Quotes about student
page 8

“Fechner laid down the general outlines of his program [psychophysics] in ZendAvesta, the book about heaven and the future life. Imagine sending a graduate student of psychology nowadays to the Divinity School for a course in immortality as preparation for advanced experimental work in psychophysics! How narrow we have become!”

Edwin Boring (1886–1968) American psychologist

Source: History, psychology, and science. 1963, p. 128: As cited in: Hergenhahn (2008;254)

Life, Books, School, Imagination

““We have now successfully enlisted the aid of many groups of theoretically anti-communist people, all supporting those very causes which lead directly to victory for the Party. These students will be of great value in creating political upheaval here in the next few years. Though they may not vote themselves, they will do a great part of the work for the candidates we shall endorse.”
“I think it was the vague promise of sexual freedom that did it,” said Weintraub wryly. “That seems to work on everybody. Even the clergy.””

George Alec Effinger (1947–2002) Novelist, short story writer

Source: Relatives (1973)., Chapter 11 (p. 177).

People, Support, Thinking, Freedom

“Our failure to discern a universal good does not record any lack of insight or ingenuity, but merely demonstrates that nature contains no moral messages framed in human terms. Morality is a subject for philosophers, theologians, students of the humanities, indeed for all thinking people. The answers will not be read passively from nature; they do not, and cannot, arise from the data of science. The factual state of the world does not teach us how we, with our powers for good and evil, should alter or preserve it in the most ethical manner.”

Stephen Jay Gould book Hen's Teeth and Horse's Toes

"Nonmoral Nature", pp. 42–43
Hen's Teeth and Horse's Toes (1983)

People, World, Failure, Nature

“It is not only the study of philosophy which can become perverted. The study of history too can become warped. The colonized African student, whose roots in his own society are systematically starved of sustenance, is introduced to Greek and Roman history, the cradle history of modern Europe, and he is encouraged to treat this portion of the story of man together with the subsequent history of Europe as the only worthwhile portion. This history is anointed with a universalist flavouring which titillates the palate of certain African intellectuals so agreeably that they become alienated from their own immediate society.”

Kwame Nkrumah (1909–1972) Pan Africanist and First Prime Minister and President of Ghana

Source: Consciencism (1964), Philosophy In Retrospect, p. 5.

History, Study

“There are two levels of knowing a subject. There is the student who knows what the definition of a noun or a gene or a molecule is; then there is the student… who also knows how the definition was arrived at. There is the student who can answer a question; then there is the student who also knows what are the biases of the question. There is the student who can give you the facts; then there is the student who also knows what is meant by a fact. I am maintaining that, in all cases, it is the latter who has a "basic" education; the former, a frivolous one.”

Neil Postman (1931–2003) American writer and academic

Language Education in a Knowledge Context (1980)

Education, Question

“I think the opportunity to deal with students and getting them properly oriented on science and theology and the relation between those is going to be important because science has been such an instrument used by the materialists to undermine the Christian faith and religious belief generally.”

William A. Dembski (1960) American intelligent design advocate

Dembski to head seminary's new science & theology center
2004-09-16
Baptist Press
Jeff
Robinson
http://www.sbcbaptistpress.org/bpnews.asp?ID=19115
2011-10-23
2000s

Faith, Thinking, Science

“I have never had any desire to play a maid, a liquor store owner kicking a black person out of my store, a rude and harried waitress, a worldly-wise acupuncturist, an early-rising, loose black cotton pants wearing elderly woman practicing tai chi in the park, a manicurist, a prostitute, a student in an English as a Second Language course, a purveyor of exotic mushrooms and ginseng, an exchange student, a newscaster covering gang warfare in Chinatown, a woman drowning my newborn baby in a bowl, a daughter crying with my mom over our constant battle between East and West yet finally coming together over a particularly intense game of mahjong…a young girl being raped and killed by GIs in the Killing Fields, a woman balancing a basket of any kind on my head…committing suicide because my white lover did not come back to Japan after the war, or having him come back for me and fooling him successfully for years and years thinking I am a woman when really I'm a dude, as if my race castrates me so much this deception is completely feasible…”

Margaret Cho (1968) American stand-up comedian

From Her Books, I Have Chosen To Stay And Fight, PIGEONHOLING PEOPLE

War, Fools, Girl, Game

“We can now return to the NCERT guideline which proclaims that the conflict between Hindus and Muslims in medieval India shall be regarded as political rather than religious. There is no justification for such a characterisation of the conflict. The Muslims at least were convinced that they were waging a religious war against the Hindu infidels. The conflict can be regarded as political only if the NCERT accepts the very valid proposition that Islam has never been a religion, and that it started and has remained a political ideology of terrorism with unmistakable totalitarian trends and imperialist ambitions. The first premises as well as the procedures of Islam bear a very close resemblance to those of Communism and Nazism. Allah is only the predecessor of the Forces of Production invoked by the Communists, and of the Aryan Race invoked by the Nazis.
My heart sinks at the very idea of such a sinister scheme being sponsored by an educational agency set up by the government of a democratic country. It is an insidious attempt at thought-control and brainwashing. Having been a student of these processes in Communist countries, I have a strong suspicion that this document has also sprung from the same sort of mind. This mind has presided for long over the University Grants Commission and other educational institutions, and has been aided and abetted by the residues of Islamic imperialism masquerading as secularists.”

Sita Ram Goel book The Story of Islamic Imperialism in India

The Story of Islamic Imperialism in India (1994)

War, Education, Religion, Communication

“Women's studies needed a syllabus and so invented a canon overnight. It puffed up clunky, mundane contemporary women authors into Oz-like, skywriting dirigibles. Our best women students are being force-fed an appalling diet of cant, drivel and malarkey.”

Camille Paglia (1947) American writer

Source: Sex, Art and American Culture : New Essays (1992), Junk Bonds and Corporate Raiders : Academe in the Hour of the Wolf, p. 243

Women, Study

“The Object of this Treatise is—(1) To point out to the student of Mathematics, who has not the advantage of a tutor, the course of study which it is most advisable that he should follow, the extent to which he should pursue one part of the science before he commences another, and to direct him as to the sort of applications which he should make. (2) To treat fully of the various points which involve difficulties and which are apt to be misunderstood by beginners, and to describe at length the nature without going into the routine of the operations.”

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

Source: On the Study and Difficulties of Mathematics (1831), Chapter I. Introductory Remarks on the Nature and Objects of Mathematics.

Mathematics, Nature, Study, Science

“I just looked in the phone book, and called up the Executive Officer of the Servomechanisms Laboratory (Al Sise) and said, "I'm a math graduate student and would like a summer job. If you could find an electrical engineering student, I'm sure by the end of the summer we could make you an electronic calculator that would beat the pants off that little mechanical thing that Wiener has put together. Are you interested?"”

Douglas T. Ross (1929–2007) American computer scientist

Source: An Interview with Douglas T. Ross (1984), p. 17.

Books, Summer

“If the colleges were better, if they … had the power of imparting valuable thought, creative principles, truths which become powers, thoughts which become talents, — if they could cause that a mind not profound should become profound, — we should all rush to their gates: instead of contriving inducements to draw students, you would need to set police at the gates to keep order in the in-rushing multitude.”

