Bias Teacher Quotes

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You can’t learn to write in college. It’s a very bad place for writers because the teachers always think they know more than you do—and they don’t. They have prejudices. They may like Henry James, but what if you don’t want to write like Henry James? They may like John Irving, for instance, who’s the bore of all time. A lot of the people whose work they’ve taught in the schools for the last thirty years, I can’t understand why people read them and why they are taught. The library, on the other hand, has no biases. The information is all there for you to interpret. You don’t have someone telling you what to think. You discover it for yourself.
Ray Bradbury
So a group of one hundred female teachers in Spanish would be referred to as ‘las profesoras’ – but as soon as you add a single male teacher, the group suddenly becomes ‘los profesores’. Such is the power of the default male.
Invisible Women: Data Bias in a World Designed for Men
Silence is for fools. Communication is for leaders. Justice is for those brave enough to not stand another moment dealing with people that feel the solution to any problem is through cold indifference because of their lack of courage and insecurities.
Shannon L. Alder
We teach brilliance bias to children from an early age. A recent US study found that when girls start primary school at the age of five, they are as likely as five-year-old boys to think women could be 'really really smart'. But by the time they turn six, something changes. They start doubting their gender. So much so, in fact, that they start limiting themselves: if a game is presented to them as intended for 'children who are really, really smart', five-year-old girls are as likely to want to play it as boys - but six-year-old girls are suddenly uninterested. Schools are teaching little girls that brilliance doesn't belong to them. No wonder that by the time they're filling out university evaluation forms, students are primed to see their female teachers as less qualified.
Caroline Criado Pérez (Invisible Women: Data Bias in a World Designed for Men)
There is nothing wrong with entertainment. As some psychiatrist once put it, we all build castles in the air. The problems come when we try to live in them. The communications media of the late nineteenth and early twentieth centuries, with telegraphy and photography at their center, called the peek-a-boo world into existence, but we did not come to live there until television. Television gave the epistemological biases of the telegraph and the photograph their most potent expression, raising the interplay of image and instancy to an exquisite and dangerous perfection. And it brought them into the home. We are by now well into a second generation of children for whom television has been their first and most accessible teacher and, for many, their most reliable companion and friend. To put it plainly, television is the command center of the new epistemology. There is no audience so young that it is barred from television. There is no poverty so abject that it must forgo television. There is no education so exalted that it is not modified by television. And most important of all, there is no subject of public interest—politics, news, education, religion, science, sports—that does not find its way to television. Which means that all public understanding of these subjects is shaped by the biases of television.
Neil Postman (Amusing Ourselves to Death: Public Discourse in the Age of Show Business)
Something, somewhere, somewhen, must have happened differently... PETUNIA EVANS married Michael Verres, a Professor of Biochemistry at Oxford. HARRY JAMES POTTER-EVANS-VERRES grew up in a house filled to the brim with books. He once bit a math teacher who didn't know what a logarithm was. He's read Godel, Escher, Bach and Judgment Under Uncertainty: Heuristics and Biases and volume one of The Feynman Lectures on Physics. And despite what everyone who's met him seems to fear, he doesn't want to become the next Dark Lord. He was raised better than that. He wants to discover the laws of magic and become a god. HERMIONE GRANGER is doing better than him in every class except broomstick riding. DRACO MALFOY is exactly what you would expect an eleven-year-old boy to be like if Darth Vader were his doting father. PROFESSOR QUIRRELL is living his lifelong dream of teaching Defense Against the Dark Arts, or as he prefers to call his class, Battle Magic. His students are all wondering what's going to go wrong with the Defense Professor this time. DUMBLEDORE is either insane, or playing some vastly deeper game which involved setting fire to a chicken. DEPUTY HEADMISTRESS MINERVA MCGONAGALL needs to go off somewhere private and scream for a while. Presenting: HARRY POTTER AND THE METHODS OF RATIONALITY You ain't guessin' where this one's going.
Eliezer Yudkowsky (Harry Potter and the Methods of Rationality)
On the first day of school, my teacher, Miss Mdingane, gave each of us an English name and said that from thenceforth that was the name we would answer to in school. This was the custom among Africans in those days and was undoubtedly due to the British bias of our education. The education I received was a British education, in which British ideas, British culture, British institutions, were automatically assumed to be superior. There was no such thing as African culture. Africans of my generation—and even today—generally have both an English and an African name. Whites were either unable or unwilling to pronounce an African name, and considered it uncivilized to have one. That day, Miss Mdingane told me that my new name was Nelson. Why she bestowed this particular name upon me I have no idea. Perhaps it had something to do with the great British sea captain Lord Nelson, but that would be only a guess.
Nelson Mandela (Long Walk to Freedom)
Students want female teachers to be warm and nurturing. When they aren't, they get marked down across the board for being 'bitches." What's a bitch? A woman who acts like a confident guy. Women are also not allowed to be dry or funny. You can imagine how my Asperger's can go over.
Jessica Wildfire (Professor Gone Wild)
You can't learn to write in college. It's a very bad place for writers because the teachers always think they know more than you do—and they don't. They have prejudices. They may like Henry James, but what if you don't want to write like Henry James? They may like John Irving, for instance, who's the bore of all time. A lot of the people whose work they've taught in the schools for the last thirty years, I can't understand why people read them and why they are taught. The library, on the other hand, has no biases. The information is all there for you to interpret. You don't have someone telling you what to think. You discover it for yourself.
Ray Bradbury
I once heard of a class teacher who’d punish every student wearing a blue shirt whenever a student wearing blue shirt had committed a mistake. I thought that was pretty bad. I then heard of a class teacher who’d punish every student wearing a blue shirt whenever someone in blue shirt committed a mistake somewhere else. Clearly, the worst is not a reality.
Pawan Mishra
There is a growing body of evidence that “race affects how teachers see and treat their students. Black students taught by white teachers are less likely to be identified for gifted programs than black students taught by black teachers, for example. Other research has shown biases in teachers’ grading of work by students of different genders, races and ethnicities.”5
Eric Mason (Woke Church: An Urgent Call for Christians in America to Confront Racism and Injustice)
Despite how impressive many of my teachers were, they were undoubtedly human and susceptible to the same cultural biases and physical infirmities that define the lives of ordinary people.
Sam Harris (Waking Up: A Guide to Spirituality Without Religion)
A Southern Poverty Law Center survey of high school seniors and social studies teachers in 2017 found students struggling on even basic questions about the enslavement of blacks in the United States. Only 8 percent of high school seniors could identify slavery as the primary reason the South seceded from the Union. Nearly half of the students said it was to protest taxes on imported goods.
