Literacy And Community Quotes

We've searched our database for all the quotes and captions related to Literacy And Community. Here they are! All 42 of them:

Human beings have capitalized on the silence of animals, just as certain human beings have historically imposed silence on certain other human beings by denying slaves the right to literacy, denying women the right to own property, and denying both the right to vote.
Gary Steiner (Animals and the Moral Community: Mental Life, Moral Status, and Kinship)
The link between literacy and revolutions is a well-known historical phenomenon. The three great revolutions of modern European history -- the English, the French and the Russian -- all took place in societies where the rate of literacy was approaching 50 per cent. Literacy had a profound effect on the peasant mind and community. It promotes abstract thought and enables the peasant to master new skills and technologies, Which in turn helps him to accept the concept of progress that fuels change in the modern world.
Orlando Figes (A People's Tragedy: The Russian Revolution, 1891 - 1924)
Words are power. The more words you know and can recognize, use, define, understand, the more power you will have as a human being... The more language you know, the more likely it is that no one can get over on you." selection from book: Our Difficult Sunlight: A Guide to Poetry, Literacy & Social Justice in Classroom & Community
Quraysh Ali Lansana & Georgia A. Popoff
Libraries are, at heart, helpful and kind providers. It is hard for those who perhaps don't feel the need to visit their local libraries to understand what a vital service they provide for communities and individuals who do - and those who do are often the most vulnerable.
Robert Popple
When women grow increasingly lax in their pursuit of Bible literacy, everyone in their circle of influence is affected. Rather than acting as salt and light, we become bland contributions to the environment we inhabit and shape, indistinguishable from those who have never been changed by the gospel. Home, church, community, and country desperately need the influence of women who know why they believe what they believe, grounded in the Word of God. They desperately need the influence of women who love deeply and actively the God proclaimed in the Bible.
Jen Wilkin
With many high-earning, public women espousing operating as individuals, "feminism" was reduced to a self-empowerment strategy. A way to get things. A way to get more of the things you thought you deserved. A way to consume. But it also performed something far more sinister: "feminism" became automatically imbued with agency and autonomy, starting popular feminist discourse with a lack of class literacy. Centering popular feminism there meant that the women and other marginalized genders who didn't have the necessary means to secure independence or power—in broader culture, in their families, in their communities, in their workplaces—were not a part of this conversation about becoming an optimized agent of self.
Koa Beck (White Feminism: From the Suffragettes to Influencers and Who They Leave Behind)
Their strong appearances of disinterest were unnerving in contrast with the old CCTS yearbook pictures of African American children involved in debating, drama, literacy clubs, and so forth.
Vanessa Siddle Walker (Their Highest Potential: An African American School Community in the Segregated South)
Once Reconstruction collapsed, it left southern blacks for eighty years at the mercy of Jim Crow segregation, lynchings, poll taxes, literacy tests, and other tactics designed to segregate them from whites and deny them the vote. Black sharecroppers would be degraded to the level of debt-ridden serfs, bound to their former plantation owners. After 1877, the black community in the South steadily lost ground until a rigid apartheid separated the races completely, a terrible state of affairs that would not be fixed until the rise of the civil rights movement after World War II.
Ron Chernow (Grant)
The lift that comes from sending girls like Sona to school is stunning—for the girls, their families, and their communities. When you send a girl to school, the good deed never dies. It goes on for generations advancing every public good, from health to economic gain to gender equity and national prosperity. Here are just a few of the things we know from the research. Sending girls to school leads to greater literacy, higher wages, faster income growth, and more productive farming. It reduces premarital sex, lowers the chance of early marriage, delays first births, and helps mothers plan how many children to have and when. Mothers who have had an education do a better job learning about nutrition, vaccination, and other behaviors necessary for raising healthy children.
Melinda French Gates (The Moment of Lift: How Empowering Women Changes the World)
At first all was well. In fact, all was terrific. The Takers were pedaling away and the wings of their craft were flapping beautifully. They felt wonderful, exhilarated. They were experiencing the freedom of the air: freedom from restraints that bind and limit the rest of the biological community. And with that freedom came marvels—all the things you mentioned the other day: urbanization, technology, literacy, mathematics, science. “Their flight could never end, it could only go on becoming more and more exciting. They couldn’t know, couldn’t even have guessed that, like our hapless airman, they were in the air but not in flight. They were in free fall, because their craft was simply not in compliance with the law that makes flight possible. But their disillusionment is far away in the future, and so they’re pedaling away and having a wonderful time. Like our airman, they see strange sights in the course of their fall. They see the remains of craft very like their own—not destroyed, merely abandoned—by the Maya, by the Hohokam, by the Anasazi, by the peoples of the Hopewell cult, to mention only a few of those found here in the New World. ‘Why,’ they wonder, ‘are these craft on the ground instead of in the air? Why would any people prefer to be earthbound when they could have the freedom of the air, as we do?’ It’s beyond comprehension, an unfathomable mystery.
