Molding Students Quotes

One thing has not changed: to doubt the worth of minority students' achievement when they succeed is really only to present another face of the prejudice that would deny them a chance to even try. It is the same prejudice that insists all those destined for success must be cast from the same mold as those who have succeeded before them, a view that experience has already proven a fallacy.

When we are students of the Bible, we end up with Bible-molded lives. Unfortunately, if we refuse to let the Word shape our lives, the world (and not the Word) will do the job for us.

A university is not about results in the next quarter; it is not even about who a student has become by graduation. It is about learning that molds a lifetime, learning that transmits the heritage of millennia; learning that shapes the future

The rest of us, on the ·other hand-we members of the protected classes-have grown increasingly· dependent on our welfare programs. In 2020 the federal government spent more than $193 billion on homeowner subsidies, a figure that far exceeded the amount spent on direct housing assistance for low income families ($53 billion). Most families who enjoy those subsidies have six-figure incomes and are white. Poor families lucky enough to live in government-owned apartments of often have to deal with mold and even lead paint, while rich families are claiming the mortgage interest deduction on first and second homes. The lifetime limit for cash welfare to poor parents is five years, but families claiming the mortgage interest deduction may do so for the length of the mortgage, typically thirty years. A fifteen-story public housing tower and a mortgaged suburban home are both government subsidized, but only one looks (and feels) that way. If you count all public benefits offered by the federal government, America's welfare state (as a share of its gross domestic product) is the second biggest in the world, after France's. But that's true only if you include things like government-subsidized retirement benefits provided by employers, student loans and 529 college savings plans, child tax credits, and homeowner subsidies: benefits disproportionately flowing to Americans well above the poverty line. If you put aside these tax breaks and judge the United States solely by the share of its GDP allocated to programs directed at low-income citizens, then our investment in poverty reduction is much smaller than that of other rich nations. The American welfare state is lopsided.

He had to teach me to be more disciplined without dampening my love for chess or suppressing my natural voice. Many teachers have no feel for this balance and try to force their students into cookie-cutter molds. I have run into quite a few egomaniacal instructors like this over the years and have come to believe that their method is profoundly destructive for students in the long run—in any case, it certainly would not have worked with me. I

　　A former fighter pilot, teaching at an aeronautics university, discovered how this works in the classroom. One of his students had been a star in ground school but was having trouble in the air. During a training flight, she misinterpreted an instrument reading, and he yelled at her, thinking it would force her to concentrate. Instead, she started crying, and though she tried to continue reading the instruments, she couldn’t focus. He landed the plane, lesson over. What was wrong? From the brain’s perspective, nothing was wrong. The student’s mind was focusing on the source of the threat, just as it had been molded to do over the past few million years. The teacher’s anger could not direct the student to the instrument to be learned because the instrument was not the source of danger. The teacher was the source of danger. This is weapons focus, merely replacing “Saturday Night Special” with “ex-fighter pilot.” 　　The same is true if you are a parenting a child rather than teaching a student. The brain will never outgrow its preoccupation with survival.

We were in Julie’s room one night, my eldest daughter and I, maybe a decade ago now. I wanted to show her how the canvas painting she had carefully labored over for her little sister's Christmas gift was framed and hung on the wall. I said, gazing at her masterpiece with no small amount of motherly pride, “Now it looks like a real work of art”. Bella looked at me quizzically, wondering yet again how her mother could possibly understand so little about the world. “Mama, every time you make something, or draw something, or paint something, it is already real art. There is no such thing as art that is not real” And so I said that she was right, and didn’t it look nice, and once again, daughter became guru and mother became willing student. Which is, I sometimes think, the way it was meant to be. ~~~~~ art is always real. all of it. even the stuff you don’t understand. even the stuff you don’t like. even the stuff that you made that you would be embarrassed to show your best friend that photo that you took when you first got your DSLR, when you captured her spirit perfectly but the focus landed on her shoulder? still art. the painting you did last year the first time you picked up a brush, the one your mentor critiqued to death? it’s art. the story you are holding in your heart and so desperately want to tell the world? definitely art. the scarf you knit for your son with the funky messed up rows? art. art. art. the poem scrawled on your dry cleaning receipt at the red light. the dress you want to sew. the song you want to sing. the clay you’ve not yet molded. everything you have made or will one day make or imagine making in your wildest dreams. it’s all real, every last bit. because there is no such thing as art that is not real.

