Student Publication Quotes

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My 'morals' were sound, even a bit puritanic, but when a hidebound old deacon inveighed against dancing I rebelled. By the time of graduation I was still a 'believer' in orthodox religion, but had strong questions which were encouraged at Harvard. In Germany I became a freethinker and when I came to teach at an orthodox Methodist Negro school I was soon regarded with suspicion, especially when I refused to lead the students in public prayer. When I became head of a department at Atlanta, the engagement was held up because again I balked at leading in prayer. I refused to teach Sunday school. When Archdeacon Henry Phillips, my last rector, died, I flatly refused again to join any church or sign any church creed. From my 30th year on I have increasingly regarded the church as an institution which defended such evils as slavery, color caste, exploitation of labor and war. I think the greatest gift of the Soviet Union to modern civilization was the dethronement of the clergy and the refusal to let religion be taught in the public schools.
W.E.B. Du Bois (The Autobiography of W.E.B. Du Bois: A Soliloquy on Viewing My Life from the Last Decade of Its First Century)
All students enter law school with a certain amount of idealism and desire to serve the public, but after three years of brutal competition we care for nothing but the right job with the right firm where we can make partner in seven years and earn big bucks.
John Grisham (The Rainmaker)
Public education does not exist for the benefit of students or the benefit of their parents. It exists for the benefit of the social order. We have discovered as a species that it is useful to have an educated population. You do not need to be a student or have a child who is a student to benefit from public education. Every second of every day of your life, you benefit from public education. So let me explain why I like to pay taxes for schools, even though I don't personally have a kid in school: It's because I don't like living in a country with a bunch of stupid people.
John Green
I can’t function here anymore. I mean in life: I can’t function in this life. I’m no better off than when I was in bed last night, with one difference: when I was in my own bed—or my mom’s—I could do something about it; now that I’m here I can’t do anything. I can’t ride my bike to the Brooklyn Bridge; I can’t take a whole bunch of pills and go for the good sleep; the only thing I can do is crush my head in the toilet seat, and I still don’t even know if that would work. They take away your options and all you can do is live, and it’s just like Humble said: I’m not afraid of dying; I’m afraid of living. I was afraid before, but I’m afraid even more now that I’m a public joke. The teachers are going to hear from the students. They’ll think I’m trying to make an excuse for bad work.
Ned Vizzini (It's Kind of a Funny Story)
Almost all the students who make it to Caltech, one of the best scientific universities in the world, come from public schools. So it can be done.
Thomas L. Friedman (The World Is Flat: A Brief History of the Twenty-first Century)
I am not poor, I am not rich; nihil est, nihil deest, I have little, I want nothing: all my treasure is in Minerva’s tower...I live still a collegiate student...and lead a monastic life, ipse mihi theatrum [sufficient entertainment to myself], sequestered from those tumults and troubles of the world...aulae vanitatem, fori ambitionem, ridere mecum soleo [I laugh to myself at the vanities of the court, the intrigues of public life], I laugh at all.
Robert Burton (The Anatomy of Melancholy)
What we have witnessed in our own time is the death of universities as centres of critique. Since Margaret Thatcher, the role of academia has been to service the status quo, not challenge it in the name of justice, tradition, imagination, human welfare, the free play of the mind or alternative visions of the future. We will not change this simply by increasing state funding of the humanities as opposed to slashing it to nothing. We will change it by insisting that a critical reflection on human values and principles should be central to everything that goes on in universities, not just to the study of Rembrandt or Rimbaud.
Terry Eagleton
I was once asked if I had any ideas for a really scary reality TV show. I have one reality show that would really make your hair stand on end: "C-Students from Yale." George W. Bush has gathered around him upper-crust C-students who know no history or geography, plus not-so-closeted white supremacists, aka Christians, and plus, most frighteningly, psychopathic personalities, or PPs, the medical term for smart, personable people who have no consciences. To say somebody is a PP is to make a perfectly respectable diagnosis, like saying he or she has appendicitis or athlete's foot . . . PPs are presentable, they know full well the suffering their actions may cause others, but they do not care. They cannot care because they are nuts. They have a screw loose! . . . So many of these heartless PPs now hold big jobs in our federal government, as though they were leaders instead of sick. They have taken charge of communications and the schools, so we might as well be Poland under occupation. They might have felt that taking our country into an endless war was simply something decisive to do. What has allowed so many PPs to rise so high in corporations, and now in government, is that they are so decisive. They are going to do something every fuckin' day and they are not afraid. Unlike normal people, they are never filled with doubts, for the simple reasons that they don't give a fuck what happens next. Simply can't. Do this! Do that! Mobilize the reserves! Privatize the public schools! Attack Iraq! Cut health care! Tap everybody's telephone! Cut taxes on the rich! Build a trillion-dollar missile shield! Fuck habeas corpus and the Sierra Club and In These Times, and kiss my ass! There is a tragic flaw in our precious Constitution, and I don't know what can be done to fix it. This is it: Only nut cases want to be president.
Kurt Vonnegut Jr. (A Man Without a Country)
The function of the university is not simply to teach breadwinning, or to furnish teachers for the public schools, or to be a centre of polite society; it is, above all, to be the organ of that fine adjustment between real life and the growing knowledge of life, and adjustment which forms the secret of civilisation.
W.E.B. Du Bois (The Souls of Black Folk)
Public schools were not only created in the interests of industrialism—they were created in the image of industrialism. In many ways, they reflect the factory culture they were designed to support. This is especially true in high schools, where school systems base education on the principles of the assembly line and the efficient division of labor. Schools divide the curriculum into specialist segments: some teachers install math in the students, and others install history. They arrange the day into standard units of time, marked out by the ringing of bells, much like a factory announcing the beginning of the workday and the end of breaks. Students are educated in batches, according to age, as if the most important thing they have in common is their date of manufacture. They are given standardized tests at set points and compared with each other before being sent out onto the market. I realize this isn’t an exact analogy and that it ignores many of the subtleties of the system, but it is close enough.
Ken Robinson (The Element: How Finding Your Passion Changes Everything)
Students of public speaking continually ask, "How can I overcome self-consciousness and the fear that paralyzes me before an audience?" Did you ever notice in looking from a train window that some horses feed near the track and never even pause to look up at the thundering cars, while just ahead at the next railroad crossing a farmer's wife will be nervously trying to quiet her scared horse as the train goes by? How would you cure a horse that is afraid of cars—graze him in a back-woods lot where he would never see steam-engines or automobiles, or drive or pasture him where he would frequently see the machines? Apply horse-sense to ridding yourself of self-consciousness and fear: face an audience as frequently as you can, and you will soon stop shying. You can never attain freedom from stage-fright by reading a treatise. A book may give you excellent suggestions on how best to conduct yourself in the water, but sooner or later you must get wet, perhaps even strangle and be "half scared to death." There are a great many "wetless" bathing suits worn at the seashore, but no one ever learns to swim in them. To plunge is the only way.
Dale Carnegie (The Art of Public Speaking)
[W]hen you make your mistakes in public you will learn that they are mistakes and in being corrected you will grow. It also reminded me that being wrong and responding to correction with resilience was a higher virtue than covering up your mistakes so your students and the watching world assumed that success meant never being wrong. Working from your strengths and cultivating resilience in all matters of life have always been guiding principles for me.
Rosaria Champagne Butterfield (The Secret Thoughts of an Unlikely Convert: An English Professor's Journey Into Christian Faith)
I tell you we must have bodies. You cannot make doctors without them, and the public must understand it. If we can’t get them any other way we will arm the students with Winchester rifles and send them to protect the body-snatchers on their raids.
Erik Larson (The Devil in the White City)
I am Levi Black and my record was spotless; I didn’t mess around with students, I didn’t lose cases, and I sure as hell didn’t air my dirty laundry in public.
J.J. McAvoy (Black Rainbow (Rainbows, #1))
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.
William Deresiewicz (Excellent Sheep: The Miseducation of the American Elite and the Way to a Meaningful Life)
Oh, sure," Gansey said, still cold and annoyed. "God forbid young men display their principles with futile but public protests when they could be skipping school and judging other students from the backseat of a motor vehicle." "Principles? Henry Cheng's principles are all about getting larger font in the school newsletter," Ronan said. He did a vaguely offensive version of Henry's voice: "Serif? Sans serif? More bold, less italics.
Maggie Stiefvater (The Raven King (The Raven Cycle, #4))
Teaching social science is at its best meant assisting students in making connections across time and place, both seeking common humanity and coming to understand broad historical and political forces.
Mike Rose (Possible Lives: The Promise Of Public Education In America)
For example, students of policy have noted that the availability heuristic helps explain why some issues are highly salient in the public’s mind while others are neglected. People tend to assess the relative importance of issues by the ease with which they are retrieved from memory—and this is largely determined by the extent of coverage in the media
Daniel Kahneman (Thinking, Fast and Slow)
Education makes your maths better, not necessarily your manners.
Amit Kalantri (Wealth of Words)
Uniform of a soldier and uniform of a student both are equally needed for the nation.
Amit Kalantri (Wealth of Words)
Then, one glorious day, our principal announced that any student with a passing grade-point average could apply for a transfer to the new OASIS public school system. The real public school system, the one run by the government, had been an underfunded, overcrowded train wreck for decades. And now the conditions at many schools had gotten so terrible that every kid with half a brain was being encouraged to stay at home and attend school online.
Ernest Cline (Ready Player One (Ready Player One, #1))
Our schools will not improve if we continue to focus only on reading and mathematics while ignoring the other studies that are essential elements of a good education. Schools that expect nothing more of their students than mastery of basic skills will not produce graduates who are ready for college or the modern workplace. *** Our schools will not improve if we value only what tests measure. The tests we have now provide useful information about students' progress in reading and mathematics, but they cannot measure what matters most in education....What is tested may ultimately be less important that what is untested... *** Our schools will not improve if we continue to close neighborhood schools in the name of reform. Neighborhood schools are often the anchors of their communities, a steady presence that helps to cement the bond of community among neighbors. *** Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools. *** Our schools will not improve if we continue to drive away experienced principals and replace them with neophytes who have taken a leadership training course but have little or no experience as teachers. *** Our schools cannot be improved if we ignore the disadvantages associated with poverty that affect children's ability to learn. Children who have grown up in poverty need extra resources, including preschool and medical care.
Diane Ravitch (The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education)
The dilemma I was faced with was one every parent faces sooner or later: you want to defend your child, of course; you stand up for your child, but you mustn't do it all too vehemently, and above all not too eloquently - you mustn't drive anyone into a corner. The educators, the teachers, will let you have your say, but afterwards they'll take revenge on your child. You may come up with better arguments - it's not too hard to come up with better arguments than the educators, the teachers - but in the end, your child to going to pay for it. Their frustration at being shown up is something they'll take out on the student.
Herman Koch (The Dinner)
Zeal--what is it? How shall I describe it? Possess it, and you will know what it is. Be consumed with love for Christ, and let the flame burn continuously, not flaming up at public meetings and dying out in the routine work of every day.
Charles Haddon Spurgeon (Charles Spurgeon: Lectures To My Students, Vol 1-4 (Illustrated))
Public education puts relentless pressure on its students to conform.
Ken Robinson (The Element: How Finding Your Passion Changes Everything)
Anytime you make the work public, set the bar high, and are transparent about the steps to make a high-quality product, kids will deliver.
Ron Berger (Leaders of Their Own Learning: Transforming Schools Through Student-Engaged Assessment)
In short, some of the least qualified students, taught by the least qualified professors in the lowest quality courses supply most American public school teachers.
Thomas Sowell (Inside American Education)
It is a melancholy illusion of those who write books and articles that the printed word survives. Alas, it rarely does. The vast majority of printed works enter a state of suspended animation within a few weeks or years of publication, from which they are occasionally awakened, for equally short periods, by research students.
Eric J. Hobsbawm (How to Change the World: Marx and Marxism 1840-2011)
No,” said a third student. “Novartis is a public company. It’s not the boss or the board who decides. It’s the shareholders. If the board changes its priorities the shareholders will just elect a new board.” “That’s right,” I said. “It’s the shareholders who want this company to spend their money on researching rich people’s illnesses. That’s how they get a good return on their shares.” So there’s nothing wrong with the employees, the boss, or the board, then. “Now, the question is”—I looked at the student who had first suggested the face punching—“who owns the shares in these big pharmaceutical companies?” “Well, it’s the rich.” He shrugged. “No. It’s actually interesting because pharmaceutical shares are very stable. When the stock market goes up and down, or oil prices go up and down, pharma shares keep giving a pretty steady return. Many other kinds of companies’ shares follow the economy—they do better or worse as people go on spending sprees or cut back—but the cancer patients always need treatment. So who owns the shares in these stable companies?” My young audience looked back at me, their faces like one big question mark. “It’s retirement funds.” Silence. “So maybe I don’t have to do any punching, because I will not meet the shareholders. But you will. This weekend, go visit your grandma and punch her in the face. If you feel you need someone to blame and punish, it’s the seniors and their greedy need for stable stocks.
Hans Rosling (Factfulness: Ten Reasons We're Wrong About the World—and Why Things Are Better Than You Think)
So I guess I shouldn't have been surprised when I was applying for campus housing and overheard Andy telling my mother that the only way I was going to be safe from all the sexual assaults he'd heard about on National Public Radio was if I lived in an all-girl dorm. Never mind that I have been kicking the butts of the undead since I was in elementary school, and that almost the entire time I resided under Andy's roof, I had a hot undead guy living in my bedroom. These are two of those secrets I was telling you about. Andy doesn't know about them, and neither does my mother. They think Jesse is what Father Dominic told them he is: a "young Jesuit student who transferred to the Carmel Mission from Mexico, then lost his yearning to go into the priesthood" after meeting me. That one slays me every time.
Meg Cabot (Proposal (The Mediator, #6.5))
At this point, I’d been First Lady for just over two months. In different moments, I’d felt overwhelmed by the pace, unworthy of the glamour, anxious about our children, and uncertain of my purpose. There are pieces of public life, of giving up one’s privacy to become a walking, talking symbol of a nation, that can seem specifically designed to strip away part of your identity. But here, finally, speaking to those girls, I felt something completely different and pure—an alignment of my old self with this new role. Are you good enough? Yes, you are, all of you. I told the students of Elizabeth Garrett Anderson that they’d touched my heart. I told them that they were precious, because they truly were. And when my talk was over, I did what was instinctive. I hugged absolutely every single girl I could reach.
Michelle Obama (Becoming)
The light was crude. It made Artaud's eyes shrink into darkness, as they are deep-set. This brought into relief the intensity of his gestures. He looked tormented. His hair, rather long, fell at times over his forehead. He has the actor's nimbleness and quickness of gestures. His face is lean, as if ravaged by fevers. His eyes do not seem to see the people. They are the eyes of a visionary. His hands are long, long-fingered. Beside him Allendy looks earthy, heavy, gray. He sits at the desk, massive, brooding. Artaud steps out on the platform, and begins to talk about " The Theatre and the Plague." He asked me to sit in the front row. It seems to me that all he is asking for is intensity, a more heightened form of feeling and living. Is he trying to remind us that it was during the Plague that so many marvelous works of art and theater came to be, because, whipped by the fear of death, man seeks immortality, or to escape, or to surpass himself? But then, imperceptibly almost, he let go of the thread we were following and began to act out dying by plague. No one quite knew when it began. To illustrate his conference, he was acting out an agony. "La Peste" in French is so much more terrible than "The Plague" in English. But no word could describe what Artaud acted out on the platform of the Sorbonne. He forgot about his conference, the theatre, his ideas, Dr. Allendy sitting there, the public, the young students, his wife, professors, and directors. His face was contorted with anguish, one could see the perspiration dampening his hair. His eyes dilated, his muscles became cramped, his fingers struggled to retain their flexibility. He made one feel the parched and burning throat, the pains, the fever, the fire in the guts. He was in agony. He was screaming. He was delirious. He was enacting his own death, his own crucifixion. At first people gasped. And then they began to laugh. Everyone was laughing! They hissed. Then, one by one, they began to leave, noisily, talking, protesting. They banged the door as they left. The only ones who did not move were Allendy, his wife, the Lalous, Marguerite. More protestations. More jeering. But Artaud went on, until the last gasp. And stayed on the floor. Then when the hall had emptied of all but his small group of friends, he walked straight up to me and kissed my hand. He asked me to go to the cafe with him.
Anaïs Nin
For a person accustomed to the multi ethnic commotion of Los Angeles, Vancouver, New York, or even Denver, walking across the BYU campus can be a jarring experience. One sees no graffiti, not a speck of litter. More than 99 percent of the thirty thousand students are white. Each of the young Mormons one encounters is astonishingly well groomed and neatly dressed. Beards, tattoos, and pierced ears (or other body parts) are strictly forbidden for men. Immodest attire and more than a single piercing per ear are forbidden among women. Smoking, using profane language, and drinking alcohol or even coffee are likewise banned. Heeding the dictum "Cougars don't cut corners," students keep to the sidewalks as they hurry to make it to class on time; nobody would think of attempting to shave a few precious seconds by treading on the manicured grass. Everyone is cheerful, friendly, and unfailingly polite. Most non-Mormons think of Salt Lake City as the geographic heart of Mormonism, but in fact half the population of Salt Lake is Gentile, and many Mormons regard the city as a sinful, iniquitous place that's been corrupted by outsiders. To the Saints themselves, the true Mormon heartland is here in Provo and surrounding Utah County--the site of chaste little towns like Highland, American Fork, Orem, Payson and Salem--where the population is nearly 90 percent LDS. The Sabbath is taken seriously in these parts. Almost all businesses close on Sundays, as do public swimming pools, even on the hottest days of the summer months. This part of the state is demographically notable in other aspects, as well. The LDS Church forbids abortions, frowns on contraception, and teaches that Mormon couples have a sacred duty to give birth to as many children as they can support--which goes a long way toward explaining why Utah County has the highest birth rate in the United States; it is higher, in fact, than the birth rate in Bangladesh. This also happens to be the most Republican county in the most Republican state in the nation. Not coincidentally, Utah County is a stronghold not only of Mormonism but also Mormon Fundamentalism.