Daniel Quinn (Ishmael: An Adventure of the Mind and Spirit)
Szabo reckoned that the future of libraries was a combination of a people’s university, a community hub, and an information base, happily partnered with the Internet rather than in competition with it. In practical terms, Szabo felt the library should begin offering classes and voter registration and literacy programs and story times and speaker series and homeless outreach and business services and computer access and movie rentals and e-book loans and a nice gift shop. Also, books.
Susan Orlean (The Library Book)
A century ago, historians of technology felt that individual inventors were the main actors that brought about the Industrial Revolution. Such heroic interpretations were discarded in favor of views that emphasized deeper economic and social factors such as institutions, incentives, demand, and factor prices. It seems, however, that the crucial elements were neither brilliant individuals nor the impersonal forces governing the masses, but a small group of at most a few thousand people who formed a creative community based on the exchange of knowledge. Engineers, mechanics, chemists, physicians, and natural philosophers formed circles in which access to knowledge was the primary objective. Paired with the appreciation that such knowledge could be the base of ever-expanding prosperity, these elite networks were indispensable, even if individual members were not. Theories that link education and human capital to technological progress need to stress the importance of these small creative communities jointly with wider phenomena such as literacy rates and universal schooling.
Joel Mokyr (The Gifts of Athena: Historical Origins of the Knowledge Economy)
The triviality of American popular culture, its emptiness and gossip, accelerates this destruction of critical thought.It expands the void, the mindlessness that makes the magic, mythology and irrationality of the Christian Right palatable. Television, the movement's primary medium, allows viewers to preoccupy themselves with context-free information. The homogenized empty chatter on the airwaves, the banal amusement and cliches, the bizarre doublespeak endlessly repeated on cable news channels and the huge spectacles in sports stadiums have replaced America's political, social and moral life, indeed replaced community itself.
Chris Hedges (Empire of Illusion: The End of Literacy and the Triumph of Spectacle)
Studies of the effects of education confirm that educated people really are more enlightened. They are less racist, sexist, xenophobic, homophobic, and authoritarian. They place a higher value on imagination, independence, and free speech. They are more likely to vote, volunteer, express political views, and belong to civic associations such as unions, political parties, and religious and community organizations. They are also likelier to trust their fellow citizens, a prime ingredient of the precious elixir called social capital which gives people the confidence to contract, invest, and obey the law without fearing that they are chumps who will be shafted by everyone else. For all these reasons, the growth of education and its first dividend, literacy is a flagship of human progress.
Steven Pinker (Enlightenment Now: The Case for Reason, Science, Humanism, and Progress)
Bertrand Russell famously said: “It is undesirable to believe a proposition when there is no ground whatsoever for supposing it is true.” [but] Russell’s maxim is the luxury of a technologically advanced society with science, history, journalism, and their infrastructure of truth-seeking, including archival records, digital datasets, high-tech instruments, and communities of editing, fact-checking, and peer review. We children of the Enlightenment embrace the radical creed of universal realism: we hold that all our beliefs should fall within the reality mindset. We care about whether our creation story, our founding legends, our theories of invisible nutrients and germs and forces, our conceptions of the powerful, our suspicions about our enemies, are true or false. That’s because we have the tools to get answers to these questions, or at least to assign them warranted degrees of credence. And we have a technocratic state that should, in theory, put these beliefs into practice. But as desirable as that creed is, it is not the natural human way of believing. In granting an imperialistic mandate to the reality mindset to conquer the universe of belief and push mythology to the margins, we are the weird ones—or, as evolutionary social scientists like to say, the WEIRD ones: Western, Educated, Industrialized, Rich, Democratic. At least, the highly educated among us are, in our best moments. The human mind is adapted to understanding remote spheres of existence through a mythology mindset. It’s not because we descended from Pleistocene hunter-gatherers specifically, but because we descended from people who could not or did not sign on to the Enlightenment ideal of universal realism. Submitting all of one’s beliefs to the trials of reason and evidence is an unnatural skill, like literacy and numeracy, and must be instilled and cultivated.