Ah, my friends, that innocent afternoon with Larry provoked me into thought in a way my own dicelife until then never had. Larry took to following the dice with such ease and joy compared to the soul-searching gloom that I often went through before following a decision, that I had to wonder what happened to every human in the two decades between seven and twenty-seven to turn a kitten into a cow. Why did children seem to be so often spontaneous, joy-filled and concentrated while adults seemed controlled, anxiety-filled and diffused? It was the Goddam sense of having a self: that sense of self which psychologists have been proclaiming we all must have. What if - at the time it seemed like an original thought - what if the development of a sense of self is normal and natural, but is neither inevitable nor desirable? What if it represents a psychological appendix: a useless, anachronistic pain in the side? - or, like the mastodon's huge tusks: a heavy, useless and ultimately self-destructive burden? What if the sense of being some-one represents an evolutionary error as disastrous to the further development of a more complex creature as was the shell for snails or turtles? He he he. What if? indeed: men must attempt to eliminate the error and develop in themselves and their children liberation from the sense of self. Man must become comfortable in flowing from one role to another, one set of values to another, one life to another. Men must be free from boundaries, patterns and consistencies in order to be free to think, feel and create in new ways. Men have admired Prometheus and Mars too long; our God must become Proteus. I became tremendously excited with my thoughts: 'Men must become comfortable in flowing from one role to another' - why aren't they? At the age of three or four, children were willing to be either good guys or bad guys, the Americans or the Commies, the students or the fuzz. As the culture molds them, however, each child comes to insist on playing only one set of roles: he must always be a good guy, or, for equally compulsive reasons, a bad guy or rebel. The capacity to play and feel both sets of roles is lost. He has begun to know who he is supposed to be. The sense of permanent self: ah, how psychologists and parents lust to lock their kids into some definable cage. Consistency, patterns, something we can label - that's what we want in our boy. 'Oh, our Johnny always does a beautiful bower movement every morning after breakfast.' 'Billy just loves to read all the time...' 'Isn't Joan sweet? She always likes to let the other person win.' 'Sylvia's so pretty and so grown up; she just loves all the time to dress up.' It seemed to me that a thousand oversimplifications a year betrayed the truths in the child's heart: he knew at one point that he didn't always feel like shitting after breakfast but it gave his Ma a thrill. Billy ached to be out splashing in mud puddles with the other boys, but... Joan wanted to chew the penis off her brother every time he won, but ... And Sylvia daydreamed of a land in which she wouldn’t have to worry about how she looked . . . Patterns are prostitution to the patter of parents. Adults rule and they reward patterns. Patterns it is. And eventual misery. What if we were to bring up our children differently? Reward them for varying their habits, tastes, roles? Reward them for being inconsistent? What then? We could discipline them to be reliably various, to be conscientiously inconsistent, determinedly habit-free - even of 'good' habits.

I HAVE WRITTEN LARGELY with reference to students spending an unreasonably long time in gaining an education; but I hope I shall not be misunderstood in regard to what is essential education. I do not mean that a superficial work should be done, that may be illustrated by the way in which some portions of the land are worked in Australia. The plow was put into the soil to the depth of only a few inches, the ground was not prepared for the seed, and the harvest was meager, corresponding to the superficial preparation that was given to the land. God has given inquiring minds to youth and children. Their reasoning powers are entrusted to them as precious talents. It is the duty of parents to keep the matter of their education before them in its true meaning: for it comprehends many lines. They should be used in the service of Christ for the uplifting of fallen humanity. Our schools are the Lord’s special instrumentality to fit up the children and the youth for missionary work. Parents should understand their responsibility, and help their children to appreciate the great blessings and privileges that God has provided for them in educational advantages. But their domestic education should keep pace with their education in literary lines. In childhood and youth, practical and literary training should be combined, and the mind stored with knowledge. Parents should feel that they have solemn work to do, and should take hold of it earnestly. They are to train and mold the characters of their children. They should not be satisfied with doing a surface work. Before every child is opened up a life involved with highest interests; for they are to be made complete in Christ through the instrumentalities which God has furnished. The soil in the heart should be preoccupied, the seeds of truth should be sown there in the earliest years. If parents are careless in this matter, they will be called to account for their unfaithful stewardship. Children should be dealt with tenderly and lovingly, and taught that Christ is {10} their personal Saviour, and that by the simple process of giving their hearts and minds to Him, they become His disciples.