Jennifer L. Eberhardt (Biased: Uncovering the Hidden Prejudice That Shapes What We See, Think, and Do)
A subtle but pervasive bias has infiltrated gender studies over the past decade. A bias that allows saying unkind things about the majority under the guise of being kind to the minority. But I think the bias is bias.
Leonard Sax (Why Gender Matters: What Parents and Teachers Need to Know about the Emerging Science of Sex Differences)
Often the circumstances in which we lost our self-esteem were relationships distinguished by a steeply unequal power balance. Our spellcasters were parents. Teachers. Bullies. So-called friends. Strangers. Romantic partners. Cliques. Coworkers. Your spellcaster was the mean first grader. Or the psycho in the dark. Or the town, school, Scout troop, spiritual community, family, neighborhood that did not understand your type, whatever that type was. Your spellcaster could even be society at large, that nameless, faceless "them" with boundless power and a thousand biases. And it became unbearable to be the bullied one, the hounded one, the outcast and excluded one. If you can't beat 'em, join 'em, the old saying goes. Others hated us, or appeared to. We joined 'em.
Anneli Rufus (Unworthy: How to Stop Hating Yourself)
A lot of experience can be an excellent teacher. A single experience, not so much. Looking across a large enough set of decisions and outcomes, we can start to tease out the lessons experience might offer us. Looking at just one outcome, we get resulting and hindsight bias.
Annie Duke (How to Decide: Simple Tools for Making Better Choices)
The reality is that most of us grow up strapped in an educational system that favors obedience over independent thinking. We’re rewarded for trusting authority, and punished for challenging it. We focus on memorizing the stuff other people came up with—formulas in math, grammar rules in English, theories in physics, cell functions in biology—rather than grasping the logic behind our most important breakthroughs and tracing the footsteps of their discovery. We answer test questions with what we think our teacher wants to hear. We chase grades instead of knowledge. And worst of all, we leave the classroom woefully unequipped with the thinking skills that matter most: how to balance open-mindedness with skepticism, how to identify bias, and how to challenge assumptions—including our own—in a way that’s truly objective.
Denise Minger (Death by Food Pyramid: How Shoddy Science, Sketchy Politics and Shady Special Interests Have Ruined Our Health)
If we ask a random orthodox religious person, what is the best religion, he or she would proudly claim his or her own religion to be the best. A Christian would say Christianity is the best, a Muslim would say Islam is the best, a Jewish would say Judaism is the best and a Hindu would say Hinduism is the best. It takes a lot of mental exercise to get rid of such biases.
Abhijit Naskar (Neurons of Jesus: Mind of A Teacher, Spouse & Thinker)
I had a strong bias in favor of Russian scientists; many can be put to active use as chess coaches (I also got a piano teacher out of the process). In addition, they are extremely helpful in the interview process. When MBAs apply for trading positions, they frequently boast “advanced” chess skills on their résumés. I recall the MBA career counselor at Wharton recommending our advertising chess skills “because it sounds intelligent and strategic.” MBAs, typically, can interpret their superficial knowledge of the rules of the game into “expertise.” We used to verify the accuracy of claims of chess expertise (and the character of the applicant) by pulling a chess set out of a drawer and telling the student, now turning pale: “Yuri will have a word with you.
Nassim Nicholas Taleb (Fooled by Randomness: The Hidden Role of Chance in Life and in the Markets (Incerto Book 1))
The term ‘political correctness’ has evolved out of the Marxist and Freudian philosophies of the 1930s to become a tool for multicultural-ism, multisexualism, multitheism, and multi-anythingism. It was created to discourage bias and prejudiced thinking that discriminates against an individual or group. It has become society’s way of not offending anyone, whether it is an individual, a group, or a nation. In many instances, however, it is a simple, disarming way of ignoring or deflecting the truth about a situation. Today, the use of political correctness has become so abused that anyone who voices his or her opinion contrary to ‘politically correct think’ is immediately tagged with some form of disparaging label, such as racist and bigot. This exploitation has gotten so out of control that this name-calling accusation is used as a simple and mindless means to manipulate academic, social, or political discussion. The result is a social paranoia which discourages free thought and expression. It’s like living in a totalitarian state in which you are afraid to say what you think. Now who wants to suffer that? So people keep quiet. Their opinions are held captive to fear. How handy for the Islamo-fascists, the American-hating, Jew-killing, Israel-destroying, women-abusing, multireligious-intolerant Muslims. Oh! Excuse me. Did I say something not quite PC? This social paranoia is similar to the attitude that developed in the late 1980s and 1990s, when people became so concerned about children’s self-esteem that failure could not be acknowledged or misbehavior corrected. ‘Now, let’s not hurt their feelings’ was the standard approach. This degree of concern led to teachers giving passing grades for poor performance and youth sport activities where no one kept score. And what has been the fallout of all that psychobabble? High school kids who can’t read their diploma or make change for a dollar, internationally embarrassing scholastic performance scores, and young adults ill equipped to face the competitive lifestyle the world has to offer. They are left watching the television show The Apprentice, not competing to be an apprentice. America got itself into a mess by not upholding the high standards and expectations it once had, instead giving in to mediocrity; and we’re getting into a mess now with political correctness.
Brigitte Gabriel (Because They Hate)
In 2012, a World Economic Forum analysis found that countries with gender-inflected languages, which have strong ideas of masculine and feminine present in almost every utterance, are the most unequal in terms of gender. 33 But here’s an interesting quirk: countries with genderless languages (such as Hungarian and Finnish) are not the most equal. Instead, that honour belongs to a third group, countries with ‘natural gender languages’ such as English. These languages allow gender to be marked (female teacher, male nurse) but largely don’t encode it into the words themselves. The study authors suggested that if you can’t mark gender in any way you can’t ‘correct’ the hidden bias in a language by emphasising ‘women’s presence in the world’. In short: because men go without saying, it matters when women literally can’t get said at all.
Caroline Criado Pérez (Invisible Women: Exposing Data Bias in a World Designed for Men)
Less effective male professors routinely receive higher student evaluations than more effective female teachers. Students believe that male professors hand marking back more quickly – even when that is impossible because it’s an online course delivered by a single lecturer, but where half the students are led to believe that the professor is male and half female. Female professors are penalised if they aren’t deemed sufficiently warm and accessible. But if they are warm and accessible they can be penalised for not appearing authoritative or professional. On the other hand, appearing authoritative and knowledgeable as a woman can result in student disapproval, because this violates gendered expectations.38 Meanwhile men are rewarded if they are accessible at a level that is simply expected in women and therefore only noticed if it’s absent.