Pinker Steven (Rationality: What It Is, Why It Seems Scarce, Why It Matters)
I'm never not worshiping. I'm never not confessing my faith in one way or another. And, if I may be permitted a return to the plural, understanding ourselves to be just as religious as any and everyone else might afford us time, space and vision with which to see ourselves more clearly and honestly, the better to grasp or begin to grasp - it's a life's work after all - the deepest implications of what we're doing to ourselves and others. This kind of self-understanding can clear a path toward the joys of conversion. Not once-for-all, as if that would be interesting at all, but rather in finding ourselves born again and again toward that literacy of wonder we lose when we're primarily guided by fear and defensiveness and the lazy drive to disassociation - a literacy we begin to achieve anew when affinity, affection and a sense of mutuality guide us in our regard for other people. The joy of a changed mind, that new birth many of us are secretly hoping for most of the time, is often extremely nearby. It might be one conversation, one human face, away. It's never too late to act on the hope you have.
David Dark (Life's Too Short to Pretend You're Not Religious)
Literacy was to be developed in a socially constructed environment so that new ideas and information learned from texts could be shared and spread among one another and those in the community. Members of all ages and experiences with reading would assemble to teach one another. Although individual literacy was valued, these societies were highly collaborative and prompted social responsibility to share knowledge gained from acts of literacy rather than keep education to one’s self. This collaboration for literacy learning built the foundation of the “chain letter of instruction” model, which embodied a shared accountability for knowledge (Fisher, 2004). If one person, for example, acquired knowledge, it was then his or her responsibility to pass it on to others to create a flame-like effect. To keep knowledge to one’s self was seen as a selfish act, and each person therefore was responsible to elevate others through education in the immediate and larger community. This ideal of collectivism is in direct conflict with schools today, as schools are largely grounded in competition and individualism. This is perhaps one major reason why students of color often do not reach their full potential in schools—because schools are in disharmony with their histories and identities.
Gholdy Muhammad (Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy)
Ever since the 1960s, upon the urging of Dr. T. Berry Brazelton and the all-knowing Dr. Spock,* mothers have been encouraged to read to their children at a very early age. For toddlers and preschoolers who relish this early diet of literacy, libraries become a second home, story hour is never long enough, and parents can’t finish a book without hearing a little voice beg, “Again… again.” For most literary geek girls, it’s at this age that they discover their passion for reading. Whether it’s Harold and the Purple Crayon or Strega Nona, books provide the budding literary she-geek with a glimpse into an all-new world of magic and make-believe—and once she visits, she immediately wants to apply for full-time citizenship. “We tell ourselves stories in order to live.” —author Joan Didion, in The White Album While some children spend their summers sweating on community sports teams or learning Indigo Girls songs at sleep-away camp, our beloved bookworms are more interested in joining their local library’s summer reading program, completing twenty-five books during vacation, and earning a certificate of recognition signed by their city’s mayor. (Plus, that Sony Bloggie Touch the library is giving away to the person who logs the most hours reading isn’t the worst incentive, either. It’ll come in handy for that book review YouTube channel she’s been thinking about starting!) When school starts back up again, her friends will inevitably show off their tan lines and pony bead friendship bracelets, and our geek girl will politely oblige by oohing and aahing accordingly. But secretly she’s bursting with pride over her summer’s battle scars—the numerous paper cuts she got while feverishly turning the pages of all seven Harry Potter books.
