Student Discourse Quotes

Life is more than a job; jobs are more than a paycheck; and a country is more than its wealth. Education is more than the acquisition of marketable skills, and you are more than your ability to contribute to your employer’s bottom line or the nation’s GDP, no matter what the rhetoric of politicians or executives would have you think. To ask what college is for is to ask what life is for, what society is for—what people are for. Do students ever hear this? What they hear is a constant drumbeat, in the public discourse, that seeks to march them in the opposite direction. When policy makers talk about higher education, from the president all the way down, they talk exclusively in terms of math and science. Journalists and pundits—some of whom were humanities majors and none of whom are nurses or engineers—never tire of lecturing the young about the necessity of thinking prudently when choosing a course of study, the naïveté of wanting to learn things just because you’re curious about them.

Whether white, black, Asian, or Latino, American students rarely arrive at college as habitual readers, which means that few of them have more than a nominal connection to the past. It is absurd to speak, as does the academic left, of classic Western texts dominating and silencing everyone but a ruling elite or white males. The vast majority of white students do not know the intellectual tradition that is allegedly theirs any better than black or brown ones do. They have not read its books, and when they do read them, they may respond well, but they will not respond in the way that the academic left supposes. For there is only one ‘hegemonic discourse’ in the lives of American undergraduates, and that is the mass media. Most high schools can't begin to compete against a torrent of imagery and sound that makes every moment but the present seem quaint, bloodless, or dead.

People won’t see you as just another woman any more, but as a white woman who hangs with brownies, and you’ll lose a bit of your privilege, you should still check it, though, have you heard the expression, check your privilege, babe? Courtney replied that seeing as Yazz is the daughter of a professor and a very well-known theatre director, she’s hardly underprivileged herself, whereas she, Courtney, comes from a really poor community where it’s normal to be working in a factory at sixteen and have your first child as a single mother at seventeen, and that her father’s farm is effectively owned by the bank Yes but I’m black, Courts, which makes me more oppressed than anyone who isn’t, except Waris who is the most oppressed of all of them (although don’t tell her that) In five categories, black, Muslim, female, poor, hijab bed She’s the only one Yazz can’t tell to check her privilege Courtney replied that Roxane Gay warned against the idea of playing ‘privilege Olympics’ and wrote in Bad Feminist that privilege is relative and contextual, and I agree, Yazz, I mean, where does it all end? Is Obama less privileged than a white hillbilly growing up in a trailer park with a junkie single mother and a jailbird father? Is a severely disabled person more privileged than a Syrian asylum-seeker who’s been tortured? Roxane argues that we have to find a new discourse for discussing inequality Yazz doesn’t know what to say, when did Court read Roxane Gay - who’s amaaaazing? Was this a student outwitting the master moment? #whitegirltrumpsblackgirl

Universal design systems can no longer be dismissed as the irrelevant musings of a small, localized design community. A second modernism has emerged, reinvigorating the utopian search for universal forms that marked the birth of design as a discourse and a discipline nearly a century earlier.

The students should at all times remember that no matter what their mistakes may have been, God never criticizes nor condemns them; but at every stumble which is made, in that sweet, loving Voice says: “Arise, My Child, and try again, and keep on trying, until at last you have attained the True Victory and Freedom of your God-given Dominion.

You see, then, that it is necessary for you to become a student, that creature which every one laughs at, if you really desire to make an examination of your judgements. But this, as you are quite aware, is not the work of a single hour or day

I think that one of the unspoken discomforts surrounding the way a discourse of race and gender, and sexual practice has disrupted the academy is precisely that mind/body split. Once we start talking in the classroom about the body and about how we live in our bodies, we’re automatically challenging the way power has orchestrated itself in that particular institutionalized space.The person who is most powerful has the privilege of denying their body…. I think part of why everyone in the culture, and students in general, have a tendency to see professors as people who don’t work is totally tied to that sense of the immobile body.