Ralph Waldo Emerson (1803–1882) American philosopher, essayist, and poet

The Celebration of Intellect (1861)

Truth, Drawing

“I believe […] that we can still have a genre of scientific books suitable for and accessible alike to professionals and interested laypeople. The concepts of science, in all their richness and ambiguity, can be presented without any compromise, without any simplification counting as distortion, in language accessible to all intelligent people. […] I hope that this book can be read with profit both in seminars for graduate students and—if the movie stinks and you forgot your sleeping pills—on the businessman's special to Tokyo.”

Stephen Jay Gould book Wonderful Life

Preface, p. 16
Wonderful Life (1989)

People, Books, Hope, Intelligence

“Suddenly I realized, I used to be the person saying how crazy or impossible such feats were and now I was the one doing them. I had radically switched subject positions in a way I did not think possible for myself. That, I realized, is what I want my students to experience - that radical switch and growth”

Adrianne Wadewitz (1977–2014) academic and Wikipedian

Wadewitz, Adrianne. (August 12, 2013). "What I learned as the worst student in the class" http://www.hastac.org/blogs/wadewitz/2013/08/12/what-i-learned-worst-student-class. HASTAC: Humanities, Arts, Science, and Technology Alliance Collaboratory. — reprinted and cited in: "How Adrianne Wadewitz learnt to embrace failure" http://www.smh.com.au/world/how-adrianne-wadewitz-learnt-to-embrace-failure-20140425-zqzgx.html. The Sydney Morning Herald. April 25, 2014. Retrieved April 25, 2014.

Way, Thinking, Personality

“The last two decades have witnessed, especially in Germany and France, the rise of a new discipline, the sociology of knowledge (Wissenssoziologie), with a rapidly increasing number of students and a growing literature (even a “selected bibliography” would include several hundred titles). Since most of the investigations in this field have been concerned with the socio-cultural factors influencing the development of beliefs and opinion rather than of positive knowledge, the term. “Wissen” must be interpreted very broadly indeed, as referring to social ideas and thought generally, and not to the physical sciences, except where expressly indicated.”

Robert K. Merton (1910–2003) American sociologist

Source: The Sociology of Knowledge, (1937), p. 493

Literature, Idea, Knowledge, Science

“A student of the history of physical science will assign to Newton a further importance which the average man can hardly appreciate. …the separation … of positive scientific inquiries from questions of ultimate causation.”

Edwin Arthur Burtt (1892–1989) American philosopher

Source: The Metaphysical Foundations of Modern Physical Science (1925), p. 19

History, Question, Science

“Ten percent of all the boys in schools are now threatened or injured with a weapon at school. One out of ten. The number of students caught with a firearm increased 29 percent in one year. "Natural selection"? If the strongest survive, well then if that guy's bigger than me, I better bring a gun to even the odds. This evolution theory is not just dumb, folks, it's dangerous. It removes all morality. There's no such thing as right and wrong. Might becomes right. Textbooks say you're an animal and share a common heritage with earthworms. Could it possibly be that what we are teaching kids is causing this problem in our schools?”

Kent Hovind (1953) American young Earth creationist

Creation seminars (2003-2005), The dangers of evolution

School, Guy, Boy, Nature

“Your "use case" should be, there's a 22 year old college student living in the dorms. How will this software get him laid?”

Jamie Zawinski (1968) American programmer

" Groupware Bad http://www.jwz.org/doc/groupware.html" (essay)

“Marketing Management: A Contemporary Perspective provides a fresh new perspective on marketing from some of the leading researchers in Europe. The book offers students and practitioners the comprehensive coverage they need to make the right decisions to create and implement highly successful marketing strategies. This exciting new book combines scholarly international research with relevant and contemporary examples from markets and brands across the world.
The authors combine their experience as researchers and industry consultants to provide the conceptual and theoretical underpinning of marketing and empirical research, helping students to understand how marketing concepts can be applied and implemented. The book covers a full range of industries including business-to-customer, business-to-business, services marketing, retailing and international marketing from companies around the globe.”

Christian Homburg (1962) German academic

Abstract 2009 edition.
Marketing management: A contemporary perspective, 2003

Books, World, Understanding, Business

“I hope many aspiring photographers will be inspired by what I do and join the industry. It makes me proud to see my students doing well in this profession and trying to give us the healthy competition we need.”

Prito Reza (1984) Photographer

Hope

“Paul Laurence Dunbar High School was established in 1870 in Washington, D. C., as the nation's first black public high school. From 1870 to 1955, most of its graduates went off to college, earning degrees from Harvard, Princeton, Williams, Wesleyan and others. As early as 1899, Dunbar students scored higher on citywide tests than students at any of the district's [three] white [high] schools. Its attendance and tardiness records were generally better than those of white schools. During this era of high achievement, there was no school violence. It wasn't racially integrated. It didn't have a big budget. It didn't even have a lunchroom or all those other things that today's education establishment says are necessary for black academic excellence.”

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

"Educational excellence initiative" (15 August 2012)
2010s

Education, School

“The aristocratic and the modern were inextricably combined in Joseph Schumpeter. The paradoxes of this great economist, who also served as minister of finance in the post-World War I government of Austria, are suggested by the fact that at his first teaching post, he challenged the university librarian to a duel to win freer access to books for the students. Perhaps Schumpeter was attracted to the big issues because he himself witnessed drastic changes in society.”

Samuel Bowles (1939) American economist

Source: Understanding Capitalism: Competition, Command, and Change, 2005, p. 79

War, Books, World, Universe

“Strangely enough, many of the philosophical issues surrounding quantum mechanics are today being used to entice potential students into physics. As quantum computing and quantum communication become a commercial reality, tomorrow’s students may find themselves routinely grappling with the same philosophical questions that challenged their forebears almost a century ago.”

David Kaiser (1971) American physicist

Turning physicists into quantum mechanics (2007)

Communication, Question, Reality

“Finally a special committee published its recommendation: Finland should create a unified public school system. Reactions were all over the map. Primary school teachers believed that every student could learn equally well, while university professors tended to be skeptical. Politicians were divided.”

Anu Partanen (1975) journalist

Source: The Nordic Theory of Everything, Chapter 4

School, Learning, Teachers, Universe

“Let him make this challenge: "I'll release my tax returns when Barack Obama releases his college transcripts and the copy of his admission records to show whether he got any loans as a foreign student. When he releases that, talk to me about my tax returns."”

Mike Huckabee (1955) Arkansas politician

2012-01-20
The O'Reilly Factor
Fox News
TV, quoted in * 2012-01-20
Matt Gertz
Huckabee Wants To Know If Obama Got College Loans "As A Foreign Student"
Media Matters for America
http://mediamatters.org/blog/201201200016
2011-05-27
regarding criticism of presidential candidate Mitt Romney for refusing to release his tax returns

“When students' language, culture and experience are ignored or excluded in classroom interactions, students are immediately starting from a disadvantage. Everything they have learned about life and the world up to this point is being dismissed as irrelevant to school learning; there are few points of connection to curriculum materials or instruction and so students are expected to learn in an experiential vacuum. Students' silence and nonparticipation under these conditions have frequently been interpreted as lack of academic ability or effort, and teachers’ interactions with students have reflected a pattern of low expectations which become self-fulfilling.”

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

Negotiating Identities: Education for Empowerment in a Diverse Society (1996), pp. 2-3

Life, World, School, Effort

“When I make presentations about India at teachers' conferences or in classrooms, the two most often asked questions are: "Why do women wear a 'dot' on their foreheads?" and "Why, when there is so much poverty in India, don't they eat all those cows?" These questions broach issues of relevance and correlating non-Western practices to similar experiences in the students' lives, within a context they can comprehend.”