Leslie Simon (Geek Girls Unite: Why Fangirls, Bookworms, Indie Chicks, and Other Misfits Will Inherit the Earth)
So much changes when you get an education! You unlearn dangerous superstitions, such as that leaders rule by divine right, or that people who don’t look like you are less than human. You learn that there are other cultures that are as tied to their ways of life as you are to yours, and for no better or worse reason. You learn that charismatic saviors have led their countries to disaster. You learn that your own convictions, no matter how heartfelt or popular, may be mistaken. You learn that there are better and worse ways to live, and that other people and other cultures may know things that you don’t. Not least, you learn that there are ways of resolving conflicts without violence. All these epiphanies militate against knuckling under the rule of an autocrat or joining a crusade to subdue and kill your neighbors. Of course, none of this wisdom is guaranteed, particularly when authorities promulgate their own dogmas, alternative facts, and conspiracy theories—and, in a backhanded compliment to the power of knowledge, stifle the people and ideas that might discredit them. Studies of the effects of education confirm that educated people really are more enlightened. They are less racist, sexist, xenophobic, homophobic, and authoritarian.10 They place a higher value on imagination, independence, and free speech.11 They are more likely to vote, volunteer, express political views, and belong to civic associations such as unions, political parties, and religious and community organizations.12 They are also likelier to trust their fellow citizens—a prime ingredient of the precious elixir called social capital which gives people the confidence to contract, invest, and obey the law without fearing that they are chumps who will be shafted by everyone else.13 For all these reasons, the growth of education—and its first dividend, literacy—is a flagship of human progress.
Steven Pinker (Enlightenment Now: The Case for Reason, Science, Humanism, and Progress)
The radial patterning of Protestantism allows us to use a county’s proximity to Wittenberg to isolate—in a statistical sense—that part of the variation in Protestantism that we know is due to a county’s proximity to Wittenberg and not to greater literacy or other factors. In a sense, we can think of this as an experiment in which different counties were experimentally assigned different dosages of Protestantism to test for its effects. Distance from Wittenberg allows us to figure out how big that experimental dosage was. Then, we can see if this “assigned” dosage of Protestantism is still associated with greater literacy and more schools. If it is, we can infer from this natural experiment that Protestantism did indeed cause greater literacy.16 The results of this statistical razzle-dazzle are striking. Not only do Prussian counties closer to Wittenberg have higher shares of Protestants, but those additional Protestants are associated with greater literacy and more schools. This indicates that the wave of Protestantism created by the Reformation raised literacy and schooling rates in its wake. Despite Prussia’s having a high average literacy rate in 1871, counties made up entirely of Protestants had literacy rates nearly 20 percentile points higher than those that were all Catholic.18 FIGURE P.2. The percentage of Protestants in Prussian counties in 1871.17 The map highlights some German cities, including the epicenter of the Reformation, Wittenberg, and Mainz, the charter town where Johannes Gutenberg produced his eponymous printing press. These same patterns can be spotted elsewhere in 19th-century Europe—and today—in missionized regions around the globe. In 19th-century Switzerland, other aftershocks of the Reformation have been detected in a battery of cognitive tests given to Swiss army recruits. Young men from all-Protestant districts were not only 11 percentile points more likely to be “high performers” on reading tests compared to those from all-Catholic districts, but this advantage bled over into their scores in math, history, and writing. These relationships hold even when a district’s population density, fertility, and economic complexity are kept constant. As in Prussia, the closer a community was to one of the two epicenters of the Swiss Reformation—Zurich or Geneva—the more Protestants it had in the 19th century. Notably, proximity to other Swiss cities, such as Bern and Basel, doesn’t reveal this relationship. As is the case in Prussia, this setup allows us to finger Protestantism as driving the spread of greater literacy as well as the smaller improvements in writing and math abilities.
Joseph Henrich (The WEIRDest People in the World: How the West Became Psychologically Peculiar and Particularly Prosperous)
Punishment is not care, and poverty is not a crime. We need to create safe, supportive pathways for reentry into the community for all people and especially young people who are left out and act out. Interventions like decriminalizing youthful indiscretions for juvenile offenders and providing foster children and their families with targeted services and support would require significant investment and deliberate collaboration at the community, state, and federal levels, as well as a concerted commitment to dismantling our carceral state. These interventions happen automatically and privately for young offenders who are not poor, whose families can access treatment and hire help, and who have the privilege of living and making mistakes in neighborhoods that are not over-policed. We need to provide, not punish, and to foster belonging and self-sufficiency for our neighbors’ kids. More, funded YMCAs and community centers and summer jobs, for example, would help do this. These kinds of interventions would benefit all the Carloses, Wesleys, Haydens, Franks, and Leons, and would benefit our collective well-being. Only if we consider ourselves bound together can we reimagine our obligation to each other as community. When we consider ourselves bound together in community, the radically civil act of redistributing resources from tables with more to tables with less is not charity, it is responsibility; it is the beginning of reparation. Here is where I tell you that we can change this story, now. If we seek to repair systemic inequalities, we cannot do it with hope and prayers; we have to build beyond the systems and begin not with rehabilitation but prevention. We must reimagine our communities, redistribute our wealth, and give our neighbors access to what they need to live healthy, sustainable lives, too. This means more generous social benefits. This means access to affordable housing, well-resourced public schools, affordable healthcare, jobs, and a higher minimum wage, and, of course, plenty of good food. People ask me what educational policy reform I would suggest investing time and money in, if I had to pick only one. I am tempted to talk about curriculum and literacy, or teacher preparation and salary, to challenge whether police belong in schools, to push back on standardized testing, or maybe debate vocational education and reiterate that educational policy is housing policy and that we cannot consider one without the other. Instead, as a place to start, I say free breakfast and lunch. A singular reform that would benefit all students is the provision of good, free food at school. (Data show that this practice yields positive results; but do we need data to know this?) Imagine what would happen if, across our communities, people had enough to feel fed.