Look at the matter in this way. Since we can see that a dog is fitted by nature to do one thing, and a horse to do another, and a nightingale, if you like, to do yet another, it wouldn’t be absurd for one to declare overall that each of them is beautiful precisely in so far as it best fulfils its own nature; and since each is different in nature, it would seem to me that each of them is beautiful in a different way. Isn’t that so? The student agreed.

One of the tragedies of discourse in China, Zhang believes, is that grey areas have been swallowed up by black-and-white moral absolutism. Rule by the emperor, or the strongman, has become the only mode of governance that people recognize: Obey or be crushed, for there is no alternative. Even the students, while clamoring for democracy, had become mini-dictators of the world that they had created with their wordy titles, petty denunciations, and fervid inner-court power struggles.

Tradition has it that late in life Epictetus retired from teaching introduction and withdrew to the peace and quiet of family life, under conditions imposed by old age: that is, he became a parent by adopting rather than fathering a child, and took into his home a female servant to serve as a kind of surrogate mother to the child and domestic servant for himself. That he had absented himself from family life for so long shows that he regarded philosophy as a jealous mistress who demanded practically all his time and attention, which family life would not allow. That this renunciation of family life represented a real sacrifice is suggested by the fact that he took to it immediately upon retiring. He evidently thought he had earned the comforts of home after devoting most of his life to improving the lives of others – the successive generations of students who had passed through his school. We have no more news of Epictetus beyond this. After creating this version of a family he was evidently content to settle into it and live out the balance of his years in obscurity.

By comparing various sources of data, moreover, it is possible to estimate that the average income of the parents of Harvard students is currently about $450,000, which corresponds to the average income of the top 2 percent of the US income hierarchy.32 Such a finding does not seem entirely compatible with the idea of selection based solely on merit. The contrast between the official meritocratic discourse and the reality seems particularly extreme in this case. The total absence of transparency regarding selection procedures should also be noted.33

This particular group of students, like so many these days, seems divided, unequally, between the vocal clueless and the quietly pensive. Somehow, Blair and others like her have concluded that what’s most important in all educational settings is to avoid the ridicule of the less gifted. Silence is one way of avoiding it. If I could teach Blair how to become invisible, she’d be interested, but she doesn’t want to argue with anybody, and who can blame her? Students like Blair have learned from their professors that persuasion—reasoned argument—no longer holds a favored position in university life. If their professors—feminists, Marxists, historicists, assorted other theorists—belong to suspicious, gated intellectual communities that are less interested in talking to each other than in staking out territory and furthering agendas, then why learn to debate? Despite having endured endless faculty meetings, I can’t remember the last time anyone changed his (or her!) mind as a result of reasoned discourse. Anyone who observed us would conclude the purpose of all academic discussion was to provide the grounds for becoming further entrenched in our original positions.

As precious as life itself is our heritage of individual freedom, for man's free agency is a God-given gift. In sensing our responsibility to preserve it for ourselves and our posterity, let students and patriotic people ever keep in mind the warning voice of James Russell Lowell proclaiming: 'Our American republic will endure only as long as the ideas of the men who founded it continue dominant.' "There is a crying need today to have this truth heralded throughout the land that youth especially may appreciate and hold the freedom of the individual as sacred as did our revolutionary fathers

You whom I could not save, Listen to me. Can we agree Kevlar backpacks shouldn’t be needed for children walking to school? Those same children also shouldn’t require a suit of armor when standing on their front lawns, or snipers to watch their backs as they eat at McDonalds. They shouldn’t have to stop to consider the speed of a bullet or how it might reshape their bodies. But one winter, back in Detroit, I had one student who opened a door and died. It was the front door to his house, but it could have been any door, and the bullet could have written any name. The shooter was thirteen years old and was aiming at someone else. But a bullet doesn’t care about “aim,” it doesn’t distinguish between the innocent and the innocent, and how was the bullet supposed to know this child would open the door at the exact wrong moment because his friend was outside and screaming for help. Did I say I had “one” student who opened a door and died? That’s wrong. There were many. The classroom of grief had far more seats than the classroom for math though every student in the classroom for math could count the names of the dead. A kid opens a door. The bullet couldn’t possibly know, nor could the gun, because “guns don’t kill people,” they don’t have minds to decide such things, they don’t choose or have a conscience, and when a man doesn’t have a conscience, we call him a psychopath. This is how we know what type of assault rifle a man can be, and how we discover the hell that thrums inside each of them. Today, there’s another shooting with dead kids everywhere. It was a school, a movie theater, a parking lot. The world is full of doors. And you, whom I cannot save, you may open a door and enter a meadow, or a eulogy. And if the latter, you will be mourned, then buried in rhetoric. There will be monuments of legislation, little flowers made from red tape. What should we do? we’ll ask again. The earth will close like a door above you. What should we do? And that click you hear? That’s just our voices, the deadbolt of discourse sliding into place.

