Science Teacher Quotes

People cited violation of the First Amendment when a New Jersey schoolteacher asserted that evolution and the Big Bang are not scientific and that Noah's ark carried dinosaurs. This case is not about the need to separate church and state; it's about the need to separate ignorant, scientifically illiterate people from the ranks of teachers.

Books are the carriers of civilization. Without books, history is silent, literature dumb, science crippled, thought and speculation at a standstill. Without books, the development of civilization would have been impossible. They are engines of change (as the poet said), windows on the world and lighthouses erected in the sea of time. They are companions, teachers, magicians, bankers of the treasures of the mind. Books are humanity in print. [Bulletin of the American Academy of Arts and Sciences, Vol. 34, No. 2 (Nov. 1980), pp. 16-32]

When we read, another person thinks for us: we merely repeat his mental process. In learning to write, the pupil goes over with his pen what the teacher has outlined in pencil: so in reading; the greater part of the work of thought is already done for us. This is why it relieves us to take up a book after being occupied with our own thoughts. And in reading, the mind is, in fact, only the playground of another’s thoughts. So it comes about that if anyone spends almost the whole day in reading, and by way of relaxation devotes the intervals to some thoughtless pastime, he gradually loses the capacity for thinking; just as the man who always rides, at last forgets how to walk. This is the case with many learned persons: they have read themselves stupid.

Look again at that dot. That's here. That's home. That's us. On it everyone you love, everyone you know, everyone you ever heard of, every human being who ever was, lived out their lives. The aggregate of our joy and suffering, thousands of confident religions, ideologies, and economic doctrines, every hunter and forager, every hero and coward, every creator and destroyer of civilization, every king and peasant, every young couple in love, every mother and father, hopeful child, inventor and explorer, every teacher of morals, every corrupt politician, every "superstar," every "supreme leader," every saint and sinner in the history of our species lived there--on a mote of dust suspended in a sunbeam.

Books, purchasable at low cost, permit us to interrogate the past with high accuracy; to tap the wisdom of our species; to understand the point of view of others, and not just those in power; to contemplate--with the best teachers--the insights, painfully extracted from Nature, of the greatest minds that ever were, drawn from the entire planet and from all of our history. They allow people long dead to talk inside our heads. Books can accompany us everywhere. Books are patient where we are slow to understand, allow us to go over the hard parts as many times as we wish, and are never critical of our lapses. Books are key to understanding the world and participating in a democratic society.

I've noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers to care and do work very, very hard, the institution is psychopathic -- it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.

You know, the most amazing thing happened to me tonight... I saw a car with the license plate ARW 357. Can you imagine? Of all the millions of license plates in the state, what was the chance that I would see that particular one tonight? Amazing!

I find many adults are put off when young children pose scientific questions. Why is the Moon round? the children ask. Why is grass green? What is a dream? How deep can you dig a hole? When is the world’s birthday? Why do we have toes? Too many teachers and parents answer with irritation or ridicule, or quickly move on to something else: ‘What did you expect the Moon to be, square?’ Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science. Why adults should pretend to omniscience before 6-year-olds, I can’t for the life of me understand. What’s wrong with admitting that we don’t know something? Is our self-esteem so fragile?

So how did you get this job, anyway?' I asked. 'My science teacher.' 'Why'd he pick you?' 'For my brains and good looks, obviously.' 'Yeah, right. My social studies teacher picked me, but I can't really figure out why." 'For your brains and good looks, obviously.' 'Um, thanks.' Had Aaron just complimented me? Wow.

Reading list (1972 edition)[edit] 1. Homer – Iliad, Odyssey 2. The Old Testament 3. Aeschylus – Tragedies 4. Sophocles – Tragedies 5. Herodotus – Histories 6. Euripides – Tragedies 7. Thucydides – History of the Peloponnesian War 8. Hippocrates – Medical Writings 9. Aristophanes – Comedies 10. Plato – Dialogues 11. Aristotle – Works 12. Epicurus – Letter to Herodotus; Letter to Menoecus 13. Euclid – Elements 14. Archimedes – Works 15. Apollonius of Perga – Conic Sections 16. Cicero – Works 17. Lucretius – On the Nature of Things 18. Virgil – Works 19. Horace – Works 20. Livy – History of Rome 21. Ovid – Works 22. Plutarch – Parallel Lives; Moralia 23. Tacitus – Histories; Annals; Agricola Germania 24. Nicomachus of Gerasa – Introduction to Arithmetic 25. Epictetus – Discourses; Encheiridion 26. Ptolemy – Almagest 27. Lucian – Works 28. Marcus Aurelius – Meditations 29. Galen – On the Natural Faculties 30. The New Testament 31. Plotinus – The Enneads 32. St. Augustine – On the Teacher; Confessions; City of God; On Christian Doctrine 33. The Song of Roland 34. The Nibelungenlied 35. The Saga of Burnt Njál 36. St. Thomas Aquinas – Summa Theologica 37. Dante Alighieri – The Divine Comedy;The New Life; On Monarchy 38. Geoffrey Chaucer – Troilus and Criseyde; The Canterbury Tales 39. Leonardo da Vinci – Notebooks 40. Niccolò Machiavelli – The Prince; Discourses on the First Ten Books of Livy 41. Desiderius Erasmus – The Praise of Folly 42. Nicolaus Copernicus – On the Revolutions of the Heavenly Spheres 43. Thomas More – Utopia 44. Martin Luther – Table Talk; Three Treatises 45. François Rabelais – Gargantua and Pantagruel 46. John Calvin – Institutes of the Christian Religion 47. Michel de Montaigne – Essays 48. William Gilbert – On the Loadstone and Magnetic Bodies 49. Miguel de Cervantes – Don Quixote 50. Edmund Spenser – Prothalamion; The Faerie Queene 51. Francis Bacon – Essays; Advancement of Learning; Novum Organum, New Atlantis 52. William Shakespeare – Poetry and Plays 53. Galileo Galilei – Starry Messenger; Dialogues Concerning Two New Sciences 54. Johannes Kepler – Epitome of Copernican Astronomy; Concerning the Harmonies of the World 55. William Harvey – On the Motion of the Heart and Blood in Animals; On the Circulation of the Blood; On the Generation of Animals 56. Thomas Hobbes – Leviathan 57. René Descartes – Rules for the Direction of the Mind; Discourse on the Method; Geometry; Meditations on First Philosophy 58. John Milton – Works 59. Molière – Comedies 60. Blaise Pascal – The Provincial Letters; Pensees; Scientific Treatises 61. Christiaan Huygens – Treatise on Light 62. Benedict de Spinoza – Ethics 63. John Locke – Letter Concerning Toleration; Of Civil Government; Essay Concerning Human Understanding;Thoughts Concerning Education 64. Jean Baptiste Racine – Tragedies 65. Isaac Newton – Mathematical Principles of Natural Philosophy; Optics 66. Gottfried Wilhelm Leibniz – Discourse on Metaphysics; New Essays Concerning Human Understanding;Monadology 67. Daniel Defoe – Robinson Crusoe 68. Jonathan Swift – A Tale of a Tub; Journal to Stella; Gulliver's Travels; A Modest Proposal 69. William Congreve – The Way of the World 70. George Berkeley – Principles of Human Knowledge 71. Alexander Pope – Essay on Criticism; Rape of the Lock; Essay on Man 72. Charles de Secondat, baron de Montesquieu – Persian Letters; Spirit of Laws 73. Voltaire – Letters on the English; Candide; Philosophical Dictionary 74. Henry Fielding – Joseph Andrews; Tom Jones 75. Samuel Johnson – The Vanity of Human Wishes; Dictionary; Rasselas; The Lives of the Poets

Great artists make the roads; good teachers and good companions can point them out. But there ain't no free rides, baby. No hitchhiking. And if you want to strike out in any new direction — you go alone. With a machete in your hand and the fear of God in your heart.

