Scandinavian Writing Quotes

He read his own obituary and an editorial lamenting his demise and praising his fortitude and immediately began to think up witty ways of writing to the paper to announce his continued and uninterrupted existence. The other two joined in the game with enthusiasm, and soon all three of them were howling with laughter and emptying bottles at a rate which would have alarmed even a depressed Scandinavian.

For instance, today almost all Japanese and Scandinavians are literate but most Iraqis are not: why did writing nevertheless arise nearly four thousand years earlier in Iraq?

Their greatly reduced circumstances bound the Danes together more tightly as a tribe than any of the other Nordic countries. As historian T. K. Derry writes (about the accession of Norway to Sweden), “The Danish king and people resigned themselves to the loss … as a common misfortune which drew them together in a desire to avoid all further changes.” The territorial losses, sundry beatings, and myriad humiliations forced the Danes to turn their gaze inward, instilling in them not only a fear of change and of external forces that abides to this day, but also a remarkable self-sufficiency and an appreciation of what little they had left. No longer the great European power it had once been, Denmark withdrew, mustered what few resources remained within its much-reduced boundaries, and decided never again to have ambitions in that direction. What followed was a process of what you could call “positive parochialization”; the Danes adopted a “glass half full” outlook, largely because their glass was now half full, and it is an outlook that, I would argue, has paved the way for the much trumpeted success of their society to this day.

THE ENGLISH WORD BEAR comes to us from a Germanic root, bero, meaning “the brown one” or “the brown thing.” In some Scandinavian languages, the word for bear derives from the phrase “honey eaters.” Many linguists believe these names are substitutes, created because speaking or writing the actual word for bear was considered taboo. As those in the wizarding world of Harry Potter were taught never to say “Voldemort,” northern Europeans often did not say their actual word for bear, perhaps because it was believed saying the bear’s true name could summon one. In any case, this taboo was so effective that today we are left with only the replacement word for bear—essentially, we call them “You Know Who.

The national curriculum for the Swedish preschool is twenty pages long and goes on at length about things like fostering respect for one another, human rights, and democratic values, as well as a lifelong desire to learn. The document's word choices are a pretty good clue to what Swedish society wants and expects from toddlers and preschoolers. The curriculum features the word "play" thirteen times, "language" twelve times, "nature" six times, and "math" five times. But there is not a single mention of "literacy" or "writing." Instead, two of the most frequently used words are "learning" (with forty-eight appearances) and "development" (forty-seven). The other Scandinavian countries have similar early childhood education traditions. In Finland, formal teaching of reading doesn't start until the child begins first grade, at age seven, and in the Finnish equivalent of kindergarten, which children enroll in the year they turn six, teachers will only teach reading if a child is showing an interest in it. Despite this lack of emphasis on early literacy, Finland is considered the most literate country in the world, with Norway coming in second, and Iceland, Denmark, and Sweden rounding out the top five, according to a 2016 study by Central Connecticut State University. John Miller, who conducted the study, noted that the five Nordic countries scored so well because "their monolithic culture values reading.

People say Seattle is one of the toughest cities in which to make friends. They even have a name for it, the “Seattle freeze.” I’ve never experienced it myself, but coworkers claim it’s real and has to do with all the Scandinavian blood up here. Maybe it was difficult at first for Bernadette to fit in. But eighteen years later, to still harbor an irrational hatred of an entire city? I have a very stressful job, Dr. Kurtz. Some mornings, I’d arrive at my desk utterly depleted by having to endure Bernadette and her frothing. I finally started taking the Microsoft Connector to work. It was an excuse to leave the house an hour earlier to avoid the morning broadsides. I really did not intend for this letter to go on so long, but looking out airplane windows makes me sentimental. Let me jump to the incidents of yesterday which have prompted me to write.