Loving your fate and joyful acceptance Epictetus actually describes a three-stage process to his students, which relates to the discipline of desire. He begins by emphasizing the need for Stoics to train themselves rigorously to adhere to their principles, having certain phrases constantly ready-to-hand day and night. These should be written down, read over, analysed and discussed, until they have been memorized and understood. We should then rehearse all the possible catastrophes that can befall us in life, things the majority of people fear, and prepare for them in advance. Then, if one of those things happens which are called ‘undesirable’, immediately the thought that it was not unexpected will be the first thing to lighten the burden. For in every case it is a great help to be able to say, ‘I knew the son whom I had begotten was mortal.’ [A famous saying, attributed to various wise men.] For that is what you will say, and likewise, ‘I knew that I was mortal’, ‘I knew that I was vulnerable to exile’, ‘I knew that I might be sent off to prison.’ (Discourses, 3.24)

To be clear: Racial epithets; slurs based on gender, sexuality, or ethnicity; and other personal attacks and denigrations have no place in civil society or discourse. However, Baer is suggesting that we should put in place what the U.S. Supreme Court has repeatedly called prior restraints on free speech. Baer’s pseudosophisticated model applied at our nation’s colleges and universities would result in regular censorship. This is dangerous because students are supposed to learn to debate and overcome bad ideas with words, facts, and reason rather than violence, censorship, or government suppression. In fact, this is exactly what happened when Charles Murray tried to speak at Middlebury College in Vermont in March 2017.13 Rather than listen to his arguments and debate him, students attacked Murray and another professor. After successfully disrupting a planned speech by Murray, the students tracked Murray and a professor down to where they had fled and assaulted them. The professor, Allison Stranger, was ultimately hospitalized. Applying Baer’s model to society at-large would bring about a system of government-led speech oppression that would place the United States in the company of China, Russia, and North Korea.

Table 6.1 Skill Categories Skill Category Description Comment Determining the Meaning of Words (Word Meaning) Student determines the meaning of words in context by recognizing known words and connecting them to prior vocabulary knowledge. Student uses a variety of skills to determine the meaning of unfamiliar words, including pronouncing words to trigger recognition, searching for related words with similar meanings, and analyzing prefixes, roots, and suffixes. This skill category includes more than just lexical access, as word identification and lexical recall are combined with morphological analyses. Understanding the Content, Form, and Function of Sentences (Sentence Meaning) Student builds upon an understanding of words and phrases to determine the meaning of a sentence. Student analyzes sentence structures and draws on an understanding of grammar rules to determine how the parts of speech in a sentence operate together to support the overall meaning. Student confirms that his or her understanding of a sentence makes sense in relationship to previous sentences, personal experience, and general knowledge of the world. This skill category focuses on the syntactical, grammatical, and semantic case analyses that support elementary proposition encoding and integration of propositions across contiguous sentences. Understanding the Situation Implied by a Text (Situation Model) Student develops a mental model (i.e., image, conception) of the people, things, setting, actions, ideas, and events in a text. Student draws on personal experience and world knowledge to infer cause-and-effect relationships between actions and events to fill in additional information needed to understand the situation implied by the text. This skill category is a hybrid of the explicit text model and the elaborated situation model described by Kintsch (1998). As such, category three combines both lower-level explicit text interpretation and higher-level inferential processes that connect the explicit text to existing knowledge structures and schemata. Understanding the Content, Form, and Function of Larger Sections of Text (Global Text Meaning) Student synthesizes the meaning of multiple sentences into an understanding of paragraphs or larger sections of texts. Student recognizes a text’s organizational structure and uses that organization to guide his or her reading. Student can identify the main point of, summarize, characterize, or evaluate the meaning of larger sections of text. Student can identify underlying assumptions in a text, recognize implied consequences, and draw conclusions from a text. This skill category focuses on the integration of local propositions into macro-level text structures (Kintsch & van Dijk, 1978) and more global themes (Louwerse & Van Peer, 2003). It also includes elaborative inferencing that supports interpretation and critical comprehension, such as identifying assumptions, causes, and consequence and drawing conclusions at the level of the situation model. Analyzing Authors’ Purposes, Goals, and Strategies (Pragmatic Meaning) Student identifies an author’s intended audience and purposes for writing. Student analyzes an author’s choices regarding content, organization, style, and genre, evaluating how those choices support the author’s purpose and are appropriate for the intended audience and situation. This skill category includes contextual and pragmatic discourse analyses that support interpretation of texts in light of inferred authorial intentions and strategies.