Yoga is bringing fitness in body, calmness in mind, kindness in heart and awareness in life.

An eternal question about children is, how should we educate them? Politicians and educators consider more school days in a year, more science and math, the use of computers and other technology in the classroom, more exams and tests, more certification for teachers, and less money for art. All of these responses come from the place where we want to make the child into the best adult possible, not in the ancient Greek sense of virtuous and wise, but in the sense of one who is an efficient part of the machinery of society. But on all these counts, soul is neglected.

...the best things in science are both beautiful and simple, a fact that all too many teacher conceal from their students, by accident or design.

There are few ways in which good people do more harm to those who take them seriously than to defend the gospel with arguments that won't hold water. Many of the difficulties encountered by young people going to college would be avoided if parents and teachers were more careful to distinguish between what they know to be true and what they think may be true. Impetuous youth, upon finding the authority it trusts crumbling, even on unimportant details, is apt to lump everything together and throw the baby out with the bath.

Think of the most fussy science teacher you ever had. The one who docked your grade if the sixth decimal place in your answer was rounded incorrectly; who tucked in his periodic table T-shirt, corrected every student who said "weight" when he or she meant "mass", and made everyone, including himself, wear goggles even while mixing sugar water. Now try to imagine someone whom your teacher would hate for being anal-retentive. That is the kind of person who works for a bureau of standards and measurement.

Pick a leader who will make their citizens proud. One who will stir the hearts of the people, so that the sons and daughters of a given nation strive to emulate their leader's greatness. Only then will a nation be truly great, when a leader inspires and produces citizens worthy of becoming future leaders, honorable decision makers and peacemakers. And in these times, a great leader must be extremely brave. Their leadership must be steered only by their conscience, not a bribe.

Richard either didn't hear me, or chose to ignore it. Smart, handsome, junior high science teacher, degree in preternatural biology, what more could i ask for? Give me a minute and I'd think of something.

Pick a leader who will keep jobs in your country by offering companies incentives to hire only within their borders, not one who allows corporations to outsource jobs for cheaper labor when there is a national employment crisis. Choose a leader who will invest in building bridges, not walls. Books, not weapons. Morality, not corruption. Intellectualism and wisdom, not ignorance. Stability, not fear and terror. Peace, not chaos. Love, not hate. Convergence, not segregation. Tolerance, not discrimination. Fairness, not hypocrisy. Substance, not superficiality. Character, not immaturity. Transparency, not secrecy. Justice, not lawlessness. Environmental improvement and preservation, not destruction. Truth, not lies.

I esteem myself happy to have as great an ally as you in my search for truth. I will read your work ... all the more willingly because I have for many years been a partisan of the Copernican view because it reveals to me the causes of many natural phenomena that are entirely incomprehensible in the light of the generally accepted hypothesis. To refute the latter I have collected many proofs, but I do not publish them, because I am deterred by the fate of our teacher Copernicus who, although he had won immortal fame with a few, was ridiculed and condemned by countless people (for very great is the number of the stupid). {Letter to fellow revolutionary astronomer Johannes Kepelr}

Consider again that dot [Earth]. That's here. That's home. That's us. On it everyone you love, everyone you know, everyone you ever heard of, every human being who ever was, lived out their lives. The aggregate of our joy and suffering, thousands of confident religions, ideologies, and economic doctrines, every hunter and forager, every hero and coward, every creator and destroyer of civilization, every king and peasant, every young couple in love, every mother and father, hopeful child, inventor and explorer, every teacher of morals, every corrupt politician, every "superstar," every "supreme leader," every saint and sinner in the history of our species lived there - on a mote of dust suspended in a sunbeam.

From this distant vantage point, the Earth might not seem of particular interest. But for us, it's different. Consider again that dot. That's here, that's home, that's us. On it everyone you love, everyone you know, everyone you ever heard of, every human being who ever was, lived out their lives. The aggregate of our joy and suffering, thousands of confident religions, ideologies, and economic doctrines, every hunter and forager, every hero and coward, every creator and destroyer of civilization, every king and peasant, every young couple in love, every mother and father, hopeful child, inventor and explorer, every teacher of morals, every corrupt politician, every "superstar," every "supreme leader," every saint and sinner in the history of our species lived there – on a mote of dust suspended in a sunbeam. The Earth is a very small stage in a vast cosmic arena. Think of the rivers of blood spilled by all those generals and emperors so that, in glory and triumph, they could become the momentary masters of a fraction of a dot. Think of the endless cruelties visited by the inhabitants of one corner of this pixel on the scarcely distinguishable inhabitants of some other corner, how frequent their misunderstandings, how eager they are to kill one another, how fervent their hatreds. Our posturings, our imagined self-importance, the delusion that we have some privileged position in the Universe, are challenged by this point of pale light. Our planet is a lonely speck in the great enveloping cosmic dark. In our obscurity, in all this vastness, there is no hint that help will come from elsewhere to save us from ourselves. The Earth is the only world known so far to harbor life. There is nowhere else, at least in the near future, to which our species could migrate. Visit, yes. Settle, not yet. Like it or not, for the moment the Earth is where we make our stand. It has been said that astronomy is a humbling and character-building experience. There is perhaps no better demonstration of the folly of human conceits than this distant image of our tiny world. To me, it underscores our responsibility to deal more kindly with one another, and to preserve and cherish the pale blue dot, the only home we've ever known.

My science teacher said that just because two things happened together didn't mean one was because of the other, or as she put it: correlation does not imply causation.

So I'm a single man in my thirties, who lives alone in a small apartment, I don't have any kids, but I like kids a lot. I don't like where this is going... A teacher! I'm a schoolteacher! I remember it now! Oh, thank God. I'm a teacher.

Time is a great teacher, but unfortunately it kills all its pupils ... - Louis Hector Berlioz

Peace is the foundation of yoga. Karma yoga is the effort for bringing peace and happiness in the world.

The purpose of karma yoga is to transcend the bondage of selfish genes through the service of others.

The best way to get past any barrier is to come at it from a different direction, which is one reason it is useful to work with a teacher or coach.

...What I have denied and what my reason compels me to deny, is the existence of a Being throned above us as a god, directing our mundane affairs in detail, regarding us as individuals, punishing us, rewarding us as human judges might. When the churches learn to take this rational view of things, when they become true schools of ethics and stop teaching fables, they will be more effective than they are to-day... If they would turn all that ability to teaching this one thing – the fact that honesty is best, that selfishness and lies of any sort must surely fail to produce happiness – they would accomplish actual things. Religious faiths and creeds have greatly hampered our development. They have absorbed and wasted some fine intellects. That creeds are getting to be less and less important to the average mind with every passing year is a good sign, I think, although I do not wish to talk about what is commonly called theology. The criticisms which have been hurled at me have not worried me. A man cannot control his beliefs. If he is honest in his frank expression of them, that is all that can in justice be required of him. Professor Thomson and a thousand others do not in the least agree with me. His criticism of me, as I read it, charged that because I doubted the soul’s immortality, or ‘personality,’ as he called it, my mind must be abnormal, ‘pathological,’ in other, words, diseased... I try to say exactly what I honestly believe to be the truth, and more than that no man can do. I honestly believe that creedists have built up a mighty structure of inaccuracy, based, curiously, on those fundamental truths which I, with every honest man, must not alone admit but earnestly acclaim. I have been working on the same lines for many years. I have tried to go as far as possible toward the bottom of each subject I have studied. I have not reached my conclusions through study of traditions; I have reached them through the study of hard fact. I cannot see that unproved theories or sentiment should be permitted to have influence in the building of conviction upon matters so important. Science proves its theories or it rejects them. I have never seen the slightest scientific proof of the religious theories of heaven and hell, of future life for individuals, or of a personal God. I earnestly believe that I am right; I cannot help believing as I do... I cannot accept as final any theory which is not provable. The theories of the theologians cannot be proved. Proof, proof! That is what I always have been after; that is what my mind requires before it can accept a theory as fact. Some things are provable, some things disprovable, some things are doubtful. All the problems which perplex us, now, will, soon or late, be solved, and solved beyond a question through scientific investigation. The thing which most impresses me about theology is that it does not seem to be investigating. It seems to be asserting, merely, without actual study. ...Moral teaching is the thing we need most in this world, and many of these men could be great moral teachers if they would but give their whole time to it, and to scientific search for the rock-bottom truth, instead of wasting it upon expounding theories of theology which are not in the first place firmly based. What we need is search for fundamentals, not reiteration of traditions born in days when men knew even less than we do now. [Columbian Magazine interview]

Science requires an engagement with the world, a live encounter between the knower and the known.