Caroline Criado Pérez (Invisible Women: Data Bias in a World Designed for Men)
Microassaults involve misusing power and privilege in subtle ways to marginalize students and create different outcomes based on race or class. In the classroom, a microassault might look like giving a more severe punishment to a student of color than his White classmate who was engaged in the same behavior. Or it might look like overemphasizing military-like behavior management strategies for students of color. With younger children, it looks like excluding them from fun activities as punishment for minor infractions. Microinsults involve being insensitive to culturally and linguistically diverse students and trivializing their racial and cultural identity such as not learning to pronounce a student’s name or giving the student an anglicized name to make it easier on the teacher. Continually confusing two students of the same race and casually brushing it off as “they all look alike.” Microinvalidations involve actions that negate or nullify a person of color’s experiences or realities such as ignoring each student’s rich funds of knowledge. They are also expressed when we don’t want to acknowledge the realities of structural racialization or implicit bias. It takes the form of trivializing and dismissing students’ experiences, telling them they are being too sensitive or accusing them of “playing the race card.”
Zaretta Lynn Hammond (Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students)
Something, somewhere, somewhen, must have happened differently… PETUNIA EVANS married Michael Verres, a Professor of Biochemistry at Oxford. HARRY JAMES POTTER-EVANS-VERRES grew up in a house filled to the brim with books. He once bit a math teacher who didn’t know what a logarithm was. He’s read Godel, Escher, Bach and Judgment Under Uncertainty: Heuristics and Biases and volume one of The Feynman Lectures on Physics. And despite what everyone who’s met him seems to fear, he doesn’t want to become the next Dark Lord. He was raised better than that. He wants to discover the laws of magic and become a god. HERMIONE GRANGER is doing better than him in every class except broomstick riding. DRACO MALFOY is exactly what you would expect an eleven-year-old boy to be like if Darth Vader were his doting father. PROFESSOR QUIRRELL is living his lifelong dream of teaching Defense Against the Dark Arts, or as he prefers to call his class, Battle Magic. His students are all wondering what’s going to go wrong with the Defense Professor this time. DUMBLEDORE is either insane, or playing some vastly deeper game which involved setting fire to a chicken. DEPUTY HEADMISTRESS MINERVA MCGONAGALL needs to go off somewhere private and scream for a while. Presenting: HARRY POTTER AND THE METHODS OF RATIONALITY You ain’t guessin’ where this one’s going.
Anonymous
Before I walked into the door, the room got shades darker as a cloud did a summersault in front of the sun. I turned my head up to the sky and saw Gauss in the glass smirking down at me. In that moment I was reminded of a story about Gauss. 
 When he was in the fifth grade, his teacher wanted some quiet, so he asked his class to add up all the numbers from 1-100. Thinking he had plenty of time to relax, he was shocked that within minutes Gauss had an answer. Gauss had cleverly noticed that the numbers 1 and 100 added up to 101, and 2 and 99 also added up to 101 and on down until you hit 50 and 51. So there are 50 pairs of 101, and a simple multiplication problem by Gauss left his teacher perplexed.
 The recollection of this story reminded me about my own fifth grade experience. Thor was the volunteer at my school for the “Math Superstar” program. After each assignment, stars of various colors signifying degrees of excellence were stuck on all the papers handed in. Like the Olympics, gold was the highest honor. 
 Wendy, the girl who sat next to me, was baffled that no matter how many wrong answers I got (usually all of them), I consistently had gold stars on my papers. She thought Thor was showing a personal bias towards me, but the truth is that I knew where he kept his boxes of stars, so I simply awarded myself what I thought I deserved. Hey, Gauss, how’s that for clever?
Jarod Kintz (Gosh, I probably shouldn't publish this.)
By failing to make the obvious connection between an openly misogynistic culture and the mysterious lack of women, Levy contributed to the myth of innately talented hackers being implicitly male. And, today, it’s hard to think of a profession more in thrall to brilliance bias than computer science. ‘Where are the girls that love to program?’ asked a high-school teacher who took part in a summer programme for advanced-placement computer-science teachers at Carnegie Mellon; ‘I have any number of boys who really really love computers,’ he mused. ‘Several parents have told me their sons would be on the computer programming all night if they could. I have yet to run into a girl like that.’ This may be true, but as one of his fellow teachers pointed out, failing to exhibit this behaviour doesn’t mean that his female students don’t love computer science. Recalling her own student experience, she explained how she ‘fell in love’ with programming when she took her first course in college. But she didn’t stay up all night, or even spend a majority of her time programming. ‘Staying up all night doing something is a sign of single-mindedness and possibly immaturity as well as love for the subject. The girls may show their love for computers and computer science very differently. If you are looking for this type of obsessive behavior, then you are looking for a typically young, male behavior. While some girls will exhibit it, most won’t.
Caroline Criado Pérez (Invisible Women: Data Bias in a World Designed for Men)
Burbank's power of love, reported Hall, "greater than any other, was a subtle kind of nourishment that made everything grow better and bear fruit more abundantly. Burbank explained to me that in all his experimentation he took plants into his confidence, asked them to help, and assured them that he held their small lives in deepest regard and affection." Helen Keller, deaf and blind, after a visit to Burbank, wrote in Out­ look for the Blind: "He has the rarest of gifts, the receptive spirit of a child. When plants talk to him, he listens. Only a wise child can understand the language of flowers and trees." Her observation was particularly apt since all his life Burbank loved children. In his essay "Training of the Human Plant," later published as a book, he an­ticipated the more humane attitudes of a later day and shocked authori­tarian parents by saying, "It is more important for a child to have a good nervous system than to try to 'force' it along the line of book knowledge at the expense of its spontaneity, its play. A child should learn through a medium of pleasure, not of pain. Most of the things that are really useful in later life come to the children through play and through association with nature." Burbank, like other geniuses, realized that his successes came from having conserved the exuberance of a small boy and his wonder for everything around him. He told one of his biographers: 'Tm almost seventy-seven, and I can still go over a gate or run a foot race or kick the chandelier. That's because my body is no older than my mind-and my mind is adolescent. It has never grown up and I hope it never will." It was this quality which so puzzled the dour scientists who looked askance at his power of creation and bedeviled audiences who expected him to be explicit as to how he produced so many horticultural wonders. Most of them were as disappointed as the members of the American Pomological Society, gathered to hear Burbank tell "all" during a lecture entitled "How to Produce New Fruits and Flowers," who sat agape as they heard him say: In pursuing the study of any of the universal and everlasting laws of nature, whether relating to the life, growth, structure and movements of a giant planet, the tiniest plant or of the psychological movements of the human brain, some conditions are necessary before we can become one of nature's interpreters or the creator of any valuable work for the world. Preconceived notions, dogmas and all personal prejudice and bias must be laid aside. Listen patiently, quietly and reverently to the lessons, one by one, which Mother Nature has to teach, shedding light on that which was before a mystery, so that all who will, may see and know. She conveys her truths only to those who are passive and receptive. Accepting these truths as suggested, wherever they may lead, then we have the whole universe in harmony with us. At last man has found a solid foundation for science, having discovered that he is part of a universe which is eternally unstable in form, eternally immutable in substance.