Jon Krakauer
Once the government can demand of a publisher the names of the purchasers of his publications, the free press as we know it disappears. Then the spectre of a government agent will look over the shoulder of everyone who reads. The purchase of a book or pamphlet today may result in a subpoena tomorrow. Fear of criticism goes with every person into the bookstall. The subtle, imponderable pressures of the orthodox lay hold. Some will fear to read what is unpopular, what the powers-that-be dislike. When the light of publicity may reach any student, any teacher, inquiry will be discouraged. The books and pamphlets that are critical of the administration, that preach an unpopular policy in domestic or foreign affairs, that are in disrepute in the orthodox school of thought will be suspect and subject to investigation. The press and its readers will pay a heavy price in harassment. But that will be minor in comparison with the menace of the shadow which government will cast over literature that does not follow the dominant party line. If the lady from Toledo can be required to disclose what she read yesterday and what she will read tomorrow, fear will take the place of freedom in the libraries, book stores, and homes of the land. Through the harassment of hearings, investigations, reports, and subpoenas government will hold a club over speech and over the press." [United States v. Rumely, 345 U.S. 41 (1953)]
William O. Douglas
In fact, healthy students often redouble their resistance to teaching as they find themselves more comprehensively manipulated. This resistance is due not to the authoritarian style of a public school or the seductive style of some free schools, but to the fundamental approach common to all schools-the idea that one person's judgment should determine what and when another person must learn.
Ivan Illich (Deschooling Society)
Studies show that the fear of public humiliation is a potent force. During the 1988-89 basketball season, for example, two NCAA basketball teams played eleven games without any spectators, owing to a measles outbreak that led their schools to quarantine all students. Both teams played much better (higher free-throw percentages, for example) without any fans, even adoring home-team fans, to unnerve them.
Susan Cain (Quiet: The Power of Introverts in a World That Can't Stop Talking)
School is different. Pupils are usually not encouraged to follow their own learning paths, question and discuss everything the teacher is teaching and move on to another topic if something does not promise to generate interesting insight. The teacher is there for the pupils to learn. But, as Wilhelm von Humboldt, founder of the Humboldt University of Berlin and brother to the great explorer Alexander von Humboldt, put it, the professor is not there for the student and the student not for the professor. Both are only there for the truth. And truth is always a public matter.
Sönke Ahrens (How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers)
And whether or not the educators who are trying to raise up America's students can actually set and meet higher academic standards, our cultural values make their job next to impossible. It's so much easier for pundits and politicians to point out figures and blame the people who are in the trenches every day than it is to get in there with them, or even to find out what actually goes on in those trenches. It's so much easier for parents to blame teachers when their kids get in trouble than to do the heavy lifting required at home to keep kids on track. And it's so much easier for us as a nation to cross our fingers and hope that we'll "get lucky" with the innovative "solutions" being tested on America's schools today than it is for us to roll up our sleeves and invest our own time, talent, and money in the schools that are even now-- with or without us-- shaping our nation's future.
Tony Danza (I'd Like to Apologize to Every Teacher I Ever Had: My Year as a Rookie Teacher at Northeast High)
Years ago, after the publication of my third book, a journalist once asked me if you could tell right away whether a student had a mind for law or not, and the answer is: Sometimes. But often, you’re wrong—the student who seemed so bright in the first half of the semester becomes steadily less so as the year goes on, and the student about whom you never thought one thing or another is the one who emerges as a dazzler, someone you love hearing think.
Hanya Yanagihara (A Little Life)
Anyone who truly cares about children must be repelled by the insistence on ranking them, rating them, and labeling them. Whatever the tests measure is not the sum and substance of any child. The tests do not measure character, spirit, heart, soul, potential. When overused and misused, when attached to high stakes, the tests stifle the very creativity and ingenuity that our society needs most. Creativity and ingenuity stubbornly resist standardization. Tests should be used sparingly to help students and teachers, not to allocate rewards and punishments and not to label children and adults by their scores.
Diane Ravitch (Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools)
Which led to a second revelation about certain nonprofits, especially young-person-driven start-ups like Public Allies, and many of the bighearted, tirelessly passionate people who work in them: Unlike me, it seemed they could actually afford to be there, their virtue discreetly underwritten by privilege, whether it was that they didn’t have student loans to pay off or perhaps had an inheritance to someday look forward to and thus weren’t worried about saving for the future.
Michelle Obama (Becoming)
The Greek is even more explicitly against the hyper-grace interpretation, since the word confess in the Greek speaks of continuous, present action as opposed to a one-time act. (Any first-year Greek student would know this.) As one commentary explained: 1:9 “confess” This is a compound Greek term from “to speak” and “the same.” Believers continue to agree with God that they have violated His holiness (cf. Rom. 3:23). It is PRESENT TENSE, which implies ongoing action. Confession implies (1) a specific naming of sins (v. 9); (2) a public admitting of sins (cf. Matt. 10:32; James 5:16; and (3) a turning from specific sins (cf. Matt. 3:6; Mark 1:5; Acts 19:18;
Michael L. Brown (Hyper-Grace: Exposing the Dangers of the Modern Grace Message)
For example, students of policy have noted that the availability heuristic helps explain why some issues are highly salient in the public’s mind while others are neglected. People tend to assess the relative importance of issues by the ease with which they are retrieved from memory—and this is largely determined by the extent of coverage in the media.
Daniel Kahneman (Thinking, Fast and Slow)
Nations such as Finland, Canada, Japan, and South Korea spend time and resources improving the skills of their teachers, not selectively firing them in relation to student test scores.
Diane Ravitch (Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools)
With the growing budget crisis in public education, it’s cheaper for schools to not have to construct and maintain buildings for students. Machines are less expensive than real teachers.
Leigh A. Bortins (The Core: Teaching Your Child the Foundations of Classical Education)
The one thing that vocational education has always been good at is providing students with obsolete equipment on which they can learn the outmoded skills required for dying occupations. So
David Labaree (Someone Has to Fail: The Zero-Sum Game of Public Schooling)
Really, we're fighting because she raised me to never forget I was born on parole, which means no black hoodies in wrong neighborhoods, no jogging at night, hands in plain sight at all times in public, no intimate relationships with white women, never driving over the speed limit or doing those rolling stops at stop signs, always speaking the King's English in the presence of white folks, never being outperformed in school or in public by white students, and, most importantly, always remembering that no matter what, the worst of white folks will do anything to get you.
Kiese Laymon (How to Slowly Kill Yourself and Others in America)
I had no idea we planned to be so ruthless." "It was not publicized or even discussed with the political arm of the colonization program. Ruthlessness was necessary but wins no votes." "But this is not our world, to treat however we want!" "Visiting here as students of an alien evolutionary tradition would not be either cost-effective or, ultimately, successful. We would inevitably contaminate Garden, or worse yet, become contaminated and bring potentially deadly Gardenian life forms back to Earth. The three continental preserves will be sufficient to allow biologists to study alien life at some point in the future. And if you really thought we would colonize this world without making it 'ours', you'd be far too naive to command this expedition." "I...didn't realize..." "You didn't think about it at all," said the expendable. "The selective voluntary blindness of human beings allows them to ignore the moral consequences of their choices. It has been one of the species' most valuable traits, in terms of the survival of any particular human community." "And you aren't morally blind?" "We see the moral ironies very clearly. We simply don't care.
Orson Scott Card (Pathfinder (Pathfinder, #1))
In 2009, community colleges spent $12,957 per pupil, compared with $36,190 per student at public research universities and $66,744 at private research institutions, according to the Delta Cost Project.
Tyler Kingkade
Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.
Noam Chomsky
The stereotypical images we hold toward groups are powerful in influencing what people see and expect of students. Unless educators consciously try to undermine and work against these kinds of stereotypes, they often act on them unconsciously. Our assumptions related to race are so deeply entrenched that it is virtually impossible for us not to hold them unless we take conscious and deliberate action.
Pedro A. Noguera (The Trouble With Black Boys: ...And Other Reflections on Race, Equity, and the Future of Public Education)
Social scientists generally agree that students’ families (especially family income, which determines advantages and opportunity) have an even bigger impact on student performance than their school or teachers.
Diane Ravitch (Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools)
The competition to lead the Review was ferocious every year, involving rigorous vetting and a vote by eighty student editors. Being picked for the position was an enormous achievement for anyone. It turned out that Barack was also the first African American in the publication’s 103-year history to be selected—a milestone so huge that it had been written up in the New York Times, accompanied by a photo of Barack, smiling in a scarf and winter coat. My boyfriend, in other words, was a big deal. He could have landed any number of fat-salaried law firm jobs at that point, but instead he was thinking about practicing civil rights law once he got his degree,
Michelle Obama (Becoming)
His wealth, his upbringing, his reputation, well known among the students, as a young militant on the left, his sociability, even his courage when he delivered carefully measured speeches against powerful people within and outside the university—all this had given him an aura that automatically extended to me, as his fiancée or girlfriend or companion, as if the pure and simple fact that he loved me were the public sanctioning of my talents.
Elena Ferrante (The Story of a New Name (The Neapolitan Novels, #2))
It is not possible to spend any prolonged period visiting public school classrooms without being appalled by the mutilation visible everywhere—mutilation of spontaneity, of joy in learning, or pleasure in creating, or sense of self. . . . Because adults take the schools so much for granted, they fail to appreciate what grim, joyless places most American schools are [they are much the same in most countries], how oppressive and petty are the rules by which they are governed, how intellectually sterile and esthetically barren the atmosphere, what an appalling lack of civility obtains on the part of teachers and principals, what contempt they unconsciously display for students as students.
John C. Holt (Escape from Childhood: The Needs and Rights of Children)
At the nation’s top 130 colleges and universities, only 9 percent of first-year students are from the bottom half of the nation’s household income distribution, while 91 percent are from families in the top half of the income range.
Nicole Baker Fulgham (Educating All God's Children: What Christians Can--and Should--Do to Improve Public Education for Low-Income Kids)
I'd seen how the top-performing girls at Laurinda were cultivated like hothouse strawberries - bright and lush. Out in the real world, they would bruise. I wanted to see how the Cabinet would cope in two years' time, when they would be in the same classes as my most driven and hard-working Christ Our Saviour friends, and the most tenacious and gifted public school students, the hardy banksias and olive trees and root vegetables that would last all through winter.
Alice Pung (Laurinda)
The secret of the Finland phenomenon, Wagner discovered, was a platform it built by elevating the education level of its teachers. Finland’s public school system was experiencing the same thing that made Harvard University’s curriculum and network the envy of the academic world: it hired only teachers with incredible qualifications and it had them mentor students closely. Thus, students who went to school at Harvard—or in Finland—started out a rung above their peers.
Shane Snow (Smartcuts: How Hackers, Innovators, and Icons Accelerate Success)
No, this wasn’t a 1960s student riot. Out there were the streets. There were no nice dorms for sleeping. No school cafeteria for certain food. No affluent parents to send us checks. There was a ghetto riot on home turf. We already had our war wounds. So this was just another battle. Nobody thought of it as history, herstory, my-story, your-story, or our-story. We were being denied a place to dance together. That’s all. The total charisma of a revolution in our CONSCIOUSNESS rising from the gutter to the gut to the heart and the mind was here. Non-existence (or part existence) was coming into being, and being into becoming. Our Mother Stonewall was giving birth to a new era and we were the midwives.
New York Public Library (The Stonewall Reader)
Without a doubt, American teenagers can perform at the top of the world on a sophisticated test of critical thinking. Students at traditional public high schools that took the test in Fairfax, Virginia, also trounced teenagers around the world.
Amanda Ripley (The Smartest Kids in the World: And How They Got That Way)
We spend more per pupil than any other country, but among industrialized nations, American students rank near the bottom in science and math. Only 13 percent of high school seniors know what high school seniors should know about American history.
Glenn Beck (Conform: Exposing the Truth About Common Core and Public Education)
...Religious observances, once so full of suffering and awe, have become accommodating and benign. Teachers go out of their way to avoid embarrassing, insulting, overworking, or otherwise vexing their students. Each year public language is further purged of impurities that might injure sensitive groups. Prime-time television series seem dedicated to the comforting message that things are really okay. Indeed, modern society's war on pain has been vastly more successful than its war on pain's causes.
Robert Grudin (The Grace of Great Things: Creativity and Innovation)
NAEP data show beyond question that test scores in reading and math have improved for almost every group of students over the past two decades; slowly and steadily in the case of reading, dramatically in the case of mathematics. Students know more and can do more in these two basic skills subjects now than they could twenty or forty years ago... So the next time you hear someone say that the system is "broken," that American students aren't as well educated as they used to be, that our schools are failing, tell that person the facts.
Diane Ravitch (Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools)
Even back in 1968, the first time I was at the Berlin Film Festival with one of my films, I found it ossified and suffocating. I felt the festival should be opened up to everyone and screen work in other cinemas around the city, so I took the initiative, got hold of some prints by young filmmakers and rented a cinema for a few days in Neukölln, a working-class suburb of Berlin, which at the time was populated largely by immigrants and students. The free screenings at this parallel venue were a big success and generated intense discussions between audiences and filmmakers, which were exciting to witness. The whole thing was my rebellious moment against the Establishment, which I saw as being unnecessarily exclusive. I told the festival organisers they needed to have more free screenings and open the festival up to the wider public, which shortly afterwards they did.
Paul Cronin (Werner Herzog - A Guide for the Perplexed: Conversations with Paul Cronin)
Four years ago, when I started writing this book, my hypothesis was mostly based on a hunch. I had been doing some research on university campuses and had begun to notice that many students I was meeting were preoccupied with the inroads private corporations were making into their public schools. They were angry that ads were creeping into cafeterias, common rooms, even washrooms; that their schools were diving into exclusive distribution deals with soft-drink companies and computer manufacturers, and that academic studies were starting to look more and more like market research.
Naomi Klein (No Logo)
It hapens very often that parents think they are worred about the progress a boy is making. they do not realise that all boys are numskulls with o branes which is not surprising when you look at the parents really the whole thing goes on and on and there is no stoping it it is a vicious circle.
Geoffrey Willans
Q (Quiller-Couch) was all by himself my college education. I went down to the public library one day when I was seventeen looking for books on the art of writing, and found five books of lectures which Q had delivered to his students of writing at Cambridge. "Just what I need!" I congratulated myself. I hurried home with the first volume and started reading and got to page 3 and hit a snag: Q was lecturing to young men educated at Eton and Harrow. He therefore assumed his students − including me − had read Paradise Lost as a matter of course and would understand his analysis of the "Invocation to Light" in Book 9. So I said, "Wait here," and went down to the library and got Paradise Lost and took it home and started reading it and got to page 3, when I hit a snag: Milton assumed I'd read the Christian version of Isaiah and the New Testament and had learned all about Lucifer and the War in Heaven, and since I'd been reared in Judaism I hadn't. So I said, "Wait here," and borrowed a Christian Bible and read about Lucifer and so forth, and then went back to Milton and read Paradise Lost, and then finally got back to Q, page 3. On page 4 or 5, I discovered that the point of the sentence at the top of the page was in Latin and the long quotation at the bottom of the page was in Greek. So I advertised in the Saturday Review for somebody to teach me Latin and Greek, and went back to Q meanwhile, and discovered he assumed I not only knew all the plays by Shakespeare, and Boswell's Johnson, but also the Second books of Esdras, which is not in the Old Testament and not in the New Testament, it's in the Apocrypha, which is a set of books nobody had ever thought to tell me existed. So what with one thing and another and an average of three "Wait here's" a week, it took me eleven years to get through Q's five books of lectures.
Helene Hanff
Critics may find this hard to believe, but students in American public schools today are studying and mastering far more difficult topics in science and mathematics than their peers forty or fifty years ago. People who doubt this should review the textbooks in common use then and now or look at the tests then and now.
Diane Ravitch (Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools)
the twentieth-century libertarian directed hostility toward college students, public employees, recipients of any kind of government assistance, and liberal intellectuals. His intellectual lineage went back to such bitter establishment opponents of Populism as the social Darwinists Herbert Spencer and William Graham Sumner.
Nancy MacLean (Democracy in Chains: The Deep History of the Radical Right's Stealth Plan for America)
private school teachers tend to have fewer credentials and to cling to traditional teaching styles, such as lecturing while students sit in rows and take notes. Public school teachers, by contrast, are much more likely to be certified, to hold higher degrees, and to embrace research-based innovations in curriculum and pedagogy
David C. Berliner (50 Myths and Lies That Threaten America's Public Schools: The Real Crisis in Education)
The Kochs were also directing millions of dollars into online education, and into teaching high school students, through a nonprofit that Charles devised called the Young Entrepreneurs Academy. The financially pressed Topeka school system, for instance, signed an agreement with the organization which taught students that, among other things, Franklin Roosevelt didn’t alleviate the Depression, minimum wage laws and public assistance hurt the poor, lower pay for women was not discriminatory, and the government, rather than business, caused the 2008 recession. The program, which was aimed at low-income areas, also paid students to take additional courses online.
Jane Mayer (Dark Money: The Hidden History of the Billionaires Behind the Rise of the Radical Right)
students of policy have noted that the availability heuristic helps explain why some issues are highly salient in the public’s mind while others are neglected. People tend to assess the relative importance of issues by the ease with which they are retrieved from memory—and this is largely determined by the extent of coverage in the media.