I'd like to submit to Bad Science my teacher who gave us a handout which says that 'Water is best absorbed by the body when provided in frequent small amounts.' What I want to know is this. If I drink too much in one go, will it leak out off my arsehole instead? Thank you. Anton.

You are not reading this book because a teacher assigned it to you, you are reading it because you have a desire to learn, and wanting to learn is the biggest advantage you can have.

The voice belonged to Mr. Pzyrbovich, an algebra teacher who was always called Mr. P, for obvious reasons. He has a heavy accent, which a lot of kids said made him hard to understand, although to be fair some of these kids would have never understood algebra anyway.

Teaching yoga itself is great karma yoga, because it reconnects people to the source.

Sometimes you don't have enough money to hire a real science teacher. Sometimes you have an old real science teacher who retires or quits and leaves you without a replacement. And if you don't have a real science teacher, then you pick one of the other teachers and make him the science teacher. And that's why small-town kids sometimes don't know the truth about petrified wood.

And one of the hidden secrets of science, passed down from a few rare teachers to their grad students, is how to avoid flushing new ideas down the toilet the instant you hear one you don't like.

Is there a problem, Ms. Parker? Something you want to say to me?" Reaching for his tie, he began to loosen it, unraveling it with his fingers, angry eyes still locked on mine. "I'm not sure I like being your pet. Or science project, I don't know which." "You have a smart mouth." "You make smart observances." "You're going to make this invitation difficult, aren't you?" "If you're dishonest with me, yes." "You'll regret it if you don't accept." "Is that a threat?" "That's a promise.

Quoting an experienced school counselor: "You can't change a bully into a flower child, but you can change him into a knight.

I pay my teachers very well, because pedagogy is the most important of all the sciences,

The law of karma says that no matter what context I find myself in, it is neither my parents, nor my science teacher, nor the mailman, but I alone who have brought myself into this state because of my past actions. Instead of trapping me in a fatalistic snare, this gives me freedom. Because I alone have brought myself into my present condition, I myself, by working hard and striving earnestly, can reach the supreme state which is nirvana.

As in the political sphere, the child is taught that he is free, a democrat, with a free will and a free mind, lives in a free country, makes his own decisions. At the same time he is a prisoner of the assumptions and dogmas of his time, which he does not question, because he has never been told they exist. By the time a young person has reached the age when he has to choose (we still take it for granted that a choice is inevitable) between the arts and the sciences, he often chooses the arts because he feels that here is humanity, freedom, choice. He does not know that he is already moulded by a system: he does not know that the choice itself is the result of a false dichotomy rooted in the heart of our culture. Those who do sense this, and who don't wish to subject themselves to further moulding, tend to leave, in a half-unconscious, instinctive attempt to find work where they won't be divided against themselves. With all our institutions, from the police force to academia, from medicine to politics, we give little attention to the people who leave—that process of elimination that goes on all the time and which excludes, very early, those likely to be original and reforming, leaving those attracted to a thing because that is what they are already like. A young policeman leaves the Force saying he doesn't like what he has to do. A young teacher leaves teaching, here idealism snubbed. This social mechanism goes almost unnoticed—yet it is as powerful as any in keeping our institutions rigid and oppressive.

I cannot, however, but think that the world would be better and brighter if our teachers would dwell on the Duty of Happiness as well as the Happiness of Duty; for we ought to be as cheerful as we can, if only because to be happy ourselves is a most effectual contribution to the happiness of others.

And thinking never did anybody any good, no matter what your teachers and parents and the science-club freaks tell you.

It is never late to earn a degree, masters or doctorate. Learning has no age limit. All age groups are welcome to the act of learning.

It is possible for you to realise your dream as a scientist, you must be a passionate learner and curious enough to seek this wonderful career path.

The teacher should be like the conductor in the orchestra, not the trainer in the circus.

The habit of questioning authority is one of the most valuable gifts that a book, or a teacher, can give a young would-be scientist.

Mathematics education is much more complicated than you expected, even though you expected it to be more complicated than you expected.

Trust yourself. Let self-awareness be your science. Let self-discovery be your research. Let your intuition be your expert. Let your endless curiosity be your teacher. And, above all, find out what makes you smile. That is the most important study you can ever undertake.

This century will be called Darwin's century. He was one of the greatest men who ever touched this globe. He has explained more of the phenomena of life than all of the religious teachers. Write the name of Charles Darwin on the one hand and the name of every theologian who ever lived on the other, and from that name has come more light to the world than from all of those. His doctrine of evolution, his doctrine of the survival of the fittest, his doctrine of the origin of species, has removed in every thinking mind the last vestige of orthodox Christianity. He has not only stated, but he has demonstrated, that the inspired writer knew nothing of this world, nothing of the origin of man, nothing of geology, nothing of astronomy, nothing of nature; that the Bible is a book written by ignorance--at the instigation of fear. Think of the men who replied to him. Only a few years ago there was no person too ignorant to successfully answer Charles Darwin, and the more ignorant he was the more cheerfully he undertook the task. He was held up to the ridicule, the scorn and contempt of the Christian world, and yet when he died, England was proud to put his dust with that of her noblest and her grandest. Charles Darwin conquered the intellectual world, and his doctrines are now accepted facts. His light has broken in on some of the clergy, and the greatest man who to-day occupies the pulpit of one of the orthodox churches, Henry Ward Beecher, is a believer in the theories of Charles Darwin--a man of more genius than all the clergy of that entire church put together. ...The church teaches that man was created perfect, and that for six thousand years he has degenerated. Darwin demonstrated the falsity of this dogma. He shows that man has for thousands of ages steadily advanced; that the Garden of Eden is an ignorant myth; that the doctrine of original sin has no foundation in fact; that the atonement is an absurdity; that the serpent did not tempt, and that man did not 'fall.' Charles Darwin destroyed the foundation of orthodox Christianity. There is nothing left but faith in what we know could not and did not happen. Religion and science are enemies. One is a superstition; the other is a fact. One rests upon the false, the other upon the true. One is the result of fear and faith, the other of investigation and reason.

How do we change the way science is taught? Ask anybody how many teachers truly made a difference in their life, and you never come up with more than the fingers on one hand. You remember their names, you remember what they did, you remember how they moved in front of the classroom. You know why you remember them? Because they were passionate about the subject. You remember them because they lit a flame within you. They got you excited about a subject you didn't previously care about, because they were excited about it themselves. That's what turns people on to careers in science and engineering and mathematics. That's what we need to promote. Put that in every classroom, and it will change the world.

