. People in general do not use the word kyo-hoi with that meaning. I did not want to place ourselves in this separatist type of category. My hope was for the rise of a church without a denomination. True religion tries to save the nation, even if it must sacrifice its own religious body to do so; it tries to save the world, even at the cost of sacrificing its nation; and it tries to save humanity, even if this means sacrificing the world. By this understanding, there can never be a time when the denomination takes precedence. It was necessary to hang out a church sign, but in my heart I was ready to take it down at any time. As soon as a person hangs a sign that says “church,” he is making a distinction between church and not church. Taking something that is one and dividing itinto two is not right. This was not my dream. It is not the path I chose to travel. If I need to take down that sign to save the nation or the world, I am ready to do so at any time.”

Sun Myung Moon (1920–2012) Korean religious leader

2009, As a Peaceloving Global Citizen http://www.euro-tongil.org/swedish/english/TFbiography.pdf, page 56.

God, People, World, Religion

“In May 2004, a fourteen-year-old boy at a middle-class intermediate school in Walnut Creek, an upper-middle-class suburb east of San Francisco, was detained by police who stormed his clasroom, cuffed him in front of the students and teachers, and frog-marched him across the quad… for posting a flash cartoon on his web home page. […] A few years earlier the kid would have been given a serious sit-down, but today, America has no patience for touchy-feely liberal crap. If you step out of line, Team America will be called in to destroy you.”

Mark Ames (1965) American writer and journalist

Part V: More Rage. More Rage., page 176-177.
Going Postal: Rage, Murder, and Rebellion, From Reagan's Workplaces to Clinton's Columbine and Beyond (2005)

School, Home, Boy, Teachers

“The press is a ready example of their efforts, and of the skills they have acquired in this field. They have taken care to steer their members and sympathizers into journalism. And within journalism, they have paid attention to even marginal niches. Consider books. A book by one of them has but to reach a paper, and suggestions of names of persons who would be specially suitable for reviewing it follow. As I mentioned, the editor who demurs, and is inclined to send the book to a person of a different hue is made to feel guilty, to feel that he is deliberately ensuring a biased, negative review. That selecting a person from their list may be ensuring a biased acclamation is talked out. The pressures of prevailing opinion are such, and editors so eager to evade avoidable trouble, that they swiftly select one of the recommended names…
You have only to scan the books pages of newspapers and magazines over the past fifty years to see what a decisive effect even this simple stratagem has had. Their persons were in vital positions in the publishing houses: and so their kind of books were the ones that got published. They then reviewed, and prescribed each other’s books. On the basis of these publications and reviews they were able to get each other positions in universities and the like…. Even positions in institutions which most of us would not even suspect exist were put to intense use. How many among us would know of an agency of government which determines bulk purchases of books for government and other libraries. But they do! So that if you scan the kinds of books this organization has been ordering over the years, you will find them to be almost exclusively the shades of red and pink….
So, their books are selected for publication. They review each other’s books. Reputations are thereby built. Posts are thereby garnered. A new generation of students is weaned wearing the same pair of spectacles – and that means yet another generation of persons in the media, yet another generation of civil servants, of teachers in universities….”

Arun Shourie (1941) Indian journalist and politician

Eminent Historians: Their Technology, Their Line, Their Fraud

Books, Feeling, Decision, Effort

“Brother Leon arrived late for the performance. His late entrance was not a surprise. Everybody knew that Leon hated the student skits and sketches. Too often there had been hilarious takeoffs on the faculty and, a few years ago, a devastating burlesque of Brother Leon by a student named Henry Boudreau. Boudreau had minced across the stage, speaking in a prissy voice, wielding an oversized baseball bat the way Leon used his teacher's pointer, as a weapon. The performance had become a legend at Trinity. But funny thing about Boudreau: He had flunked out at the end of the year.”

Robert Cormier book Beyond the Chocolate War

Source: Beyond the Chocolate War (1985), p. 246-247

Hate, Way, Teachers

“In the early 1960s there existed a successful quantum theory of the electromagnetic force (QED), which was completed in the late 1940s, but the theories of the weak and strong nuclear forces were not yet known. In UC Berkeley, where I was a graduate student during the period 1962 – 66, the emphasis was on developing a theory of the strong nuclear force. I felt that UC Berkeley was the center of the Universe for high energy theory at the time. Geoffrey Chew (my thesis advisor) and Stanley Mandelstam were highly influential leaders. Also, Steve Weinberg and Shelly Glashow were impressive younger faculty members. David Gross was a contemporaneous Chew student with whom I shared an office.”

John Henry Schwarz (1941) American theoretical physicist

[Schwarz, J. H., The early years of string theory: a personal perspective, https://arxiv.org/pdf/0708.1917.pdf, 2007]

Strong, Universe, Time, Success

“All my people sing of are memories. And so I will remember this death. It will burden me as it does not burden my fellow students - I must not let that change. I must not become like them. I'll remember that every sin, every death, every sacrifice, is for freedom.”