Liz Hauck (Home Made: A Story of Grief, Groceries, Showing Up--and What We Make When We Make Dinner)
Quite often, the consequence of gaining literacy or critical consciousness is alienation not just from the values of the dominant culture, but from the ways of knowing and being that characterize one's own immediate family and community.
Margo V. Perkins (Autobiography as Activism: Three Black Women of the Sixties)
More Click-to-Donate Sites SolvePoverty.com TheLiteracySite.com LandCareNiagara.com TheAnimalRescueSite.com TheRainforestSite.com
Nicole Boles (How to Be an Everyday Philanthropist: 330 Ways to Make a Difference in Your Home, Community, and World–at No Cost!)
Good literacy skills can help children: -Be healthy and safe. -Do their homework to their best ability. -Get and keep a job one day. -Eventually participate in local committees or government
Soraya Diase Coffelt
Long before the internet, critical media literacy has never been considered essential in schools or communities. Instead,
Danah Boyd (It's Complicated: The Social Lives of Networked Teens)
Muslim identity and thought in Nigeria derive from the Sufi brotherhoods of Qadiriyya and Tijaniyya, primarily as a result of the historical role of the Kanem-Borno and Sokoto caliphates in the spread of Islam. The Sufi orders and the Izalatul Bidi’a wa Ikhamatis Sunnah (People Committed to the Removal of Innovations in Islam; hereafter Izala) are the two dominant contemporary Muslim foci of identity. The disdain towards and fear of boko (Western education) arose from its historically close association with the colonial state and Christian missionaries. This also suited colonial educational policy well, as the British had no intention of widespread education anyway. The aim of colonial education, particularly in northern Nigeria, was to maintain the existing status quo by “imparting some literacy to the aristocratic class, to the exclusion of the commoner classes” (Tukur 1979: 866). By the 1930s, colonial education had produced a limited cadre of Western-educated elite, who were conscious of their education and were yearning to play a role in society. Mainly children of the aristocratic class, the type of education they received was “different from the traditional education in their various societies, and this by itself was enough to mark them out as a group” (Kwanashie 2002: 50). This new education enabled them to climb the social and economic ladder over and above their peers who had a different kind of education, Quranic education. This was the origin of the animosity and distrust between the traditionally educated and Western-educated elite in northern Nigeria. Though subordinate to the Europeans, these educated elite were perceived as collaborators by their Arabic-educated fellows. Thus the antagonism towards Western education continues in many northern Nigerian communities, which have defied government campaigns for school enrollment to this day.
Kyari Mohammed (Boko Haram: Islamism, politics, security and the state in Nigeria)
For Bill and Judy, obedience to the Great Commission means outreach to international students: providing hospitality to them and looking for ways to serve. For Sarah, it means joining forces with the "Not for Sale" movement to help liberate people from human trafficking so that they might experience God's love. For Trevor, it means using his science skills to work for the eradication of malaria in Togo, West Africa. For some Filipina maids, it means following Jesus into Saudi Arabia as domestic servants so that they can share God's love with Saudi families. For Jeff and Judy, it means using computer skills and literacy training to touch the people and the nation of Chad. For Uchenna and Dolapo, it means joining a Nigerian mission agency that enabled them to move to North Africa as community developers. The common thread is this: God's people, relying on God's power and presence, go out and look for opportunities to share and demonstrate the love of Jesus to all peoples everywhere.
Paul Borthwick (Western Christians in Global Mission: What's the Role of the North American Church?)