It was all here for me, just as it has all been here for you, the best and the worst of Western Civilization, if you cared to pay attention: music, finance, government, architecture, law and sculpture and painting, history and medicine and athletics and every sort of science, and books, books, books, and teachers and role models. People so smart you can’t believe it, and people so dumb you can’t believe it. People so nice you can’t believe it, and people so mean you can’t believe it.

it is a federal system of sadistic torture, vivisection, and animal genocide, which has been carried on for decades under the fraudulent guise of respectable medical research. And nobody on the outside knows, or wants to know, or is willing to find out. My parents, my friends, my teachers, wouldnt listen to me, or suggested that if it was bothering me that much I just had to quit the job. Just like that. As if that would have solved anything. As if I could ever live with such cowardice. You can't imagine, or maybe you can, how many people are convinced - without knowing the first thing about it - Animal research is essential. Americans have been hopelessly brainwashed on this issue. The animal rights people, by and large, acknowledge the essential futility of trying to change the system. So they address the smaller issues, fighting for legislation which would provide one extra visit per week to the labs by a custodian of the US dept of agriculture. Or demanding that a squirrel monkey be given an extra 12 square inches in his holding pen, before being led to the slaughter. That sort of thing. For whomever, and whatever it's worth, I hope my little write up is clear. I dont have the guts to do whats necessary. I pray there's someone out there who does. God help all of us.

Many teachers believe that if they can make learning easier and faster, the learning will be better. Much research turns this belief on its head: when learning is harder, it’s stronger and lasts longer. It’s widely believed by teachers, trainers, and coaches that the most effective way to master a new skill is to give it dogged, single-minded focus, practicing over and over until you’ve got it down. Our faith in this runs deep, because most of us see fast gains during the learning phase of massed practice. What’s apparent from the research is that gains achieved during massed practice are transitory and melt away quickly.

Most / of those he interviewed for the science project had to admit they did not hear the cries of the roses / being burned alive in the noonday sun. Like horses, Geryon would say helpfully, / like horses in war. No, they shook their heads./ Why is grass called blades? he asked them. Isn’t it because of the clicking? / They stared at him. You should be / interviewing roses not people, said the science teacher. Geryon liked this idea. / The last page of his project / was a photograph of his mother's rosebush under the kitchen window. / Four od the roses were on fire. / They stood up straight and pure on the stalk, gripping the dark like prophets / and howling colossal intimacies / from the back of their fused throats.

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.

We should reject the view that high culture, as the possession of an elite, is of no use to those who don’t possess it. This is as false as the view that science or higher mathematics are useless to those who don’t understand them. Scientific knowledge exists because a few talented people are prepared to devote their energy to pursuing it. That is what a university is for: and since you cannot pass on difficult knowledge without discriminating between the students who can absorb it and those who cannot, discrimination is a social good. The same is true of high culture. Those able to acquire it will be a minority and the process of cultural transmission will be critically impeded if that teacher must teach Mozart and Lady Gaga side by side to satisfy some egalitarian agenda.

Black holes aren't an Earth Science topic, but Mr. Zerbiak is like that. One minute Adam Bell was asking a question about a meteoroid he found in his backyard, and the next Mr. Zerbiak was saying that he was "going a little off topic here, but..." and of course everyone was suddnely all interested. If teachers pretended that everything they said was "off topic", we'd have a whole school full of straight-A students.

Then said a teacher, speak to us of teaching. And he said: The teacher who walks in the shadow of the temple among his followers gives not of his wisdom but rather of his faith and his lovingness. The astronomer may speak to you of his understanding of space, but he cannot give you his understanding. The musician may sing to you of the rhythm which is in all space, but he cannot give you the ear which arrests the rhythm nor the voice that echoes it. And he who is versed in the science of numbers can tell of the regions of weight and measure, but he cannot conduct you thither. For the vision of one man lends not its wings to another man.

If a teacher has only love for the cause, it will be a good teacher. If a teacher has only love for student, as a father, mother, he will be better than the teacher, who read all the books, but has no love for the cause, nor to the students. If the teacher combines love to the cause and to his disciples, he is the perfect teacher.

That was probably the reason that history was more of an oracle than a science. Perhaps later, muck later, it would be taught by means of tables of statistics, supplemented by anatomical sections. The teacher would draw on the blackboard an algebraic formula representing the conditions of life of the masses of a particular nation at a particular period: 'Here, citizens, you see the objective factors which conditioned this historical process.

Tattitude: Wow, Jeff, who's the babe? Dangerous_pie: Your mom. Tattitude: No, the one three feet away from you. Dangerous_pie: Oh, that's Lindsey Abraham. I had her flown in from California for my personal amusement. You can look at her if you want, though. Tattitude: Sweet. But have you talked to her yet? Dangerous_pie: Uh-huh. We're really close. Tattitude: Intro me? Dangerous_pie: After class. Tattitude: Duh. Just then, I noticed that a large shadow had fallen over my screen. I couldn't even bear to look up as Mr. Laurenzano said, "Thaddeus Ibsen, Lindsey Abraham. Lindsey, Thaddeus. There, you've been introduced. NOW can I teach some science?" Wow, it looked like this was going to be my year for unusual teachers.

Amazingly, most teachers receive little or no professional training in the science of learning. My feeling is that we should urgently change this state of affairs, because we now possess considerable scientific knowledge about the brain’s learning algorithms and the pedagogies that are the most efficient.

Progress in science is governed by the laws of repulsion, every step forward is made by refutation of prevalent errors and false theories. Faust was an artist thanks to the inspiring example of his teachers. Forward steps in art are governed by the law of attraction, are the result of the imitation of and admiration for beloved predecessors.

Every teacher should have real world experience in the subject they teach. To teach science, you should now be or have been a scientist or been in a job that uses science a lot. To teach business, you should now be or have been an entrepreneur or worked in the corporate world. This way, we can teach for real life and not for tests or abstractions.

The world is the schoolroom of God. Our being in school does not make us learn, but within that school is the opportunity for all learning. It has its grades and its classes, its sciences and its arts, and admission to it is the birthright of man. Its graduates are its teachers, its pupils are all created things. Its examples are Mature, and its rules are God's laws. Those who would go into the greater colleges and universities must first, day by day, and year by year, work through the common school of life and present to their new teachers the diplomas they have won, upon which is written the name that none may read save those who have received it. The hours may be long, and the teachers cruel, but each of us must walk that path, and the only ones ready to go onward are those who have passed through the gateway of experience.

Once compulsory systems of state-run schools were established, they became increasingly standardized, both in content and in method. For the sake of efficiency, children were divided into separate classrooms by age and passed along, from grade to grade, like products on an assembly line. The task of each teacher was to add bits of officially approved knowledge to the product, in accordance with a preplanned schedule, and then to test that product before passing it on to the next station.

There was no room for dust devils in the laws of physics, as least in the rigid form in which they were usually taught. There is a kind of unspoken collusion going on in mainstream science education: you get your competent but bored, insecure and hence stodgy teacher talking to an audience divided between engineering students, who are going to be responsible for making bridges that won’t fall down or airplanes that won’t suddenly plunge vertically into the ground at six hundred miles an hour, and who by definition get sweaty palms and vindictive attitudes when their teacher suddenly veers off track and begins raving about wild and completely nonintuitive phenomena; and physics students, who derive much of their self-esteem from knowing that they are smarter and morally purer than the engineering students, and who by definition don’t want to hear about anything that makes no fucking sense. This collusion results in the professor saying: (something along the lines of) dust is heavier than air, therefore it falls until it hits the ground. That’s all there is to know about dust. The engineers love it because they like their issues dead and crucified like butterflies under glass. The physicists love it because they want to think they understand everything. No one asks difficult questions. And outside the windows, the dust devils continue to gambol across the campus.