Saudi Arabia put Egyptians like Qutb on salary, giving them positions in state mosques and schools where they would go on to mold a generation of students with their understanding of the Quran and jihad.

David and Waafl were cut from the same mold—ignore reality, follow tradition, mouth platitudes, and try to save money at the expense of both faculty and students. Oh…and increase administrative costs, staff, and perks, while economizing on everything else.

This fear of the upheld mirror in the hand of genius extends to the teaching profession and perhaps to the primary and secondary school teacher most of all. The teacher occupies a particularly anomalous and exposed position in a society subject to rapid change or threatened by exterior enemies. Society is never totally sure of what it wants of its educators. It wants, first of all, the inculcation of custom, tradition, and all that socializes the child into the good citizen. In the lower grades the demand for conformity is likely to be intense. The child himself, as well as the teacher, is frequently under the surveillance of critical, if not opinionated, parents. Secondly, however, society wants the child to absorb new learning which will simultaneously benefit that society and enhance the individual's prospects of success. Thus the teacher, in some degree, stands as interpreter and disseminator of the cultural mutations introduced by the individual genius into society. Some of the fear, the projected guilt feelings, of those who do not wish to look into the mirrors held up to them by men of the Hawthorne stamp of genius, falls upon us. Moving among innovators of ideas as we do, sifting and judging them daily, something of the suspicion with which the mass of mankind still tends to regard its own cultural creators falls upon the teacher who plays a role of great significance in this process of cultural diffusion. He is, to a degree, placed in a paradoxical position. He is expected both to be the guardian of stability and the exponent of societal change. Since all persons do not accept new ideas at the same rate, it is impossible for the educator to please the entire society even if he remains abjectly servile. This is particularly true in a dynamic and rapidly changing era like the present. Moreover, the true teacher has another allegiance than that to parents alone. More than any other class· in society, teachers mold the future in the minds of the young. They transmit to them the aspirations of great thinkers of which their parents may have only the faintest notions. The teacher is often the first to discover the talented and unusual scholar. How he handles and encourages, or discourages, such a child may make all the difference in the world to that child's future- and to the world. Perhaps he can induce in stubborn parents the conviction that their child is unusual and should be encouraged in his studies. If the teacher is sufficiently judicious, he may even be able to help a child over the teetering planks of a broken home and a bad neighborhood. It is just here, however--in our search for what we might call the able, all-purpose, success-modeled student--that I feel it so necessary not to lose sight of those darker, more uncertain, late-maturing, sometimes painfully abstracted youths who may represent the Darwins, Thoreaus, and Hawthornes of the next generation.

After the CCP gained power, it sealed China off from information beyond its borders, and imposed a wholesale negation of China’s traditional moral standards. The government’s monopoly on information gave it a monopoly on truth. As the center of power, the party Center was also the heart of truth and information. All social science research organs endorsed the validity of the Communist regime; every cultural and arts group lavished praise on the CCP, while news organs daily verified its wisdom and might. From nursery school to university, the chief mission was to inculcate a Communist worldview in the minds of all students. The social science research institutes, cultural groups, news organs, and schools all became tools for the party’s monopoly on thought, spirit, and opinion, and were continuously engaged in molding China’s youth. People employed in this work were proud to be considered “engineers of the human soul.