Peter Tompkins (The Secret Life of Plants: A Fascinating Account of the Physical, Emotional and Spiritual Relations Between Plants and Man)
Given that at all times, so long as there have been human beings, there have also been herds of human beings (racial groups, communities, tribes, peoples, states, churches) and always a great many followers in relation to the small number of those issuing orders―and taking into consideration also that so far nothing has been better and longer practised and cultivated among human beings than obedience, we can reasonably assume that typically now the need for obedience is inborn in each individual, as a sort of formal conscience which states "You are to do something or other without conditions, and leave aside something else without conditions," in short, "Thou shalt." This need seeks to satisfy itself and to fill its form with some content. Depending on its strength, impatience, and tension, it seizes on something, without being very particular, like a coarse appetite, and accepts what someone or other issuing commands―parents, teachers, laws, class biases, public opinion―shouts in people's ears. The curiously limitation of human development―the way it hesitates, takes so long, often regresses, and turns around on itself―is based on the fact that the herd instinct of obedience is passed on best and at the expense of the art of commanding. If we imagine this instinct at some point striding right to its ultimate excess, then there would finally be a total lack of commanders and independent people, or they would suffer inside from a bad conscience and find it necessary first to prepare a deception for themselves in order to be able to command, as if they, too, were only obeying orders. This condition is what, in fact, exists nowadays in Europe: I call it the moral hypocrisy of those in command. They don't know how to protect themselves from their bad conscience except by behaving as if they were carrying out older or higher orders (from ancestors, the constitution, rights, law, or even God), or they even borrow herd maxims from the herd way of thinking, for example, as "the first servant of their people" or as "tools of the common good." On the other hand, the herd man in Europe today makes himself appear as if he is the single kind of human being allowed, and he glorifies those characteristics of his thanks to which he is tame, good natured, and useful to the herd, as the really human virtues, that is, public spiritedness, wishing everyone well, consideration, diligence, moderation, modesty, forbearance, and pity. For those cases, however, where people believe they cannot do without a leader and bell wether, they make attempt after attempt to replace the commander by adding together collections of clever herd people All the representative constitutional assemblies, for example, have this origin. But for all that, what a blissful relief, what a release from a pressure which is growing unbearable is the appearance of an absolute commander for these European herd animals. The effect which the appearance of Napoleon made was the most recent major evidence for that:―the history of the effect of Napoleon is almost the history of the higher happiness which this entire century derived from its most valuable men and moments.
Friedrich Nietzsche (Beyond Good and Evil)
Given that at all times, so long as there have been human beings, there have also been herds of human beings (racial groups, communities, tribes, peoples, states, churches) and always a great many followers in relation to the small number of those issuing orders - and taking into consideration also that so far nothing has been better and longer practised and cultivated among human beings than obedience, we can reasonably assume that typically now the need for obedience is inborn in each individual, as a sort of formal conscience which states "You are to do something or other without conditions, and leave aside something else without conditions," in short, "Thou shalt." This need seeks to satisfy itself and to fill its form with some content. Depending on its strength, impatience, and tension, it seizes on something, without being very particular, like a coarse appetite, and accepts what someone or other issuing commands - parents, teachers, laws, class biases, public opinion - shouts in people's ears. The curiously limitation of human development - the way it hesitates, takes so long, often regresses, and turns around on itself - is based on the fact that the herd instinct of obedience is passed on best and at the expense of the art of commanding. If we imagine this instinct at some point striding right to its ultimate excess, then there would finally be a total lack of commanders and independent people, or they would suffer inside from a bad conscience and find it necessary first to prepare a deception for themselves in order to be able to command, as if they, too, were only obeying orders. This condition is what, in fact, exists nowadays in Europe: I call it the moral hypocrisy of those in command. They don't know how to protect themselves from their bad conscience except by behaving as if they were carrying out older or higher orders (from ancestors, the constitution, rights, law, or even God), or they even borrow herd maxims from the herd way of thinking, for example, as "the first servant of their people" or as "tools of the common good." On the other hand, the herd man in Europe today makes himself appear as if he is the single kind of human being allowed, and he glorifies those characteristics of his thanks to which he is tame, good natured, and useful to the herd, as the really human virtues, that is, public spiritedness, wishing everyone well, consideration, diligence, moderation, modesty, forbearance, and pity. For those cases, however, where people believe they cannot do without a leader and bell wether, they make attempt after attempt to replace the commander by adding together collections of clever herd people All the representative constitutional assemblies, for example, have this origin. But for all that, what a blissful relief, what a release from a pressure which is growing unbearable is the appearance of an absolute commander for these European herd animals. The effect which the appearance of Napoleon made was the most recent major evidence for that: - the history of the effect of Napoleon is almost the history of the higher happiness which this entire century derived from its most valuable men and moments.
Friedrich Nietzsche (Beyond Good and Evil)
Prejudice and Bias The gospel presents the contrasting images of the log versus the splinter (v. 41). Any truly wise teacher or preacher must beware of personal prejudices, namely, the log in his or her own eye that can limit or even twist the message. Sometimes catechists and preachers simply expound their own prejudices rather than the truth of the Gospel or the authentic teaching of the church. Sometimes scholars teach what is in their eyelashes rather than what is in the text! Anytime we find ourselves surprised in a new situation, we should look inward because the very fact of surprise may indicate a prejudice or at least a presumption in the face of something unexpected. The “expected” could be the prejudice.