When I come across one or other of my fellow Christians ignorant of astronomy, believing what is not so, I calmly look on, not thinking him the worse for mistaking the place or order of created things, so long as he holds nothing demeaning to you, Lord, the creator of all those things. But he is worse off if he holds that his error is a matter of religious faith, and persists stubbornly in the error. His faith is still a weak thing in its cradle, needing the milk of a mothering love, until the youth grows up and cannot be the play-thing, any more, of every doctrinal wind that blows. But one who ventures on the role of teacher, of leader and ruler of those under his spell, whose followers heed him not as a man only but as your very Spirit -- what are we to make of him when he is caught purveying falsehoods? Should we not reject and despise such madness?

Liar-to-children is an honourable and vital profession, otherwise known as ‘teacher’. But what teaching does not do – although many politicians think it does, which is one of the problems – is erect a timeless edifice of ‘facts’.fn3 Every so often, you have to unlearn what you thought you already knew, and replace it by something more subtle.

Teachers can teach, coaches can coach, guidance counselors can outline graduation requirements, but there’s one thing only parents can do: love their kids unconditionally and provide them with a safe base at home. For children who are stressed at school or in other parts of their lives, home should be a safe haven, a place to rest and recover. When kids feel that they are deeply loved even when they’re struggling, it builds resilience.

Alexander Hamilton Junior High School -- SEMESTER REPORT -- STUDENT: Joseph Margolis TEACHER: Janet Hicks ENGLISH: A, ARITHMETIC: A, SOCIAL STUDIES: A, SCIENCE: A, NEATNESS: A, PUNCTUALITY: A, PARTICIPATION: A, OBEDIENCE: D Teacher's Comments: Joseph remains a challenging student. While I appreciate his creativity, I am sure you will agree that a classroom is an inappropriate forum for a reckless imagination. There is not a shred of evidence to support his claim that Dolley Madison was a Lesbian, and even fewer grounds to explain why he even knows what the word means. Similarly, an analysis of the Constitutional Convention does not generate sufficient cause to initiate a two-hour classroom debate on what types of automobiles the Founding Fathers would have driven were they alive today. When asked on a subsequent examination, "What did Benjamin Franklin use to discover electricity?" eleven children responded "A Packard convertible". I trust you see my problem. [...] Janet Hicks Parent's Comments: As usual I am very proud of Joey's grades. I too was unaware that Dolley Madison was a Lesbian. I assumed they were all Protestants. Thank you for writing. Ida Margolis

When I began my physical studies [in Munich in 1874] and sought advice from my venerable teacher Philipp von Jolly...he portrayed to me physics as a highly developed, almost fully matured science...Possibly in one or another nook there would perhaps be a dust particle or a small bubble to be examined and classified, but the system as a whole stood there fairly secured, and theoretical physics approached visibly that degree of perfection which, for example, geometry has had already for centuries.

Look again at that dot. That's here. That's home. That's us. On it everyone you love, everyone you know, everyone you ever heard of, every human being who ever was, lived out their lives. The aggregate of our joy and suffering, thousands of confident religions, ideologies, and economic doctrines, every hunter and forager, every hero and coward, every creator and destroyer of civilization, every king and peasant, every young couple in love, every mother and father, hopeful child, inventor and explorer, every teacher of morals, every corrupt politician, every "superstar," every "supreme leader," every saint and sinner in the history of our species lived there-on a mote of dust suspended in a sunbeam.

A school superintendent once told me that most educators define "a Christian teacher" as strictly in terms of personal behavior: things like setting a good example and showing concern for the students. Almost none define it in terms of conveying a biblical worldview on the subjects they teach, whether literature, science, social studies, or the arts. In other words, they are concerned about being a Christian *in* their work, but they don't think in terms of having a biblical framework *on* the work itself.

Those whom nature destined to make her disciples have no need of teachers. Bacon, Descartes, Newton — these tutors of the human race had no need of tutors themselves, and what guides could have led them to those places where their vast genius carried them? Ordinary teachers could only have limited their understanding by confining it to their own narrow capabilities. With the first obstacles, they learned to exert themselves and made the effort to traverse the immense space they moved through. If it is necessary to permit some men to devote themselves to the study of the sciences and the arts, that should be only for those who feel in themselves the power to walk alone in those men's footsteps and to move beyond them. It is the task of this small number of people to raise monuments to the glory of the human mind.

Science is a magnificent material force, but it is not a teacher of morals. It can perfect machinery, but it adds no moral restraints to protect society from the misuse of the machine. . . . Science does not [and cannot] teach brotherly love.”19 Secular, scientific reason is a great good, but if taken as the sole basis for human life, it will be discovered that there are too many things we need that it is missing.

If today you can take a thing like evolution and make it a crime to teach it in the public school, tomorrow you can make it a crime to teach it in the private schools, and the next year you can make it a crime to teach it to the hustings or in the church. At the next session you may ban books and the newspapers. Soon you may set Catholic against Protestant and Protestant against Protestant, and try to foist your own religion upon the minds of men. If you can do one you can do the other. Ignorance and fanaticism is ever busy and needs feeding. Always it is feeding and gloating for more. Today it is the public school teachers, tomorrow the private. The next day the preachers and the lectures, the magazines, the books, the newspapers. After while, your honor, it is the setting of man against man and creed against creed until with flying banners and beating drums we are marching backward to the glorious ages of the sixteenth century when bigots lighted fagots to burn the men who dared to bring any intelligence and enlightenment and culture to the human mind.

I’ve noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don’t really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers do care and do work very, very hard, the institution is psychopathic — it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.

We knew this well, in the years of our childhood, but our curse broke our will. We were guilty and we confess it here: we were guilty of the great Transgression of Preference. We preferred some work and some lessons to the others. We did not listen well to the history of all the Councils elected since the Great Rebirth. But we loved the Science of Things. We wished to know. We wished to know about all the things which make the earth around us. We asked so many questions that the Teachers forbade it.

As humans, we have invented lots of useful kinds of lie. As well as lies-to-children ('as much as they can understand') there are lies-to-bosses ('as much as they need to know') lies-to-patients ('they won't worry about what they don't know') and, for all sorts of reasons, lies-to-ourselves. Lies-to-children is simply a prevalent and necessary kind of lie. Universities are very familiar with bright, qualified school-leavers who arrive and then go into shock on finding that biology or physics isn't quite what they've been taught so far. 'Yes, but you needed to understand that,' they are told, 'so that now we can tell you why it isn't exactly true.' Discworld teachers know this, and use it to demonstrate why universities are truly storehouses of knowledge: students arrive from school confident that they know very nearly everything, and they leave years later certain that they know practically nothing. Where did the knowledge go in the meantime? Into the university, of course, where it is carefully dried and stored.

I’m aware of the stereotype many liberals have about conservative Catholics. The former believe the latter don’t think—that conservative religious people don’t care about facts and rigorous inquiry. But my conservative Catholic parents were thinkers. Twice as often as my parents told their four children to go wash, they told us to go look something up. At our suburban tract house on Long Island in the 1970s, our parents shelved the Encyclopædia Britannica right next to the dinner table so we could easily reach for a volume to settle the frequent debates. The rotating stack of periodicals in our kitchen included not only religiously oriented newsletters, but also the New York Times and National Geographic. Our parents took us to science museums, woke us up for lunar eclipses, and pushed us to question our textbooks and even our teachers when they sounded wrong.

The development of objective thinking by the Greeks appears to have required a number of specific cultural factors. First was the assembly, where men first learned to persuade one another by means of rational debate. Second was a maritime economy that prevented isolation and parochialism. Third was the existence of a widespread Greek-speaking world around which travelers and scholars could wander. Fourth was the existence of an independent merchant class that could hire its own teachers. Fifth was the Iliad and the Odyssey, literary masterpieces that are themselves the epitome of liberal rational thinking. Sixth was a literary religion not dominated by priests. And seventh was the persistence of these factors for 1,000 years.