Yvette Rosser (1952) American activist

Rosser, Yvette C. (Winter 2001). "The Clandestine Curriculum: The Temple of Doom in the Classroom". Education About Asia (Association of Asian Studies) 6 (3).

Women, Question, Teachers

“After his death I did not attend any more lectures, although I paid for them. Schroeder was succeeded by Ernst Gottfried Baldinger, born in Gross Vargula, near Erfurt, 1738; and descended in a direct line, on his mother's side, from Doctor Martin Luther. He established a dispensary for poor patients, and gave medicine gratia, on condition of his being attended by about thirty pupils. Here it was that I first began to display the knowledge I had gained from my friend, the late Doctor Schroeder; and Baldinger, not seeing me attend his lectures, naturally supposing I was lazy and dull of comprehension, exclaimed, with astonishment, "What will become of this boy?" Whereupon, considering myself insulted by the Doctor, I wished to retire; when he embraced me, and said, good-humouredly, "No, no such a clever young fellow never came under my observation." From this time I became his best friend and daily visitor; I passed whole days and weeks in his valuable and extensive library, and almost in the constant society of his amiable, highly gifted, and accomplished wife; his confidence was so great, that he left the entire direction of his dispensary to me, and even entrusted me with the care of his own family when unwell. Having given up all connexion with my former friends, the students, I selected one Leisewitz, the author of "Julius de Tarent." We sympathised in each other's feelings, and became inseparable. His amiable qualities and inoffensive wit drew around us the best society; but, to our great regret, many of them belonged to a new school of freethinkers, whose principles we endeavoured, by the assistance of the pious Madame Baldinger, to eradicate from their minds; and thus it was thnt Providence brought me over again to the firm belief of the truth of our Divine religion.”

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

My Life and Confessions, for Philippine, 1786

Death, Truth, School, Family

“A group that was somewhat connected with general systems theory is usually associated with the term, the systems approach. They were located originally at the University of Pennsylvania. They later went to Case Western Reserve University and then back to the University of Pennsylvania. Their founding philosopher was E. A. Singer, Jr. One of Singer's students was C. West Churchman, and Churchman's first student was Russell Ackoff.”

Stuart A. Umpleby (1944) American scientist

Source: "The origins and purposes of several traditions in systems theory and cybernetics," 1999, p. 82: About the Systems Approach

Universe

“I don’t have many strong dislikes. I admit that as a teacher—I have no racial prejudices in general—but there were certain types, and conspicuous among them the Near Eastern populations, which I still dislike because they are fundamentally dishonest. And I must say dishonesty is a thing I intensely dislike. It was a type which, in my childhood in Austria, was described as Levantine, typical of the people of the eastern Mediterranean. But I encountered it later, and I have a profound dislike for the typical Indian students at the London School of Economics, which I admit are all one type—Bengali moneylender sons. They are to me a detestable type, I admit, but not with any racial feeling. I have found a little of the same amongst the Egyptians —basically a lack of honesty in them. If I advise speaking about honesty, I think honesty is really the best expression of what I call the morals of a civilized society. Primitive man lacks a conception of honesty.”

Friedrich Hayek (1899–1992) Austrian and British economist and Nobel Prize for Economics laureate

Conversation https://www.youtube.com/watch?v=JoV-5p88rGU&feature=youtu.be&t=53m31s with Chitester (1978); published in Nobel Prize-Winning Economist: Friedrich A. von Hayek https://archive.org/details/nobelprizewinnin00haye (1983), p. 490 1960s–1970s

People, School, Feeling, Thinking

“My rule is simply to do for my students exactly what I hope someone else will do for my sons when the time comes: I teach them to have faith in themselves and in their own compass, to listen to nature to find truth, to love knowledge for the sake of itself, and to strive for greatness.”

Robert B. Laughlin (1950) American physicist

Nobel Prize autobiography (1998)

Love, Truth, Faith, Hope

“The tragedy happens—yesterday at a school in Oregon, and then as it will again—exactly as predicted, and uniquely here. It hardly seems worth the energy to once again make the same essential point that the President—his growing exasperation and disbelief moving, if not effective, as he serves as national mourner—has now made again: we know how to fix this. Gun control ends gun violence as surely an antibiotics end bacterial infections, as surely as vaccines end childhood measles—not perfectly and in every case, but overwhelmingly and everywhere that it’s been taken seriously and tried at length. These lives can be saved. Kids continue to die en masse because one political party won’t allow that to change, and the party won’t allow it to change because of the irrational and often paranoid fixations that make the massacre of students and children an acceptable cost of fetishizing guns.”

Adam Gopnik (1956) American journalist

The Second Amendment Is a Gun-Control Amendment, The New Yorker (2015)

Children, School, Change, Childhood

“All that can be done pedagogically is to show the student how some phenomena have been modeled, let him model some phenomena under supervision, and then hope he will be successful on his own—or know enough to secure assistance.”

A. Wayne Wymore (1927–2011) American mathematician

Source: A Mathematical Theory of Systems Engineering (1967), p. 68 About the teaching of modeling: As cited in: J.C. Heckman (1973, p. 5)".

Hope, Success

“Be thankful you are not my student. You would not get a high grade for such a design :-) [… ] Writing a new OS only for the 386 in 1991 gets you your second "F" for this term.”

Andrew S. Tanenbaum (1944) Dutch computer scientist

In a Usenet message to Linus Torvalds, 30 Jan 1992 http://groups.google.com/group/comp.os.minix/msg/625c4a78723eeef5. The "Linux is Obsolete" Debate

“Life begins perpetually. Gathered together at last under the leadership of man, the student-teacher of the universe… unified, disciplined, armed with the secret powers of the atom, and with knowledge as yet beyond dreaming, Life, forever dying to be born afresh, forever young and eager, will presently stand upon this earth as upon a footstool, and stretch out its realm amidst the stars.”

H. G. Wells book The Outline of History

Source: The Outline of History (1920), Ch. 41

Life, Secret, Dreams, Star

“It's actually a tribute to the quality of economics teaching that they have persuaded so many generations of students to believe in so much that seems so counter to what the world is like. Many of the things that I'm going to describe make so much more common sense than these notions that seem counter to what ones eyes see every day.”

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

"Nobel Prize Lecture" http://nobelprize.org/mediaplayer/index.php?id=507 Information and the Change in the Paradigm in Economics, at Aula Magna, Stockholm University, (2001-12-08).

World, Sense

“I staged a coup d’état and the workers staged the revolution, occupying the factories, becoming partners instead of employees, eliminating the monarchic administration and setting up people’s committees. In short, they liberated themselves. Students did the same. Today in Libya, only the people count.”

Muammar Gaddafi (1942–2011) Libyan revolutionary, politician and political theorist

Interview with Oriana Fallaci (2 December 1979), Corriere della Sera
Interviews

People

“I'm very proud that some people think that I'm a danger for the intellectual health of students. When people start thinking of health in intellectual activities, I think there is something wrong. In their opinion I am a dangerous man, since I am a crypto-Marxist, an irrationalist, a nihilist.”

Michel Foucault (1926–1984) French philosopher

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

People, Health, Thinking

“A student once interrupted him and said, "I just don't understand." He responded, "Why should you have the advantage over me?"”