Richard Sklba (Fire Starters: Igniting the Holy in the Weekday Homily)
some many differences in each translation of the Bible. The answer to that can be anything from a translator reading his own theological persuasion, bias or prejudice into his translations to the purpose and/or intention behind the translation. By this I mean is the translator going for a literal word of word translation, attempting to put his translation into modern thought, trying to put his translation into a cultural context, trying to present a paraphrase, a commentary or any number of different purposes and/or intentions for working on a new translation. Ultimately, the answer as to why there are so many different translations lies in something that happened almost two thousand and five hundred years ago. From 597 BC to 538 BC the Jewish nation was taken into captivity. During this captivity time the language of Jewish people, which was Hebrew, assimilated into the Babylonian culture and Hebrew became a dead language, preserved only for ceremonial purposes. A dead language means that it is no longer a language used for
Chaim Bentorah (Hebrew Word Study: A Hebrew Teacher Finds Rest in the Heart of God)
A Hard Left For High-School History The College Board version of our national story BY STANLEY KURTZ | 1215 words AT the height of the “culture wars” of the late 1980s and early 1990s, conservatives were alive to the dangers of a leftist takeover of American higher education. Today, with the coup all but complete, conservatives take the loss of the academy for granted and largely ignore it. Meanwhile, America’s college-educated Millennial generation drifts ever farther leftward. Now, however, an ambitious attempt to force a leftist tilt onto high-school U.S.-history courses has the potential to shake conservatives out of their lethargy, pulling them back into the education wars, perhaps to retake some lost ground. The College Board, the private company that develops the SAT and Advanced Placement (AP) exams, recently ignited a firestorm by releasing, with little public notice, a lengthy, highly directive, and radically revisionist “framework” for teaching AP U.S. history. The new framework replaces brief guidelines that once allowed states, school districts, and teachers to present U.S. history as they saw fit. The College Board has promised to generate detailed guidelines for the entire range of AP courses (including government and politics, world history, and European history), and in doing so it has effectively set itself up as a national school board. Dictating curricula for its AP courses allows the College Board to circumvent state standards, virtually nationalizing America’s high schools, in violation of cherished principles of local control. Unchecked, this will result in a high-school curriculum every bit as biased and politicized as the curriculum now dominant in America’s colleges. Not coincidentally, David Coleman, the new head of the College Board, is also the architect of the Common Core, another effort to effectively nationalize American K–12 education, focusing on English and math skills. As president of the College Board, Coleman has found a way to take control of history, social studies, and civics as well, pushing them far to the left without exposing himself to direct public accountability. Although the College Board has steadfastly denied that its new AP U.S. history (APUSH) guidelines are politically biased, the intellectual background of the effort indicates otherwise. The early stages of the APUSH redesign overlapped with a collaborative venture between the College Board and the Organization of American Historians to rework U.S.-history survey courses along “internationalist” lines. The goal was to undercut anything that smacked of American exceptionalism, the notion that, as a nation uniquely constituted around principles of liberty and equality, America stands as a model of self-government for the world. Accordingly, the College Board’s new framework for AP U.S. history eliminates the traditional emphasis on Puritan leader John Winthrop’s “City upon a Hill” sermon and its echoes in American history. The Founding itself is demoted and dissolved within a broader focus on transcontinental developments, chiefly the birth of an exploitative international capitalism grounded in the slave trade. The Founders’ commitment to republican principles is dismissed as evidence of a benighted belief in European cultural superiority. Thomas Bender, the NYU historian who leads the Organization of American Historians’ effort to globalize and denationalize American history, collaborated with the high-school and college teachers who eventually came to lead the College Board’s APUSH redesign effort. Bender frames his movement as a counterpoint to the exceptionalist perspective that dominated American foreign policy during the George W. Bush ad ministration. Bender also openly hopes that students exposed to his approach will sympathize with Supreme Court justice Ruth Bader Ginsburg’s willingness to use foreign law to interpret the U.S. Constitution rather than with Justice Antonin Scalia�
Anonymous
Studies have also shown that students can be biased against female professors. In one, teachers graded and returned papers to students at the exact same time, but when asked to rate their promptness, students gave female professors lower scores than men.
Anonymous
According to this multi-layered curriculum theory, we end up with a curriculum written and handed down, taught by different teachers with their own techniques and backgrounds, littered with unconscious bias, and then tested in ways that have been proven to favor some students over others.
Erin Osborne (What They Don't Teach You)
Choosing an “Away School” There was a time when this section would have been easy. We simply would have said, “Find the nearest Catholic school and send your child to it.” Unfortunately, it is no longer possible to make such blanket statements in an age where in some places teachers and staff are often either openly hostile or passively dismissive toward their own mission to be a Catholic school. It is our opinion that these schools do so at their own peril, because once you take the “Catholic” out of a Catholic school, you end up with a hobbled institution. Fortunately, these inferior institutions remain in the minority of Catholic schools. In fact, we are still very heavily biased in favor of Catholic schools, and we strongly recommend that you consider any and all available Catholic schools before considering other conventional schooling options (e.g., public or non-sectarian private schools). Generally speaking, they have been shown to be more effective than their public counterparts; they typically have smaller, more orderly classes; they support the values and prayers you are trying to teach at home; and they help your child appreciate the importance of the Eucharist by attending Mass during the school week.
Gregory K. Popcak (Parenting with Grace)
These changes have been steadily eroding the barrier between scholarship and activism. It used to be considered a failure of teaching or scholarship to work from a particular ideological standpoint. The teacher or scholar was expected to set aside her own biases and beliefs in order to approach her subject as objectively as possible. Academics were incentivized to do so by knowing that other scholars could—and would—point out evidence of bias or motivated reasoning and counter it with evidence and argument. Teachers could consider their attempts at objectivity successful if their students did not know what their political or ideological positions were. This is not how Social Justice scholarship works or is applied to education. Teaching is now supposed to be a political act, and only one type of politics is acceptable—identity politics, as defined by Social Justice and Theory. In subjects ranging from gender studies to English literature, it is now perfectly acceptable to state a theoretical or ideological position and then use that lens to examine the material, without making any attempt to falsify one’s interpretation by including disconfirming evidence or alternative explanations. Now, scholars can openly declare themselves to be activists and teach activism in courses that require students to accept the ideological basis of Social Justice as true and produce work that supports it.38 One particularly infamous 2016 paper in Géneros: Multidisciplinary Journal of Gender Studies even favorably likened women’s studies to HIV and Ebola, advocating that it spread its version of feminism like an immune-suppressing virus, using students-turned-activists as carriers.39
Helen Pluckrose (Cynical Theories: How Activist Scholarship Made Everything about Race, Gender, and Identity—and Why This Harms Everybody)
It used to be considered a failure of teaching or scholarship to work from a particular ideological standpoint. Academics were incentivized...by knowing that other scholars could - and would - point out evidence of bias or motivating reasoning and counter it with evidence and argument. Teachers could consider their attempts at objectivity successful if their students did not know what their political or ideological positions were.