1 One went to the door of the Beloved and knocked. A voice asked: “Who is there?” He answered: “It is I.” The voice said: “There is no room here for me and thee.” The door was shut. After a year of solitude and deprivation this man returned to the door of the Beloved. He knocked. A voice from within asked: “Who is there?” The man said: “It is Thou.” The door was opened for him. 2 The minute I heard my first love story, I started looking for you, not knowing how blind that was. Lovers don’t finally meet somewhere, they’re in each other all along. 3 Love is from the infinite, and will remain until eternity. The seeker of love escapes the chains of birth and death. Tomorrow, when resurrection comes, The heart that is not in love will fail the test. 4 When your chest is free of your limiting ego, Then you will see the ageless Beloved. You can not see yourself without a mirror; Look at the Beloved, He is the brightest mirror. 5 Your love lifts my soul from the body to the sky And you lift me up out of the two worlds. I want your sun to reach my raindrops, So your heat can raise my soul upward like a cloud. 6 There is a candle in the heart of man, waiting to be kindled. In separation from the Friend, there is a cut waiting to be stitched. O, you who are ignorant of endurance and the burning fire of love– Love comes of its own free will, it can’t be learned in any school. 7 There are two kinds of intelligence: one acquired, as a child in school memorizes facts and concepts from books and from what the teacher says, collecting information from the traditional sciences as well as from the new sciences. With such intelligence you rise in the world. You get ranked ahead or behind others in regard to your competence in retaining information. You stroll with this intelligence in and out of fields of knowledge, getting always more marks on your preserving tablets. There is another kind of tablet, one already completed and preserved inside you. A spring overflowing its springbox. A freshness in the center of the chest. This other intelligence does not turn yellow or stagnate. It’s fluid, and it doesn’t move from outside to inside through conduits of plumbing-learning. This second knowing is a fountainhead from within you, moving out.

At present, a good many men engaged in scientific pursuits, and who have signally failed in gaining recognition among their fellows, are endeavoring to make reputations among the churches by delivering weak and vapid lectures upon the 'harmony of Genesis and Geology.' Like all hypocrites, these men overstate the case to such a degree, and so turn and pervert facts and words that they succeed only in gaining the applause of other hypocrites like themselves. Among the great scientists they are regarded as generals regard sutlers who trade with both armies. Surely the time must come when the wealth of the world will not be wasted in the propagation of ignorant creeds and miraculous mistakes. The time must come when churches and cathedrals will be dedicated to the use of man; when minister and priest will deem the discoveries of the living of more importance than the errors of the dead; when the truths of Nature will outrank the 'sacred' falsehoods of the past, and when a single fact will outweigh all the miracles of Holy Writ. Who can over estimate the progress of the world if all the money wasted in superstition could be used to enlighten, elevate and civilize mankind? When every church becomes a school, every cathedral a university, every clergyman a teacher, and all their hearers brave and honest thinkers, then, and not until then, will the dream of poet, patriot, philanthropist and philosopher, become a real and blessed truth.

There is data [on race and intelligence]. My claim is that it doesn't mean what we think it means. There isn't enough work; there aren't enough people who have done the work – and the definition...I mean, trust me: "heritable" is a serious problem. Because...for example, let's say that there was a belief that people who had a brow ridge, or something, were stupid. And that belief was widespread. And that brow ridge was genetically encoded, and it resulted in people going into the world and facing discrimination in school, let's say, because the brow ridge connoted to the teachers that they were not likely to be intelligent, and therefore they were given simpler lessons; they got dumbtracked or something like that. That would show up as a genetically heritable difference in intelligence between brow-ridged people and non-brow-ridged people. That does not mean that it was encoded in the genome and that it was the brain that was blueprinted...what it means is that some feature that was encoded in the genome caused the environment to interact with the individual in a way that then produced a difference in intellect. [...] It is so early in the study of this stuff, we really don't know. And the taboo nature of those questions is causing a vacuum that is being filled with an artificially pure (and probably not correct) perspective.

... everything based on arguments involving the ''is'' of identidy and the older el (elementalistic) 'logic' and 'psychology', such as the prevailing doctrines, laws, institutions, systems. , cannot possibly be in full accordance with the structure of our nervous system. This, in turn, affects the latter and results in the prevailing private and public un-sanity. Hence, the unrest, unhappines, nervous strain, irritability, lack of wisdom and absence of balance, the instability of our instituitions, the wars and revolutions, the increase of ''mental ills, prostitution, criminality, commercialism as a creed, the inadequate standards of education, the low professional standards of lawyers, priests, politicians, physicians, teachers, parents, and even of scientists - which in the last-named field often lead to dogmatic and antisocial attitudes and lack of creativeness.

To figure out what students were carrying with them from kindergarten into adulthood, Chetty’s team turned to another possible explanation. In fourth and eighth grade, the students were rated by their teachers on some other qualities. Here’s a sample: Proactive: How often did they take initiative to ask questions, volunteer answers, seek information from books, and engage the teacher to learn outside class? Prosocial: How well did they get along and collaborate with peers? Disciplined: How effectively did they pay attention—and resist the impulse to disrupt the class? Determined: How consistently did they take on challenging problems, do more than the assigned work, and persist in the face of obstacles? When students were taught by more experienced kindergarten teachers, their fourth-grade teachers rated them higher on all four of these attributes. So did their eighth-grade teachers. The capacities to be proactive, prosocial, disciplined, and determined stayed with students longer—and ultimately proved more powerful—than early math and reading skills.

At high school I was never comfortable for a minute. I did not know about Lonnie. Before an exam, she got icy hands and palpitations, but I was close to despair at all times. When I was asked a question in class, any simple little question at all, my voice was apt to come out squeaky, or else hoarse and trembling. When I had to go to the blackboard I was sure—even at a time of the month when this could not be true—that I had blood on my skirt. My hands became slippery with sweat when they were required to work the blackboard compass. I could not hit the ball in volleyball; being called upon to perform an action in front of others made all my reflexes come undone. I hated Business Practice because you had to rule pages for an account book, using a straight pen, and when the teacher looked over my shoulder all the delicate lines wobbled and ran together. I hated Science; we perched on stools under harsh lights behind tables of unfamiliar, fragile equipment, and were taught by the principal of the school, a man with a cold, self-relishing voice—he read the Scriptures every morning—and a great talent for inflicting humiliation. I hated English because the boys played bingo at the back of the room while the teacher, a stout, gentle girl, slightly cross-eyed, read Wordsworth at the front. She threatened them, she begged them, her face red and her voice as unreliable as mine. They offered burlesqued apologies and when she started to read again they took up rapt postures, made swooning faces, crossed their eyes, flung their hands over their hearts. Sometimes she would burst into tears, there was no help for it, she had to run out into the hall. Then the boys made loud mooing noises; our hungry laughter—oh, mine too—pursued her. There was a carnival atmosphere of brutality in the room at such times, scaring weak and suspect people like me.