In the real world, writing is not artificially separated into specific discourses. It is blended for effect.

A graceless pastor is a blind man elected to a professorship of optics, philosophizing upon light and vision, discoursing upon and distinguishing to others the nice shades and delicate blendings of the prismatic colours, while he himself is absolutely in the dark! He is a dumb man elevated to the chair of music; a deaf man fluent upon symphonies and harmonies! He is a mole professing to educate eaglets; a limpet elected to preside over angels.

Being a student of divinity he was at liberty to preach, but conscious ignorance had hitherto restrained him. He thought, however, that by committing some other man's sermon to memory he might profit the hearers, and so he undertook it. It was slavish work to prepare, for it took most of a week to memorize the sermon, and it was joyless work to deliver it, for there was none of the living power that attends a man's God-given message and witness. His conscience was not yet enlightened enough to see that he was acting a false part in preaching another's sermon as his own; nor had he the spiritual insight to perceive that it is not God's way to set up a man to preach who knows not enough of either His word or the life of the Spirit within him, to prepare his own discourse. How few even among preachers feel preaching to be a divine vocation and not a mere human profession; that a ministry of the truth implies the witness of experience, and that to preach another man's sermon is, at the best, unnatural walking on stilts!

In order for an individual to consciously let go of a thing, he must have something that he feels is stronger to which he can anchor. As students become conscious of this, the confidence and strength will come to them to take the step.

They were divided into four categories that are described below along with examples of the motivational behaviours included within each. 1     Teacher discourse: arousing curiosity or attention, promoting autonomy, stating communicative purpose/utility of activity 2     Participation structure: group work/pair work 3     Activity design: individual competition, team competition, intellectual challenge, tangible task product 4     Encouraging positive retrospective self-evaluation and activity design: effective praise, elicitation of self/peer correction session, class applause. In each lesson, the learners’ motivation was measured in terms of their level of engagement. The proportion of students who paid attention, who actively participated, and who eagerly volunteered during activities was calculated. A three-level scale was used to measure engagement in each observed lesson: very low (a few students), low (one third to two thirds of the students) and high (more than two thirds of the students). Learners also completed a questionnaire about their motivation levels specifically related to their EFL class. The researchers found significant positive correlations between the teachers’ motivational practices, the learners’ engagement behaviours, and the learners’ self-reports on the questionnaire. The researchers acknowledge that correlation results do not indicate cause–effect relationships. Nevertheless, the findings are important because this is the first study to provide ‘any empirical evidence concerning the concrete, classroom-specific impact of language teachers’ motivational strategies’ (Guilloteaux and Dörnyei 2008: 72).

I say to the students in all sincerity, there is no possible way of attaining a quality or a desired attribute without claiming it.

is through student discourse and the interaction of different ideas that students construct meaning. Often

I once preached a sermon in the open air in haying time during a violent storm of rain. The text was, "He shall come down like rain upon the mown grass, as showers that water the earth," and surely we had the blessing as well as the inconvenience. I was sufficiently wet, and my congregation must have been drenched, but they stood it out, and I never heard that anybody was the worse in health, though, I thank God, I have heard of souls brought to Jesus under that discourse. Once in a while, and under strong excitement, such things do no one any harm, but we are not to expect miracles, nor wantonly venture upon a course of procedure which might kill the sickly and lay the foundations of disease in the strong.