After the CCP gained power, it sealed China off from information beyond its borders, and imposed a wholesale negation of China’s traditional moral standards. The government’s monopoly on information gave it a monopoly on truth. As the center of power, the party Center was also the heart of truth and information. All social science research organs endorsed the validity of the Communist regime; every cultural and arts group lavished praise on the CCP, while news organs daily verified its wisdom and might. From nursery school to university, the chief mission was to inculcate a Communist worldview in the minds of all students. The social science research institutes, cultural groups, news organs, and schools all became tools for the party’s monopoly on thought, spirit, and opinion, and were continuously engaged in molding China’s youth. People employed in this work were proud to be considered “engineers of the human soul.” In this thought and information vacuum, the central government used its monopoly apparatus to instill Communist values while criticizing and eradicating all other values. In this way, young people developed distinct and intense feelings of right and wrong, love and hate, which took the shape of a violent longing to realize Communist ideals. Any words or deeds that diverged from these ideals would be met with a concerted attack. The party organization was even more effective at instilling values than the social science research institutes, news and cultural organs, and schools. Each level of the party had a core surrounded by a group of stalwarts, with each layer controlling the one below it and loyal to the one above. Successive political movements, hundreds and thousands of large and small group meetings, commendation ceremonies and struggle sessions, rewards and penalties, all served to draw young people onto a single trajectory. All views diverging from those of the party were nipped in the bud.

Instead, we put children in a situation where they are consistently molded to depend on their peers . Children are taught to value the other students more than their teachers, for at least their classmates follow them on the age-graded conveyor belt from class to class, year after year, whereas teachers come and go.

Moreover, the true teacher has another allegiance than that to parents alone. More than any other class in society, teachers mold the future in the minds of the young. They transmit to them the aspirations of great thinkers of which their parents may have only the faintest notions. The teacher is often the first to discover the talented and unusual scholar. How he handles and encourages, or discourages, such a child may make all the difference in the world to that child’s future—and to the world. Perhaps he can induce in stubborn parents the conviction that their child is unusual and should be encouraged in his studies. If the teacher is sufficiently judicious, he may even be able to help a child over the teetering planks of a broken home and a bad neighborhood. Like a responsible doctor, he knows that he will fail in many instances—that circumstances will destroy, or genes prove defective beyond hope. There is a limit, furthermore, to the energy of one particular man or woman in dealing individually with a growing mass of students.

Indian boarding schools began in 1860, with the first school being established on the Yakima Indian Reservation in Washington State. These schools were designed to take Native American youths and mold them into members of "civilized society"; to make them White. The schools taught the basics of education, such as arithmetic, but also taught the students to practice Christianity and that the political structures of the United States were ideal for everyone. The actual goal was to eradicate every ounce of Native cultures.

And the one childishly non-scientific mind who molded a childish brain into an excessively curious one is Gadadhar Chatterjee. Without this man, I’d have remained a rat in the race. Without this man, Naskar would have never been truly awakened from the deep sleep of ancient ignorance. He didn’t have even the basic literacy to understand the English alphabets, yet to me he’s The Philosopher of All Philosophers, and the Thinker of All Thinkers. A thousand Platos, Socrateses and Descarteses would have to merge, for one Gadadhar to be born.

Our schools today are probably further away from self-management than most other types of organizations. We have turned schools, almost everywhere, into soulless factories that process students in batches of 25 per class, one year at a time. Children are viewed essentially as interchangeable units that need to be channeled through a pre-defined curriculum. At the end of the cycle, those that fit the mold are graduated; castoffs are discarded along the way. Learning happens best, this system seems to believe, when students sit quietly for hours in front of all-knowing teachers who fill their heads with information. Children can’t be trusted to define their own learning plans and set their own goals; that must be done by the teachers. But, really, teachers cannot be trusted either; they must be tightly supervised by principals and superintendents and school districts and expert commissions and standardized tests and mandatory school programs, to make sure they do at least a somewhat decent job.

Every information you allow into your mind is molding you into something and making you into something. No information is innocent. A regenerated spirit needs a healthy mind to thrive.

So let us be bold in our efforts and even bolder in our vision. Let us tell the story of an America becoming - of a nation breaking free from the limits of its own arrested development and transforming into the place we were told about in school but which never really existed as such. Just because that place has been a cruel and taunting mirage for so long does not mean we cannot mold it into a reality. As the Student Non-Violent Coordinating Committee (SNCC) - one of the premier civil rights groups of our nation's history - used to say, Come, let us build a new world together.