Bradley Headstone, in his decent black coat and waistcoat, and decent white shirt, and decent formal black tie, and decent pantaloons of pepper and salt, with his decent silver watch in his pocket and its decent hair-guard round his neck, looked a thoroughly decent young man of six-and-twenty. He was never seen in any other dress, and yet there was a certain stiffness in his manner of wearing this, as if there were a want of adaptation between him and it, recalling some mechanics in their holiday clothes. He had acquired mechanically a great store of teacher's knowledge. He could do mental arithmetic mechanically, sing at sight mechanically, blow various wind instruments mechanically, even play the great church organ mechanically. From his early childhood up, his mind had been a place of mechanical stowage. The arrangement of his wholesale warehouse, so that it might be always ready to meet the demands of retail dealers history here, geography there, astronomy to the right, political economy to the left—natural history, the physical sciences, figures, music, the lower mathematics, and what not, all in their several places—this care had imparted to his countenance a look of care; while the habit of questioning and being questioned had given him a suspicious manner, or a manner that would be better described as one of lying in wait. There was a kind of settled trouble in the face. It was the face belonging to a naturally slow or inattentive intellect that had toiled hard to get what it had won, and that had to hold it now that it was gotten. He always seemed to be uneasy lest anything should be missing from his mental warehouse, and taking stock to assure himself.

If you’re asking the schools to be the answer, you’re also asking a lot. If you take a kid from a bad background and expect the overburdened teachers to turn him around in seven hours a day, it might or might not happen. What about the other seventeen hours in a day? People often ask us if, through our research and experience, we can now predict which children are likely to become dangerous in later life. Roy Hazelwood’s answer is, “Sure. But so can any good elementary school teacher.” And if we can get them treatment early enough and intensively enough, it might make a difference. A significant role-model adult during the formative years can make a world of difference. Bill Tafoya, the special agent who served as our “futurist” at Quantico, advocated a minimum of a ten-year commitment of money and resources on the magnitude of what we sent into the Persian Gulf. He calls for a wide-scale reinstatement of Project Head Start, one of the most effective long-term, anticrime programs in history. He doesn’t think more police are the answer, but he would bring in “an army of social workers” to provide assistance for battered women, homeless families with children, to find good foster homes. And he would back it all up with tax incentive programs. I’m not sure this is the total answer, but it would certainly be an important start. Because the sad fact is, the shrinks can battle all they want, and my people and I can use psychology and behavioral science to help catch the criminals, but by the time we get to use our stuff, the severe damage has already been done.

The human mind is an incredible thing. It can conceive of the magnificence of the heavens and the intricacies of the basic components of matter. Yet for each mind to achieve its full potential, it needs a spark. The spark of enquiry and wonder. Often that spark comes from a teacher. Allow me to explain. I wasn’t the easiest person to teach, I was slow to learn to read and my handwriting was untidy. But when I was fourteen my teacher at my school in St Albans, Dikran Tahta, showed me how to harness my energy and encouraged me to think creatively about mathematics. He opened my eyes to maths as the blueprint of the universe itself. If you look behind every exceptional person there is an exceptional teacher. When each of us thinks about what we can do in life, chances are we can do it because of a teacher. [...] The basis for the future of education must lie in schools and inspiring teachers. But schools can only offer an elementary framework where sometimes rote-learning, equations and examinations can alienate children from science. Most people respond to a qualitative, rather than a quantitative, understanding, without the need for complicated equations. Popular science books and articles can also put across ideas about the way we live. However, only a small percentage of the population read even the most successful books. Science documentaries and films reach a mass audience, but it is only one-way communication.

Despite the occasional backlash, I’ll continue to speak on this topic until people stop assuming that this debate is about whether or not to allow women into combat. Women are already fighting in combat with or without anyone’s permission, and they’re doing so valiantly. What they aren’t doing is being trained alongside their comrades-in-arms, given credit for doing the same jobs as their counterparts, given promotions to jobs overseeing combat operations, or being treated like combat veterans by people back home (even some in the Veterans Administration). Not every man has the skill set or warrior spirit for combat. Not every woman does, either. But everyone that does have that skill set should be afforded the opportunity to compete for jobs that enable them to serve in the way their heart calls them. For some people, that calling is in music or art. Some are natural teachers. There are those who will save lives with science. I was called to be a warrior and to fly and fight for my country. I was afforded the opportunity to answer that call, and because of that, I have lived a full and beautiful life. People will always be afraid of change. Just like when we integrated racially or opened up combat cockpits to women, there will always be those who are vocal in their opposition and their fear. History will do what it always does, however. It will make their ignorant statements, in retrospect, seem shortsighted and discriminatory, and the women who will serve their country bravely in the jobs that are now opening up will prove them wrong. Just like we always have.

Dr. Mary Atwater's story was so inspiring. Growing up, Dr. Atwater had a dream to one day be a teacher. But as a black person in the American South during the 1950s, she didn't have many great educational opportunities. It didn't help that she was also a girl, and a girl who loved science, since many believed that science was a subject only for men. Well, like me, she didn't listen to what others said. And also like me, Dr. Atwater had a father, Mr. John C. Monroe, who believed in her dreams and saved money to send her and her siblings to college. She eventually got a PhD in science education with a concentration in chemistry. She was an associate director at New Mexico State University and then taught physical science and chemistry at Fayetteville State University. She later joined the University of Georgia, where she still works as a science education researcher. Along the way, she began writing science books, never knowing that, many years down the road, one of those books would end up in Wimbe, Malawi, and change my life forever. I'd informed Dr. Atwater that the copy of Using Energy I'd borrowed so many times had been stolen (probably by another student hoping to get the same magic), so that day in Washington, she presented me with my own copy, along with the teacher's edition and a special notebook to record my experiments. "Your story confirms my belief in human beings and their abilities to make the world a better place by using science," she told me. "I'm happy that I lived long enough to see that something I wrote could change someone's life. I'm glad I found you." And for sure, I'm also happy to have found Dr. Atwater.

From a very early age Edison became used to doing things for himself, by necessity. His family was poor, and by the age of twelve he had to earn money to help his parents. He sold newspapers on trains, and traveling around his native Michigan for his job, he developed an ardent curiosity about everything he saw. He wanted to know how things worked—machines, gadgets, anything with moving parts. With no schools or teachers in his life, he turned to books, particularly anything he could find on science. He began to conduct his own experiments in the basement of his family home, and he taught himself how to take apart and fix any kind of watch. At the age of fifteen he apprenticed as a telegraph operator, then spent years traveling across the country plying his trade. He had no chance for a formal education, and nobody crossed his path who could serve as a teacher or mentor. And so in lieu of that, in every city he spent time in, he frequented the public library. One book that crossed his path played a decisive role in his life: Michael Faraday’s two-volume Experimental Researches in Electricity. This book became for Edison what The Improvement of the Mind had been for Faraday. It gave him a systematic approach to science and a program for how to educate himself in the field that now obsessed him—electricity. He could follow the experiments laid out by the great Master of the field and absorb as well his philosophical approach to science. For the rest of his life, Faraday would remain his role model. Through books, experiments, and practical experience at various jobs, Edison gave himself a rigorous education that lasted about ten years, up until the time he became an inventor. What made this successful was his relentless desire to learn through whatever crossed his path, as well as his self-discipline. He had developed the habit of overcoming his lack of an organized education by sheer determination and persistence. He worked harder than anyone else. Because he was a consummate outsider and his mind had not been indoctrinated in any school of thought, he brought a fresh perspective to every problem he tackled. He turned his lack of formal direction into an advantage. If you are forced onto this path, you must follow Edison’s example by developing extreme self-reliance. Under these circumstances, you become your own teacher and mentor. You push yourself to learn from every possible source. You read more books than those who have a formal education, developing this into a lifelong habit. As much as possible, you try to apply your knowledge in some form of experiment or practice. You find for yourself second-degree mentors in the form of public figures who can serve as role models. Reading and reflecting on their experiences, you can gain some guidance. You try to make their ideas come to life, internalizing their voice. As someone self-taught, you will maintain a pristine vision, completely distilled through your own experiences—giving you a distinctive power and path to mastery.