I say to you, Beloved Students of Light: Arise! Awaken! to the fullness of your God - Dominion. Fearlessly use the conscious knowledge and direction of this "Mighty I AM Energy" for your freedom, prosperity, blessing and enlightenment. Each of you is a glittering, dazzling Jewel of Light projected into a world of chaos and darkness, that the Radiance of your Light may expand, expand, and again expand, that all darkness of the earth be consumed in this Mighty Radiance of the "I AM Presence," which you are.

An indifference induced by the discourse that students are just consumers, and primarily consumers of booze and sex—a discourse of the dads that pretends to lament what it secretly hopes to reproduce.

One smiles often when reading incidents in their labors. A string of packhorses is so driven as to break up a congregation, and a fire-engine is brought out and played over the throng to achieve the same purpose. Hand-bells, old kettles, marrowbones and cleavers, trumpets, drums, and entire bands of music were engaged to drown the Preachers' voices. In one case the parish bull was let loose, and in others dogs were set to fight. The preachers needed to have faces set like flints, and so indeed they had. John Furz says,: "As soon as I began to preach, a man came straight forward, and presented a gun at my face; swearing that he would blow my brains out, if I spake another word. However, I continued speaking, and he continued swearing, sometimes putting the muzzle of the gun to my mouth, sometimes against my ear. While we were singing the last hymn, he got behind me, fired the gun, and burned off part of my hair." After this, my brethren, We ought never to speak of petty interruptions or annoyances. The proximity of a blunderbuss in the hands of a son of Belial is not very conducive to collected thought and clear utterance, but the experience of Furz was probably no worse than that of John Nelson, who coolly says, "But when I was in the middle of my discourse, one at the outside of the congregation threw a stone, which cut me on the head: however, that made the people give -greater attention, especially when they saw the blood run down my face; so that all was quiet till I had done, and was Singing a hymn.

them out if they make dumb choices. Let them struggle; let them learn; let them take responsibility. They need to figure out the importance of working hard, saving money, being smart. For God’s sake, don’t be a damned fool and then go begging the government to save you.” This is not a stupid argument. I come at the issues differently, of course, as someone who supports a strong social safety net. But this more conservative view represents a considered and consistent position, worthy of respect. Lower-income conservatives are making the same kind of argument that rich liberals are making. They are willing to make monetary sacrifices to answer the call of their fundamental values. For liberals, those values are more about the common good and enlightened self-interest. For conservatives, those values are more about the importance of independence and personal responsibility. But both sides rightfully see their voting behavior as needing to reflect more than just a vulgar calculation about their immediate pocketbook needs. If one side deserves respect, then so does the other.*1 Of course, respecting our opponent’s argument doesn’t mean we have to just accept it and give in. It doesn’t mean we shouldn’t argue passionately about the best approach to taxes or spending—especially in a society as complex as ours, with the stakes as high as they are. In fact, we should disagree and debate. Debate is the lifeblood of democracy, after all. Disagreement is a good thing—even heated disagreement. Only in a dictatorship does everybody have to agree. In a democracy, nobody has to agree. That’s called freedom. It’s the whole point of America. But at the base of too many of our public discussions sits the same destructive assumption: I’m right. And you’re wrong. We proceed on both sides as if our side is grounded in “the Truth” and the other side is always insane and delusional. And some version of this flawed concept has become the default setting throughout American political discourse. It is one thing to say, “I disagree with you because we have different values and priorities.” It’s quite another to say, “I disagree with you because you are an uneducated idiot—a pawn—and a dupe.” The prevalence of the latter set of arguments is why the Democratic Party stinks of elitism. Here’s another liberal favorite: “How can we argue with conservatives? They don’t believe in facts anymore—only ‘alternative facts.’ At least, liberals believe in science. Right-wingers don’t!” I understand the source of liberal exasperation here. Even though any high school student can reproduce the greenhouse-gas effect in a laboratory beaker,