Daniel Kahneman (Thinking, Fast and Slow)
My laboratory is a place where I write. I have become proficient at producing a rare species of prose capable of distilling ten years of work by five people into six published pages, written in a language that very few people can read and that no one ever speaks. This writing relates the details of my work with the precision of a laser scalpel, but its streamlined beauty is a type of artifice, a size-zero mannequin designed to showcase the glory of a dress that would be much less perfect on any real person. My papers do not display the footnotes that they have earned, the table of data that required painstaking months to redo when a graduate student quit, sneering on her way out that she didn’t want a life like mine. The paragraph that took five hours to write while riding on a plane, stunned with grief, flying to a funeral that I couldn’t believe was happening. The early draft that my toddler covered in crayon and applesauce while it was still warm from the printer. Although my publications contain meticulous details of the plants that did grow, the runs that went smoothly, and the data that materialized, they perpetrate a disrespectful amnesia against the entire gardens that rotted in fungus and dismay, the electrical signals that refused to stabilize, and the printer ink cartridges that we secured late at night through nefarious means. I
Hope Jahren (Lab Girl)
Perhaps you think that better-educated people would do better? Or people who are more interested in the issues? I certainly thought that once, but I was wrong. I have tested audiences from all around the world and from all walks of life: medical students, teachers, university lecturers, eminent scientists, investment bankers, executives in multinational companies, journalists, activists, and even senior political decision makers. These are highly educated people who take an interest in the world. But most of them—a stunning majority of them—get most of the answers wrong. Some of these groups even score worse than the general public; some of the most appalling results came from a group of Nobel laureates and medical researchers. It is not a question of intelligence. Everyone seems to get the world devastatingly wrong. Not only devastatingly wrong, but systematically wrong. By which I mean that these test results are not random. They are worse than random: they are worse than the results I would get if the people answering my questions had no knowledge at all.
Hans Rosling (Factfulness: Ten Reasons We're Wrong About the World—and Why Things Are Better Than You Think)
Hollywood High School was flipping from the storied institute of legend to the high school of the barrio. Or, as CNN put it in a series of rave reviews for the “predominantly Latino” school: “Hollywood High Now a Diverse High School.” Hollywood High alumni include Cher, Carol Burnett, Lon Chaney, James Garner, Linda Evans, John Huston, Judy Garland, Ricky Nelson, Sarah Jessica Parker, John Ritter, Mickey Rooney, Lana Turner, and Fay Wray, among many others. By the mid-2000s, Hollywood High was more than 70 percent Hispanic,5 and students were less likely to be getting publicity shots than mug shots. Today the school is mostly famous for its stabbings, shootings, child molestations, thefts, and graffiti.6 Around 1990, a California TV producer trying to enroll a German exchange student in a Los Angeles high school asked the principal at Fairfax High if a foreign exchange student would be better served by Fairfax or Hollywood High. Without looking up, the principal replied, “Well, 90% of my students can speak English, and we haven’t had a shooting here in 5 years.
Ann Coulter (¡Adios, America!: The Left's Plan to Turn Our Country into a Third World Hellhole)
Four years ago, about 4,900 ninth grades began their high school career in the Boston Public schools. Today there are about 3,400 twelth graders. Nearly one third -- 1500 students -- have dropped out of the class in three and a half years. Almost half of the group that hopes to graduate (1,648) in six months' time has not passed the required standardized test (MCAS).
Tony Wagner (Making the Grade: Reinventing America's Schools)
Will you let me say, here and now, that the one thing which frustrated the whole attack from first to last was the remarkable solidarity and public spirit displayed by your college as a body. I think that was the last obstacle that X expected to encounter in a community of women. Nothing but the very great loyalty of the Senior Common Room to the College and the respect of the students for the Senior Common Room stood between you and a most unpleasant publicity. It is the merest presumption in me to tell you what you already know far better than I do; but I say it, not only for my own satisfaction, but because this particular kind of loyalty forms at once the psychological excuse for the attack and the only possible defense against it.
Dorothy L. Sayers (Gaudy Night (Lord Peter Wimsey, #12))
Since at least the year 2000 and the election of George Bush, Americans have shown themselves to be increasingly enamored with the heroic couplet of men and stupidity. As the election in 2004 proved, playing dumb means playing to "the people," who, apparently, find intellectual acumen to be a sign of overeducation, elitism, and Washington insider status. As many critics have pointed out, no one could be more of a Washington insider than George W. Bush, the son of a former president and the brother of the governor of Florida. Even so, in both of his election campaigns Bush made a populist version of stupidity into a trademark and sold himself to the public as a down-home guy, a fun BBQpaI, a man's man, a student privileged enough to go to Yale but "real" enough to only get Cs-in other words, an inarticulate, monolingual buffoon who was a safe bet for the White House because he was not trying to befuddle an increasingly uneducated populace with facts, figures, or, god forbid, ideas. His opponent in the election, John Kerry, was fluent in French, well educated, well spoken, and highly suspicious on all counts.
J. Jack Halberstam (The Queer Art of Failure)
What I had come to understand was that the root cause of poor performance in schools is not 'bad schools' or 'bad teachers' but poverty. Closing schools and firing their teachers and principals does not help students. If anything, it introduces damaging instability into their lives. The privatizers hail disruption and call it 'creative,' but it is neither creative nor beneficial.
Diane Ravitch (Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America's Public Schools)
The new Anti-Drug Abuse Act authorized public housing authorities to evict any tenant who allows any form of drug-related criminal activity to occur on or near public housing premises and eliminated many federal benefits, including student loans, for anyone convicted of a drug offense. The act also expanded use of the death penalty for serious drug-related offenses and imposed new mandatory minimums for drug offenses, including a five-year mandatory minimum for simple possession of cocaine base—with no evidence of intent to sell. Remarkably, the penalty would apply to first-time offenders. The severity of this punishment was unprecedented in the federal system. Until 1988, one year of imprisonment had been the maximum for possession of any amount of any drug.
Michelle Alexander (The New Jim Crow: Mass Incarceration in the Age of Colorblindness (Revised Edition))
It means that students, if they don’t come from very wealthy families, they’re going to leave college with big debts. And if you have a big debt, you’re trapped. I mean, maybe you wanted to become a public interest lawyer, but you’re going to have to go into a corporate law firm to pay off those debts. And by the time you’re part of the culture, you’re not going to get out of it again.
Noam Chomsky (Requiem for the American Dream: The 10 Principles of Concentration of Wealth & Power)
NAEP is central to any discussion of whether American students and the public schools they attend are doing well or badly. It has measured reading and math and other subjects over time. It is administered to samples of students; no one knows who will take it, no one can prepare to take it, no one takes the whole test. There are no stakes attached to NAEP; no student ever gets a test score.
Diane Ravitch (Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools)
Invoking the story of David, Davies implored his students to “imbibe and cherish a public spirit. Serve your generation. Live not for your selves, but the public. Be the servants of the Church; the servants of your Country; the servants of all.” He exhorted them to “esteem yourselves” not by how much “more happy, honourable and important” you can become but by how much “more useful you are!
Stephen Fried (Rush: Revolution, Madness, and Benjamin Rush, the Visionary Doctor Who Became a Founding Father)
No small part of the existing problems of the public schools is that the school day is already so long and boring, with so little to challenge the ablest students. Moreover, many average and below-average students who have lost all interest are retained by compulsory attendance laws for years past the point where their presence is accomplishing anything other than providing jobs for educators.
Thomas Sowell (The Thomas Sowell Reader)
Lots of people wrote to the magazine to say that Marilyn vos Savant was wrong, even when she explained very carefully why she was right. Of the letters she got about the problem, 92% said that she was wrong and lots of these were from mathematicians and scientists. Here are some of the things they said: 'I'm very concerned with the general public's lack of mathematical skills. Please help by confessing your error.' -Robert Sachs, Ph.D., George Mason University ... 'I am sure you will receive many letters from high school and college students. Perhaps you should keep a few addresses for future columns.' -W. Robert Smith, Ph.D., Georgia State University... 'If all those Ph.D.'s were wrong, the country would be in very serious trouble.' -Everett Harman, Ph.D., U.S. Army Research Institute
Mark Haddon (The Curious Incident of the Dog in the Night-Time)
The great works of art and literature have a lot to say on how to tackle the concrete challenges of living, like how to escape the chains of public opinion, how to cope with grief or how to build loving friendships. Instead of organizing classes around academic concepts — 19th-century French literature — more could be organized around the concrete challenges students will face in the first decade after graduation.
David Brooks
After the Spanish publication of the 'Précis,' two Andalusian students asked me if it was possible to live without “fundamentación.” I answered that it was true that I had found no solid basis anywhere and that I had nonetheless managed to endure, for with the years one got used to everything, even vertigo. Then, too, one does not constantly keep watch and interrogate oneself, absolute lucidity being incompatible with breathing.
Emil M. Cioran (Anathemas and Admirations)
That some leader dangerous to the basic institutions of American society would arise, Lincoln thought inevitable. Safeguarding these institutions would require a public sufficiently united, sufficiently attached to freedom, and sufficiently wise, "to successfully frustrate his designs." Today it would also require a public sufficiently resistant to incessant criticisms and condemnations of their society for failing to achieve cosmic justice. Moreover, if the dangers in our own times were limited to those of "towering genius," there would be much less danger than there is. However, all that is needed are towering presumptions, which are increasingly mass-produced in our schools and colleges by the educational vogue of encouraging immature and inexperienced students to sit in emotional judgment on the complex evolution of whole ages and vast civilizations.
Thomas Sowell (The Quest for Cosmic Justice)
The 50,000-plus students on waiting lists for admission to charter schools in New York City,1 where per-pupil expenditures average more than $20,000 a year,2 represent more than a billion dollars a year that could be lost by the traditional public school system in New York City alone, if all the students on those waiting lists were able to get into charter schools. And that is just the initial financial loss in one city during one year.
Thomas Sowell (Charter Schools and Their Enemies)
Eileen Joy, in particular, has been repeatedly accused of publicly naming graduate students “in order to extract confessions” over imagined grievances. “She puts Bernard Gui to shame,” said one academic I spoke to who insisted his name not be used. (This is slightly unfair—to Gui. Church inquisitors believed in giving accused heretics the chance to prove themselves innocent before they passed judgment, unlike many secular judges, and Eileen.)
Milo Yiannopoulos (Middle Rages: Why the Battle for Medieval Studies Matters to America)
Underline in your books, jot notes in the margins, and turn the corners of your pages down. Public education is a beautiful dream, but public classrooms too often train students not to mark, write in, disfigure, or in any way make books permanently their own. You're a grownup now, so buy your own books if you possibly can. In my opinion, a cheap paperback filled with your own notes is worth five times as much as a beautiful collector's edition.
Susan Wise Bauer
The Thai people are pathologically shy. Combine that with a reluctance to lose face by giving a wrong answer, and it makes for a painfully long [ESL] class. Usually I ask the students to work on exercises in small groups, and then I move around and check their progress. But for days like today, when I'm grading on participation, speaking up in public is a necessary evil. "Jao," I say to a man in my class. "You own a pet store, and you want to convince Jaidee to buy a pet." I turn to a second man. "Jaidee, you do not want to buy that pet. Let's hear your conversation." They stand up, clutching their papers. "This dog is reccommended," Jao begins. "I have one already," Jaidee replies. "Good job!" I encourage. "Jao, give him a reason why he should buy your dog." "This dog is alive," Jao adds. Jaidee shrugs. "Not everyone wants a pet that is alive." Well, not all days are successes...
Jodi Picoult (Lone Wolf)
The bus I am riding on must be on its way to a garbage convention. Never before has a more rancid assemblage of people congregated. I am at this moment privy to a momentous moment in the history of human smell. My name will probably be memorized by future students, preparing to answer this frequently asked exam question: Who demonstrated a supernatural ability to remain conscious on the most disgusting vehicle to ever disturb our debauched world?
Emily R. Austin (Oh Honey)
Fichte, Schelling, and Hegel are in my opinion not philosophers; for they lack the first requirement of a philosopher, namely a seriousness and honesty of inquiry. They are merely sophists who wanted to appear to be rather than to be something. They sought not truth, but their own interest and advancement in the world. Appointments from governments, fees and royalties from students and publishers, and, as a means to this end, the greatest possible show and sensation in their sham philosophy-such were the guiding stars and inspiring genii of those disciples of wisdom. And so they have not passed the entrance examination and cannot be admitted into the venerable company of thinkers for the human race. Nevertheless they have excelled in one thing, in the art of beguiling the public and of passing themselves off for what they are not; and this undoubtedly requires talent, yet not philosophical.
Arthur Schopenhauer (Parerga and Paralipomena)
When society questions a victim’s reluctance to report, I will be here to remind you that you ask us to sacrifice our sanity to fight outdated structures that were designed to keep us down. Victims do not have the time for this. Victims are also students, teachers, parents, who can’t give up work or education. The average adult can barely find time to renew their license at the DMV. It is not reasonable to casually demand that victims put aside their lives to spend more time pursuing something they never asked for in the first place. This is not about the victims’ lack of effort. This is about society’s failure to have systems in place in which victims feel there’s a probable chance of achieving safety, justice, and restoration rather than being retraumatized, publicly shamed, psychologically tormented, and verbally mauled. The real question we need to be asking is not, Why didn’t she report, the question is, Why would you?
Chanel Miller (Know My Name)
This, to be sure, is not the entire truth. For there were individuals in Germany who from the very beginning of the regime and without ever wavering were opposed to Hitler; no one knows how many there were of them—perhaps a hundred thousand, perhaps many more, perhaps many fewer—for their voices were never heard. They could be found everywhere, in all strata of society, among the simple people as well as among the educated, in all parties, perhaps even in the ranks of the N.S.D.A.P. Very few of them were known publicly, as were the aforementioned Reck-Malleczewen or the philosopher Karl Jaspers. Some of them were truly and deeply pious, like an artisan of whom I know, who preferred having his independent existence destroyed and becoming a simple worker in a factory to taking upon himself the “little formality” of entering the Nazi Party. A few still took an oath seriously and preferred, for example, to renounce an academic career rather than swear by Hitler’s name. A more numerous group were the workers, especially in Berlin, and Socialist intellectuals who tried to aid the Jews they knew. There were finally, the two peasant boys whose story is related in Günther Weisenborn’s Der lautlose Aufstand (1953), who were drafted into the S.S. at the end of the war and refused to sign; they were sentenced to death, and on the day of their execution they wrote in their last letter to their families: “We two would rather die than burden our conscience with such terrible things. We know what the S.S. must carry out.” The position of these people, who, practically speaking, did nothing, was altogether different from that of the conspirators. Their ability to tell right from wrong had remained intact, and they never suffered a “crisis of conscience.” There may also have been such persons among the members of the resistance, but they were hardly more numerous in the ranks of the conspirators than among the people at large. They were neither heroes nor saints, and they remained completely silent. Only on one occasion, in a single desperate gesture, did this wholly isolated and mute element manifest itself publicly: this was when the Scholls, two students at Munich University, brother and sister, under the influence of their teacher Kurt Huber distributed the famous leaflets in which Hitler was finally called what he was—a “mass murderer.
Hannah Arendt (Eichmann in Jerusalem - A Report on the Banality of Evil)
Only date people who respect your standards and make you a better person when you’re with them. Consider the message of the movie A Walk to Remember. Landon Carter is the reckless leader who is skating through high school on his good looks and bravado. He and his popular friends at Beaufort High publicly ridicule everyone who doesn’t fit in, including the unfashionable Jamie Sullivan, who wears the same sweater day after day and gives free tutoring lessons to struggling students. By accident, events thrust Landon into Jamie’s world and he can’t help but notice that Jamie’s different. She doesn’t care about conforming and fitting in with the popular kids. Landon’s amazed at how sure of herself she seems and asks, “Don’t you care what people think about you?” As he spends more time with her, he realizes she has more freedom than he does because she isn’t controlled by the opinions of others, as he is. Soon, despite their intentions not to, they have fallen in love and Landon has to choose between his status at Beaufort...and Jamie. “This girl’s changed you,” his best friend yells, “and you don’t even know it.” Landon admits, “She has faith in me. She wants me to be better.” He chooses her. After high school graduation, Jamie reveals to Landon that she’s dying of leukemia. During her final months, Landon does all he can to make her dreams come true, including marrying her in the same church her mother and father were married in. They spend a wonderful summer together, truly in love. Despite Jamie’s dream for a miracle, she dies. Heartbroken, but inspired by Jamie’s belief in him, Landon works hard to go to medical school. But he laments to her father that he couldn’t fulfill her last desire, to see a miracle. Jamie’s father assures him that Jamie did see a miracle before she died, for someone’s heart had truly changed. And it was his. Now that’s a movie to remember! Never apologize for having high standards and don’t ever lower your standards to please someone else.
Sean Covey (The 6 Most Important Decisions You'll Ever Make: A Guide for Teens)
Buchanan took pride in what he called his academic entrepreneurship. Contributions from corporations such as General Electric and several oil companies and right-wing individuals flowed in, as anti–New Deal foundations provided funds to lure promising graduate students.53 Before long, the cofounders of the center were able to seize an opportunity to prove their enterprise’s value to the Byrd Organization on the issue that mattered most to its stalwarts in these years: the future of the public schools.
Nancy MacLean (Democracy in Chains: The Deep History of the Radical Right's Stealth Plan for America)
In the United States, we spend more on public education (kindergarten through twelfth grade) than nearly any other country (more than $800 billion per year). And yet international comparisons suggest that our students are lagging behind most industrialized nations in math, science, and reading. Out of 34 comparison countries, U.S. students rank twenty-fifth in math, seventeenth in science, and fourteenth in reading. This means that as a country, we are getting a lousy return on our investment in education.
Matthew D. Lieberman (Social: Why Our Brains Are Wired to Connect)
(Cyril and Alice talking about Maude Avery and her books) 'I occasionally get letters from students asking for help with their theses.' 'And do you offer it?' 'No. It's all there in the books themselves. There's nothing much I can add that would be of any use to anyone.' 'You're right,' said Alice. 'So why any of them feel the need to talk about their work in public or give interviews is beyond me. If you didn't say what you wanted to say in the pages themselves, then surely you should have done another draft.' (p. 271)
John Boyne (The Heart's Invisible Furies)
We allowed each other a number of “philosospasms” per year; these were episodes of obsessive/compulsive behavior, often involving sexual affairs with students, or periods of deep, intricate despair, or occasionally intense political adventures which made us very vulnerable to the media and the public and caused us great discomfort. But our agreement was that we would support each other during these spasms, and would treat that momentary reality as though it were the only true reality, which, of course, in so doing, it was.