Sidney Morgenbesser (1921–2004) American philosopher

Understanding

“The student of the Differential Calculus may… be brought to think it possible that the terms and ideas which that science requires may exist in his own mind in the same rude form as that of a straight line in the conceptions of a beginner in geometry. …he must be prepared to stop his course until he can form exact notions, acquire precise ideas, both of resemblance between those things which have appeared most distinct, and of distinction between those which have appeared most alike. To do this… formal definitions would be useless; for he cannot be supposed to have one single notion in that precise form which would make it worth while to attach it to a word. One reason of the great difficulty which is found in treatises on this subject… the tacit assumption that nothing is necessary previously to actually embodying the terms and rules of the science, as if mere statement of definitions could give instantaneous power of using terms rightly. We shall here attempt… a wider degree of verbal explanation than is usual with the view of enabling the student to come to the definitions in some state of previous preparation.”

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

The Differential and Integral Calculus (1836)

Idea, Thinking, Appearance, Science

“One might ask why the teachers do not notice the difficulty children have in learning BASIC. The answer is simple: Most teachers do not expect high performance from most students, especially in a domain of work that appears to be as "mathematical" and "formal" as programming. Thus the culture's general perception of mathematics as inaccessible bolsters the maintenance of BASIC, which in turn confirms these perceptions.”

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

Source: Mindstorms: Children, Computers, and Powerful Ideas (1980), Chapter 1, Computers and Computer Cultures

Children, Mathematics, Learning, Teachers

“Precisely by inculcating a critical attitude, the "canon" served to demythologize the conventional pieties of the American bourgeoisie and provided the student with a perspective from which to critically analyze American culture and institutions. Ironically, the same tradition is now regarded as oppressive. The texts once served an unmasking function; now we are told that it is the texts which must be unmasked.”

John Rogers Searle (1932) American philosopher

"The Storm Over the University", The New York Review of Books, December 6, 1990

“The student should have enough knowledge of his or her cultural tradition to know how it got to be the way it is. This involves both political and social history, on the one hand, as well as the mastery of some of the great philosophical and literary texts of the culture on the other. It involves reading not only texts that are of great value, like those of Plato, but many less valuable that have been influential, such as the works of Marx. For the United States, the dominant tradition is, and for the foreseeable future, will remain the European tradition. The United States is, after all, a product of the European Enlightenment. However, you do not understand your own tradition if you do not see it in relation to others. Works from other cultural traditions need to be studied as well.”

John Rogers Searle (1932) American philosopher

The Storm Over the University (December 6, 1990)

Way, History, Understanding, Knowledge

“An earlier paper (Pask, 1976) introduced conversational techniques, some involving a human participant in dialogue with a student, others involving a mechanically or computer implemented 'participant' through which the student 'talks to himself' under restrictions imposed by the device. In either case (human or mechanical monitoring) the subject matter of a conversation is represented in a liberally conceived, but standard, fashion, as a conversational domain consisting in an entailment structure (embodying one or more description schemes and indicating the many ways in which one topic may be known in terms of or derived from others) and behaviour graphs (one for each topic in the domain) that prescribe what may be done to model or explain the topic in question. Within this framework, the conversational techniques secure, or approximate, a standard condition for experiments on learning.”

Gordon Pask (1928–1996) British psychologist

Source: Styles and Strategies of Learning (1976), p. 128: Pask is referring to the article: Pasc, G. (1976). "Conversational techniques in the study and practice of education". In: British Journal of educational Psycholy, Vol 46, p. 12-25.

Way, Fashion, Question, Learning

“Most college students, fortunately, are brash enough never to bother asking their elders for advice, which, in the field of computer science, is a good thing, because their elders are apt to say goofy, antediluvian things like "the demand for keypunch operators will exceed 100,000,000 by the year 2010" and "lisp careers are really very hot right now."”

Joel Spolsky (1965) American blogger

"Advice for Computer Science College Students" http://www.joelonsoftware.com/articles/CollegeAdvice.html

Science

“For years I have told my students that I been trying to train executives rather than clerks. The distinction between the two is parallel to the distinction previously made between understanding and knowledge. It is a mighty low executive who cannot hire several people with command of more knowledge than he has himself.”

Carroll Quigley (1910–1977) American historian

Conclusion, p. 420
The Evolution of Civilizations (1961) (Second Edition 1979)

People, Understanding, Knowledge, Training

“Ordinarily, when he thought back upon those days, let alone upon his student years and the Bamboo Grove, it had always been as if he were gazing from a cool, dull room out into broad, brightly sunlit landscapes, into the irrevocable past, the paradise of memory. Such recollections had always been, even when they were free of sadness, a vision of things remote and different, separated from the prosaic present by a mysterious festiveness.”

Hermann Hesse book The Glass Bead Game

The Glass Bead Game (1943)

Sadness, Memory, Past

“The journalists at Charlie Hebdo are now rightly being celebrated as martyrs on behalf of freedom of expression, but let’s face it. If they had tried to publish their satirical newspaper on any American university campus over the last two decades it wouldn't have lasted 30 seconds. Student and faculty groups would have accused them of hate speech. The administration would have cut financing and shut them down.”

David Brooks (1961) American journalist, commentator and editor

David Brooks. "I Am Not Charlie Hebdo" http://archive.li/nlsvG The New York Times (January 2015) 2010s

Hate, Freedom, Universe

“Please, you don't want to raise a generation of science students who don't understand how we know our place in the cosmos, who don't understand natural law.”

Bill Nye (1955) American science educator, comedian, television host, actor, writer, scientist and former mechanical engineer

[NewsBank, 3, Sarah Whitman, Age-old feud: In the beginning, Tampa Bay Times, Florida, February 7, 2014]

Law, Understanding, Nature, Science

“Theoretical research in information science is still marked by a tendency to play safe… it is still marked by timidity. It could now afford to be more boldly speculative, intellectually exciting and therefore more attractive to intelligent and ambitious students.”

Brian Campbell Vickery (1918–2009) British information theorist

Have things changed?
Source: A Long Search for Information (2004), p. 25; As cited in: Lyn Robinson and David Bawden (2011).

Intelligence, Science, Change

“Soft systems viewpoints are those held by behavioural, management, social anthropology, social psychology and other science students concerned with observing the living world, and in particular the human world. Human activity systems (HASs) are messy, in that they do not exhibit a clear need or purpose - if they can be said to exhibit purpose at all. Indeed, so complex is the real world of people that the idea of driving towards optimal solutions may be a non-starter - perhaps we should see if we can simply understand and concern ourselves with improving the situation.”

Derek Hitchins (1935) British systems engineer

Source: Putting systems to work (1992), p. 7; as cited in: Stuart Anderson (2006)

People, World, Idea, Optimism

“Three imaginary readers looked over my shoulder while I was writing, and I now dedicate the book to them. […] First the general reader, the layman […] second the expert [and] third the student.”

Richard Dawkins book The Selfish Gene

Preface
The Selfish Gene (1976, 1989)

Books

“It's like the high school production of something you saw at Steppenwolf, with the most gifted students in drama class playing the John Malkovich and Joan Allen roles.”

Roger Ebert (1942–2013) American film critic, author, journalist, and TV presenter

Review http://www.rogerebert.com/reviews/the-pink-panther-2006 of The Pink Panther (10 February 2006) Reviews, One-and-a-half star reviews

School

“The advance from drawing to painting should be gradual, and no serious attempts in colour should be made until the student has obtained proficiency in outline and in light and shade. If the artist cannot draws objects in a rather masterly way there is no point in his attempting colour.”