Pierce Brown book Red Rising

Source: Red Rising (2014), Ch. 20: The House Mars

Death, People, Freedom, Memory

“Another influence of that period was the philosophy of Idealistic Positivism of Hans Vaihinger. Von Bertalanffy met Vaihinger in Vienna and for a time, as a student, lived in his house.10 According to the philosophy of Idealistic Positivism absolute truths and ideal norms of human conduct did not exist, rather man created them as fictions important for the individual and social survival. The idea of relativity of truths and norms postulated by Vainhinger bore a similarity to the relativism of different points of view and categories of thinking postulated by Nicholas of Cusa. The philosophies of Cusanus and Vaihinger were undoubtedly instrumental in shaping von Bertalanffy's 'perspectivist' epistemology and his idea of relativity of categories.”

Thaddus E. Weckowicz (1919–2000) Canadian psychologist

Source: Ludwig von Bertalanffy (1901-1972) (1989), p. 5

Truth, Idea, Thinking, Time

“The only privilege a student had that was worth his claiming, was that of talking to the professor, and the professor was bound to encourage it. His only difficulty on that side was to get them to talk at all. He had to devise schemes to find what they were thinking about, and induce them to risk criticism from their fellows. Any large body of students stifles the student. No man can instruct more than half-a-dozen students at once. The whole problem of education is one of its cost in money.”

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

The Education of Henry Adams (1907)

Money, Education, Problem, Thinking

“As a graduate student at Yale, I studied the whole of Christian theology but focused my attention on the Darwinian controversies. I wanted to get to the root of the conflict between Darwinian evolution and Christian doctrine. In the course of my research I learned (to my surprise) that biblical chronology played almost no role in the 19th- century controversies, since most theologians had already accepted geological evidence for the age of the earth and re-interpreted the days in Genesis as long periods of time. Instead, the central issue was design. God created the cosmos with a plan in mind. This affirmation is among the most basic in all of Christianity (and other theistic religions as well, including Unificationism). And that plan included human beings as the final outcome of the creative process: we are created in the image of God.”

Jonathan Wells (1942) American intelligent design advocate

Darwinism: Why I Went for a Second Ph.D http://www.tparents.org/Library/Unification/Talks/Wells/DARWIN.htm

God, Age, Religion, Study

“Ingres, a pupil of David, taught his students that draughtsmanship was of more importance than colour. " A thing well drawn," he said, " is always well enough painted."”

Wynford Dewhurst (1864–1941) British artist

Source: Impressionist Painting: its genesis and development. (1904), p. 2.

Painting

“But that is the way of the place: down our many twisting corridors, one encounters story after story, some heroic, some villainous, some true, some false, some funny, some tragic, and all of them combining to form the mystical, undefinable entity we call the school. Not exactly the building, not exactly the faculty or the students or the alumni — more than all those things but also less, a paradox, an order, a mystery, a monster, an utter joy.”

Stephen L. Carter book The Emperor of Ocean Park

Source: The Emperor of Ocean Park (2002), Ch. 9, A Pedagogical Disagreement, II

School, Way, Joy, Falseness

“Whether in a South African coal mine, on an Alaskan fishing boat, or in the American military, men's protective instinct toward women, and women's protective instinct toward themselves (and children) keeps men more disposable than women. Here's an example of the dynamic at work in the military. At the military's SERE (survival, evasion, resistance, and escape) schools, concern about the well-being of women was so prevalent among male students that trainers now work to desensitize men to sexual assault and other abuse of women lest their sensitivity be used against them in war. We think of women in the military as being safer in part because they are still prohibited from the most dangerous assignments. But this prohibition is just a reflection of the traditional male's instinct to protect women.”

Warren Farrell (1943) author, spokesperson, expert witness, political candidate

Source: Why Men Earn More (2005), p. 33.

Women, Men, War, Children

“Thus far, gentlemen, I have been insisting very strenuously upon what the most vulgar common sense has every disposition to assent to and only ingenious philosophers have been able to deceive themselves about. But now I come to a category which only a more refined form of common sense is prepared willingly to allow, the category which of the three is the chief burden of Hegel's song, a category toward which the studies of the new logico-mathematicians, Georg Cantor and the like, are steadily pointing, but to which no modern writer of any stripe, unless it be some obscure student like myself, has ever done anything approaching to justice.”