David Cronenberg (Consumed)
সকলের দৃষ্টির অজান্তে এখানে একের অধিক হনন কারখানা বসেছে, কারা এন্তেজাম করে বসিয়েছেন সকলে বিশদ জানে। কিন্তু কেউ প্রকাশ করে না। ফুটন্ত গোলাপের মতো তাজা টগবগে তরুণেরা শিক্ষক হিসেবে বিশ্ববিদ্যালয়ে ঢোকার পর হনন কারখানার ধারেকাছে বাস করতে করতে নিজেরাই বুঝতে পারেন না কখন যে তাঁরা হনন কারখানার কারিগরদের ইয়ার দোস্তে পরিণত হয়েছেন। তাই জাতির বিবেক বলে কথিত মহান শিক্ষকদের কারো কারো মুখমন্ডলের জলছবিতে খুনি খুনি ভাবটা যদি জেগে থাকে তাতে আঁতকে উঠার কোন কারণ নেই। এটা পরিবেশের প্রভাব। তুখোড় শীতের সময় সুঠাম শরীরের অধিকারী মানুষের হাত-পা গুলোও তো ফেটে যায়।
Ahmed Sofa (গাভী বিত্তান্ত)
The state university is supported by grants from the people of the state, voted by the state legislature. In theory, the degree of support which the university receives is dependent upon the degree of acceptance accorded it by the voters. The state university prospers according to the extent to which it can sell itself to the people of the state. The state university is therefore in an unfortunate position unless its president happens to be a man of outstanding merit as a propagandist and a dramatizer of educational issues. Yet if this is the case--if the university shapes its whole policy toward gaining the support of the state legislature--its educational function may suffer. It may be tempted to base its whole appeal to the public on its public service, real or supposed, and permit the education of its individual students to take care of itself. It may attempt to educate the people of the state at the expense of its own pupils. This may generate a number of evils, to the extent of making the university a political instrument, a mere tool of the political group in power.
Edward L. Bernays (Propaganda)
Well, as it turns out, even in scientific research where there is supposed to be objectivity in the way experiments are carried out, interpreted and reported, it is still run by scientists who might have their own preferred ideas and biases (scientists are after all humans). As such, articles are selected for publication not necessarily because the work represents an objective truth. Rather, articles are published because they have crossed the sometimes arbitrary threshold for novelty and technical requirements as accepted in the respective fields.
Foong May Yeong (How to Read and Critique a Scientific Research Article:Notes to Guide Students Reading Primary Literature (with Teaching Tips for Faculty Members))
How has my industry raised prices at this rate without improving the product? At a few elite institutions, including NYU, we’ve leveraged scarcity. More than a business strategy, it’s become a fetish—believing you are a luxury brand instead of a public servant. Ivy Leagues have acceptance rates of 4–10%. A university president bragging about rejecting 90% of applicants is tantamount to a homeless shelter taking pride in turning away 90% of the needy that arrive each night. And this is not about standards or brand dilution. In an essay explaining his decision to stop conducting application interviews for his alma mater, Princeton, journalist Bryan Walsh observed, “The secret of elite college admissions is that far more students deserve to attend these colleges than are admitted, and there is virtually no discernible difference between those who make it and the many more who just miss out.” In support, he offered this statement from Princeton’s own dean of admissions: “We could have admitted five or six classes to Princeton from the [applicant] pool.”4 So, with a $26 billion endowment, the question becomes, Why wouldn’t you?
Scott Galloway (Post Corona: From Crisis to Opportunity)
The Court has been busy in recent years approving mandatory drug testing of employees and students, upholding random searches and sweeps of public schools and students, permitting police to obtain search warrants based on an anonymous informant’s tip, expanding the government’s wiretapping authority, legitimating the use of paid, unidentified informants by police and prosecutors, approving the use of helicopter surveillance of homes without a warrant, and allowing the forfeiture of cash, homes, and other property based on unproven allegations of illegal drug activity.
Michelle Alexander (The New Jim Crow: Mass Incarceration in the Age of Colorblindness (Revised Edition))
For several months they'd been drifting toward political involvement, but the picture was hazy and one of the most confusing elements was their geographical proximity to Berkeley, the citadel of West Coast radicalism. Berkeley is right next door to Oakland, with nothing between them but a line on the map and a few street signs, but in many ways they are as different as Manhattan and the Bronx. Berkeley is a college town and, like Manhattan, a magnet for intellectual transients. Oakland is a magnet for people who want hour-wage jobs and cheap housing, who can't afford to live in Berkeley, San Francisco or any of the middle-class Bay Area suburbs. [10] It is a noisy, ugly, mean-spirited place, with the sort of charm that Chicago had for Sandburg. It is also a natural environment for hoodlums, brawlers, teenage gangs and racial tensions. The Hell's Angels' massive publicity -- coming hard on the heels of the widely publicized student rebellion in Berkeley -- was interpreted in liberal-radical-intellectual circles as the signal for a natural alliance. Beyond that, the Angels' aggressive, antisocial stance -- their alienation, as it were -- had a tremendous appeal for the more aesthetic Berkeley temperament. Students who could barely get up the nerve to sign a petition or to shoplift a candy bar were fascinated by tales of the Hell's Angels ripping up towns and taking whatever they wanted. Most important, the Angels had a reputation for defying police, for successfully bucking authority, and to the frustrated student radical this was a powerful image indeed. The Angels didn't masturbate, they raped. They didn't come on with theories and songs and quotations, but with noise and muscle and sheer balls.
Hunter S. Thompson (Hell's Angels)
...we cannot but be aware that “facts” are not the important things in life. Love, joy, peace, courage, loyalty, unselfishness, self-control, generosity — these are the considerations that make for healthy, happy, and peaceful living conditions. And yet we make little or no effort to inculcate them, nor can their existence be easily ascertained by public examinations, on which the subsequent career of the student largely depends. These false standards tend to undermine all our existing Western civilisation, and, if not rectified, will bring it down in ruins. -Sir John Glubb
L.F. Rushbrook Williams (Sufi Studies: East and West : A Symposium in Honor of Idries Shah's Services to Sufi Studies)
Suddenly, [Cecilia Washburn] was getting a lot of attention from her friends,” Pabst explained to the jury. “Attention from the dean of the pharmacy school….Attention by Dean Charles Couture, the then dean of students; by the Crime Victim Advocate office; by the nurse, [Claire] Francoeur….Miss Washburn got attention by the investigator and by the prosecutor. Her regret was replaced by sympathy, attention, and support, and a little bit of drama, and a little bit of celebrity….Her regret, fueled by drama, became purpose. She received a new public—and important—identity: victim.
Jon Krakauer (Missoula: Rape and the Justice System in a College Town)
It is mandatory from elementary school to attend public executions. Often classes would be cancelled so students could go. Factories would send their workers, to ensure a large crowd. I always tried to avoid attending, but on one occasion that summer I made an exception, because I knew one of the men being killed. Many people in Hyesan knew him. You might think the execution of an acquaintance is the last thing you’d want to see. In fact, people made excuses not to go if they didn’t know the victim. But if they knew the victim, they felt obliged to go, as they would to a funeral.
Hyeonseo Lee (The Girl with Seven Names: A North Korean Defector's Story)
THE TRUTH ABOUT PUBLIC SCHOOL EDUCATION • American fifteen-year-olds rank thirty-fifth out of fifty-seven developed countries in math and literacy. • 30 percent of public school students don’t graduate from high school. • Every day, 7,000 kids drop out of high school. • Of the 50 million children currently in public school, 15 million of them will drop out. • 25 percent of all public school math teachers did not major in mathematics or a math-related subject at a college or university. • Less than two-thirds of high school graduates are accepted to college every year. • One half...
Frank Luntz (Win: The Key Principles to Take Your Business from Ordinary to Extraordinary)
I’d developed the concept over time as a practitioner back in my General Electric and International Paper days, and I’d been teaching the 4C’s to my students at the University of Carolina at Chapel Hill since I’d been appointed to the chair professorship in 1986 as well as expounding on it in executive education programs and consulting work I was doing in the U.S. and Europe during that same time. I was also writing a column for the leading trade magazine “Advertising Age” for a few years and I first wrote about the 4C’s for publication in one of those columns, sometime in the year 1990.
Robert F. Lauterborn
Medeiros managed to alienate the heart of the archdiocese, the mostly Irish and Italian working class of Boston, by ordering that any student suspected of being part of the “white flight” to avoid court-ordered desegregation of the city’s public schools was not to be allowed into Catholic schools. Medeiros’s directive was largely ignored. The archdiocese’s schools swelled in numbers, and many Boston Catholics swelled in resentment, seeing Medeiros as unfairly judging them as racist when many simply wanted to avoid the chaos of busing that no one in the wealthy suburbs had to endure. Thomas
The Boston Globe (Betrayal: The Crisis in the Catholic Church)
As a general observation, I think our high school and college-age students are wonderful, that they’re striving collectively, I think, to be as fine a generation of young people as we have ever had in this Church. But even as I say that, I am quick to acknowledge--and I don’t want to minimize that compliment, but I am quick to acknowledge what you already know--that exceptions to that rule are too many and often far too serious. When our youth sin now, they can do so in such flagrantly offensive ways with ever more serious consequences in their lives. That is the world we are in and it is, by scriptural definition, a world that is getting progressively more wicked. So over time we will continue to see a steady deterioration of what is acceptable in movies, on television, in pop music (which, in the case of rap lyrics, isn’t even music at all), and, perhaps in our most dangerous contemporary foe, abuse of the Internet. I have learned what you have learned--that the door to permissiveness, the door to promiscuity and lewdness, swings only one way. It only opens farther and farther; it never swings back. Individuals can choose to close it, but it is quite certain, historically speaking, that public appetite and public policy will never close it.
Jeffrey R. Holland
America was fighting in World War II, and the public school district in Columbus, Ohio, decided to hold an essay contest, challenging students to consider the question “What to do with Hitler after the War?” It was the spring of 1944, the same year that a black boy was forced to jump to his death, in front of his stricken father, over the Christmas card the boy had sent to a white girl at work. In that atmosphere, a sixteen-year-old African-American girl thought about what should befall Hitler. She won the student essay contest with a single sentence: “Put him in a black skin and let him live the rest of his life in America.
Isabel Wilkerson (Caste: The Origins of Our Discontents)
OUR PUBLIC-SCHOOL SYSTEM SEES BLACK AND BROWN children as violent, disruptive, unpredictable future criminals. This may seem like the hyperbole of an angry black woman, but when I look at the way in which our black and brown students are treated in schools, it is the only conclusion I can come to. Black students make up only 16 percent of our school populations, and yet 31 percent of students who are suspended and 40 percent of students who are expelled are black. Black students are 3.5 times more likely to be suspended than white students. Seventy percent of students who are arrested in school and referred to law enforcement are black. In the 2011–2012 school year alone, 92,000 students were arrested.1 When I look at these numbers, there are two possible explanations. I can assume that our black and brown children are violent, disruptive, unpredictable future criminals who are not deserving of the same access to education as white children. I can assume that there is something fundamentally wrong with black and brown people, something fundamentally broken that is sending our kids out of school and into prison. Or, I can assume that the school system is marginalizing, criminalizing, and otherwise failing our black and brown kids in large numbers.
Ijeoma Oluo (So You Want to Talk About Race)
Quick. Don’t think about it. Imagine an English professor in your head. No, a male English professor. What do you see? Tweeds? Elbow patches? A high pale forehead with thinning hair combed over? Eyeglasses with designer frames? Oh God, do you see a cravat? His fingernails are clean and white. His palms are silky and uncalloused. If you grip him by his upper arm, your fingers plunge to the bone. He prefers wine to beer. But when he drinks beer, he favors pretentious microbrews that he sniffs and swirls, while waxing on about oaky hints and lemony essences. You are imagining a man, yes, but one whose masculinity is so refined, so sanded down and smoothed away, that it’s hard to see how it differs from femininity. It has been said that the humanities have been feminized. In English departments, where the demographics of professors and students now skew strongly female, this is literally so. But English departments have also been feminized in spirit. There’s a sense in which if you are a guy who wants to be a literature professor, it’s wise to actively suppress all of the offensive cues that you are actually a guy. Or at least that’s how it has always seemed to me. And I think that’s how it seems to most people. In the public mind, teaching English is about as manly as styling hair.
Jonathan Gottschall (The Professor in the Cage: Why Men Fight and Why We Like to Watch)
Then, in January 1961, a religious riot broke out in the central Indian city of Jabalpur. A Hindu girl had committed suicide; it was alleged that she took her life because she had been assaulted by two Muslim men. The claim was given lurid publicity by a local Jana Sangh newspaper, whereupon Hindu students went on a rampage through the town, attacking Muslim homes and burning shops. In retaliation a Muslim group torched a Hindu neighbourhood. The rioting continued for days, spreading also to the countryside. It was the most serious such incident since Partition, its main sufferers being poor Muslims, mostly weavers and bidi (cigarette) workers.52
Ramachandra Guha (India After Gandhi: The History of the World's Largest Democracy)
According to a group of New England college students, writing in the year 1920, an alien was the following: "A person hostile to his country." "A person against the government." "A person who is on the opposite side." "A native of an unfriendly country." "A foreigner at war." "A foreigner who tries to do harm to the country he is in." "An enemy from a foreign land." "A person against a country." etc. . . . Yet the word alien is an unusually exact legal term, far more exact than words like sovereignty, independence, national honor, rights, defense, aggression, imperialism, capitalism, socialism, about which we readily take sides "for" or "against.
Walter Lippmann (Public Opinion)
The question that has perhaps divided students of vouchers more than any other is their likely effect on the social and economic class structure. Some have argued that the great value of the public school has been as a melting pot, in which rich and poor, native- and foreign-born, black and white have learned to live together. That image was and is largely true for small communities, but almost entirely false for large cities. There, the public school has fostered residential stratification, by tying the kind and cost of schooling to residential location. It is no accident that most of the country’s outstanding public schools are in high-income enclaves.
Milton Friedman (Free to Choose: A Personal Statement)
As a teacher, no matter what grade level, no matter how hard you try to engage the entire class or implement the suggestions above, you will still encounter “that one kid” who will get under your skin: the class clown, the smart-ass, the student who acts like you are pulling his teeth every time you ask him to do something, the kid who always has to say “this is stupid.” They are just part of the clientele base we serve and they can drive us to drinking (figuratively speaking…and sometimes literally).   Please remember that you are the adult.  The negativity or resistance “that one kid” radiates can be handled in a way that does not disturb the class structure.
Oran Tkatchov (Success for Every Student: A Guide to Teaching and Learning)
I know an American family that spent several years living in England. They had one son, who was an average student: not great, but not terrible. When the family returned home to the United States, the parents enrolled him in the local public school. Mom was startled by the continual drumbeat from teachers and other parents: “Maybe your son has ADHD. Have you considered trying a medication?” She told me, “It was weird, like everybody was in on this conspiracy to medicate my son. In England, none of the kids is on medication. Or if they are, it’s a secret. But I really don’t think many are. Here it seems like almost all the kids are on medication. Especially the boys.
Leonard Sax (The Collapse of Parenting: How We Hurt Our Kids When We Treat Them Like Grown-Ups)
Most of us do not like not being able to see what others see or make sense of something new. We do not like it when things do not come together and fit nicely for us. That is why most popular movies have Hollywood endings. The public prefers a tidy finale. And we especially do not like it when things are contradictory, because then it is much harder to reconcile them (this is particularly true for Westerners). This sense of confusion triggers in a us a feeling of noxious anxiety. It generates tension. So we feel compelled to reduce it, solve it, complete it, reconcile it, make it make sense. And when we do solve these puzzles, there's relief. It feels good. We REALLY like it when things come together. What I am describing is a very basic human psychological process, captured by the second Gestalt principle. It is what we call the 'press for coherence.' It has been called many different things in psychology: consonance, need for closure, congruity, harmony, need for meaning, the consistency principle. At its core it is the drive to reduce the tension, disorientation, and dissonance that come from complexity, incoherence, and contradiction. In the 1930s, Bluma Zeigarnik, a student of Lewin's in Berlin, designed a famous study to test the impact of this idea of tension and coherence. Lewin had noticed that waiters in his local cafe seemed to have better recollections of unpaid orders than of those already settled. A lab study was run to examine this phenomenon, and it showed that people tend to remember uncompleted tasks, like half-finished math or word problems, better than completed tasks. This is because the unfinished task triggers a feeling of tension, which gets associated with the task and keeps it lingering in our minds. The completed problems are, well, complete, so we forget them and move on. They later called this the 'Zeigarnik effect,' and it has influenced the study of many things, from advertising campaigns to coping with the suicide of loved ones to dysphoric rumination of past conflicts.