Ogden Rood (1831–1902) American physicist

Students' Text-book of Color; Or, Modern Chromatics, with Applications to Art and Industry. New York: D. Appleton and Company. 1881.

Way, Light, Drawing, Painting

“For many of the stories told the final form resulted from a sort of informal psychological experiment. I discussed the subject with several different classes… Several passages… have been suggested by answers of my students, or… modified… by the reaction of my audience.”

George Pólya (1887–1985) Hungarian mathematician

Induction and Analogy in Mathematics (1954)

“It is also a study peculiarly adapted to an early stage in the education of philosophical students, since it does not presuppose the slow process of acquiring, by experience and reflection, valuable thoughts of their own.”

John Stuart Mill book Autobiography

Source: Autobiography (1873), Ch. 1: Childhood and Early Education (pp. 13-14)

https://archive.org/details/autobiography01mill/page/19/mode/1up pp. 19-20

Education, Study

“Advice to students: Leap in and try things. If you succeed, you can have enormous influence. If you fail, you have still learned something, and your next attempt is sure to be better for it. Advice to graduates: Do something you really enjoy doing. If it isn’t fun to get up in the morning and do your job or your school program, you’re in the wrong field.”

Brian W. Kernighan (1942) Canadian computer scientist

"Leap In and Try Things: Interview with Brian Kernighan" https://web.archive.org/web/20110701151454/http://www.harmonyatwork.in/blog/2009/10/leap-in-and-try-things-brian-kernighan/ from Harmony at Work blog http://www.harmonyatwork.in/blog/.

School, Learning

“The number of mathematical students, increased as it has been of late years, would be much augmented if those who hold the highest rank in science would condescend to give more effective assistance in clearing the elements of the difficulties which they present. If any one claiming that title should think my attempt obscure or enormus, he must share the blame with me, since it is through his neglect that I have been enabled to avail myself of an opportunity to perform a task which I would gladly have seen confided to more skilful hands.”

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

Author's Preface
On the Study and Difficulties of Mathematics (1831)

Confidence, Mathematics, Thinking, Science

“[Radhakrishnan describes the state of dejection he experienced as a student at Madras Christian College:] 'I was strongly persuaded of the inferiority of the Hindu religion to which I attributed the political downfall of India…. I remember the cold sense of reality, the depressing feeling that crept over me, as a causal relation between the anaemic Hindu religon and our political failure forced itself on my mind.”

Sarvepalli Radhakrishnan (1888–1975) Indian philosopher and statesman who was the first Vice President and the second President of India

Radhakrishnan, 'The Spirit of Man', quoted in Rajiv Malhotra, Indra's Net, p. 316., 1st ed.

Religion, Feeling, Failure, Reality

“Indeed, both the scholar and the student share the prosperity.”

Ali al-Hadi (829–868) imam

Majlisi, Bihārul Anwār, vol.78, p. 367.
Regarding Knowledge & Wisdom, General

“The idea that the Biblical stories are symbolic is charitable to the point of absurdity. What would we think of a university professor who, happening upon unambiguous errors in a favourite student’s work, concluded that the student was speaking symbolically and awarded top marks?”

Steve Stewart-Williams (1971)

Source: Darwin, God and the Meaning of Life: How Evolutionary Theory Undermines Everything You Think You Know (2010), p. 63

Error, Idea, Thinking, Universe

“There is a theory of learning and teaching together and that is all. Results from many studies support this point of view as, also, does the evidence of commonsense. So, to be dogmatic (but with confidence) learning implies teaching and teaching implies learning. Sometimes the teacher and learner responsible for th joint process are obvious (a student at a desk and another person wearing an academic cap and gown). Sometimes, the teacher and learner are not so obviously distinct and turn out to be unexpected but, once-indicated, intuitively plausible entities.”

Gordon Pask (1928–1996) British psychologist

p 33 as cited in: D. Psillos (2003) Science Education Research in the Knowledge-Based Society. p. 44.
Conversation, Cognition and Learning (1975)

Confidence, Support, Study, Learning

“(To his 24,000 pairs of students) My (Torah knowledge) and yours are hers”

Akiba ben Joseph (50–136) Tanna

his wife Talmud Bavli,Nedarim https://www.sefaria.org.il/Nedarim.50a.5?lang=bi&with=all&lang2=en|

Knowledge

“Our research has found that public school textbooks are using the same word science for observational science and historical science. They arbitrarily define science as naturalism and outlaw the supernatural. They present molecules-to-man evolution as fact. They're imposing (I believe) the religion of naturalism or atheism on generations of students. You see, I assert that the word 'science' has been hijacked by secularists in teaching evolution to force the religion of naturalism on generations of kids.”

Ken Ham (1951) Australian young Earth creationist

"Bill Nye Debates Ken Ham" (February 4, 2014)

School, Religion, Nature, Science

“The Communist Party of Chile has a historic opportunity today of having the political representation it deserves in congress. We are a party with a 100-year history, which has waged struggles through the perspective of workers, the pobladores and students. We have had and have earned a space in this country and our ideals also need to be reflected in the national congress.”

Karol Cariola (1987) Chilean politician

Cariola, Mujer, Matrona, Dirigente Social y Política: Abrir el Congreso Nacional a la Ciudadanía, DiarioDigital, 2013-08-24 http://www.diarioreddigital.cl/index.php/politica/36-politica/443-karol-cariola-mujer-matrona-dirigente-social-y-politica-abrir-el-congreso-nacional-a-la-ciudadania-, Original: "El PC tiene hoy una oportunidad histórica de tener la representación política que nos corresponde en el congreso. Somos un partido con cien años de historia, que ha dado luchas desde la perspectiva de los trabajadores, los pobladores, los estudiantes. Hemos tenido y nos hemos ganado un espacio en este país y nuestras ideas tienen que verse reflejadas también en el congreso nacional". Source: Pobladores is a term used in Chile to refer to working class people who reside in the most densely populated communes in Santiago, and non-metropolitan provinces, with the lowest household incomes and with very limited or no social mobility.

History, Country

“The people who run the international tests told us, "the biggest predictor of student success is choice." Nations that "attach the money to the kids" and thereby allow parents to choose between different public and private schools have higher test scores. This should be no surprise; competition makes us better.”

John Stossel (1947) American consumer reporter, investigative journalist, author and libertarian columnist

Money, People, School, Parent

“In 1948 I addressed some students at Washington and Lee University, and in the question-answer period one young man observed with asperity, "But it's easy for you to write. You've traveled."”

James A. Michener book Return to Paradise

Return to Paradise (1951) First lines

Travel, Question, Universe

“Multiculturalism is a false euphemism. The real word is "multiracialism", but the word "race" has been recently erased from French legislature, because supposedly there are no races. Here we can observe a new illogicality of the System. There are supposedly no races, but the media are increasingly talking about the rise of racism. How then racists can exist, if there are no races? Nevertheless, we have all too much empirical data showing precisely that multi-ethnic and multicultural countries are prone to ethnic and racial conflicts. What former Yugoslavia went through is in store for the EU - of course, in a different form. One of the additional reasons I left American academia is that I could no longer tolerate giving undeserved passing grades to my American students of African and Hispanic origin, whose IQ and speed of symbolic reasoning were much lower than that of my white American students. It is a form of tyranny of political correctness, much like the former Soviet Union.”