The speech began by comparing Mark Rudd, a leader of student demonstrations at Columbia, with George Wallace, the segregationist governor of Alabama: “Both … stand in the schoolroom door, and seen from the vantage point of the academy they both hold the same low view of reasoned discourse. They believe that force ought to be substituted for sweet reason, that power ought to replace persuasion and that only ‘socially approved’ voices and views should be heard. They believe that toleration is a weakness rather than a strength in intellectual enquiry and they are in the deepest sense of the word anti-intellectual. They aim at nothing less than the destruction of the life of reason. The university and the parent society have no alternative to repression.

The debate has been bounded by the rules of ordinary scientific discourse. This highly regulated space makes room for technical papers; grant applications; informal networks of students, teachers, and laboratories; official symposia to promote methods and interpretations; and finally, textbooks to socialize new scientists.

The awareness of mortality casts a bittersweet shadow over the vibrancy of life and love. We exist in a state of impermanence, where beauty fades and connection dissolves. Yet, it is precisely this impermanence that imbues life with its preciousness and love with its urgency. In the face of oblivion, love becomes a defiant act, a bridge we build across the chasm of the ephemeral, a testament to the enduring power of connection in a fleeting existence." The quote's appreciation for love in the face of life's fleeting nature echoes Epicurean ideals. This emphasizes the existentialist concept of living in a finite world and the absurdist notion of creating meaning in the face of nothingness. It highlights love as a way to transcend the impermanence of life and forge a connection that defies the inevitable. The concept of finding meaning and beauty in a world wracked by impermanence aligns closely with the philosophy of Epicurus. Epicureanism emphasizes living a virtuous and pleasure-filled life while minimizing pain. Though often misinterpreted as mere hedonism, Epicurus also stressed the importance of intellectual pursuits, close friendships, and facing mortality with courage. Unfortunately, Epicurus himself didn't write any essays or novels in the traditional sense. Most of his teachings were delivered in letters and discourses to his students and followers. These were later compiled by others, most notably Hermarchus, who helped establish Epicurean philosophy. The core tenets of Epicureanism are scattered throughout various ancient texts, including: *Principal Doctrines: A summary of Epicurus' core beliefs, likely compiled by Hermarchus. *Letter to Menoeceus: A letter outlining the path to happiness through a measured approach to pleasure and freedom from fear. *Vatican Sayings: A collection of sayings and aphorisms attributed to Epicurus. These texts, along with Diogenes Laërtius' Lives and Sayings of the Philosophers, which includes biographical details about Epicurus, provide the best understanding of his philosophy. Love is but an 'Ephemeral Embrace'. Life explodes into a vibrant party, a kaleidoscope of moments that dims as the sun dips below the horizon. The people we adore, the bonds we forge, all tinged with the bittersweet knowledge that nothing lasts forever. But it's this very impermanence that makes everything precious, urging us to savor the here and now. Imagine Epicurus nudging us and saying, "True pleasure isn't a fleeting high, it's the joy of sharing good times with the people you love." Even knowing things end, we can create a life brimming with love's connections. Love becomes an act of creation, weaving threads of shared joy into a tapestry of memories. Think of your heart as a garden. Love tells you to tend it with care, for it's the source of connection with others. In a world of constant change, love compels us to nurture our inner essence and share it with someone special. Love transcends impermanence by fostering a deep connection that enriches who we are at our core. Loss is as natural as breathing. But love says this: "Let life unfold, with all its happy moments and tearful goodbyes. Only then can you understand the profound beauty of impermanence." Love allows us to experience the full spectrum of life's emotions, embracing the present while accepting impermanence. It grants depth and meaning to our fleeting existence. Even knowing everything ends, love compels us to build a haven, a space where hearts connect. It's a testament to the enduring power of human connection in a world in flux. So let's love fiercely, vibrantly, because in the face of our impermanence, love erects a bridge to something that transcends the temporary.