Inside the club, Alex immediately heads for the dance floor with me. I ignore the gawking stares from Fairfield students from my side of town as I pull Alex close to me and we move as one to the beat. We move together as if we’ve been a couple forever, every movement in sync with each other. For the first time I’m not afraid of what people think of me and Alex together. Next year, in college, it won’t matter who came from what side of town. Troy, a boy I danced with the last time I came to Club Mystique, taps me on the shoulder as the music makes the dance floor vibrate. “Who’s the new stud?” he asks. “Troy, this is my boyfriend, Alex. Alex, this is Troy.” “Hey, man,” Alex says as he holds out his hand and quickly shakes Troy’s. “I have a feeling this guy won’t make the same mistake the other one did,” Troy says to me. I don’t answer, because I feel Alex’s hands around my waist and back and it feels so right to have him here with me. I think he liked me calling him my boyfriend, and it felt so good to say it out loud. I lean my back against his chest and close my eyes, letting the rhythm of the music and the movement of our bodies mold together.

I felt the weight of that responsibility even more now that I had seen firsthand what life here had been like. I took the donuts and juice to a little table we had set up in the Blue Room. I opened the box and set out some paper cups. Matthews was the first to arrive at the table. “Thank you, Carrie Jo.” “My pleasure. Have you heard anything from C. M. Lowell on those mantelpieces? I know it’s only been a few weeks, but TD is going to need to install them before they cut the molding for the rest of the room.” “Right. I’ll put a call in to them this morning. I’d forgotten about that. I’ve got some leads on paintings for the two main parlors. One is pretty incredible; I emailed you photos of both of them. Don’t forget, we’ve got boxes of paintings in the attic. And good news—we have air up there now, too. If you can’t find what you want, there is plenty of room in the budget, but many of the local families are willing to allow us to use their pieces. With all credits, of course.” I couldn’t figure Hollis Matthews out: one minute he was cold and distant, and the next he was kind and friendly. One thing I knew for sure—he was always a man with a plan. “Great. I’ll check out those pictures and let you know. I’ve got some plans ready for the ladies’ parlor, including a significant display of Augusta Evans books. I’ll have those to you by the end of next week.” With a nod of his salt-and-pepper head, he walked away, probably off to call about those mantelpieces. I invited the interns to have a donut and took a few minutes to get to know them. There were two Rachels, Rachel Kowalski and Rachel McGhee, and James Pittman. All of them were excellent archaeological students who had earned their spots on our team. I’d Skyped with them individually before I came to Mobile, but this was the first time we’d met in person. “Well, guys, are you ready for the grand tour? It’s the same one visitors will take once the museum is open.” We started in the ladies’ parlor, continued on to the men’s parlor and the Blue Room, and then went up the opposite side of the hall to the servants’ waiting area, the music room and the ballroom. There were of course a myriad of

To doubt the worth of minority students' achievement when they succeed is really only to present another face of the prejudice that would deny them a chance even to try. It is the same prejudice that insists all those destined for success must be cast from the same mold as those who have succeeded before them, a view that experience has already proven a fallacy.

Educators are instrumental mentors molding the elite leaders of tomorrow.

In education, postmodernism rejects the notion that the purpose of education is primarily to train a child’s cognitive capacity for reason in order to produce an adult capable of functioning independently in the world. That view of education is replaced with the view that education is to take an essentially indeterminate being and give it a social identity.[24] Education’s method of molding is linguistic, and so the language to be used is that which will create a human being sensitive to its racial, sexual, and class identity. Our current social context, however, is characterized by oppression that benefits whites, males, and the rich at the expense of everyone else. That oppression in turn leads to an educational system that reflects only or primarily the interests of those in positions of power. To counteract that bias, educational practice must be recast totally. Postmodern education should emphasize works not in the canon; it should focus on the achievements of non-whites, females, and the poor; it should highlight the historical crimes of whites, males, and the rich; and it should teach students that science’s method has no better claim to yielding truth than any other method and, accordingly, that students should be equally receptive to alternative ways of knowing.[25]