Tomislav Sunić (1953) Croatian-American writer, translator and professor

Interview for hkv.hr https://www.hkv.hr/razgovori/16742-dr-tomislav-sunic-osnovni-problem-hrvatske-je-ostavstina-jugoslavenstva-i-komunizma.html, 15 January 2014

Speed, Falseness, Country

“Sociological researchers maintain a mask of objectivity. But… when students in these movements report facts that contradict the tenets of their group's creed, they are… punished for their heresy…. forcing them "to leave the movement." A similar mechanism of repression is at work in every scientific discipline that I know.”

Howard Bloom (1943) American publicist and author

Source: Global Brain: The Evolution of Mass Mind from the Big Bang to the 21st Century (2000), Ch.9 The Conformity Police

“If the coup victories so we can look forward to a long conflict because we refuse to bend. We are not afraid of their guns. Honduras army pattern just 7000 men. If we take up arms, we would quickly run away so few soldiers. But our goal is to allocate the regime in a peaceful and honorable way. Women, children, youth, students, workers - we all have united us in a civic front against the coup. Even my 80 year old mother to the streets and practice non-violent resistance.”

Manuel Zelaya (1952) President of Honduras

Women, Men, Children, Youth

“Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers.”

Paulo Freire (1921–1997) educator and philosopher

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

Teachers

“When a man sets out upon any course of inquiry, the object of his search may be either light or fruit — either knowledge for its own sake or knowledge for the sake of good things to which it leads. In various fields of study these two ideals play parts of varying importance. In the appeal made to our interest by nearly all the great modern sciences some stress is laid both upon the light-bearing and upon the fruit-bearing quality, but the proportions of the blend are different in different sciences. At one end of the scale stands the most general science of all, metaphysics, the science of reality. Of the student of that science it is, indeed, true that "he yet may bring some worthy thing for waiting souls to see"; but it must be light alone, it can hardly be fruit that he brings. Most nearly akin to the metaphysician is the student of the ultimate problems of physics. The corpuscular theory of matter is, hitherto, a bearer of light alone. Here, however, the other aspect is present in promise; for speculations about the structure of the atom may lead one day to the discovery of practical means for dissociating matter and for rendering available to human use the overwhelming resources of intra-atomic energy.”

Arthur Cecil Pigou (1877–1959) British economist

Source: The Economics of Welfare (1920), Ch. 1 : Welfare and Economic Welfare, § 1; First lines, p. 3

Soul, Search, Knowledge, Problem

“I think Stone Mountain is amusing, but then again I find most representations of Robert E. Lee and Stonewall Jackson outside of Virginia, and, in Jackson's case, West Virginia, to be amusing. Aside from a short period in 1861-62, when Lee was placed in charge of the coastal defense of South Carolina and Georgia, neither general stepped foot in Georgia during the war. Lee cut off furloughs to Georgia's soldiers later in the war because he was convinced that once home they’d never come back. He resisted the dispatch of James Longstreet's two divisions westward to defend northern Georgia, and he had no answer when Sherman operated in the state. It would be better to see Joseph E. Johnston and John Bell Hood on the mountain, although it probably would have been difficult to get those two men to ride together. Maybe Braxton Bragg would have been a better pick, but no one calls him the hero of Chickamauga. Yet Bragg, Johnston, and Hood all attempted to defend Georgia, and they are ignored on Stone Mountain. So is Joe Wheeler, whose cavalry feasted off Georgians in 1864. So is John B. Gordon, wartime hero and postwar Klansman. Given Stone Mountain's history, Klansman Gordon would have been a good choice. It's also amusing to see Jefferson Davis represented. Yes, Davis came to Georgia, once to try to settle disputes within the high command of the Army of Tennessee, not a rousing success, and once to rally white Georgians to the cause once more after the fall of Atlanta. But any serious student of the war knows that Davis spent much of his presidency arguing with Georgia governor Joseph Brown about Georgia's contribution to the Confederate war effort, and that the vice president of the Confederacy, Georgia's own Alexander Hamilton Stephens, was not a big supporter of his superior. Yet we don't see Brown or Stephens on Stone Mountain, either.”

Jefferson Davis (1808–1889) President of the Confederate States of America

Brooks D. Simpson, "The Future of Stone Mountain" https://cwcrossroads.wordpress.com/2015/07/22/the-future-of-stone-mountain/ (22 July 2015), Crossroads, WordPress

Men, War, Home, History

“Besides the theory there are a lot of small technical details that must be learned so well that you can recall them almost instantaneously, such as the trigonometric identities… put one part of the identity on one side of a 3 x 5 card and the other part on the other side. Using these flash cards you can, in the odd moments of your daily life, learn the mechanical parts of the course. …for this kind of low-level material many short learning sessions are much more efficient than a few long, intense ones; but this is not necessarily true for larger ideas. …most students will not use such trivial devices as flash cards; it seems to be beneath their dignity. They suffer accordingly.”

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

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

Life, Idea, Suffering, Learning

“I was bothered by a sense of entitlement among many Finns, especially younger people. Sirpa Jalkanen, a microbiologist and biotech entrepreneur affiliated with Turku University in that ancient Finnish port city, told me she was discouraged by "this new generation we have now who love entertainment, the easy life." She said she wished the government would require every university student to pay a "significant but affordable" part of the cost of their education, "just so they'd appreciate it."”

Robert G. Kaiser (1943) American journalist

As quoted in "Ten Reasons We Can't, and Shouldn't, Be Nordic" https://www.nationalreview.com/2018/03/ten-reasons-we-cant-and-shouldnt-be-nordic/ (12 March 2018), by Jim Geraghty, National Review 2000s, "Why can't we be more like Finland?" (2005)

Love, Life, People, Education

“And so in City after City, street-barricades are piled, and truculent, more or less murderous insurrection begins; populace after populace rises, King after King capitulates or absconds; and from end to end of Europe Democracy has blazed up explosive, much higher, more irresistible and less resisted than ever before; testifying too sadly on what a bottomless volcano, or universal powder-mine of most inflammable mutinous chaotic elements, separated from us by a thin earth-rind, Society with all its arrangements and acquirements everywhere, in the present epoch, rests! The kind of persons who excite or give signal to such revolutions—students, young men of letters, advocates, editors, hot inexperienced enthusiasts, or fierce and justly bankrupt desperadoes, acting everywhere on the discontent of the millions and blowing it into flame,—might give rise to reflections as to the character of our epoch. Never till now did young men, and almost children, take such a command in human affairs.”

Thomas Carlyle (1795–1881) Scottish philosopher, satirical writer, essayist, historian and teacher

1850s, Latter-Day Pamphlets (1850), The Present Time (February 1, 1850)

Men, Children, Democracy, Universe

“Ah, Caroline Brine - with your aversion to bohemians and homosexuals, students and foreigners, with your lacerated womb and scullery rat's brain, with your phosphorescent dildos and potted African violets, haunted by the ghost of your aborted baby and contaminated by envy, you freckled, you artificially tanned, you stupefyingly bland and vicious mediocrity - even after all these years, I still detest you.”

Antonella Gambotto-Burke book The Pure Weight of the Heart

Source: The Pure Weight of the Heart (1998), P. 114.

Envy, Baby

“The crime is how we deliberately keep out of touch,
Pretending it has nothing to do with us…

How familiar the metaphors, we think, suspecting our
House servants of having killed & eaten our pet cats!