Peter T. Coleman (The Five Percent: Finding Solutions to Seemingly Impossible Conflicts)
Dr. Chanter, in his brilliant History of Human Thought in the Twentieth Century, has made the suggestion that only a very small proportion of people are capable of acquiring new ideas of political or social behaviour after they are twenty-five years old. On the other hand, few people become directive in these matters until they are between forty and fifty. Then they prevail for twenty years or more. The conduct of public affairs therefore is necessarily twenty years or more behind the living thought of the times. This is what Dr. Chanter calls the "delayed realisation of ideas". In the less hurried past this had not been of any great importance, but in the violent crises of the Revolutionary Period it became a primary fact. It is evident now that whatever the emergency, however obvious the new problem before our species in the nineteen-twenties, it was necessary for the whole generation that had learned nothing and could learn nothing from the Great War and its sequelae, to die out before any rational handling of world affairs could even begin. The cream of the youth of the war years had been killed; a stratum of men already middle-aged remained in control, whose ideas had already set before the Great War. It was, says Chanter, an inescapable phase. The world of the Frightened Thirties and the Brigand Forties was under the dominion of a generation of unteachable, obstinately obstructive men, blinded men, miseducating, misleading the baffled younger people for completely superseded ends. If they could have had their way, they would have blinded the whole world for ever. But the blinding was inadequate, and by the Fifties all this generation and its teachings and traditions were passing away, like a smoke-screen blown aside. Before a few years had passed it was already incredible that in the twenties and thirties of the twentieth century the whole political life of the world was still running upon the idea of competitive sovereign empires and states. Men of quite outstanding intelligence were still planning and scheming for the "hegemony" of Britain or France or Germany or Japan; they were still moving their armies and navies and air forces and making their combinations and alliances upon the dissolving chess-board of terrestrial reality. Nothing happened as they had planned it; nothing worked out as they desired; but still with a stupefying inertia they persisted. They launched armies, they starved and massacred populations. They were like a veterinary surgeon who suddenly finds he is operating upon a human being, and with a sort of blind helplessness cuts and slashes more and more desperately, according to the best equestrian rules. The history of European diplomacy between 1914 and 1944 seems now so consistent a record of incredible insincerity that it stuns the modern mind. At the time it seemed rational behaviour. It did not seem insincere. The biographical material of the period -- and these governing-class people kept themselves in countenance very largely by writing and reading each other's biographies -- the collected letters, the collected speeches, the sapient observations of the leading figures make tedious reading, but they enable the intelligent student to realise the persistence of small-society values in that swiftly expanding scene. Those values had to die out. There was no other way of escaping from them, and so, slowly and horribly, that phase of the moribund sovereign states concluded.
H.G. Wells (The Holy Terror)
And so these three facts came together to form a powerful syllogism for people who cared about poverty: First, scores on achievement tests in school correlate strongly with life outcomes, no matter what a student’s background. Second, children in low-income homes did much worse on achievement tests than children in middle-income and high-income homes. And third, certain schools, using a very different model than traditional public schools, were able to substantially raise the achievement-test scores of low-income children. The conclusion: if we could replicate on a big, national scale the accomplishments of those schools, we could make a huge dent in poverty’s impact on children’s success.
Paul Tough (How Children Succeed: Grit, Curiosity, and the Hidden Power of Character)
In Georgia, beating back a 1949 challenge from black parents to equalize the schools, Governor Herman Talmadge had already proposed a constitutional amendment that would authorize the state legislature to scrap the public school system altogether and “channel state funds into tuition grants for [white] students attending private schools.” In other words, while threatening to scuttle public education and provide state-funded tuition for whites to attend segregated private academies, Talmadge, who had vowed, “as long as I am Governor, … Negroes will not be admitted to white schools,” never contemplated any educational alternatives for the 321,255 African American children in the state in 1950.
Carol Anderson (White Rage: The Unspoken Truth of Our Racial Divide)
A lawman asking for bribe from a civilian to fulfill certain necessary paperwork, is committing injustice. A pervert who gropes and manhandles a woman in public transportation, is committing injustice. A college student who bullies the newcomers, is committing injustice. These are the injustice committed by ordinary people that occur around the world on a daily basis, all because the people around are either afraid or do not feel responsible enough to stand up to them. If they did, if you do, if only a handful of individuals in every corner of the society stand up to such everyday injustice, then we will witness a revolutionary decline in the very graph of crime and chaos all over the world.
Abhijit Naskar (Operation Justice: To Make A Society That Needs No Law)
I decided early in graduate school that I needed to do something about my moods. It quickly came down to a choice between seeing a psychiatrist or buying a horse. Since almost everyone I knew was seeing a psychiatrist, and since I had an absolute belief that I should be able to handle my own problems, I naturally bought a horse. Not just any horse, but an unrelentingly stubborn and blindingly neurotic one, a sort of equine Woody Allen, but without the entertainment value. I had imagined, of course, a My Friend Flicka scenario: my horse would see me in the distance, wiggle his ears in eager anticipation, whinny with pleasure, canter up to my side, and nuzzle my breeches for sugar or carrots. What I got instead was a wildly anxious, frequently lame, and not terribly bright creature who was terrified of snakes, people, lizards, dogs, and other horses – in short, terrified of anything that he might reasonably be expected to encounter in life – thus causing him to rear up on his hind legs and bolt madly about in completely random directions. In the clouds-and-silver-linings department, however, whenever I rode him I was generally too terrified to be depressed, and when I was manic I had no judgment anyway, so maniacal riding was well suited to the mood. Unfortunately, it was not only a crazy decision to buy a horse, it was also stupid. I may as well have saved myself the trouble of cashing my Public Health Service fellowship checks, and fed him checks directly: besides shoeing him and boarding him – with veterinary requirements that he supplement his regular diet with a kind of horsey granola that cost more than a good pear brandy – I also had to buy him special orthopedic shoes to correct, or occasionaly correct, his ongoing problems with lameness. These shoes left Guicci and Neiman-Marcus in the dust, and, after a painfully aquired but profound understanding of why people shoot horse traders, and horses, I had to acknowledge that I was a graduate student, not Dr. Dolittle; more to the point, I was neither a Mellon nor a Rockefeller. I sold my horse, as one passes along the queen of spades, and started showing up for my classes at UCLA.
Kay Redfield Jamison (An Unquiet Mind: A Memoir of Moods and Madness)
Sadly, not all veterans had equal access to an education, even under the GI Bill’s amendments. Although no provision prevented African American and female veterans from securing an education under the bill, these veterans returned to a nation that still endorsed segregated schools and largely believed a woman’s place was in the home. For African American veterans, educational opportunities were limited. In the words of historian Christopher P. Loss, “Legalized segregation denied most black veterans admission into the nation’s elite, overwhelmingly white universities, and insufficient capacity at the all-black schools they could attend failed to match black veterans’ demand.” The number of African American students at U.S. colleges and universities tripled between 1940 and 1950, but many prospective students were turned away because of their race. For those African Americans who did earn a degree under the GI Bill, employment discrimination prevented them from gaining positions commensurate with their education. Many African American college graduates were offered low-level jobs that they could have secured without any education. Almost a decade elapsed between V-J Day and the Supreme Court’s landmark decision in Brown v. Board of Education, which struck down segregated schools. It would take another decade after Brown for the civil rights movement to fully develop and for public schools to make significant strides in integrating.
Molly Guptill Manning (When Books Went to War: The Stories That Helped Us Win World War II)
This was what he taught at the Collège de France. And in the entire neighborhood, in all the nearby Faculties, in the literature, law, history and philosophy courses, at the Institute and at the Palais de Justice, in the buses, the métros, in all the government offices, sensible men, normal men, active men, worthy, wholesome, strong men, triumphed. Avoiding the shops filled with pretty things, the women trotting briskly along, the café waiters, the medical students, the traffic policemen, the clerks from notary offices, Rimbaud or Proust, having been torn from life, cast out from life and deprived of support, were probably wandering aimlessly through the streets, or dozing away, their heads resting on their chests, in some dusty public square.
Nathalie Sarraute (Tropismes)
In May 2012—a year after the Arab awakening erupted—the United States made two financial commitments to the Arab world that each began with the numbers 1 and 3. The U.S. gave Egypt’s military regime $1.3 billion worth of tanks and fighter jets. It also gave Lebanese public school students a $13.5 million merit-based college scholarship program, putting 117 Lebanese kids through local American-style colleges that promote tolerance, gender and social equality, and critical thinking. Having visited both countries at that time, I noted in a column that the $13.5 million in full scholarships bought the Lebanese more capacity and America more friendship and stability than the $1.3 billion in tanks and fighter jets ever would. So how about we stop being stupid?
Thomas L. Friedman (Thank You for Being Late: An Optimist's Guide to Thriving in the Age of Accelerations)
What would a final exam look like in a course organized around a complex problem that must be considered in the light of several disciplines? Students would be asked to write an extended take-home essay about "what it means to be an American."-- and they would know from the first day of class that this was the final exam question. The second part of the final exam would require students to present and defend their papers in a public exhibition where parents would observe and ask questions. The Students’ oral and written work would be assessed on their ability to display a range of evidence to make their points. They would have to meet a performance standard to get a Merit Badge in American Studies.” -- this is the essence of the digital portfolio. (page 139)
Tony Wagner (Most Likely to Succeed: Preparing Our Kids for the Innovation Era)
[James M. Buchanan] directed hostility toward college students, public employees, recipients of any kind of government assistance, and liberal intellectuals. His intellectual lineage went back to such bitter establishment opponents of Populism as the social Darwinists Herbert Spencer and William Graham Sumner. The battle between "the oppressed and their oppressors," as one People's Party publication had termed it in 1892, was redefined in his milieu: "the working masses who produce" became businessmen, and "the favored parasites who prey and fatten on the toil of others" became those who gained anything from government without paying proportional income taxes. "The mighty struggle" became one to hamstring the people who refused to stop making claims on government.
Nancy MacLean (Democracy in Chains: The Deep History of the Radical Right's Stealth Plan for America)
The Obama administration warned federal employees that materials released by WikiLeaks remained classified—even though they were being published by some of the world’s leading news organizations including the New York Times and the Guardian. Employees were told that accessing the material, whether on WikiLeaks.org or in the New York Times, would amount to a security violation.21 Government agencies such as the Library of Congress, the Commerce Department and the US military blocked access to WikiLeaks materials over their networks. The ban was not limited to the public sector. Employees from the US government warned academic institutions that students hoping to pursue a career in public service should stay clear of material released by WikiLeaks in their research and in their online activity.
Julian Assange
The discipline of colleges and universities is in general contrived, not for the benefit of the students, but for the interest, or more properly speaking, for the ease of the masters. Its object is, in all cases, to maintain the authority of the master, and whether he neglects or performs his duty, to oblige the students in all cases to behave to him, as if he performed it with the greatest diligence and ability. It seems to presume perfect wisdom and virtue in the one order, and the greatest weakness and folly in the other. Where the masters, however, really perform their duty, there are no examples, I believe, that the greater part of the students ever neglect theirs. No discipline is ever requisite to force attendance upon lectures which are really worth the attending, as is well known wherever any such lectures are given. Force and restraint may, no doubt, be in some degree requisite in order to oblige children, or very young boys, to attend to those parts of education which it is thought necessary for them to acquire during that early period of life; but after twelve or thirteen years of age, provided the master does his duty, force or restraint can scarce ever be necessary to carry on any part of education. Such is the generosity of the greater part of young men, that, so far from being disposed to neglect or despise the instructions of their master, provided he shows some serious intention of being of use to them, they are generally inclined to pardon a great deal of incorrectness in the performance of his duty, and sometimes even to conceal from the public a good deal of gross negligence.
Adam Smith
Someone said that living life is like playing a violin solo in public and learning to play the instrument as we go along. This saying describes the experience very well, but no one should worry about that. We are in this world for exactly that purpose—to learn. While we are learning we do not expect to produce a perfect work. On this plane we are all students, and what matters is that each year we shall find the quality of our workmanship definitely better. People are sometimes depressed because their lives do not present a simple, logical, harmonious unfoldment, because their histories seem to be full of inconsistencies, repetitions, dead ends. This, however, is only to be expected during the learning period. Your life has not been rehearsed. It is an adventure, and a discovery, and a training, and it is the final goal that matters.
Emmet Fox (Around the Year with Emmet Fox: A Book of Daily Readings)
For years, she had a debilitating habit. She would sit on the bus on the way home from her lab creating a long list of her perceived failings. It was her mental default mode. “I could have done that better,” she would say to herself. “That wasn’t as good as it could have been. I shouldn’t have been so nervous speaking in public.” Recently, she vowed to make a change. To break this negative pattern, Petitto decided to react to it by reminding herself of three things she’d done well. Now, when the negative ruminations start, she consciously goes through her list of achievements and successes: “That was a good paper I finished,” the interior monologue might now go. “I got that lab report done quicker than I expected. I had a good conversation with my new grad student.” Such thought exercises rewire the brain and break the negative feedback loop.
Katty Kay (The Confidence Code: The Science and Art of Self-Assurance---What Women Should Know)
After 30 years as a court-ordered and prison psychologist, Newburn has seen up close what happens when schools excuse bad behavior for any reason, including race. Especially race. The liberal is the prototypical appeaser of bad behavior, and for decades, liberals have run public schools in America,” Newburn said. “I've seen firsthand where the most brutal school space-taker (not, "student") will be given scores of chances instead of permanently sending it home for parental repair. After all, the public school potentates believe school thugs are just misunderstood and should be given unending chances to destroy the learning environment. That the teachers are paying the personal price for this thug-enabling system comes not as a shock. It is predictable. I lied: There’s too much of it. I cannot fit it all in just one chapter. Or even two. Or even one book.
Colin Flaherty ('Don't Make the Black Kids Angry': The hoax of black victimization and those who enable it.)
Every country has its grand canvas, Sasha—the so-called masterpiece that hangs in a hallowed hall and sums up the national identity for generations to come. For the French it is Delacroix’s Liberty Leading the People; for the Dutch, Rembrandt’s Night Watch; for the Americans, Washington Crossing the Delaware; and for we Russians? It is a pair of twins: Nikolai Ge’s Peter the Great Interrogating Alexei and Ilya Repin’s Ivan the Terrible and His Son. For decades, these two paintings have been revered by our public, praised by our critics, and sketched by our diligent students of the arts. And yet, what do they depict? In one, our most enlightened Tsar studies his oldest son with suspicion, on the verge of condemning him to death; while in the other, unflinching Ivan cradles the body of his eldest, having already exacted the supreme measure with a swing of the scepter to the head.
Amor Towles (A Gentleman in Moscow)
Teachers in general face common problems of practice. Their professional success depends on their ability to motivate an involuntary group of students to learn what the teacher is teaching. In an effort to accomplish this, teachers invest heavily in developing a teaching persona that enables them to establish a relationship with students and lure them to learn. Once they have worked out a personal approach for managing the instruction of students within the walls of their classroom, they are likely to resist vigorously any effort by reformers or administrators or any other intruders to transform their approach to teaching. Teacher resistance to fundamental instructional reform is grounded in a deep personal investment in the way they teach and a sense that tinkering with this approach could threaten their very ability to manage a class (much less teach a particular curriculum) effectively.
David Labaree (Someone Has to Fail: The Zero-Sum Game of Public Schooling)
The Education Department controls the education given, and it is planned on foreign models, and its object is to serve foreign rather than native ends, to make docile Government servants rather than patriotic citizens; high spirits, courage, self-respect, are not encouraged, and docility is regarded as the most precious quality in the student; pride in country, patriotism, ambition, are looked on as dangerous, and English, instead of Indian, Ideals are exalted; the blessings of a foreign rule and the incapacity of Indians to manage their own affairs are constantly inculcated. What wonder that boys thus trained often turn out, as men, time-servers and sycophants, and, finding their legitimate ambitions frustrated, become selfish and care little for the public weal? Their own inferiority has been so driven into them during their most impressionable years, that they do not even feel what Mr. Asquith called the "intolerable degradation of a foreign yoke." India's
Annie Besant (The Case for India)
Between my generation and that of my students is an entire cohort of writers in their 30s and 40s. I think they’ve suffered most from the climate I’m describing. They prepared for their trade in the traditional way, by reading literature, learning something about history or foreign countries, training as reporters, and developing the habit of thinking in complexity. And now that they’ve reached their prime, these writers must wonder: Who’s the audience for all this? Where did the broad and persuadable public that I always had in mind go? What’s the point of preparation and knowledge and painstaking craft, when what the internet wants is volume and speed and the loudest voices? Who still reads books? Some give in to the prevailing current, and they might enjoy their reward. Those who don’t are likely to withdraw. The greatest enemy of writing today might be despair. From a speech made in January 2020 on receipt of the 2019 Hitchens Prize, also printed as an essay in The Atlantic.
George Packer
When a liberal professor takes enormous intellectual liberties by openly promoting an ideological agenda to his students, the cry of academic freedom rings across the quads. But when a conservative professor is punished for publishing an article in a politically incorrect journal, there is no defense of intellectual diversity. What is billed as academic neutrality turns out to be a smoke screen for the relativistic liberal agenda. Today's relativists could not have gotten away with their double standards in a culture that prized truth. But a gradual, sustained assault on truth has been carried out through the soft underbelly of Western culture: the arts. In film, music, and television, the themes of sensual pleasure and individual choice have drowned out the tried-and-true virtues of faith, family, self-sacrifice, duty, honor, patriotism, and fidelity in marriage. Cultural mechanics have wielded their tools to dull the public's sense of reasonable limits. In an Age of Consent, the silly and the profound are becoming indistinguishable.
Gary L. Bauer (The Age of Consent: The Rise of Relativism and the Corruption of Popular Culture)
For black youth, the experience of being “made black” often begins with the first police stop, interrogation, search, or arrest. The experience carries social meaning—this is what it means to be black. The story of one’s “first time” may be repeated to family or friends, but for ghetto youth, almost no one imagines that the first time will be the last. The experience is understood to define the terms of one’s relationship not only to the state but to society at large. This reality can be frustrating for those who strive to help ghetto youth “turn their lives around.” James Forman Jr., the cofounder of the See Forever charter school for juvenile offenders in Washington, D.C., made this point when describing how random and degrading stops and searches of ghetto youth “tell kids that they are pariahs, that no matter how hard they study, they will remain potential suspects.” One student complained to him, “We can be perfect, perfect, doing everything right and still they treat us like dogs. No, worse than dogs, because criminals are treated worse than dogs.” Another student asked him pointedly, “How can you tell us we can be anything when they treat us like we’re nothing?”56 The process of marking black youth as black criminals is essential to the functioning of mass incarceration as a racial caste system. For the system to succeed—that is, for it to achieve the political goals described in chapter 1—black people must be labeled criminals before they are formally subject to control. The criminal label is essential, for forms of explicit racial exclusion are not only prohibited but widely condemned. Thus black youth must be made—labeled—criminals. This process of being made a criminal is, to a large extent, the process of “becoming” black. As Wideman explains, when “to be a man of color of a certain economic class and milieu is equivalent in the public eye to being a criminal,” being processed by the criminal justice system is tantamount to being made black, and “doing time” behind bars is at the same time “marking race.”57 At its core, then, mass incarceration, like Jim Crow, is a “race-making institution.” It serves to define the meaning and significance of race in America.