I assign a type of extended schooling called “homework,” so that the effect of surveillance, if not the surveillance itself, travels into private households, where students might otherwise use free time to learn something unauthorized from a father or mother, by exploration or by apprenticing to some wise person in the neighborhood.

One would have thought that the school room is the proper place for students to inquire into the ways in which media of all kinds—including television—shape people’s attitudes and perceptions.

The students of history of those times,” he said, who shall read some of the discourses which won for him so high a reputation, will scarcely avoid the belief that it was very ill-merited.

In the book [Postman] makes the point that there is no reflection time in the world anymore,” said a student named Jonathan. “When I go to a restaurant, everyone’s on their cell phone, talking or playing games. I have no ability to sit by myself and just think.

In the world of words, the hardest facts can be made to vanish into thin air by a clever catchword or soaring rhetoric. In a public discourse where slogans and images have too often replaced facts and logic, words have indeed become for some what Hobbes called them, centuries ago—the money of fools,114 often counterfeit money created by clever people. Our educational system, which might have been expected to develop students’ ability to “cross-examine the facts,” as the great economist Alfred Marshall once put it, has itself become one of the fountainheads of insinuations and obfuscations.

ANOTHER RELATED FACTOR DEEPENING the divide between American and Israeli Jews is also derived from the tension between Judaism-as-nation and Judaism-as-religion. That factor is the Hebrew language. Hebrew, obviously, is the language of discourse in Israel, and American Jews, for the most part, have decided not to speak or to understand it. This blunt formulation is intentional: it’s not just that American Jews do not speak Hebrew, but that over the years Jewish educators consciously chose to remove significant Hebrew-language education from their curricula. To be sure, learning a language takes time and effort, so they faced a significant pedagogical challenge given the limited number of hours with which they had to work. Yet, there are some schools (both Orthodox and non-Orthodox) that do teach Hebrew rigorously and give their students at least a good grounding. Most do not try; the decision not to teach Hebrew, say some scholars, was also a conscious decision not to highlight the peoplehood dimension of Judaism. Doing so would have made American Jews feel like outsiders in America.

When students and their families are believed to be the principal cause for school success or failure, teachers feel less responsible for ensuring that students achieve at high levels. They are less likely to adjust their instructional practices to meet students’ educational needs because they doubt that their efforts will pay off. To best assist students, educators should cultivate a school-based discourse that (1) emphasizes teachers’ responsibility for students’ learning and (2) challenges arguments that blame students’ struggles primarily on students’ and their parents’ supposed lack of educational investment.

Meanwhile, ‘ethnomethodology’ afforded a method by which to bring out the voices of the marginalised in society, the ones who had been silenced by the official discourses of ‘Western social scientists’. Students were obligated to hear their folk-ways, their forms of expression, ‘the silences or absences’ of marginalised criminals, drug addicts, black lesbians, the mentally impaired, undocumented immigrants, African migrants, on the grounds that there was as much to be learned from their ‘voices’ than from the now sterile and biased works of the Western Canon.[12] Of course, the ones in charge of hearing these voices have generally been well-off academic whites, and non-whites looking to profit from white-created countries.

The podium is intended for me, rather than my students. It has been placed there by the university so that I can deliver to them the knowledge I have been professionally and institutionally authorized to convey. The notes I place on the podium have an entirely different status than the notes the students are now energetically taking...The podium symbolizes a trap into which I can easily fall. It is a trap of taking for granted the structures of power to which I have access, of assuming that I can draw on the resources they afford me without paying attention to how my participation in the institution may maintain my own oppression and/or the oppression of others" (pp. 83-84).

Yet, in the context of advanced literary study, rather than in the context of independent reading for pleasure, the reader is not entirely free. Certain interpretations might simply be based on misunderstandings or misreadings; others might be so personal as to be inappropriate for the discourse of formal literary study. Interpretations must be argued for, supported and evaluated, and these processes must be modelled for students by teachers and critics. At the same time, students need to understand the nature of teachers’ and critics’ authority, recognising that they act as knowledgeable guides:

Constructivism understands truth not as something to be discovered or revealed but as something contestable, contingent, and created by humans engaged in social communities of discourse. This means that we can’t just tell students what they need to know and be done with teaching; students need to create their own understanding of the world through active engagement. Our task is to create the conditions for such engagement.