Helen Pluckrose and James Lindsay
The system has a bias of who-whom. It knows who it wants to protect. Are you in their inner circle? Imagine telling your ancestors about these problems, local and global, and discussing how you are fine with a third party that is nowhere near neutral or fair being the arbiter of justice. They would ask you why any piece of paper would convince a stalker from harming your daughter. They would laugh at the idea of litigation against a delinquent's parent being more satisfying than banging on their door and tearing into them. A teacher has sex with your 13-year-old child still teaches while under investigation, and you are fine with the authorities dragging their feet?
Ryan Landry (Masculinity Amidst Madness)
We’re our own worst enemy.” Bias is masterful at carrying itself convincingly, nimbly, glibly, even lovingly on the legs of the preacher, teacher, colleague, friend, mentor, or worst of all, the significant other or family member. If you ask me, the kryptonite for all humanity is bigotry, prejudice, us against them. Well-intended people blinded by rivalry and ambition or love and the bonds of blood. Overpowering and being the decider of who’s in and who’s out. Dividing people into groups. Making lists and assumptions. Deciding I’m okay and you’re not.
Patricia Cornwell (Quantum (Captain Chase, #1))
Claude Steele, this time joined by Geoffrey Cohen, offers important insights. To investigate how a teacher might gain the trust of a student when giving feedback across racial lines, they created a scenario in which Black and White Stanford University students were asked to write essays about a favorite teacher. The students were told that the essays would be considered for publication in a journal about teaching and that they would receive feedback from a reviewer who they were led to believe was White. A Polaroid snapshot was taken of each student and attached to the essay as it was turned in, signaling to the students that the reviewer would be able to identify the race of the essay writer. Several days later the students returned to receive the reviewer’s comments, with the opportunity to “revise and resubmit” the essay. What was varied in the experiment was how the feedback was delivered. When the feedback was given in a constructive but critical manner, Black students were more suspicious than white students that the feedback was racially biased, and consequently, the Black students were less likely than the White students to rewrite the essay for further consideration. The same was true when the critical feedback was buffered by an opening statement praising the essay, such as “There were many good things about your essay.” However, when the feedback was introduced by a statement that conveyed a high standard (reminding the writer that the essay had to be of publishable quality) and high expectations (assuring the student of the reviewer’s belief that with effort and attention to the feedback, the standard could be met), the Black students not only responded positively by revising the essays and resubmitting them, but they did so at a higher rate than the White students in the study.66
Beverly Daniel Tatum (Why Are All The Black Kids Sitting Together in the Cafeteria?)
In “The Power of Teacher Expectations: How Racial Bias Hinders Student Attainment,” Seth Gershenson and Nicholas Papageorge used the Education Longitudinal Study of 2002 (which “followed a cohort of 10th-grade students for a decade” and included a survey of teacher expectations about their students) to find that “white teachers, who comprise the vast majority of American educators, have far lower expectations for black students than they do for similarly situated white students.
Claudia Rankine (Just Us: An American Conversation)
children clearly had racial prejudice and acted on it, but hid it when a white adult was present. Thus, the children showed that they did not become less racially biased with age, but that they had learned to hide their racism in front of adults.4 Monteiro and her colleagues found racial hostility in white children as young as three years old. However, most white parents and teachers believe that children are color-blind.5 This false belief keeps us from honestly addressing racism with children and exploring with them how racism has shaped the inequities that they already observe.
Robin DiAngelo (White Fragility: Why It's So Hard for White People to Talk About Racism)
Do blacks drop out of school? Teachers are insensitive to their needs. Do black women have children out of wedlock? Slavery broke up the black family. Are blacks more likely than whites to commit crimes? Oppression and poverty explain it. Are ghetto blacks unemployed? White businesses are prejudiced against them. Do blacks have IQ scores fifteen points lower than whites? The tests are biased. Are blacks more likely to be drug addicts? They are frustrated by white society. Are half our convicts black? The police are racist.26 There is scarcely any form of failure that cannot, in some way, be laid at the feet of racist white people. This kind of thinking denies that blacks should be expected to take responsibility for their own actions. More subtly, it suggests that they cannot do so. When whites make excuses for the failures of blacks—excuses they would scorn for themselves or for their own children—they treat blacks as inferiors, whether they mean to or not.
Jared Taylor (Paved With Good Intentions: The Failure of Race Relations in Contemporary America)
One area of particular concern for professionals is the identification of ADHD in individuals from culturally and linguistically diverse backgrounds. Some are fearful that ethnic and cultural factors may lead to the overdiagnosis of ADHD in some groups, especially African American boys. Because this disorder is frequently identified by means of behavior rating scales, which rely on the subjective opinions of the evaluators, the issue of bias may arise. This concern is especially troublesome when the rater’s background differs from that of the student. Differences have been found in how teachers evaluate for ADHD in European American versus African American youngsters. African American boys, for example, were thought to exhibit the most severe symptoms of ADHD, and European American girls were seen as manifesting the least severe symptoms (Weyandt, 2007). Interestingly, Hispanic children are less likely than white and African American children to be diagnosed with ADHD (National Resource Center on ADHD, 2019a). The intriguing question then is “Are these authentic group differences (which likely reflect normative behaviors) or an indicator of possible rater bias?” Unfortunately, this issue currently remains unresolved.
Richard M. Gargiulo (Special Education in Contemporary Society: An Introduction to Exceptionality)
Some white teachers are nervous about sharing critical feedback about a black student’s performance with the student’s parents for fear that they may be accused of racial bias. But honest feedback is necessary for improvement, and to deny the child and the parents the opportunity to learn from it is unfair. What if the child does need special assistance? Tension could be defused if the teacher began by acknowledging the problem that improper and unnecessary special education referrals are all too common for black children and it would not surprise her if the parents were wary of her recommendation. After acknowledging the validity of their concerns about labeling and the low expectations too often projected onto black children, the teacher could present concrete evidence and examples of the student’s difficulties to his parents. Wary parents may feel that the teacher who has acknowledged the possibility of parental distrust will listen respectfully to their perspective. If you are accused of racial bias, do not take it personally. Rather than reacting in a defensive manner, acknowledge the possibility that your judgment may be biased and ask for more information from the parent’s perspective. It is hard to grow up in a race-conscious society without being influenced by stereotypes. “There’s not a prejudiced bone in my body!” is a familiar refrain; such categorical denials only reinforce suspicion on the part of black parents who view them as naive at best. How much more effective it would be to ask sincerely, “Help me understand what I did that made you think so.” An invitation to enter into dialogue rather than a rush to defend oneself goes a long way in cultivating trust even in the midst of a difficult interaction.