Michelle Alexander (The New Jim Crow: Mass Incarceration in the Age of Colorblindness (Revised Edition))
Why do people feel guilty about TV? What is wrong with it? Just this-- that it shuts out all the wonderful things of which the mind is capable, leaving it drugged in a state of thoughtless stupor. For the same reason, a mediocre school or teacher is a bad school or teacher. Last week it was announced in the papers that a large convention concerned with violence and disorder in our schools came to the unanimous conclusion (students and teachers alike) that the main cause of the mischief was boredom. Underperformance, the job that does not challenge you, can make you sick: work that puts repetition and routine in the place of real work begets a sense of guilt; merely doodling and noodling in committees can give you ulcers, skin rashes, and heart trouble. God is not pleased with us for merely sitting in meetings: "How vain and trifling have been our spirits, our conferences, councils, our meetings, our private as well as public conversations," wrote the Prophet Joseph from Liberty Jail, "too low, too mean, too vulgar, too condescending for the dignified characters of the called and chosen of God.
Nibley, Hugh
When Tommy asked me to speak to the students, I immediately told him no. I was finally comfortable talking to people individually about my faith, but I still didn’t want anything to do with public speaking. But then I thought about the idea for three or four days and it was really nagging at me. I called Tommy back and told him to line it up. When I arrived at the classroom a few days later, there were about fifty kids there. I stood in the front of the class and told them I was a hunter and fisherman, but I loved the Lord, and I told them why. I went through my entire testimony and shared the Gospel with them. I was so nervous talking to them that every time I tried to turn a page in my Bible, I ripped about three pages! My hand was shaking so badly that I couldn’t stop ripping pages! I kept looking up to see if anyone had noticed how nervous I was. I couldn’t wait for my talk to end. But after I was finished talking, a young boy came up to me. He had tears in his eyes. “Thanks, mister,” he said. “I really needed to hear that.” I couldn’t believe God had used a simple guy like me to have this kind of impact on a kid.
Jase Robertson (Good Call: Reflections on Faith, Family, and Fowl)
Like any overt school of mysticism, a movement seeking to achieve a vicious goal has to invoke the higher mysteries of an incomprehensible authority. An unread and unreadable book serves this purpose. It does not count on men’s intelligence, but on their weaknesses, pretensions and fears. It is not a tool of enlightenment, but of intellectual intimidation. It is not aimed at the reader’s understanding, but at his inferiority complex. An intelligent man will reject such a book with contemptuous indignation, refusing to waste his time on untangling what he perceives to be gibberish—which is part of the book’s technique: the man able to refute its arguments will not (unless he has the endurance of an elephant and the patience of a martyr). A young man of average intelligence—particularly a student of philosophy or of political science—under a barrage of authoritative pronouncements acclaiming the book as “scholarly,” “significant,” “profound,” will take the blame for his failure to understand. More often than not, he will assume that the book’s theory has been scientifically proved and that he alone is unable to grasp it; anxious, above all, to hide his inability, he will profess agreement, and the less his understanding, the louder his agreement—while the rest of the class are going through the same mental process. Most of them will accept the book’s doctrine, reluctantly and uneasily, and lose their intellectual integrity, condemning themselves to a chronic fog of approximation, uncertainty, self doubt. Some will give up the intellect (particularly philosophy) and turn belligerently into “pragmatic,” anti-intellectual Babbitts. A few will see through the game and scramble eagerly for the driver’s seat on the bandwagon, grasping the possibilities of a road to the mentally unearned. Within a few years of the book’s publication, commentators will begin to fill libraries with works analyzing, “clarifying” and interpreting its mysteries. Their notions will spread all over the academic map, ranging from the appeasers, who will try to soften the book’s meaning—to the glamorizers, who will ascribe to it nothing worse than their own pet inanities—to the compromisers, who will try to reconcile its theory with its exact opposite—to the avant-garde, who will spell out and demand the acceptance of its logical consequences. The contradictory, antithetical nature of such interpretations will be ascribed to the book’s profundity—particularly by those who function on the motto: “If I don’t understand it, it’s deep.” The students will believe that the professors know the proof of the book’s theory, the professors will believe that the commentators know it, the commentators will believe that the author knows it—and the author will be alone to know that no proof exists and that none was offered. Within a generation, the number of commentaries will have grown to such proportions that the original book will be accepted as a subject of philosophical specialization, requiring a lifetime of study—and any refutation of the book’s theory will be ignored or rejected, if unaccompanied by a full discussion of the theories of all the commentators, a task which no one will be able to undertake. This is the process by which Kant and Hegel acquired their dominance. Many professors of philosophy today have no idea of what Kant actually said. And no one has ever read Hegel (even though many have looked at every word on his every page).
Ayn Rand (Philosophy: Who Needs It)
This failure of nerve already was manifest in the selection and confirmation process of Clarence Thomas. Bush's choice of Thomas caught most black leaders off guard. Few had the courage to say publicly that this was an act of cynical tokenism concealed by outright lies about Thomas being the most qualified candidate regardless of race. Thomas had an undistinguished record as a student (mere graduation from Yale Law School does not qualify one for the Supreme Court); he left thirteen thousand age discrimination cases dying on the vine for lack of investigation in his turbulent eight years at the EEOC; and his performance during his short fifteen months as an appellate court judge was mediocre. The very fact that no black leader could utter publicly that a black appointee for the Supreme Court was unqualified shows how captive they are to white racist stereotypes about black intellectual talent. The point here is not simply that if Thomas were white they would have no trouble shouting this fact from the rooftops. The point is also that their silence reveals that black leaders may entertain the possibility that the racist stereotype may be true.
Cornel West (Race Matters)
(4) The racial issue. Voucher plans were adopted for a time in a number of southern states to avoid integration. They were ruled unconstitutional. Discrimination under a voucher plan can be prevented at least as easily as in public schools by redeeming vouchers only from schools that do not discriminate. A more difficult problem has troubled some students of vouchers. That is the possibility that voluntary choice with vouchers might increase racial and class separation in schools and thus exacerbate racial conflict and foster an increasingly segregated and hierarchical society. We believe that the voucher plan would have precisely the opposite effect; it would moderate racial conflict and promote a society in which blacks and whites cooperate in joint objectives, while respecting each other's separate rights and interests. Much objection to forced integration reflects not racism but more or less well-founded fears about the physical safety of children and the quality of their schooling. Integration has been most successful when it has resulted from choice, not coercion. Nonpublic schools, parochial and other, have often been in the forefront of the move toward integration.
Milton Friedman (Free to Choose: A Personal Statement)
Many Southern communities developed two school systems: an underfunded public system mostly attended by black students, and private schools set up for white children. Within a decade, these segregation academies would be an accepted part of the Southern landscape. By 1969, three hundred thousand students were enrolled in all-white schools across eleven Southern states. And twenty years after Brown, in 1974, 10 percent of the South's white school-age children were attending private schools, only a fraction of which had been open before Brown. The region's 3,500 academies enrolled 750,000 white children,a number that reflected a migration from public to private schools that was linked to the movement of black children into formerly all-white public schools. In Jackson, Mississippi, white enrollment in the public schools fell by twelve thousand students, from more than half of the student body in 1969 to less than a third eight years later. The proliferation of segregation academies threatened to create all-black public school systems in the rural South, particularly in communities with majority black populations. The effect of these private schools would be felt decades later.
Kristen Green (Something Must Be Done About Prince Edward County: A Family, a Virginia Town, a Civil Rights Battle)
The Arab world has done nothing to help the Palestinian refugees they created when they attacked Israel in 1948. It’s called the ‘Palestinian refugee problem.’ This is one of the best tricks that the Arabs have played on the world, and they have used it to their great advantage when fighting Israel in the forum of public opinion. This lie was pulled off masterfully, and everyone has been falling for it ever since. First you tell people to leave their homes and villages because you are going to come in and kick out the Jews the day after the UN grants Israel its nationhood. You fail in your military objective, the Jews are still alive and have more land now than before, and you have thousands of upset, displaced refugees living in your country because they believed in you. So you and the UN build refugee camps that are designed to last only five years and crowd the people in, instead of integrating them into your society and giving them citizenship. After a few years of overcrowding and deteriorating living conditions, you get the media to visit and publish a lot of pictures of these poor people living in the hopeless, wretched squalor you have left them in. In 1967 you get all your cronies together with their guns and tanks and planes and start beating the war drums. Again the same old story: you really are going to kill all the Jews this time or drive them into the sea, and everyone will be able to go back home, take over what the Jews have developed, and live in a Jew-free Middle East. Again you fail and now there are even more refugees living in your countries, and Israel is even larger, with Jerusalem as its capital. Time for more pictures of more camps and suffering children. What is to be done about these poor refugees (that not even the Arabs want)? Then start Middle Eastern student organizations on U.S. college campuses and find some young, idealistic American college kids who have no idea of what has been described here so far, and have them take up the cause. Now enter some power-hungry type like Yasser Arafat who begins to blackmail you and your Arab friends, who created the mess, for guns and bombs and money to fight the Israelis. Then Arafat creates hell for the world starting in the 1970s with his terrorism, and the “Palestinian refugee problem” becomes a worldwide issue and galvanizes all your citizens and the world against Israel. Along come the suicide bombers, so to keep the pot boiling you finance the show by paying every bomber’s family twenty-five thousand dollars. This encourages more crazies to go blow themselves up, killing civilians and children riding buses to school. Saudi Arabia held telethons to raise thousands of dollars to the families of suicide bombers. What a perfect way to turn years of military failure into a public-opinion-campaign success. The perpetuation of lies and uncritical thinking, combined with repetitious anti-Jewish and anti-American diatribes, has produced a generation of Arab youth incapable of thinking in a civilized manner. This government-nurtured rage toward the West and the infidels continues today, perpetuating their economic failure and deflecting frustration away from the dictators and regimes that oppress them. This refusal by the Arab regimes to take an honest look at themselves has created a culture of scapegoating that blames western civilization for misery and failure in every aspect of Arab life. So far it seems that Arab leaders don’t mind their people lagging behind, save for King Abdullah’s recent evidence of concern. (The depth of his sincerity remains to be seen.)
Brigitte Gabriel (Because They Hate)
One of the major difficulties, and one of the monumental dangers, of sex education courses in public schools is that they disregard this significant principle of teaching. They tell all before the youngster is ready, and in so doing, they often wreak havoc with the spiritual, emotional, and moral stability of the students. They open them to great jeopardy. Things should be done in the season thereof, and there is a time for all things. A wise teacher and a wise parent will be alert to that fact. Likewise, in programming Church activities we should use great wisdom in considering the maturity and readiness of our members to be taught the basic principles of morality. If we teach the basic principles too soon, they may be meaningless to the youngsters. The matter of teaching morality may be necessary, but the framework in which it is set should recognize the degree of maturity and readiness. For instance, when the youngster is too young to have been subjected to the urging of physical desires, he must be taught about the subject in an entirely different way than will be appropriate when he is older. There will come a time for some more mature discussion later, but this must always be with reverence.
Boyd K. Packer (Teach Ye Diligently)
As I became older, I was given many masks to wear. I could be a laborer laying railroad tracks across the continent, with long hair in a queue to be pulled by pranksters; a gardener trimming the shrubs while secretly planting a bomb; a saboteur before the day of infamy at Pearl Harbor, signaling the Imperial Fleet; a kamikaze pilot donning his headband somberly, screaming 'Banzai' on my way to my death; a peasant with a broad-brimmed straw hat in a rice paddy on the other side of the world, stooped over to toil in the water; an obedient servant in the parlor, a houseboy too dignified for my own good; a washerman in the basement laundry, removing stains using an ancient secret; a tyrant intent on imposing my despotism on the democratic world, opposed by the free and the brave; a party cadre alongside many others, all of us clad in coordinated Mao jackets; a sniper camouflaged in the trees of the jungle, training my gunsights on G.I. Joe; a child running with a body burning from napalm, captured in an unforgettable photo; an enemy shot in the head or slaughtered by the villageful; one of the grooms in a mass wedding of couples, having met my mate the day before through our cult leader; an orphan in the last airlift out of a collapsed capital, ready to be adopted into the good life; a black belt martial artist breaking cinderblocks with his head, in an advertisement for Ginsu brand knives with the slogan 'but wait--there's more' as the commercial segued to show another free gift; a chef serving up dog stew, a trick on the unsuspecting diner; a bad driver swerving into the next lane, exactly as could be expected; a horny exchange student here for a year, eager to date the blonde cheerleader; a tourist visiting, clicking away with his camera, posing my family in front of the monuments and statues; a ping pong champion, wearing white tube socks pulled up too high and batting the ball with a wicked spin; a violin prodigy impressing the audience at Carnegie Hall, before taking a polite bow; a teen computer scientist, ready to make millions on an initial public offering before the company stock crashes; a gangster in sunglasses and a tight suit, embroiled in a turf war with the Sicilian mob; an urban greengrocer selling lunch by the pound, rudely returning change over the counter to the black patrons; a businessman with a briefcase of cash bribing a congressman, a corrupting influence on the electoral process; a salaryman on my way to work, crammed into the commuter train and loyal to the company; a shady doctor, trained in a foreign tradition with anatomical diagrams of the human body mapping the flow of life energy through a multitude of colored points; a calculus graduate student with thick glasses and a bad haircut, serving as a teaching assistant with an incomprehensible accent, scribbling on the chalkboard; an automobile enthusiast who customizes an imported car with a supercharged engine and Japanese decals in the rear window, cruising the boulevard looking for a drag race; a illegal alien crowded into the cargo hold of a smuggler's ship, defying death only to crowd into a New York City tenement and work as a slave in a sweatshop. My mother and my girl cousins were Madame Butterfly from the mail order bride catalog, dying in their service to the masculinity of the West, and the dragon lady in a kimono, taking vengeance for her sisters. They became the television newscaster, look-alikes with their flawlessly permed hair. Through these indelible images, I grew up. But when I looked in the mirror, I could not believe my own reflection because it was not like what I saw around me. Over the years, the world opened up. It has become a dizzying kaleidoscope of cultural fragments, arranged and rearranged without plan or order.
Frank H. Wu (Yellow: Race in America Beyond Black and White)
The only word these corporations know is more,” wrote Chris Hedges, former correspondent for the Christian Science Monitor, National Public Radio, and the New York Times. They are disemboweling every last social service program funded by the taxpayers, from education to Social Security, because they want that money themselves. Let the sick die. Let the poor go hungry. Let families be tossed in the street. Let the unemployed rot. Let children in the inner city or rural wastelands learn nothing and live in misery and fear. Let the students finish school with no jobs and no prospects of jobs. Let the prison system, the largest in the industrial world, expand to swallow up all potential dissenters. Let torture continue. Let teachers, police, firefighters, postal employees and social workers join the ranks of the unemployed. Let the roads, bridges, dams, levees, power grids, rail lines, subways, bus services, schools and libraries crumble or close. Let the rising temperatures of the planet, the freak weather patterns, the hurricanes, the droughts, the flooding, the tornadoes, the melting polar ice caps, the poisoned water systems, the polluted air increase until the species dies. There are no excuses left. Either you join the revolt taking place on Wall Street and in the financial districts of other cities across the country or you stand on the wrong side of history. Either you obstruct, in the only form left to us, which is civil disobedience, the plundering by the criminal class on Wall Street and accelerated destruction of the ecosystem that sustains the human species, or become the passive enabler of a monstrous evil. Either you taste, feel and smell the intoxication of freedom and revolt or sink into the miasma of despair and apathy. Either you are a rebel or a slave. To be declared innocent in a country where the rule of law means nothing, where we have undergone a corporate coup, where the poor and working men and women are reduced to joblessness and hunger, where war, financial speculation and internal surveillance are the only real business of the state, where even habeas corpus no longer exists, where you, as a citizen, are nothing more than a commodity to corporate systems of power, one to be used and discarded, is to be complicit in this radical evil. To stand on the sidelines and say “I am innocent” is to bear the mark of Cain; it is to do nothing to reach out and help the weak, the oppressed and the suffering, to save the planet. To be innocent in times like these is to be a criminal.
Jim Marrs (Our Occulted History: Do the Global Elite Conceal Ancient Aliens?)
We cannot pick and choose whom among the oppressed it is convenient to support. We must stand with all the oppressed or none of the oppressed. This is a global fight for life against corporate tyranny. We will win only when we see the struggle of working people in Greece, Spain, and Egypt as our own struggle. This will mean a huge reordering of our world, one that turns away from the primacy of profit to full employment and unionized workplaces, inexpensive and modernized mass transit, especially in impoverished communities, universal single-payer health care and a banning of for-profit health care corporations. The minimum wage must be at least $15 an hour and a weekly income of $500 provided to the unemployed, the disabled, stay-at-home parents, the elderly, and those unable to work. Anti-union laws, like the Taft-Hartley Act, and trade agreements such as NAFTA, will be abolished. All Americans will be granted a pension in old age. A parent will receive two years of paid maternity leave, as well as shorter work weeks with no loss in pay and benefits. The Patriot Act and Section 1021 of the National Defense Authorization Act, which permits the military to be used to crush domestic unrest, as well as government spying on citizens, will end. Mass incarceration will be dismantled. Global warming will become a national and global emergency. We will divert our energy and resources to saving the planet through public investment in renewable energy and end our reliance on fossil fuels. Public utilities, including the railroads, energy companies, the arms industry, and banks, will be nationalized. Government funding for the arts, education, and public broadcasting will create places where creativity, self-expression, and voices of dissent can be heard and seen. We will terminate our nuclear weapons programs and build a nuclear-free world. We will demilitarize our police, meaning that police will no longer carry weapons when they patrol our streets but instead, as in Great Britain, rely on specialized armed units that have to be authorized case by case to use lethal force. There will be training and rehabilitation programs for the poor and those in our prisons, along with the abolition of the death penalty. We will grant full citizenship to undocumented workers. There will be a moratorium on foreclosures and bank repossessions. Education will be free from day care to university. All student debt will be forgiven. Mental health care, especially for those now caged in our prisons, will be available. Our empire will be dismantled. Our soldiers and marines will come home.