At the University, expatriate lecturers gesticulate,
Finger the leaves of Marx to a batch of yawning students,
Nervously trying to define something or other…

Colonies of storks in flamboyant trees look down on
The valley dust and the last of the sweet bananas.”

Jack Mapanje (1944) Malawian poet

"When the Shire Valley Dries Up Patiently"
The Chattering Wagtails of Mikuyu Prison (1993)

Cats, Thinking, Tree, Universe

“Overall, most of the non-Chinese students do not experience any language and culture issues when they study in Taiwan. Furthermore, we (Ministry of Education) have also requested all the universities and colleges (in Taiwan) to provide suitable counselling arrangements for these students should they encounter any issues in adapting the study environment in Taiwan.”

Tsai Ching-hwa politician

Tsai Ching-hwa (2017) cited in " No issue for Malaysian non-Chinese students in adapting Taiwan education culture http://www.thesundaily.my/news/2017/07/09/no-issue-malaysian-non-chinese-students-adapting-taiwan-education-culture" on The Sun Daily, 9 July 2017

Education, Study, Universe

“Supporters of bilingual education today imply that students like me miss a great deal by not being taught in their family’s language. What they seem not to recognize is that, as a socially disadvantaged child, I considered Spanish to be a private language. What I needed to learn in school was that I had the right—and the obligation—to speak the public language of los gringos.”

Richard Rodríguez (1944) American journalist and essayist

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

Education, School, Family, Support

“Educational romanticism asks too much from students at the bottom of the intellectual pile, asks the wrong things from those in the middle, and asks too little from those at the top.”

Charles Murray (1943) American libertarian political scientist, author, and columnist

The Age of Educational Romanticism http://www.aei.org/article/27962, The New Criterion, Thursday, May 1, 2008.

Education

“Students are the future of this country. Quality software engineers will carve the way ahead for becoming a software global giant.”

N. R. Narayana Murthy (1946) Indian businessman

Narayana Murthy shocks with 'Mera Bharat Mahaan' quote, indicates Infosys Ltd on hiring spree, 16k jobs on offer

Way, Future, Country

“Now can I ask you a question," "Why is it that we're lucky to have so many Chinese students? Is it because of the weather? Is it because we have so many French restaurants? Is it because we have so many communist bicycles?"”

Boris Johnson (1964) British politician, historian and journalist

2010s, 2013

Question, Weather

“We have 6,000 kids every day drop out in this country. And they don't drop out because they're dumb. They drop out because they're bored to death. They're in a 19th century education system in a 21st century world. If we really are serious, then, first of all, we make sure that we build the curriculum around their interests, rather than just push them into something they don't care. Second thing, unleash weapons of mass instruction. I'm a passionate, ardent supporter of having music and art in every school for every student at every grade level.”

Mike Huckabee (1955) Arkansas politician

Republican presidential candidate debate, Johnston, Iowa, 2007-12-12
Republican Debates

Death, World, Education, School

“Einstein, my upset stomach hates your theory — it almost hates you yourself! How am I to provide for my students? What am I to answer to the philosophers?”

Paul Ehrenfest (1880–1933) Dutch physicist

about the theory of general relativity, in a letter dated November 24, 1919, to Albert Einstein.

Hate

“From experience it has been observed that a newly converted Communist frequently acquires a feeling of omniscient superiority over his unconverted fellow men. He feels that at last the universe is laid out before him in a simple, comprehensible manner. If he has never wrestled with philosophical problems before he is likely to be overwhelmed by the infatuating possibility that through Dialectical Materialism man has finally solved all of the basic problems necessary to understand the universe. In this state of mind the student will often drop his attitude of critical inquiry. He will invite indoctrination in heavy doses because of his complete assurance that he has at last discovered Truth in its ultimate form.”

W. Cleon Skousen book The Naked Communist

The Naked Communist (1958)

Men, Truth, Feeling, Understanding

“I knew metal working before I knew Calder [famous for his sculptures, made in sheet metal], and Calder is one of our great men and he is earlier by a few years than any of the rest of us [in American Abstract Expressionism ]. Calder had worked in Paris quite a bit in the early days, though he did go to school here in New York at the Art Student's League... After my first year in college I had worked on the assembly line in the Studebaker plants up in Indiana..”

David Smith (1906–1965) American visual artist (1906-1965)

In an interview with w:David Sylvester (1960), edited for BBC broadcasting: first published in 'Living Arts', April 1964; as quoted in Interviews with American Artists, by David Sylvester; Chatto & Windus, London 2001, p. 10
1960s

Men, School, Art

“This moment of brotherhood in the same faith and of pledging to fight for our Christian country against the cheating Judaic hordes, will never be forgotten. We who were fighting each other but yesterday, were now embracing. The orientation guidelines in our (student) meetings were the writings of our national geniuses Bogdan Petriceicu Hajdeu, Vasile Conta, Mihail Eminescu, Vasile Alecsandri, etc. but especially the writings and lectures of Professor Cuza, the writings of Professor Paulescu, the lessons in national education of Professor Gavanescul.”

Corneliu Zelea Codreanu (1899–1938) Romanian politician

See the sections on A.C. Cuza and Nicolae Paulescu.
For My Legionaries: The Iron Guard (1936), Jewish Problem

Education, Faith, Fight, Cheating

“Within one hour of touching the brush to canvas for the first time, my students have a total, complete painting.”

Bob Ross (1942–1995) American painter, art instructor, and television host

Alessandra Stanley (December 22, 1991) "Television: Bob Ross, the Frugal Gourmet of Painting", The New York Times, Section 2; Page 33; Column 1; Arts & Leisure Desk.

Time, Painting

“What should have occurred after the fall of the Berlin Wall? For almost 50 years, America had sacrificed its wealth and at times the lives of its young, to contain armed communism. Its brave pilots risked their lives by skimming the hills of Western Europe to the great annoyance of German picnickers whose liberty depended, in fact, on such sacrifice. Its submariners left behind comfort, family, and friends, to make full deterrents real. Its men and women in uniform stood at places of peril, willing to risk their lives for our liberty. The West did whatever it had to do to prevent the armed Bolsheviks from achieving tactical or strategic superiority. It sustained its will and its great burden of debt even when its artists, college students, professors, authors and filmmakers, turned against the alleged folly of such efforts. It obsessed on communism and anti-communism; it was haunted by its own and its enemy's bombs, missiles, and nuclear strategies. This was the burden it chose to bear. And then, in a seeming miracle, the fatal weaknesses of tyranny, central planning, and il-liberalism, at a moment of American will, were actualized in the collapse of European communism. Now we could assess and do a real accounting of what we had fought to preserve and to prevent.”

Alan Charles Kors (1943) American academic

2010s, Socialism's Legacy (2011)

Women, Men, Family, Communication

“The university should color itself black and color itself mulatto—not just as regards students but also professors.”

Ernesto Che Guevara (1928–1967) Argentine Marxist revolutionary

Speech at the University of Las Villas (1959)

Color, Universe

“School children and students who love God should never say: "For my part I like mathematics"; "I like French"; "I like Greek." They should learn to like all these subjects, because all of them develop that faculty of attention which, directed toward God, is the very substance of prayer.”

Simone Weil (1909–1943) French philosopher, Christian mystic, and social activist

Waiting on God (1950), Reflections on the Right Use of School Studies with a View to the Love of God

Love, God, Children, School

“I wish more English teachers helped their students engage the classics at the level of raw delight, instead of putting them on the scent of symbols. A novel is not a cryptogram.”