This streamlining yields a reduction of 12.5 per cent in the average number of strokes for the 2,000 most common characters, but even this simplified system still requires years of practice to master.42 The PRC government attempted a second round of character simplifications in 1977 but these met with strong resistance by the linguistic community as well as the general public. Can the character simplification program be considered a success? The general consensus is that the streamlined graphs represent marginal progress – in the way that flyswatters help to decrease the fly population – but are woefully inadequate for ultimately addressing the real problem, which is literacy. Some
David Moser (A Billion Voices: China's Search for a Common Language: China Penguin Special)
Every mistake is a chance to reflect, analyze, and revise. Every mistake—and every success—makes me a better teacher. But I also know that I couldn’t have made it without a collective of students, teachers, parents, and community members, like Mrs. Leona Wallace, who encouraged me, nurtured me, challenged me, and taught me. And who pushed me to understand that no matter where we teach or who we teach, we are always teaching about race and class.
Antero García (Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction (Language and Literacy Series))
Let us turn now to a study of a small Newfoundland fishing village. Fishing is, in England at any rate – more hazardous even than mining. Cat Harbour, a community in Newfoundland, is very complex. Its social relationships occur in terms of a densely elaborate series of interrelated conceptual universes one important consequence of which is that virtually all permanent members of the community are kin, ‘cunny kin’, or economic associates of all other of the 285 permanent members. The primary activity of the community is cod fishing. Salmon, lobster, and squid provide additional sources of revenue. Woodcutting is necessary in off-seasons. Domestic gardening, and stints in lumber camps when money is needed, are the two other profitable activities. The community's religion is reactionary. Women assume the main roles in the operation though not the government of the churches in the town. A complicated system of ‘jinking’ – curses, magic, and witchcraft – governs and modulates social relationships. Successful cod fishing in the area depends upon highly developed skills of navigation, knowledge of fish movements, and familiarity with local nautical conditions. Lore is passed down by word of mouth, and literacy among older fishermen is not universal by any means. ‘Stranger’ males cannot easily assume dominant positions in the fishing systems and may only hire on for salary or percentage. Because women in the community are not paid for their labour, there has been a pattern of female migration out of the area. Significantly, two thirds of the wives in the community are from outside the area. This has a predictable effect on the community's concept of ‘the feminine’. An elaborate anti-female symbolism is woven into the fabric of male communal life, e.g. strong boats are male and older leaky ones are female. Women ‘are regarded as polluting “on the water” and the more traditional men would not consider going out if a woman had set foot in the boat that day – they are “jinker” (i.e., a jinx), even unwittingly'. (It is not only relatively unsophisticated workers such as those fishermen who insist on sexual purity. The very skilled technicians drilling for natural gas in the North Sea affirm the same taboo: women are not permitted on their drilling platform rigs.) It would be, however, a rare Cat Harbour woman who would consider such an act, for they are aware of their structural position in the outport society and the cognition surrounding their sex….Cat Harbour is a male-dominated society….Only men can normally inherit property, or smoke or drink, and the increasingly frequent breach of this by women is the source of much gossip (and not a negligible amount of conflict and resentment). Men are seated first at meals and eat together – women and children eating afterwards. Men are given the choicest and largest portions, and sit at the same table with a ‘stranger’ or guest. Women work extremely demanding and long hours, ‘especially during the fishing season, for not only do they have to fix up to 5 to 6 meals each day for the fishermen, but do all their household chores, mind the children and help “put away fish”. They seldom have time to visit extensively, usually only a few minutes to and from the shop or Post Office….Men on the other hand, spend each evening arguing, gossiping, and “telling cuffers”, in the shop, and have numerous “blows” (i.e., breaks) during the day.’ Pre-adolescents are separated on sexual lines. Boys play exclusively male games and identify strongly with fathers or older brothers. Girls perform light women's work, though Faris indicates '. . . often openly aspire to be male and do male things. By this time they can clearly see the privileged position of the Cat Harbour male….’. Girls are advised not to marry a fisherman, and are encouraged to leave the community if they wish to avoid a hard life. Boys are told it is better to leave Cat Harbour than become fishermen....