Chris Hedges (America: The Farewell Tour)
It is a truism today, in this highly technologically-developed culture, that students need technical computer skills. Equally truistic (and, not incidentally, true) is that the workplace has become highly technological. Even more truistic – and far more disturbing – are the shifts in education over the last two decades as public elementary schools, public and private high schools, and colleges and universities have invested scores of billions of dollars on “digital infrastructure,” computers, monitors and printers, “smart classrooms,” all to “meet the demands” of this new technological workplace. "We won’t dwell on the fact – an inconvenient truth? – that those technological investments have coincided with a decline in American reading behaviors, in reading and reading comprehension scores, in overall academic achievement, in the phenomenon – all too familiar to us in academia – of “grade inflation,” in an alarming collapse of our students’ understanding of their own history (to say nothing of the history of the rest of the world), rising ignorance of world and American geography, with an abandonment of the idea of objectivity, and with an increasingly subjective, even solipsistic, emphasis on personal experience. Ignore all this. Or, if we find it impossible to ignore, then let’s blame the teachers...
Peter K. Fallon (Cultural Defiance, Cultural Deviance)
I went to the lectern to speak, I could barely contain my emotion. I glanced down at my prepared notes but suddenly had little interest in them. Looking up at the girls, I just began to talk, explaining that though I had come from far away, carrying this strange title of First Lady of the United States, I was more like them than they knew. That I, too, was from a working-class neighborhood, raised by a family of modest means and loving spirit, that I’d realized early on that school was where I could start defining myself—that an education was a thing worth working for, that it would help spring them forward in the world. At this point, I’d been First Lady for just over two months. In different moments, I’d felt overwhelmed by the pace, unworthy of the glamour, anxious about our children, and uncertain of my purpose. There are pieces of public life, of giving up one’s privacy to become a walking, talking symbol of a nation, that can seem specifically designed to strip away part of your identity. But here, finally, speaking to those girls, I felt something completely different and pure—an alignment of my old self with this new role. Are you good enough? Yes, you are, all of you. I told the students of Elizabeth Garrett Anderson that they’d touched my heart. I told them that they were precious, because they truly were.
Michelle Obama (Becoming)
Dissent from liberal orthodoxy is cast as racism, misogyny, bigotry, phobia, and, as we’ve seen, even violence. If you criticize the lack of due process for male college students accused of rape, you are a “rape apologist.” End of conversation. After all, who wants to listen to a rape lover? People who are anti–abortion rights don’t care about the unborn; they are misogynists who want to control women. Those who oppose same-sex marriage don’t have rational, traditional views about marriage that deserve respect or debate; they are bigots and homophobes. When conservatives opposed the Affordable Care Act’s “contraception mandate” it wasn’t due to a differing philosophy about the role of government. No, they were waging a “War on Women.” With no sense of irony or shame, the illiberal left will engage in racist, sexist, misogynist, and homophobic attacks of their own in an effort to delegitimize people who dissent from the “already decided” worldview. Non-white conservatives are called sellouts and race traitors. Conservative women are treated as dim-witted, self-loathing puppets of the patriarchy, or nefarious gender traitors. Men who express the wrong political or ideological view are demonized as hostile interlopers into the public debate. The illiberal left sees its bullying and squelching of free speech as a righteous act. This
Kirsten Powers (The Silencing: How the Left is Killing Free Speech)
The Positive Paradigm is: . . . a new, inclusive reality map, one people worldwide can easily comprehend and agree upon. It is equally compatible with scriptures and science, bridging the gap between them. It fulfills Einstein's intuited search for the Unified Field Theory, picturing how all parts of creation are related, interwoven and interdependent. Working with the Positive Paradigm empowers the "substantially new manner of thinking," which, Einstein said, is necessary "if mankind is to survive." For thousands of years, this genesis formula, the very heart of the creative process, was hidden as the secret treasure of initiates. Its knowledge was transmitted exclusively to qualified students in the inner circles of monastic schools. When Einstein intuited the theory of relativity and made it available to the general public, its long-foreseen abuse materialized. To Einstein's horror, it was misused to explode atomic bombs. This context justifies making the positive application of Einstein's inspired vision equally public now. For in its traditional context, this three-part formula is an essential piece of the knowledge puzzle. It has the powerful potential to offset earlier abuse with opposite and equally unifying results. A timely shift to the Positive Paradigm could tip the scales of history in favor of human survival. p. 11.
Patricia E. West (Rethinking Survival: Getting to the Positive Paradigm of Change)
The erosion of trust in public school systems has had catastrophic consequences, and will take decades to put right. As we’ve seen, attempts to make schools ‘more accountable’ for their test scores leave teachers torn between what psychologist Barry Schwartz calls ‘doing the right thing and doing the required thing’. The right thing is to teach students through personalised, flexible methods, according to their needs, interests and aspirations; the required thing is to ‘turnaround’ test scores, by ‘teaching to the test’ or, worse, ‘gaming’ the system.  Successive US federal administrations have sought to improve school standards through high accountability. The pressure this puts upon schools at risk of closure and teachers – with test scores linked to pay rates – is intense. During 2011/12 a series of allegations emerged of inner-city schools in New York, Washington DC, Atlanta and Philadelphia ‘cheating’ on student test scores in order to hit accountability targets. Undoubtedly a case of fear producing wrong figures. The result of doing the required thing, above the right thing, is what Schwartz describes as a ‘de-moral-ised’ profession. The double tragedy is that, in addition to the pressure put on teachers – 50 percent of new teachers in the US leave the profession within their first five years – there’s growing evidence that the over-reliance on standardised testing fails to improve academic learning anyway.
David Price (Open: How We’ll Work, Live and Learn In The Future)
Here’s the thing, people: We have some serious problems. The lights are off. And it seems like that’s affecting the water flow in part of town. So, no baths or showers, okay? But the situation is that we think Caine is short of food, which means he’s not going to be able to hold out very long at the power plant.” “How long?” someone yelled. Sam shook his head. “I don’t know.” “Why can’t you get him to leave?” “Because I can’t, that’s why,” Sam snapped, letting some of his anger show. “Because I’m not Superman, all right? Look, he’s inside the plant. The walls are thick. He has guns, he has Jack, he has Drake, and he has his own powers. I can’t get him out of there without getting some of our people killed. Anybody want to volunteer for that?" Silence. “Yeah, I thought so. I can’t get you people to show up and pick melons, let alone throw down with Drake.” “That’s your job,” Zil said. “Oh, I see,” Sam said. The resentment he’d held in now came boiling to the surface. “It’s my job to pick the fruit, and collect the trash, and ration the food, and catch Hunter, and stop Caine, and settle every stupid little fight, and make sure kids get a visit from the Tooth Fairy. What’s your job, Zil? Oh, right: you spray hateful graffiti. Thanks for taking care of that, I don’t know how we’d ever manage without you.” “Sam…,” Astrid said, just loud enough for him to hear. A warning. Too late. He was going to say what needed saying. “And the rest of you. How many of you have done a single, lousy thing in the last two weeks aside from sitting around playing Xbox or watching movies? “Let me explain something to you people. I’m not your parents. I’m a fifteen-year-old kid. I’m a kid, just like all of you. I don’t happen to have any magic ability to make food suddenly appear. I can’t just snap my fingers and make all your problems go away. I’m just a kid.” As soon as the words were out of his mouth, Sam knew he had crossed the line. He had said the fateful words so many had used as an excuse before him. How many hundreds of times had he heard, “I’m just a kid.” But now he seemed unable to stop the words from tumbling out. “Look, I have an eighth-grade education. Just because I have powers doesn’t mean I’m Dumbledore or George Washington or Martin Luther King. Until all this happened I was just a B student. All I wanted to do was surf. I wanted to grow up to be Dru Adler or Kelly Slater, just, you know, a really good surfer.” The crowd was dead quiet now. Of course they were quiet, some still-functioning part of his mind thought bitterly, it’s entertaining watching someone melt down in public. “I’m doing the best I can,” Sam said. “I lost people today…I…I screwed up. I should have figured out Caine might go after the power plant.” Silence. “I’m doing the best I can.” No one said a word. Sam refused to meet Astrid’s eyes. If he saw pity there, he would fall apart completely. “I’m sorry,” he said. “I’m sorry.
Michael Grant (Hunger (Gone, #2))
Postscript, 2005 From the Publisher ON APRIL 7, 2004, the Mid-Hudson Highland Post carried an article about an appearance that John Gatto made at Highland High School. Headlined “Rendered Speechless,” the report was subtitled “Advocate for education reform brings controversy to Highland.” The article relates the events of March 25 evening of that year when the second half of John Gatto’s presentation was canceled by the School Superintendent, “following complaints from the Highland Teachers Association that the presentation was too controversial.” On the surface, the cancellation was in response to a video presentation that showed some violence. But retired student counselor Paul Jankiewicz begged to differ, pointing out that none of the dozens of students he talked to afterwards were inspired to violence. In his opinion, few people opposing Gatto had seen the video presentation. Rather, “They were taking the lead from the teacher’s union who were upset at the whole tone of the presentation.” He continued, “Mr. Gatto basically told them that they were not serving kids well and that students needed to be told the truth, be given real-life learning experiences, and be responsible for their own education. [Gatto] questioned the validity and relevance of standardized tests, the prison atmosphere of school, and the lack of relevant experience given students.” He added that Gatto also had an important message for parents: “That you have to take control of your children’s education.” Highland High School senior Chris Hart commended the school board for bringing Gatto to speak, and wished that more students had heard his message. Senior Katie Hanley liked the lecture for its “new perspective,” adding that ”it was important because it started a new exchange and got students to think for themselves.” High School junior Qing Guo found Gatto “inspiring.” Highland teacher Aliza Driller-Colangelo was also inspired by Gatto, and commended the “risk-takers,” saying that, following the talk, her class had an exciting exchange about ideas. Concluded Jankiewicz, the students “were eager to discuss the issues raised. Unfortunately, our school did not allow that dialogue to happen, except for a few teachers who had the courage to engage the students.” What was not reported in the newspaper is the fact that the school authorities called the police to intervene and ‘restore the peace’ which, ironically enough, was never in the slightest jeopardy as the student audience was well-behaved and attentive throughout. A scheduled evening meeting at the school between Gatto and the Parents Association was peremptorily forbidden by school district authorities in a final assault on the principles of free speech and free assembly… There could be no better way of demonstrating the lasting importance of John Taylor Gatto’s work, and of this small book, than this sorry tale. It is a measure of the power of Gatto’s ideas, their urgency, and their continuing relevance that school authorities are still trying to shut them out 12 years after their initial publication, afraid even to debate them. — May the crusade continue! Chris Plant Gabriola Island, B.C. February, 2005
John Taylor Gatto (Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling)
So many people now call themselves 'students of the University of life' as if experience theorized with lack of knowledge led to any wisdom or even less, such as the capacity to think and process information outside personal validation models. It's very easy to explain what you see. It's what humanity has done throughout history. However, real education ends in the last book you finished. And you can evaluate yourself by the amount of books you were able to read, understand and appreciate. Anything below that can only lead one to be certified in stupidity. And that's what the 'students of life' really are; fragile egos trying to justify their stupidity with arrogance, crystalizing their state of ignorance in time with pride. Because, even though humanity has confused itself with its own mechanics, the transitory fact remains, that knowledge, in any shape or form, comes from books. And more than 99% of all the books ever produced in human history are now, thanks to internet, available for free, in the public domain, and wherever a computer and electricity are present. This truth also extensively contributes to the fact, that humans are now, for the first time ever, deliberately choosing to remain ignorant. And that's what the "students of life" are; proud manifestos of ignorance. They don't know that, if you read enough to be smart, you're too smart to explain what you read, and too busy to share it. So what can we then say about the ones who obsess over their physical appearance whenever they have time for something. The premise is self-explanatory: The only real student is the 'student of self'.
Robin Sacredfire
The reformers believe that scores will go up if it is easy to fire teachers and if unions are weakened. But is this true? No. The only test scores that can be used comparatively are those of the National Assessment of Educational Progress, because it is a no-stakes test. No one knows who will take it, no one knows what will be on the test, no student takes the full test, and the results are not reported for individuals or for schools. There is no way to prepare for NAEP, so there is no test prep. There are no rewards or punishments attached to it, so there is no reason to cheat, to teach to the test, or to game the system. So, let’s examine the issues at hand using NAEP scores as a measure. The states that consistently have the highest test scores are Massachusetts, New Jersey, and Connecticut. Consistently ranking at the bottom are states in the South and the District of Columbia. The highest-ranking states have strong teachers’ unions and until recently had strong tenure protections for teachers. The lowest-ranking states do not have strong teachers’ unions, and their teachers have few or no job protections. There seems to be no correlation between having a strong union and having low test scores; if anything, it appears that the states with the strongest unions have the highest test scores. The lowest-performing states have one thing in common, and that is high poverty. The District of Columbia has a strong union and high poverty; it also has intense racial isolation in its schools. It has very low test scores. Most of the cities that rank at the very bottom on NAEP have teachers’ unions, and they have two things in common: high poverty and racial isolation.
Diane Ravitch (Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools)
Patton had been a reflective man, an extraordinarily well-read student of wars and military leaders, ancient and modern, with a curiosity about his war to match his energy. No detail had been too minor or too dull for him, nor any task too humble. Everything from infantry squad tactics to tank armor plate and chassis and engines had interested him. To keep his mind occupied while he was driving through a countryside, he would study the terrain and imagine how he might attack this hill or defend that ridge. He would stop at an infantry position and look down the barrel of a machine gun to see whether the weapon was properly sited to kill counterattacking Germans. If it was not, he would give the officers and men a lesson in how to emplace the gun. He had been a military tailor’s delight of creased cloth and shined leather, and he had worn an ivory-handled pistol too because he thought he was a cavalier who needed these trappings for panache. But if he came upon a truck stuck in the mud with soldiers shirking in the back, he would jump from his jeep, berate the men for their laziness, and then help them push their truck free and move them forward again to battle. By dint of such lesson and example, Patton had formed his Third Army into his ideal of a fighting force. In the process he had come to understand the capabilities of his troops and he had become more knowledgeable about the German enemy than any other Allied general on the Western Front. Patton had been able to command with certainty, overcoming the mistakes that are inevitable in the practice of the deadly art as well as personal eccentricities and public gaffes that would have ruined a lesser general, because he had always stayed in touch with the realities of his war.
Neil Sheehan (A Bright Shining Lie: John Paul Vann and America in Vietnam)
Information or allegations reflecting negatively on individuals or groups seen less sympathetically by the intelligentsia pass rapidly into the public domain with little scrutiny and much publicity. Two of the biggest proven hoaxes of our time have involved allegations of white men gang-raping a black woman-- first the Tawana Brawley hoax of 1987 and later the false rape charges against three Duke University students in 2006. In both cases, editorial indignation rang out across the land, without a speck of evidence to substantiate either of these charges. Moreover, the denunciations were not limited to the particular men accused, but were often extended to society at large, of whom these men were deemed to be symptoms or 'the tip of the iceberg.' In both cases, the charges fit a pre-existing vision, and that apparently made mundane facts unnecessary. Another widely publicized hoax-- one to which the President of the United States added his sub-hoax-- was a 1996 story appearing in USA Today under the headline, 'Arson at Black Churches Echoes Bigotry of the Past.' There was, according to USA Today, 'an epidemic of church burning,' targeting black churches. Like the gang-rape hoaxes, this story spread rapidly through the media. The Chicago Tribune referred to 'an epidemic of criminal and cowardly arson' leaving black churches in ruins. As with the gang-rape hoaxes, comments on the church fire stories went beyond those who were supposed to have set these fires to blame forces at work in society at large. Jesse Jackson was quoted was quoted in the New York Times as calling these arsons part of a 'cultural conspiracy' against blacks, which 'reflected the heightened racial tensions in the south that have been exacerbated by the assault on affirmative action and the populist oratory of Republican politicians like Pat Buchanan.' Time magazine writer Jack White likewise blamed 'the coded phrases' of Republican leaders for 'encouraging the arsonists.' Columnist Barbara Reynolds of USA Today said that the fires were 'an attempt to murder the spirit of black America.' New York Times columnist Bob Herbert said, "The fuel for these fires can be traced to a carefully crafted environment of bigotry and hatred that was developed over the last century.' As with the gang-rape hoaxes, the charges publicized were taken as reflecting on the whole society, not just those supposedly involved in what was widely presumed to be arson, rather than fires that break out for a variety of other reasons. Washington Post columnist Dorothy Gilliam said that society in effect was 'giving these arsonists permission to commit these horrible crimes.' The climax of these comments came when President Bill Clinton, in his weekly radio address, said that these church burnings recalled similar burnings of black churches in Arkansas when he was a boy. There were more that 2,000 media stories done on the subject after the President's address. This story began to unravel when factual research showed that (1) no black churches were burned in Arkansas when Bill Clinton was growing up, (2) there had been no increase in fires at black churches, but an actual decrease over the previous 15 years, (3) the incidence of fires at white churches was similar to the incidence of fires at black churches, and (4) where there was arson, one-third of the suspects were black. However, retractions of the original story-- where there were retractions at all-- typically were given far less prominence than the original banner headlines and heated editorial comments.