It helps, of course, that Denmark is essentially one giant middle class or, as the Danes would have you believe, effectively classless. The creation of this economically and gender-equal society has driven much of Denmark’s social and economic development over the last hundred or so years. One very well-known Danish quotation sums this up—it is another line, like Holst’s “What was lost without…” that every Dane knows by heart, and was written by N. F. S. Grundtvig: Og da har i rigdom vi drevet det vidt, når få har for meget og færre for lidt. (And we will have made great strides in equality, when few have too much and fewer too little.) It sounds like some kind of utopian fantasy but, by and large, the Danes have succeeded in achieving it. As historian Tony Hall writes in Scandinavia: At War with Trolls, Grundtvig’s Folk High Schools were founded on the principle of “teaching them, whenever feasible, that regardless of their social rank and occupation, they belonged to one people, and as such had one mother, one destiny and one purpose.” The result is that, according to the New Statesman, “90 percent of the population [of Denmark] enjoy an approximately identical standard of living.

I have never lost the thrill of travel. I still crave the mental and physical jolt of being somewhere new, of descending aeroplane steps into a different climate, different faces, different languages. It’s the only thing, besides writing, that can meet and relieve my ever-simmering, ever-present restlessness. If I have been too long at home, stuck in the routine of school-runs, packed lunches, swimming lessons, laundry, tidying, I begin to pace the house in the evenings. I might start to cook something complicated very late at night. I might rearrange my collections of Scandinavian glass. I will scan the bookshelves, sighing, searching for something I haven’t yet read. I will start sorting through my clothes, deciding on impulse to take armfuls to the charity shop. I am desperate for change, endlessly seeking novelty, wherever I can find it. My husband might return from an evening out to discover that I have moved all the furniture in the living room. I am not, at times like this, easy to live with. He will raise his eyebrows as I single-handedly shove the sofa towards the opposite wall, just to see how it might look. “Maybe,” he will say, as he unlaces his shoes, “we should book a holiday.

I think Shakespeare would have been amazed if people had to limit him to English themes, and if they had told him as an Englishman, he had no right to compose Hamlet, whose theme is Scandinavian, or Macbeth, whose theme is Scottish. The Argentine cult of local colour is a recent European cult which the nationalists ought to reject as foreign. Some days past I have found a curious confirmation of the fact that what is truly native can and often does dispense with local colour; I found this confirmation in Gibbon's Decline and Fall of the Roman Empire. Gibbon observes that in the Arabian book par excellence, in the Koran, there are no camels; I believe if there were any doubt as to the authenticity of the Koran, this absence of camels would be sufficient to prove it is an Arabian work. It was written by Mohammed, and Mohammed, as an Arab, had no reason to know that camels were especially Arabian; for him they were a part of reality, he had no reason to emphasize them; on the other hand, the first thing a falsifier, a tourist, an Arab nationalist would do is have a surfeit of camels, caravans of camels, on every page; but Mohammed, as an Arab, was unconcerned: he knew he could be an Arab without camels. I think we Argentines can emulate Mohammed, can believe in the possibility of being Argentine without abounding in local colour.

When we finished we sat quietly and watched the endless view. I was slowly realizing that this was one of the Seer’s qualities that I appreciated the most. To be present without words, without expectations and without any judgement. These were the times when I felt that he could communicate his thoughts and visions through his presence alone. Looking out became looking in. It was an undramatic kind of transmission, which would move you almost imperceptibly and silently. At these moments I felt my body relax completely. Each fibre, each muscle and every single cell found its correct place. An empathetic vigilance grew from this relaxed condition, a vigilance, which saw people and things as they were on their own merit. This was not about acceptance any more, since there was nothing to accept. Everything was as it was. It was a long-forgotten language. He showed me how almost all communication between people, the spoken and the written word, is nothing but our desperate attempts to cling to illusory personalities and identities tainted by prejudices, fear and vanity. A language which did not allow any room for listening, which focused on itself, which was excluding and only lived due to its attack and defence system was, according to him, a poor and inhumane one. Although the users of this language were usually very good at repartee and were able to write infinitely, they were really only good at maintaining and communicating limitations without end. It was this maintenance of limitations which was one of the main reasons that the great paradigm change, which all were waiting for, did not happen. He did not judge. He simply looked at and worked for the release of limitations wherever he met them. Not until the dissolution of all mental noise would it be possible to practise the transmission of stillness as a transforming kind of communication between people. It was not possible to enter this condition with a limited attention. The road to the transpersonal and the related level might seem difficult, because it demanded an obligation which included the complete human being. It was not enough to be just a little bit pregnant. You either were or you were not. And the paradoxical difference between the one and the other was the simple fact that the sleeping person decided to open his eyes, to wake up and become conscious of his wakeful condition. The fact that such a seemingly simple decision could appear so difficult lay in the fact that it entailed the release of more or less everything that you have ever learned and gained, and which you erroneously have interpreted as a true realization. He presented all these considerations to me on the mountain. In one single thought, without words, without judgement.