You see that God deems it right to take from me any claim to merit for what you call my devotion to you. I have promised to remain forever with you, and now I could not break my promise if I would. The treasure will be no more mine than yours, and neither of us will quit this prison. But my real treasure is not that, my dear friend, which awaits me beneath the somber rocks of Monte Cristo, it is your presence, our living together five or six hours a day, in spite of our jailers; it is the rays of intelligence you have elicited from my brain, the languages you have implanted in my memory, and which have taken root there with all of their philological ramifications. These different sciences that you have made so easy to me by the depth of the knowledge you possess of them, and the clearness of the principles to which you have reduced them – this is my treasure, my beloved friend, and with this you have made me rich and happy. Believe me, and take comfort, this is better for me than tons of gold and cases of diamonds, even were they not as problematical as the clouds we see in the morning floating over the sea, which we take for terra firma, and which evaporate and vanish as we draw near to them. To have you as long as possible near me, to hear your eloquent speech, -- which embellishes my mind, strengthens my soul, and makes my whole frame capable of great and terrible things, if I should ever be free, -- so fills my whole existence, that the despair to which I was just on the point of yielding when I knew you, has no longer any hold over me; this – this is my fortune – not chimerical, but actual. I owe you my real good, my present happiness; and all the sovereigns of the earth, even Caesar Borgia himself, could not deprive me of this.

Over the years I have read many, many books about the future, my ‘we’re all doomed’ books, as Connie liked to call them. ‘All the books you read are either about how grim the past was or how gruesome the future will be. It might not be that way, Douglas. Things might turn out all right.’ But these were well-researched, plausible studies, their conclusions highly persuasive, and I could become quite voluble on the subject. Take, for instance, the fate of the middle-class, into which Albie and I were born and to which Connie now belongs, albeit with some protest. In book after book I read that the middle-class are doomed. Globalisation and technology have already cut a swathe through previously secure professions, and 3D printing technology will soon wipe out the last of the manufacturing industries. The internet won’t replace those jobs, and what place for the middle-classes if twelve people can run a giant corporation? I’m no communist firebrand, but even the most rabid free-marketeer would concede that market-forces capitalism, instead of spreading wealth and security throughout the population, has grotesquely magnified the gulf between rich and poor, forcing a global workforce into dangerous, unregulated, insecure low-paid labour while rewarding only a tiny elite of businessmen and technocrats. So-called ‘secure’ professions seem less and less so; first it was the miners and the ship- and steel-workers, soon it will be the bank clerks, the librarians, the teachers, the shop-owners, the supermarket check-out staff. The scientists might survive if it’s the right type of science, but where do all the taxi-drivers in the world go when the taxis drive themselves? How do they feed their children or heat their homes and what happens when frustration turns to anger? Throw in terrorism, the seemingly insoluble problem of religious fundamentalism, the rise of the extreme right-wing, under-employed youth and the under-pensioned elderly, fragile and corrupt banking systems, the inadequacy of the health and care systems to cope with vast numbers of the sick and old, the environmental repercussions of unprecedented factory-farming, the battle for finite resources of food, water, gas and oil, the changing course of the Gulf Stream, destruction of the biosphere and the statistical probability of a global pandemic, and there really is no reason why anyone should sleep soundly ever again. By the time Albie is my age I will be long gone, or, best-case scenario, barricaded into my living module with enough rations to see out my days. But outside, I imagine vast, unregulated factories where workers count themselves lucky to toil through eighteen-hour days for less than a living wage before pulling on their gas masks to fight their way through the unemployed masses who are bartering with the mutated chickens and old tin-cans that they use for currency, those lucky workers returning to tiny, overcrowded shacks in a vast megalopolis where a tree is never seen, the air is thick with police drones, where car-bomb explosions, typhoons and freak hailstorms are so commonplace as to barely be remarked upon. Meanwhile, in literally gilded towers miles above the carcinogenic smog, the privileged 1 per cent of businessmen, celebrities and entrepreneurs look down through bullet-proof windows, accept cocktails in strange glasses from the robot waiters hovering nearby and laugh their tinkling laughs and somewhere, down there in that hellish, stewing mess of violence, poverty and desperation, is my son, Albie Petersen, a wandering minstrel with his guitar and his keen interest in photography, still refusing to wear a decent coat.

Morning comes. I go to my class. There sit the little ones with folded arms. In their eyes is still all the shy astonishment of the childish years. They look up at me so trustingly, so believingly - and suddenly I get a spasm over the heart. Here I stand before you, one of the hundreds of thousands of bankrupt men in whom the war destroyed every belief and almost every strength. Here I stand before you, and see how much more alive, how much more rooted in life you are than I. Here I stand and must now be your teacher and guide. What should I teach you? Should I tell you that in twenty years you will be dried-up and crippled, maimed in your freest impulses, all pressed mercilessly into the selfsame mold? Should I tell you that all the learning, all culture, all science is nothing but hideous mockery, so long as mankind makes war in the name of God and humanity with gas, iron, explosive and fire? What should I teach you then, you little creatures who alone have remained unspotted by the terrible years? What am I able to teach you then? Should I tell you how to pull the string of a hand grenade, how best to throw it at a human being? Should I show you how to stab a man with a bayonet, how to fell him with a club, how to slaughter him with a spade? Should I demonstrate how best to aim a rifle at such an incomprehensible miracle as a breathing breast, a living heart? Should I explain to you what tetanus is, what a broken spine is, and what a shattered skull? Should I describe to you what brains look like when they scatter about? What crushed bones are like - and intestines when they pour out? Should I mimic how a man with a stomach wound will groan, how one with a lung wound gurgles and one with a head wound whistles? More I do not know. More I have not learned. Should I take you the brown-and-green map there, move my finger across it and tell you that here love was murdered? Should I explain to you that the books you hold in your hands are but nets with which men design to snare your simple souls, to entangle you in the undergrowth of find phrases, and in the barbed wire of falsified ideas? I stand here before you, a polluted, a guilty man and can only implore you ever to remain as you are, never to suffer the bright light of your childhood to be misused as a blow flame of hate. About your brows still blows the breath of innocence. How then should I presume to teach you? Behind me, still pursuing, are the bloody years. - How then can I venture among you? Must I not first become a man again myself?

Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'. But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.

Suppose someone says, “Unfortunately, the popularity of soccer, the world’s favorite pastime, is starting to decline.” You suspect he is wrong. How do you question the claim? Don’t even think of taking a personal shot like “You’re silly.” That only adds heat, not light. “I don’t think so” only expresses disagreement without delving into why you disagree. “What do you mean?” lowers the emotional temperature with a question but it’s much too vague. Zero in. You might say, “What do you mean by ‘pastime’?” or “What evidence is there that soccer’s popularity is declining? Over what time frame?” The answers to these precise questions won’t settle the matter, but they will reveal the thinking behind the conclusion so it can be probed and tested. Since Socrates, good teachers have practiced precision questioning, but still it’s often not used when it’s needed most. Imagine how events might have gone if the Kennedy team had engaged in precision questioning when planning the Bay of Pigs invasion: “So what happens if they’re attacked and the plan falls apart?” “They retreat into the Escambray Mountains, where they can meet up with other anti-Castro forces and plan guerrilla operations.” “How far is it from the proposed landing site in the Bay of Pigs to the Escambray Mountains?” “Eighty miles.” “And what’s the terrain?” “Mostly swamp and jungle.” “So the guerrillas have been attacked. The plan has fallen apart. They don’t have helicopters or tanks. But they have to cross eighty miles of swamp and jungle before they can begin to look for shelter in the mountains? Is that correct?” I suspect that this conversation would not have concluded “sounds good!” Questioning like that didn’t happen, so Kennedy’s first major decision as president was a fiasco. The lesson was learned, resulting in the robust but respectful debates of the Cuban missile crisis—which exemplified the spirit we encouraged among our forecasters.