Beneath a common banner of classically liberal ideals, countless tastes and traditions may mingle and mutate into ever new and exciting flavors. Thus would be born a homeland where the Sufi dances with the Breslover round the neon jungle of Times Square, where the Baptist of Alabama nods along to the merry melodies of Klezmer, where the secular humanist combs the Christian gospels and poems of Rumi for their many pearls of wisdom, where the Guatemalan college student learns to read Marx and Luxemburg in their original German, where the Russian refugee freely markets her own art painted in the style of Van Gogh and Monet, where the Italian chef tosses up a Lambi stew for his Haitian wife’s birthday while the operas of Verdi and Puccini play on his radio, where two brothers in exile share the wine of the Galilee and Golan while listening to the oud music of Nablus and Nazareth, where the Buddhist and the stoner hike through redwood trails and swap thoughts of life and death beneath a star-spangled sky. In this America, only the polyglot sets the lingua franca, the bully pulpit yields to the poets café, decent discourse finds favor over any cocksure shouting match, no library is so uniform as to betray to a tee its owner’s beliefs, no citizen is so selfish as to live for only themself nor so weak of will as to live only for others, and such a land—as yet a dream deferred, but still a dream we may seize—such a land would truly be worthy of you and me.

What race subjects should our students be engaging? Which stories should be told? Which histories examined? Considering this book's chief assertion--there is a difference between 'light' and 'fire,' between empty and meaningful--how do teachers pick the proper fuel for their students' race discourse?

Everything I read, listened to, and learned, validated my right to existence as a Black man in America but only within the confines of a patriarchal definition of masculine identity. What went unquestioned were the ways my newfound sense of Black manhood contributed to the ongoing marginalization of my mother, her twin sister, my grandmother, my high school guidance counselor, and more than half of the student population on Hampton University’s campus. I began to see myself, but only by refusing to see black women. The centrality of the Black male experience and the discourse of racist oppression has been passed down from generation to generation through our politics and culture.

Haidt and Lukianoff discuss this type of problematic “us versus them” thinking, and how the theory of intersectionality10 has been corrupted and interpreted to mean a power struggle between the privileged and the oppressed. In any power struggle, there is a perceived “good” and “bad” side, thus pitting us against each other before the conversation has even begun. This form of identity politics combined with microaggression training “creates an environment highly conducive to the development of a ‘call-out culture,’ in which students gain prestige for identifying small offenses committed by members of their community, and then publicly ‘calling out’ the offenders.” The authors write, “They have learned to interpret mere words and social behaviors as acts of aggression. They have learned to associate aggression, domination, and oppression with privileged groups. They have learned to focus only on perceived impact and to ignore intent.” This learned behavior of assuming the worst of intentions has had a chilling effect on freedom of speech and a supremely caustic effect on political discourse.

And, in the end, what will the students have learned? They will, to be sure, have learned something about whales, perhaps about navigation and map reading, most of which they could have learned just as well by other means. Mainly, they will have learned that learning is a form of entertainment or, more precisely, that anything worth learning can take the form of an entertainment, and ought to.

People come, students and everyone else, to be inspired by the biennale. They expect to see architecture as a kind of seismograph of where we are.

students are positioned as thoughtful contributors to classroom discourse and have a sense of ownership in criteria used by a community of practice.

Students reveal their thinking through discourse and are encouraged to develop their metacognitive awareness and understanding of the inquiry process.

Volunteering was the norm among Jewish youth: Tikva Honig-Parnass, a seventeen-year-old Hebrew University student, enlisted in the Haganah in November 1947. ‘It was well-known on campus who was a member’, she recalled. Most students were members and enlisting was the culmination of everything I had been brought up to believe in. We had fought to achieve what we had, it was now in danger and it was up to me to protect it. In that discourse there was no notion of attacking or being the aggressors, only defending ourselves and what we had built.