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

Lecture II : The Universal Categories, §3. Laws: Nominalism, CP 5.59
Pragmatism and Pragmaticism (1903)

Justice, Sense, Study

“When I was a student in the 1950s, I read Husserl, Sartre, Merleau-Ponty. When you feel an overwhelming influence, you try to open a window. Paradoxically enough, Heidegger is not very difficult for a Frenchman to understand. When every word is an enigma, you are in a not-too-bad position to understand Heidegger. Being and Time is difficult, but the more recent works are clearer. Nietzsche was a revelation to me. I felt that there was someone quite different from what I had been taught. I read him with a great passion and broke with my life, left my job in the asylum, left France: I had the feeling I had been trapped. Through Nietzsche, I had become a stranger to all that.”

Michel Foucault (1926–1984) French philosopher

Truth, Power, Self : An Interview with Michel Foucault (25 October 1982)

Life, Feeling, Understanding, Passion

“Of what value is the study of management?
The study of management has been omitted from the student's training until comparatively recently, for a very different reason than was psychology. It was never doubted that a knowledge of management would be of great value to anyone and everyone, and many were the queer schemes for obtaining that knowledge after graduation. It was doubted that management could be studied otherwise than by observation and practice. Few teachers, if any, believed in the existence, or possibility, of a teaching science of management. Management was assumed by many to be an art, by even more it was thought to be a divinely bestowed gift or talent, rather than an acquired accomplishment. It was common belief that one could learn to manage only by going out on the work and watching other managers, or by trying to manage, and not by studying about management in a class room or in a text book; that watching a good manager might help one, but no one could hope really to succeed who had not " the knack born in him."”

Lillian Gilbreth (1878–1972) American psychologist and industrial engineer

Source: Psychology of management, 1914, p. 2-3

Books, Hope, Art, Knowledge

“Will I be coming to you as husband or a child? A partner or a student?”

Orson Scott Card (1951) American science fiction novelist

Homecoming saga, The Call Of Earth (1992)

“A student directing Chatlotte Whitton to a parking place at Champlain High School called her Mrs. Whitton. Charoltte Whitton replied to the student, "Mrs. Whitton? My dear girl, no man has had that privilege."”

Charlotte Whitton (1896–1975) Canadian politician

School, Girl

“In the Autumn semester, 1955, I taught Principles of Economics, and found it a challenge to convey basic microeconomic theory to students. Why/how could any market approximate a competitive equilibrium? I resolved that on the first day of class the following semester, I would try running a market experiment that would give the students an opportunity to experience an actual market, and me the opportunity to observe one in which I knew, but they did not know what were the alleged driving conditions of supply and demand in that market”

Vernon L. Smith (1927) American economist

Vernon L. Smith (2002) in: " Vernon L. Smith - Biographical http://www.nobelprize.org/nobel_prizes/economic-sciences/laureates/2002/smith-bio.html". Nobelprize.org. Nobel Media AB 2013. Web. 13 Jun 2014.

Autumn

“As a result of its generous stand [Robert Maynard Hutchins’ controversial policy of admitting students after their second year of high-school], the University of Chicago’s undergraduate college acts as the greatest magnet for neurotic juveniles since the Children’s Crusade, with Robert Maynard Hutchins…playing the role of Stephen the Shepherd Boy.”

A. J. Liebling (1904–1963) American journalist

Chicago: The Second City (Knopf, 1952; University of Nebraska Press, 2004, ISBN 0-8032-8035-1, p. 110.

Children, School, Boy, Universe

“I was glad to get away from those students when I was awarded a Fulbright Fellowship to study in London. I found myself in the British Museum, at first content, reading English Renaissance literature. But then came the crisis: the domed silence; the dusty pages of books all around me; the days accumulating in lists of obsequious footnotes; the wandering doubts about the value of scholarship. My year in Britain came to an end and I rushed to ‘come home.’ Then quickly discovered that I could not. Could not cast off the culture I had assumed. Living with my parents for the summer, I remained an academic—a kind of anthropologist in the family kitchen, searching for evidence of our ‘cultural ties’ as we ate dinner together.”

Richard Rodríguez (1944) American journalist and essayist

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

Books, Family, Home, Search

“One does not paint for design students or historians but for human beings, and the reaction in human terms is the only thing that is really satisfactory to the artist.”

Mark Rothko (1903–1970) American painter

in conversation with W.C. Seitz
Quote of Rothko in Abstract Expressionist Painting in America, W.C, Seitz, Cambridge Massachusetts, 1983, p. 116
after 1970, posthumous

Painting

“On Fox News, the Geraldo-thing is at Columbia University, interviewing students — fresh-faced, naïve fools, fetishizing “debate” with a beast who will celebrate their deaths, and use their idiocy to bring it about.”

Charles Foster Johnson (1953) American musician

September 23, 2007 http://littlegreenfootballs.com/weblog/?entry=27185_Columbia_Students-_Clueless_and_Proud_of_It&only

Death, Fools, Universe

Quotes about student page 7

Quotes about student
page 7