Beverly Daniel Tatum
Thus, the children showed that they did not become less racially biased with age, but that they had learned to hide their racism in front of adults.4 Monteiro and her colleagues found racial hostility in white children as young as three years old. However, most white parents and teachers believe that children are color-blind.5 This false belief keeps us from honestly addressing racism with children and exploring with them how racism has shaped the inequities that they already observe.
Robin DiAngelo (White Fragility: Why It's So Hard for White People to Talk About Racism)
There are now a number of demands being made on teachers which challenge both your courage to be flexible and your courage to remain faithful to ideals which are good. I will try to deal with just two of these demands. The first one demands flexibility. It asks you to recognize that Negro children in this society—and white children also—are being taught biased, edited, and ultimately racist versions of American history and culture. It is not enough to pay lip service to the idea of racial harmony and equality. We must refuse any longer to accept the distorted view of our roots and our past in this country. As taught in our textbooks, this history reinforces in white children the notion that they are superior and the only creators of this country, and it reinforces in black children the notion that they are inferior and made no contributions. It may be true that most blacks came here as slaves, but the first of them were here as free men, and gave their lives in the struggle to win independence for this nation. They fought as well as any one else during the civil war; they played their part in the opening of the American West; they helped plan and lay out some of our major American cities; they developed the only indigenous form of American music; they made notable contributions to scientific research; they are to be found in the growth and development of the American musical and dramatic stage; and the best of their writing ranks with the best that has been done in America. This is by no means all, but then I am by no means an historian. In any case, the question is not whether they should have done more. The miracle is that in the circumstances of their history here they could have done so much. It is because of racism, it is because the dominant value judgments in this society are white, and it is because a consistently poor estimate has been placed on the quality and extent of Negro effort—it is for all these reasons that the true story of the Negro in America is not told in our history books. And it is for all these reasons that historians continue to tell lies, continue to avert their eyes, and continue to retard the progress of civility, decency, and human dignity in our society. It is time, then, to give up that old rigid stance. For, however comforting it may be to some, it is a delusion, and it is a violation of the right of all young minds to know the truth and to be free. Organized teachers can play a major role in the effort to liberate American history books. They can join those who are making an effort to bring truth into the schools through a total revision of the textbooks. Where good texts are not in existence, teachers must bring in supplementary material to the classes. And they themselves can make studies of Negro history and culture.
Bayard Rustin (Down the Line: The Collected Writings of Bayard Rustin)
I will always protect and enhance the dignity of every human life without any bias. I will always remember the importance of time. My motto will be ‘Let not my winged days be spent in vain’. I will always work for a clean planet and clean energy. As a youth of my nation, I will work with courage to achieve success in all my tasks and enjoy the success of others. I am as young as my faith and as old as my doubts. Hence, I will light the lamp of faith in my heart. My national flag flies in my heart and I will bring glory to my nation.
Srijan Pal Singh (What Can I Give?: Life Lessons from My Teacher, A.P.J. ABDUL KALAM)
If you hear someone at the water cooler say, “black people are always late,” you can definitely say, “Hey, that’s racist” but you can also add, “and it contributes to false beliefs about black workers that keeps them from even being interviewed for jobs, while white workers can be late or on time, but will always be judged individually with no risk of damaging job prospects for other white people seeking employment.” That also makes it less likely that someone will brush you off saying “Hey, it’s not that big of a deal, don’t be so sensitive.” Tying racism to its systemic causes and effects will help others see the important difference between systemic racism, and anti-white bigotry. In addition, the more practice you have at tying individual racism to the system that gives it power, the more you will be able to see all the ways in which you can make a difference. Yes, you can demand that the teacher shouting racial slurs at Hispanic kids should be fired, but you can also ask what that school’s suspension rate for Hispanic kids is, ask how many teachers of color they have on staff, and ask that their policies be reviewed and reformed. Yes, you can definitely report your racist coworker to HR, but you can also ask your company management what processes they have in place to minimize racial bias in their hiring process, you can ask for more diversity in management and cultural sensitivity training for staff, and you can ask what procedures they have in place to handle allegations of racial discrimination. When we look at racism as a system, it becomes much
Ijeoma Oluo (So You Want to Talk About Race)
In 1968, Melvin Conway, a computer programmer and high school math and physics teacher, observed that systems tend to reflect the people and values who designed them. Conway was specifically looking at how organizations communicate internally, but later Harvard and MIT studies proved his idea more broadly. Harvard Business School analyzed different codebases, looking at software that was built for the same purpose but by different kinds of teams: those that were tightly controlled, and those that were more ad-hoc and open source.10 One of their key findings: design choices stem from how their teams are organized, and within those teams, bias and influence tends to go overlooked.
Amy Webb (The Big Nine: How the Tech Titans and Their Thinking Machines Could Warp Humanity)
So a group of one hundred female teachers in Spanish would be referred to as ‘las profesoras’ – but as soon as you add a single male teacher, the group suddenly becomes ‘los profesores’. Such is the power of the default male.
Caroline Criado Pérez (Invisible Women: Exposing Data Bias in a World Designed for Men)
The Empowered Sonnet Woman empowered is civilization empowered. Dream empowered is progress empowered. Parents empowered is children empowered. Teachers empowered is future empowered. Don't defund the police, use those funds, To send the officers to behavioral therapy. To have an understanding of justice and order, We must have a grip over our impulses and biases. Discrimination don't disappear if we shut our eyes, Each of us must live as an antidote to discrimination. Ignorance doesn't become knowledge when peddled by scripture, Better burn all scriptures if they peddle hate and division. To conquer our biases and stereotypes is to conquer inhumanity. To expand our heart beyond assumption is to empower humanity.
Abhijit Naskar (High Voltage Habib: Gospel of Undoctrination)
If you are like most people, then like most people, you don’t know you’re like most people. The average person doesn’t see herself as average. . . . Most students see themselves as more intelligent than the average student, most business managers see themselves as more competent than the average business manager, and most football players see themselves as having better “football sense” than their teammates. Ninety percent of motorists consider themselves to be safer-than-average drivers, and 94 percent of college professors consider themselves to be better-than-average teachers. Ironically, the bias toward seeing ourselves as better than average causes us to see ourselves as less biased than average too. As one research team concluded, “Most of us appear to believe that we are more athletic, intelligent, organized, ethical, logical, interesting, fair-minded, and healthy—not to mention more attractive—than the average person.”61 So when we tell ourselves stories, we hear a voice we trust—our own. And our voice is smart and honest. Or at least smarter and more honest than most people we know. And this way of looking at ourselves is powerful and compelling. When we have thoughts and feelings, we assume they’re right. We feel like we’re telling ourselves the truth.