Lionel Tiger (Men in Groups)
Late fees are the enemy of early literacy because instead of promoting responsible behavior, they suppress library visits for some of the people who need the institution the most. And of course these fees don't promote children being more responsible, but only reveal to children how irresponsible, ignorant, or unaware their own parents are. -- Amy Dickinson
Kyle Cassidy (This Is What a Librarian Looks Like: A Celebration of Libraries, Communities, and Access to Information)
The fact that we fail at seeing these things, that our interpretations may perpetrate violence against a text, and so on, is only more evidence of the Lord’s grace is granting us participation in the love of the Trinity, through existence and in the body of Christ. That same grace is offered to us who are granted the privilege of literacy. Meaning-making through reading, after all, is another testimony of the attributes of the invisible God being clearly seen in what has been made (Rom. 1:20). That we fall into idolatry is undeniable—in reading and the rest of life: the image in Romans of exchanging “the glory of the immortal God for images resembling a mortal human being or birds or four-footed animals or reptiles” is as aesthetic and poetic as it is magic and earthen (Rom. 1:23). It harkens back to the idolatries of both noninstrumental and instrumental reading discussed in the introduction. God will bring the entire cosmos into the beloved community of the new creation through the purification and repurposing work of judgment—as idolatry and violence and sin and death become the nothing to which they have always pointed. God’s judgment will differentiate those who seek the glory of God from those who seek the nothingness of their own glory. But text may be cultivated by anyone; its becoming gives glory to the God of all meaning-making regardless. The special office of the reader in the body of Christ is the express veneration of the word—is, in short, praise.
Tiffany Eberle Kriner (The Future of the Word: An Eschatology of Reading)
because Judaism required the reading of the Torah and promoted literacy in Talmudic academies, the Jewish community’s human capital increased
Jean Tirole (Economics for the Common Good)
Perhaps it does come back to valuing community, after all. Recent studies in science communication have suggested what I've sketched out in this chapter: that scientific literacy is not the variable that determines whether or not a group will accept the reality of a public health issue like vaccination or global warning: social groups are. While those individuals tested demonstrated a surprising ability to factually interpret scientific findings, they tended to eventually revert to in-group thinking about the issue, siding with whatever their main social group already believed. We humans are social, after all. Our social nature is why solitary confinement is potentially a human rights violation, why just about all of us wish we weren't having to stay home during the COVID crisis, why we all cling to Zoom meetings-why children yell at one another across balconies, starved for the sound of another child's voice. We all do the same dance of retreating to our social safety spaces. And if our 'safe' social group told us that our experience during the pandemic was a lie? Well, it seems we'd be more likely to believe our friends than science, because, as I've argued elsewhere...in times of desperate calamity, all we humans really have is one another. I have no answer to this twisted dilemma that the healthy carrier narrative, via the vehicle of COVID-19, has presented to us in the United States, but understanding the dilemma rightly is surely important.
Kari Nixon (Quarantine Life from Cholera to COVID-19: What Pandemics Teach Us About Parenting, Work, Life, and Communities from the 1700s to Today)
In a world that was even more chauvinistic than our own, the Torah mandates that the Israelite people love peaceful non-Israelites living among them no less than they love themselves. The German-Jewish philosopher Hermann Cohen rightly identifies this law as the beginning of what is known as 'ethical monotheism': 'The stranger was to be protected, although he was not a member of one's family, clan, religion, community or people, simply because he was a human being. In the stranger, therefore, man discovered the idea of humanity.
Joseph Telushkin (Biblical Literacy: The Most Important People, Events, and Ideas of the Hebrew Bible)
Ikeda:  Freedom of expression is the basis of liberty and democracy. Though the extent to which nations and communities allow for freedom of expression varies with cultural conditions, restrictions on it should be minimized. Maintaining a balance between freedom of expression and limiting expressions of violence, hatred and discrimination requires a holistic and positive approach, including both the legal system, self-regulation and education. Education is fundamental because it elevates the standards of both those who transmit and those who receive media information. In more concrete terms, media literacy – the ability to discriminate, evaluate, and apply media information – must be thoroughly improved. Education that achieves these ends in the home, the school and the community endows the general public with the autonomy to use and criticize the media independently. This is the best way to improve the media. Education should encourage people to regard the media in the spirit of critical, independent dialogue, thus preparing the ground for a culture of tolerance and peace.
Felix Unger (The Humanist Principle: On Compassion and Tolerance)
Every classroom discussion, every digital interaction, is an opportunity to help children take their first steps into the global community, to see and define how, why and when technology can be a vehicle of change.