James K. Morrow (1947) (1947-) science fiction author

Source: The Philosopher's Apprentice (2008), P. S. (p. 15)

Teachers, Help

“Nothing should be done to impede people from teaching and doing their research even if at that very moment it was being used to massacre and destroy. […] the radical students and I wanted to keep the labs on campus, on the principle that what is going to be going on anyway ought to be open and above board, so that people would know what is happening and act accordingly.”

Noam Chomsky (1928) american linguist, philosopher and activist

referring to 1969 https://web.archive.org/web/20031106175309/http://cognet.mit.edu/library/books/chomsky/chomsky/4/11.html Quotes 1990s, 1990-1994, Noam Chomsky: A Life of Dissent, 1992

People

“Have you ever wondered, perhaps, why opinions which the majority of people quite naturally hold are, if anyone dares express them publicly, denounced as 'controversial, 'extremist', 'explosive', 'disgraceful', and overwhelmed with a violence and venom quite unknown to debate on mere political issues? It is because the whole power of the aggressor depends upon preventing people from seeing what is happening and from saying what they see.

The most perfect, and the most dangerous, example of this process is the subject miscalled, and deliberately miscalled, 'race'. The people of this country are told that they must feel neither alarm nor objection to a West Indian, African and Asian population which will rise to several millions being introduced into this country. If they do, they are 'prejudiced', 'racialist'... A current situation, and a future prospect, which only a few years ago would have appeared to everyone not merely intolerable but frankly incredible, has to be represented as if welcomed by all rational and right-thinking people. The public are literally made to say that black is white. Newspapers like the Sunday Times denounce it as 'spouting the fantasies of racial purity' to say that a child born of English parents in Peking is not Chinese but English, or that a child born of Indian parents in Birmingham is not English but Indian. It is even heresy to assert the plain fact that the English are a white nation. Whether those who take part know it or not, this process of brainwashing by repetition of manifest absurdities is a sinister and deadly weapon. In the end, it renders the majority, who are marked down to be the victims of violence or revolution or tyranny, incapable of self-defence by depriving them of their wits and convincing them that what they thought was right is wrong. The process has already gone perilously far, when political parties at a general election dare not discuss a subject which results from and depends on political action and which for millions of electors transcends all others in importance; or when party leaders can be mesmerised into accepting from the enemy the slogans of 'racialist' and 'unChristian' and applying them to lifelong political colleagues...

In the universities, we are told that education and the discipline ought to be determined by the students, and that the representatives of the students ought effectively to manage the institutions. This is nonsense—manifest, arrant nonsense; but it is nonsense which it is already obligatory for academics and journalists, politicians and parties, to accept and mouth upon pain of verbal denunciation and physical duress.

We are told that the economic achievement of the Western countries has been at the expense of the rest of the world and has impoverished them, so that what are called the 'developed' countries owe a duty to hand over tax-produced 'aid' to the governments of the undeveloped countries. It is nonsense—manifest, arrant nonsense; but it is nonsense with which the people of the Western countries, clergy and laity, but clergy especially—have been so deluged and saturated that in the end they feel ashamed of what the brains and energy of Western mankind have done, and sink on their knees to apologise for being civilised and ask to be insulted and humiliated.

Then there is the 'civil rights' nonsense. In Ulster we are told that the deliberate destruction by fire and riot of areas of ordinary property is due to the dissatisfaction over allocation of council houses and opportunities for employment. It is nonsense—manifest, arrant nonsense; but that has not prevented the Parliament and government of the United Kingdom from undermining the morale of civil government in Northern Ireland by imputing to it the blame for anarchy and violence.

Most cynically of all, we are told, and told by bishops forsooth, that communist countries are the upholders of human rights and guardians of individual liberty, but that large numbers of people in this country would be outraged by the spectacle of cricket matches being played here against South Africans. It is nonsense—manifest, arrant nonsense; but that did not prevent a British Prime Minister and a British Home Secretary from adopting it as acknowledged fact.”

Enoch Powell (1912–1998) British politician

The "enemy within" speech during the 1970 general election campaign; speech to the Turves Green Girls School, Northfield, Birmingham (13 June 1970), from Still to Decide (Eliot Right Way Books, 1972), pp. 36-37.
1970s

Pain, People, World, Education

“The student of mathematics often finds it hard to throw off the uncomfortable feeling that his science, in the person of his pencil, surpasses him in intelligence,—an impression which the great Euler confessed he often could not get rid of. This feeling finds a sort of justification when we reflect that the majority of the ideas we deal with were conceived by others, often centuries ago. In a great measure it is really the intelligence of other people that confronts us in science.—Mach, Ernst.”

Ernst Mach (1838–1916) Austrian physicist and university educator

Source: 20th century, Popular Scientific Lectures, (Chicago, 1910), p. 196: Mathematics seems possessed of intelligence

People, Feeling, Intelligence, Mathematics

“As soon as I learned about this miracle of chip making I thought, what is the key missing element? … I'd been working on software so I decided that maybe that was what was necessary to bring all this power to life. I talked about that with a friend, Paul Allen, and we kept saying, "What can we do? Can we start our own software company?" It seemed impossible at the time because software was not done by independent companies. The companies that built the computers — IBM and DEC — they did all the software. And when we called them up and said, "We would like to do an operating system," they said, "who are you?" to which we said, "we're high-school students."”

Bill Gates (1955) American business magnate and philanthropist

That was s, uh — that was the end of that conversation. Speech to the Economic Club of Detroit (1997) https://www.youtube.com/watch?v=OzX6UUJ461s 1990s

Life, School, Learning, Time

“The general or amateur student should also get a taste of demonstrative reasoning… he should acquire a standard with which he can compare alleged evidence of all sorts aimed at him in modern life.”

George Pólya (1887–1985) Hungarian mathematician

Induction and Analogy in Mathematics (1954)

Life

“I don't believe it's possible to be neutral. The world is already moving in certain directions, and to be neutral, to be passive in a situation like that, is to collaborate with whatever is going on. And I, as a teacher, do not want to be a collaborator with whatever is happening in the world. I want myself, as a teacher, and I want you, as students, to intercede with whatever is happening in the world.”

Howard Zinn (1922–2010) author and historian

Howard Zinn: You Can't be Neutral on a Moving Train (2004) documentary film

World, Teachers

“I think that with all the emphasis on achievement, careers and competitiveness, science education has become — with notable bright spots to be sure — a joyless, alienating and frustrating experience for millions and millions of kids.
There are those science-fair-winner types and then there's the rest of the class, not grooving on the material and hence, they find out, doomed to mediocre futures. Seems like ambivalence and hostility aren't such surprising responses to such a message. … I think things might go better if the narrative of our scientific understandings of nature — what some are calling "Big History" — were told early and often, capturing the interest and imagination of students from a young age. They might then be eager to learn the problem-solving, evidence-based process of scientific inquiry that has led to these understandings.”

Ursula Goodenough (1943) American biologist

"It's Time For A New Narrative; It's Time For 'Big History'", in 13.7: Cosmos & Culture (10 February 2011) http://www.npr.org/blogs/13.7/2011/02/10/133652898/its-time-for-a-new-narrative-its-time-for-big-history

Hostility, Age, Education, Imagination

Quotes about student page 8

Quotes about student
page 8