John Delony (Own Your Past Change Your Future: A Not-So-Complicated Approach to Relationships, Mental Health & Wellness)
One of the great ironies is our defenses are knocked out most efficiently by our own personal beliefs and learning, by our own programming and wiring. As Mom used to say, “We’re our own worst enemy.” Bias is masterful at carrying itself convincingly, nimbly, glibly, even lovingly on the legs of the preacher, teacher, colleague, friend, mentor, or worst of all, the significant other or family member. If you ask me, the kryptonite for all humanity is bigotry, prejudice, us against them. Well-intended people blinded by rivalry and ambition or love and the bonds of blood. Overpowering and being the decider of who’s in and who’s out. Dividing people into groups. Making lists and assumptions. Deciding I’m okay and you’re not.
Patricia Cornwell (Quantum (Captain Chase, #1))
Your subjectivity, your bias has rendered you blind, deaf and dumb. You see what you want to see instead of what’s there. One of the great ironies is our defenses are knocked out most efficiently by our own personal beliefs and learning, by our own programming and wiring. As Mom used to say, “We’re our own worst enemy.” Bias is masterful at carrying itself convincingly, nimbly, glibly, even lovingly on the legs of the preacher, teacher, colleague, friend, mentor, or worst of all, the significant other or family member. If you ask me, the kryptonite for all humanity is bigotry, prejudice, us against them. Well-intended people blinded by rivalry and ambition or love and the bonds of blood. Overpowering and being the decider of who’s in and who’s out. Dividing people into groups. Making lists and assumptions. Deciding I’m okay and you’re not.
Patricia Cornwell (Quantum (Captain Chase, #1))
I am only offering to my reader an opportunity to expand their thoughts and maybe reach a deeper understanding of a particular word used in our English Bible. To build in you the same desire that this dusty old biblical language teacher has of reaching a deeper understanding of God’s Word through the guidance of the Holy Spirit. I do admit to being speculative in many of my conclusions and ask the reader to keep this in mind as they read this book. However, my speculations are based upon my biased personal experience with a God that I believe with all my heart loves me and that I love in return and hold dear as life itself. It would do well for orthodox Christians, those who embrace the Word of God as truly inspired and God-breathed, to follow the ongoing research and latest discoveries from archeology and the Dead Sea Scrolls. Many scholars do this research for academic reasons, and hence the subtle “I love you” message from God may go totally unnoticed to them, but not to one whose heart is seeking those words for the God that they also love.
Chaim Bentorah (Aramaic Word Study: Exploring The Language Of The New Testament)
It is possible to identify numerous ways that students with disabilities are controlled and taught their place: (1) labeling; (2) symbols (e.g., white lab coats, “Handicapped Room” signs); (3) structure (pull-out programs, segregated classrooms, “special” schools, inaccessible areas); (4) curricula especially designed for students with disabilities (behavior modification for emotionally disturbed kids, training skills without knowledge instruction for significantly mentally retarded students and students with autistic behavior) or having significant implications for these students; (5) testing and evaluation biased toward the functional needs of the dominant culture (Stanford-Binet and Wexler tests); (6) body language and disposition of school culture (teachers almost never look into the eyes of students with disabilities and practice even greater patterns of superiority and paternalism than they do with other students); and (7) discipline (physical restraints, isolation/time-out rooms with locked doors, use of Haldol and other sedatives).11
James I. Charlton (Nothing About Us Without Us: Disability Oppression and Empowerment)
Becoming culturally competent in facilitating difficult dialogues on race presupposes that parents and teachers must first do the necessary work of confronting their own biases, prejudices, and assumptions about human behavior. Self-healing must come before other healing.
Derald Wing Sue (Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race)
While Mrs. Hisa steeped fresh fava beans in sugar syrup, Stephen dry-fried baby chartreuse peppers. I made a salad of crunchy green algae and meaty bonito fish cubes tossed with a bracing blend of soy and ginger juice. Mrs. Hisa created a tiny tumble of Japanese fiddleheads mixed with soy, rice vinegar, and salted baby fish. For the horse mackerel sushi, Stephen skinned and boned several large sardine-like fillets and cut them into thick slices along the bias. I made the vinegared rice and then we all made the nigiri sushi. After forming the rice into triangles, we topped each one with a slice of bamboo grass, as if folding a flag. Last, we made the wanmori, the heart of the tenshin. In the center of a black lacquer bowl we placed a succulent chunk of salmon trout and skinned kabocha pumpkin, both of which we had braised in an aromatic blend of dashi, sake, and sweet cooking wine. Then we slipped in two blanched snow peas and surrounded the ingredients with a bit of dashi, which we had seasoned with soy to attain the perfect whiskey color, then lightly salted to round out the flavor. Using our teacher's finished tenshin as a model, we arranged most of the dishes on three polished black lacquer rectangles, first lightly spraying them with water to suggest spring rain. Then we actually sat down and ate the meal. To my surprise, the leaf-wrapped sushi, the silky charred peppers, candied fava beans, and slippery algae did taste cool and green.
Victoria Abbott Riccardi (Untangling My Chopsticks: A Culinary Sojourn in Kyoto)
Evidence from a recent study of teaching by the Bill & Melinda Gates Foundation showed that students know a great teacher when they see one. The foundation’s “Measures of Effective Teaching” (MET) project studied student feedback through surveys on teacher evaluations. The study found that there is a very strong correlation between how students rate their teachers and how well those teachers do at attaining gains in student achievement. Students can tell us with pretty good accuracy whether their teachers are effective. Many who underestimate students would guess that kids would dislike teachers who might be good ones, but were strict or gave a lot of homework. As it turns out, children can effectively synthesize information about their teachers without a lot of bias, and on the whole, they can identify great teachers.
Michelle Rhee (Radical: Fighting to Put Students First)
This antigun climate is relatively new. Until 1969 virtually every public high school—even in New York City—had a shooting club. High school students in New York City carried their guns to school on the subways in the morning, turned them over to their homeroom teacher or the gym coach during the day, and retrieved them after school for target practice. Club members were given their rifles and ammunition by the federal government. Students regularly competed in citywide shooting contests for university scholarships. As late as 1968, it was possible for children to walk into a hardware store—virtually anywhere in the United States—and buy a rifle. Few states even had age restrictions for buying handguns. Buying a rifle through the mail was easy.
John R. Lott Jr. (The Bias Against Guns: Why Almost Everything You'Ve Heard About Gun Control Is Wrong)