Katie Muhtaris (Amplify: Digital Teaching and Learning in the K-6 Classroom)
Manesar is regarded as one of the most peaceful cities in Gurgaon district, Haryana. It’s the friendliest city in Gurgaon district and is just 8 km away from Gurgaon. People who live here prefer to stay here for its peace and low crime rate. Manesar was previously known as Mini Israel because it had many industries that the Jewish community owned. It has a 100% literacy rate with a very low crime rate compared to other cities in Haryana. Name- Platinum Packers and Movers
Packers and Movers Manesar
There are a number of resources in the homeschooling community (lists from AmblesideOnline, Read-Aloud Revival, or The Good and the Beautiful) or from literacy experts in books like Read-Aloud Revival or The Enchanted Hour.
Bethany Mandel (Stolen Youth: How Radicals Are Erasing Innocence and Indoctrinating a Generation)
A scientifically illiterate public is a headache; a serious shortfall in the numbers and competence of scientists would be an enormous disaster. Indeed, a prime reason for taking the scientific literacy problem seriously is that it threatens, in some ways, to limit the capability of the scientific community to sustain and renew itself. Though it is emphatically unfashionable to say so these clays (especially within the pedagogical establishment), the nurturance of new generations of scientists is the most important duty of science education, and has first call on our attention and concern.
Norman Levitt (Prometheus Bedeviled: Science and the Contradictions of Contemporary Culture)
life,” was written in cuneiform with the pictorial sign for “arrow,” which in Sumerian is also called ti.7 An important step has been taken here. With the rebus, a pictorial sign is used to directly invoke a particular sound of the human voice, rather than the outward reference of that sound. The rebus, with its focus upon the sound of a name rather than the thing named, inaugurated the distant possibility of a phonetic script (from the Greek phonein: “to sound”), one that would directly transcribe the sound of the speaking voice rather than its outward intent or meaning.8 However, many factors impeded the generalization of the rebus principle, and thus prevented the development of a fully phonetic writing system. For example, a largely pictographic script can easily be utilized, for communicative purposes, by persons who speak very different dialects (and hence cannot understand one another’s speech). The same image or ideogram, readily understood, would simply invoke a different sound in each dialect. Thus a pictographic script allows for commerce between neighboring and even distant linguistic communities—an advance that would be lost if rebuslike signs alone were employed to transcribe the spoken sounds of one community. (This factor helps explain why China, a vast society comprised of a multitude of distinct dialects, has never developed a fully phonetic script.)9 Another factor inhibiting the development of a fully phonetic script was the often elite status of the scribes. Ideographic scripts must make use of a vast number of stylized glyphs or characters, since every term in the language must, at least in principle, have its own written character. (In 1716 a dictionary of Chinese—admittedly an extreme example—listed 40,545 written characters! Today a mere 8,000 characters are in use.)10 Complete knowledge of the pictographic system, therefore, could only be the province of a few highly trained individuals. Literacy, within such cultures, was in
David Abram (The Spell of the Sensuous: Perception and Language in a More-Than-Human World)
With this in mind, I’d started a leadership and mentoring program at the White House, inviting twenty sophomore and junior girls from high schools around Greater D.C. to join us for monthly get-togethers that included informal chats, field trips, and sessions on things like financial literacy and choosing a career. We kept the program largely behind closed doors, rather than thrusting these girls into the media fray. We paired each teen with a female mentor who would foster a personal relationship with her, sharing her resources and her life story. Valerie was a mentor. Cris Comerford, the White House’s first female executive chef, was a mentor. Jill Biden was, too, as were a number of senior women from both the East and the West Wing staffs. The students were nominated by their principals or guidance counselors and would stay with us until they graduated. We had girls from military families, girls from immigrant families, a teen mom, a girl who’d lived in a homeless shelter. They were smart, curious young women, all of them. No different from me. No different from my daughters. I watched over time as the girls formed friendships, finding a rapport with one another and with the adults around them. I spent hours talking with them in a big circle, munching popcorn and trading our thoughts about college applications, body image, and boys. No topic was off-limits. We ended up laughing a lot. More than anything, I hoped this was what they’d carry forward into the future—the ease, the sense of community, the encouragement to speak and be heard. My wish for them was the same one I had for Sasha and Malia—that in learning to feel comfortable at the White House, they’d go on to feel comfortable and confident in any room, sitting at any table, raising their voices inside any group.
Michelle Obama (Becoming)