The belief that individuals should be considered equal and that individual achievement should be downplayed has been a part of Scandinavian society for centuries, but it was codified in the so-called “Law of Jante” by Danish author Aksel Sandemose in his 1933 novel En flyktning krysser sitt spor (A Fugitive Crosses His Tracks). Sandemose’s writing was intended as a critique of Scandinavian culture as reflected in the homogeneity and repression characteristic of the fictional small town of Jante. Nonetheless, the rules of equality Sandemose described seem to be deeply etched into the Danish psyche.

Swedish veteran preschool teacher and author Ann Granberg sums it up well when she writes that “too much order and cleanliness hampers play. Children must be allowed to get muddy, get in the water with their clothes on, make a mess and be rowdy; they should be spontaneous, improvise and do things that are not thought-through.

At the time of this writing, the Scandinavian country of 5.8 million people derives 67 percent of its electricity from renewable sources, primarily wind.

One criterion might be mutual intelligibility: while we wouldn't expect to understand another language, we might well understand a different dialect of a language we do speak. But this criterion soon poses problems. The ‘dialects’ of Chinese (e.g. Mandarin, Hokkien, Cantonese) share a writing system but are mutually unintelligible, whereas the Scandinavian ‘languages’ Swedish, Danish and Norwegian are similar enough to be mutually comprehensible (sometimes with a little effort). The difference in practice is generally determined on socio-political rather than linguistic grounds: we tend to associate languages with nation states where they are spoken. Or, as cynics would have it: ‘a language is a dialect with an army and a navy’. To avoid problems of this kind, linguists talk of language varieties.

Much of what we know of the old gods comes from the Vikings because the Scandinavians had similar beliefs and told similar stories of their gods who had near-identical names to those of the Anglo-Saxon gods. However, the Scandinavians remained pagan for longer and so developed a written tradition before the stories were lost. Therefore, most of what we think we know about the Anglo-Saxon religion is guesswork and based on the writings of the Vikings.

A British State of Education report found that four-fifths of teachers are worried about children not being prepared for starting primary school (which in the UK happens at age five) due to poor social skills and delayed speech, which many of the teachers attribute to parents’ excessive use of smartphones and tablets. “There is limited parent/child interaction,” one teacher writes, according to the Guardian. “Four-year-olds know how to swipe a phone but haven’t a clue about conversations.” According to the survey, as many as a third of the students who are enrolled in primary school are not ready for the classroom.

in Oslo during one of his journeys that he met the poet Nordahl Grieg, a peculiar Norwegian Stalinist who became the inspiration for his first novel, Ultramarine. There are those who maintain that this book was plagiarized from the writings of Grieg, as Lowry himself partially admitted in a letter to the Scandinavian author: Much in Ultramarine is a paraphrase, a plagiarism, or a parody of what you have written.

The national curriculum for the Swedish preschool is twenty pages long and goes on at length about things like fostering respect for one another, human rights, and democratic values, as well as a lifelong desire to learn. The document’s word choices are a pretty good clue to what Swedish society wants and expects from toddlers and preschoolers. The curriculum features the word play thirteen times, language twelve times, nature six times, and math five times. But there is not a single mention of literacy or writing. Instead, two of the most frequently used words are learning (with forty-eight appearances) and development (forty-seven). The other Scandinavian countries have similar early childhood education traditions. In Finland, formal teaching of reading doesn’t start until the child begins first grade, at age seven, and in the Finnish equivalent of kindergarten, which children enroll in the year they turn six, teachers will only teach reading if a child is showing an interest in it. Despite this lack of emphasis on early literacy, Finland is considered the most literate country in the world, with Norway coming in second, and Iceland, Denmark, and Sweden rounding out the top five, according to a 2016 study by Central Connecticut State University. John Miller, who conducted the study, noted that the five Nordic countries scored so well because “their monolithic culture values reading.” They have something else in common: their commitment to play in the early years.