Thomas Sowell (Intellectuals and Society)
When the time comes, & I hope it comes soon, to bury this era of moral rot & the defiling of our communal, social, & democratic norms, the perfect epitaph for the gravestone of this age of unreason should be Iowa Senator Chuck Grassley's already infamous quote: "I think not having the estate tax recognizes the people that are investing... as opposed to those that are just spending every darn penny they have, whether it’s on booze or women or movies.” Grassley's vision of America, quite frankly, is one I do not recognize. I thought the heart of this great nation was not limited to the ranks of the plutocrats who are whisked through life in chauffeured cars & private jets, whose often inherited riches are passed along to children, many of whom no sacrifice or service is asked. I do not begrudge wealth, but it must come with a humility that money never is completely free of luck. And more importantly, wealth can never be a measure of worth. I have seen the waitress working the overnight shift at a diner to give her children a better life, & yes maybe even take them to a movie once in awhile - and in her, I see America. I have seen the public school teachers spending extra time with students who need help & who get no extra pay for their efforts, & in them I see America. I have seen parents sitting around kitchen tables with stacks of pressing bills & wondering if they can afford a Christmas gift for their children, & in them I see America. I have seen the young diplomat in a distant foreign capital & the young soldier in a battlefield foxhole, & in them I see America. I have seen the brilliant graduates of the best law schools who forgo the riches of a corporate firm for the often thankless slog of a district attorney or public defender's office, & in them I see America. I have seen the librarian reshelving books, the firefighter, police officer, & paramedic in service in trying times, the social worker helping the elderly & infirm, the youth sports coaches, the PTA presidents, & in them I see America. I have seen the immigrants working a cash register at a gas station or trimming hedges in the frost of an early fall morning, or driving a cab through rush hour traffic to make better lives for their families, & in them I see America. I have seen the science students unlocking the mysteries of life late at night in university laboratories for little or no pay, & in them I see America. I have seen the families struggling with a cancer diagnosis, or dementia in a parent or spouse. Amid the struggles of mortality & dignity, in them I see America. These, & so many other Americans, have every bit as much claim to a government working for them as the lobbyists & moneyed classes. And yet, the power brokers in Washington today seem deaf to these voices. It is a national disgrace of historic proportions. And finally, what is so wrong about those who must worry about the cost of a drink with friends, or a date, or a little entertainment, to rephrase Senator Grassley's demeaning phrasings? Those who can't afford not to worry about food, shelter, healthcare, education for their children, & all the other costs of modern life, surely they too deserve to be able to spend some of their “darn pennies” on the simple joys of life. Never mind that almost every reputable economist has called this tax bill a sham of handouts for the rich at the expense of the vast majority of Americans & the future economic health of this nation. Never mind that it is filled with loopholes written by lobbyists. Never mind that the wealthiest already speak with the loudest voices in Washington, & always have. Grassley’s comments open a window to the soul of the current national Republican Party & it it is not pretty. This is not a view of America that I think President Ronald Reagan let alone President Dwight Eisenhower or Teddy Roosevelt would have recognized. This is unadulterated cynicism & a version of top-down class warfare run amok. ~Facebook 12/4/17
Dan Rather
Robert Rosenthal found a way. He approached a California public elementary school and offered to test the school’s students with a newly developed intelligence-identification tool, called the Harvard Test of Inflected Acquisition, which could accurately predict which children would excel academically in the coming year. The school naturally agreed, and the test was administered to the entire student body. A few weeks later, teachers were provided with the names of the children (about 20 percent of the student body) who had tested as high-potentials. These particular children, the teachers were informed, were special. Though they might not have performed well in the past, the test indicated that they possessed “unusual potential for intellectual growth.” (The students were not informed of the test results.) The following year Rosenthal returned to measure how the high-potential students had performed. Exactly as the test had predicted, the first- and second-grade high-potentials had succeeded to a remarkable degree: The first-graders gained 27 IQ points (versus 12 points for the rest of the class); and the second-graders gained 17 points (versus 7 points). In addition, the high-potentials thrived in ways that went beyond measurement. They were described by their teachers as being more curious, happier, better adjusted, and more likely to experience success as adults. What’s more, the teachers reported that they had enjoyed teaching that year more than any year in the past. Here’s the twist: the Harvard Test of Inflected Acquisition was complete baloney. In fact, the “high-potentials” had been selected at random. The real subject of the test was not the students but the narratives that drive the relationship between the teachers and the students. What happened, Rosenthal discovered, was replacing one story—These are average kids—with a new one—These are special kids, destined to succeed—served as a locator beacon that reoriented the teachers, creating a cascade of behaviors that guided the student toward that future. It didn’t matter that the story was false, or that the children were, in fact, randomly selected. The simple, glowing idea—This child has unusual potential for intellectual growth—aligned motivations, awareness, and behaviors.
Daniel Coyle (The Culture Code: The Secrets of Highly Successful Groups)
Non-Tenure Writing Jobs The MLA session on the adjunct crisis indicates where higher education has come to in the Brave New World of the 21st century. Research by the MLA itself, by Gloria McMillan, by Eileen Schell and other colleagues, already confirm the deep replacement of tenure-track faculty with contingent adjuncts and others. This crisis is deepest in composition and in community colleges. Doug Hesse’s program at Denver Univ. is no solution; it will extend the subordination of composition through sub-faculty lines while rationalizing it as “good for students"(before research has even proved it so). But, sub-faculty writing lecturers will never be treated as “real” professors by their institutions and will never be accepted as colleagues by their tenure-track peers. Such sub-faculty plans will weaken the faculty as a whole in the academy by further dividing it into competing sub-groups. Neither will a sub-faculty plan benefit the 14 million undergraduates on campus, most who attend under-funded public colleges with no billion-dollar endowments or corporate angels to turn to. Community colleges, in particular, where about 6 million students are enrolled, can have up to 65% of classes taught by adjuncts. The sub-faculty plan is thus really a management tool available in the short-term to those colleges with deep pockets and deep readiness to entrench a lesser sub-faculty in their writing programs. Doug Hesse acknowledges such an outcome as a possibility. He is quoted in the IHE report saying he was disturbed by the degree of interest other WPAs took in DU’s new sub-faculty writing program, fearing that DU was installing a “Vichy"-type model(collaborating with the authorities desire to de-tenure faculty generally and to subordinate writing instructors particularly). But, Hesse is quoted as making peace with this because he feels that sub-faculty lines for writing teachers are at least good for writing students. Even if we knew for sure this was true, why must writing teachers be the only professionals in higher education called upon to make such sacrifices? A large private grant to finance Denver University’s program($10 million for Hesse’s project)is good fortune for one campus, but it offers no model for how we can solve the national disgrace of exploited adjuncts.
Ira Shor
I was a country kid who went to a public school, and she was more of a middle-class girl who attended a private school. I was into hunting and fishing, and she liked drama and singing in the choir at school and church. Our lives up until that point were totally different. But Missy and I had a very deep spiritual connection, and I thought our mutual love for the Lord might be our biggest strength in sustaining our relationship. Even though Missy was so different from me, I found her world to be very interesting. Looking back, perhaps another reason I decided to give our relationship a chance was because of my aunt Jan’s bizarre premonition about Missy years earlier. My dad’s sister Jan had helped bring him to the Lord, and she taught the fourth grade at OCS. One of her students was Missy, and they went to church together at White’s Ferry Road Church. When I was a kid we attended a small church in the country, but occasionally we visited White’s Ferry with my aunt Jan and her husband. One Sunday, Missy walked by us as we were waiting in the pew. “Let me tell you something,” Jan told me as she pointed at me and then Missy. “That’s the girl you’re going to marry.” Missy was nine years old. To say that was one of the dumbest things I’d ever heard would be an understatement. I love my aunt Jan, but she has a lot in common with her brother Si. They talk a lot, are very animated, and even seem crazy at times. However, they love the Lord and have great hearts. I actually never thought about it again until she reminded me of that day once Missy and I started getting serious. Freaky? A bit. Bizarre? Definitely! Was she right? Absolutely, good call! Missy still isn’t sure what my aunt Jan saw in her. Missy: What did Jan see in me at nine years old? Well, you’ll have to ask her about that. She was the only teacher in my academic history from whom I ever received a smack. She announced a rule to the class one day that no one could touch anyone else’s possessions at any time (due to a recent rash of kids messing with other people’s stuff). The next day, I moved some papers around on one of my classmates’ desks before school, and he tattled on me. Because of her newly pronounced rule, she took me to the girls’ bathroom and gave me a whack on the rear. At the time, I certainly would have never thought she had picked me out to marry her nephew!
Jase Robertson (Good Call: Reflections on Faith, Family, and Fowl)
The tendency to want what has been banned and therefore to presume that it is more worthwhile is not limited to such commodities as laundry soap. In fact, the tendency is not limited to commodities at all but extends to restrictions on information. In an age when the ability to acquire, store, and manage information is becoming increasingly the determinant of wealth and power, it is important to understand how we typically react to attempts to censor or otherwise constrain our access to information. Although much data exist on our reactions to various kinds of potentially censorable material—media violence, pornography, radical political rhetoric—there is surprisingly little evidence as to our reactions to the act of censoring them. Fortunately, the results of the few studies that have been done on the topic are highly consistent. Almost invariably, our response to the banning of information is a greater desire to receive that information and a more favorable attitude toward it than before the ban.112 The intriguing thing about the effects of censoring information is not that audience members want to have the information more than they did before; that seems natural. Rather, it is that they come to believe in the information more, even though they haven’t received it. For example, when University of North Carolina students learned that a speech opposing coed dorms on campus would be banned, they became more opposed to the idea of coed dorms. Thus, without ever hearing the speech, they became more sympathetic to its argument. This raises the worrisome possibility that especially clever individuals holding a weak or unpopular position can get us to agree with that position by arranging to have their message restricted. The irony is that for such people—members of fringe political groups, for example—the most effective strategy may not be to publicize their unpopular views, but to get those views officially censored and then to publicize the censorship. Perhaps the authors of this country’s Constitution were acting as much as sophisticated social psychologists as staunch civil libertarians when they wrote the remarkably permissive free-speech provision of the First Amendment. By refusing to restrain freedom of speech, they may have been attempting to minimize the chance that new political notions would win support via the irrational course of psychological reactance.
Robert B. Cialdini (Influence: The Psychology of Persuasion (Collins Business Essentials))
Kathy’s teachers view her as a good student who always does her homework but rarely participates in class. Her close friends see her as a loyal and trustworthy person who is a lot of fun once you get to know her. The other students in school think she is shy and very quiet. None of them realize how much Kathy struggles with everyday life. When teachers call on her in class, her heart races, her face gets red and hot, and she forgets what she wants to say. Kathy believes that people think she is stupid and inadequate. She imagines that classmates and teachers talk behind her back about the silly things she says. She makes excuses not to go to social events because she is terrified she will do something awkward. Staying home while her friends are out having a good time also upsets her. “Why can’t I just act like other people?” she often thinks. Although Kathy feels isolated, she has a very common problem--social anxiety. Literally millions of people are so affected by self-consciousness that they have difficulties in social situations. For some, the anxiety occurs during very specific events, such as giving a speech or eating in public. For others, like Kathy, social anxiety is part of everyday life. Unfortunately, social anxiety is not an easily diagnosed condition. Instead, it is often viewed as the far edge of a continuum of behaviors and feelings that occur during social situations. Although you may not have as much difficulty as Kathy, shyness may still be causing you distress, affecting your relationships, or making you act in ways with which you are not happy. If this is the case, you will benefit from the advice and techniques provided in this book. The good news is that it is possible to change your thinking and behavior. However, there are no easy solutions. It takes strong motivation and time to overcome social anxiety. It might even be necessary to see a professional therapist or take medication. Eventually, becoming free of your anxiety will make the hard work well worth the effort. This book will help you understand social anxiety and the impact it can have on your life, now and in the future. You will find out how the disorder is diagnosed, you will receive information on professional guidance, and you will learn ways to cope with and manage the symptoms. Becoming an extroverted person is probably unlikely, but you can become more confident in social situations and increase your self-esteem.
Heather Moehn (Social Anxiety)
See especially academia, which has effectively become a hope labor industrial complex. Within that system, tenured professors—ostensibly proof positive that you can, indeed, think about your subject of choice for the rest of your life, complete with job security, if you just work hard enough—encourage their most motivated students to apply for grad school. The grad schools depend on money from full-pay students and/or cheap labor from those students, so they accept far more master’s students than there are spots in PhD programs, and far more PhD students than there are tenure-track positions. Through it all, grad students are told that work will, in essence, save them: If they publish more, if they go to more conferences to present their work, if they get a book contract before graduating, their chances on the job market will go up. For a very limited few, this proves true. But it is no guarantee—and with ever-diminished funding for public universities, many students take on the costs of conference travel themselves (often through student loans), scrambling to make ends meet over the summer while they apply for the already-scarce number of academic jobs available, many of them in remote locations, with little promise of long-term stability. Some academics exhaust their hope labor supply during grad school. For others, it takes years on the market, often while adjuncting for little pay in demeaning and demanding work conditions, before the dream starts to splinter. But the system itself is set up to feed itself as long as possible. Most humanities PhD programs still offer little or nothing in terms of training for jobs outside of academia, creating a sort of mandatory tunnel from grad school to tenure-track aspirant. In the humanities, especially, to obtain a PhD—to become a doctor in your field of knowledge—is to adopt the refrain “I don’t have any marketable skills.” Many academics have no choice but to keep teaching—the only thing they feel equipped to do—even without fair pay or job security. Academic institutions are incentivized to keep adjuncts “doing what they love”—but there’s additional pressure from peers and mentors who’ve become deeply invested in the continued viability of the institution. Many senior academics with little experience of the realities of the contemporary market explicitly and implicitly advise their students that the only good job is a tenure-track academic job. When I failed to get an academic job in 2011, I felt soft but unsubtle dismay from various professors upon telling them that I had chosen to take a high school teaching job to make ends meet. It
Anne Helen Petersen (Can't Even: How Millennials Became the Burnout Generation)
But there were problems. After the movie came out I couldn’t go to a tournament without being surrounded by fans asking for autographs. Instead of focusing on chess positions, I was pulled into the image of myself as a celebrity. Since childhood I had treasured the sublime study of chess, the swim through ever-deepening layers of complexity. I could spend hours at a chessboard and stand up from the experience on fire with insight about chess, basketball, the ocean, psychology, love, art. The game was exhilarating and also spiritually calming. It centered me. Chess was my friend. Then, suddenly, the game became alien and disquieting. I recall one tournament in Las Vegas: I was a young International Master in a field of a thousand competitors including twenty-six strong Grandmasters from around the world. As an up-and-coming player, I had huge respect for the great sages around me. I had studied their masterpieces for hundreds of hours and was awed by the artistry of these men. Before first-round play began I was seated at my board, deep in thought about my opening preparation, when the public address system announced that the subject of Searching for Bobby Fischer was at the event. A tournament director placed a poster of the movie next to my table, and immediately a sea of fans surged around the ropes separating the top boards from the audience. As the games progressed, when I rose to clear my mind young girls gave me their phone numbers and asked me to autograph their stomachs or legs. This might sound like a dream for a seventeen-year-old boy, and I won’t deny enjoying the attention, but professionally it was a nightmare. My game began to unravel. I caught myself thinking about how I looked thinking instead of losing myself in thought. The Grandmasters, my elders, were ignored and scowled at me. Some of them treated me like a pariah. I had won eight national championships and had more fans, public support and recognition than I could dream of, but none of this was helping my search for excellence, let alone for happiness. At a young age I came to know that there is something profoundly hollow about the nature of fame. I had spent my life devoted to artistic growth and was used to the sweaty-palmed sense of contentment one gets after many hours of intense reflection. This peaceful feeling had nothing to do with external adulation, and I yearned for a return to that innocent, fertile time. I missed just being a student of the game, but there was no escaping the spotlight. I found myself dreading chess, miserable before leaving for tournaments. I played without inspiration and was invited to appear on television shows. I smiled.
Josh Waitzkin (The Art of Learning: A Journey in the Pursuit of Excellence)
And there, until 1884, it was possible to gaze on the remains of a generally neglected monument, so-called Dagobert’s Tower, which included a ninth-century staircase set into the masonry, of which the thirty-foot handrail was fashioned out of the trunk of a gigantic oak tree. Here, according to tradition, lived a barber and a pastry-cook, who in the year 1335 plied their trade next door to each other. The reputation of the pastry-cook, whose products were among the most delicious that could be found, grew day by day. Members of the high-ranking clergy in particular were very fond of the extraordinary meat pies that, on the grounds of keeping to himself the secret of how the meats were seasoned, our man made all on his own, with the sole assistance of an apprentice who was responsible for the pastry. His neighbor the barber had won favor with the public through his honesty, his skilled hairdressing and shaving, and the steam baths he offered. Now, thanks to a dog that insistently scratched at the ground in a certain place, the ghastly origins of the meat used by the pastry-cook became known, for the animal unearthed some human bones! It was established that every Saturday before shutting up shop the barber would offer to shave a foreign student for free. He would put the unsuspecting young man in a tip-back seat and then cut his throat. The victim was immediately rushed down to the cellar, where the pastry-cook took delivery of him, cut him up, and added the requisite seasoning. For which the pies were famed, ‘especially as human flesh is more delicate because of the diet,’ old Dubreuil comments facetiously. The two wretched fellows were burned with their pies, the house was ordered to be demolished, and in its place was built a kind of expiatory pyramid, with the figure of the dog on one of its faces. The pyramid was there until 1861. But this is where the story takes another turn and joins the very best of black comedy. For the considerable number of ecclesiastics who had unwittingly consumed human flesh were not only guilty before God of the very venial sin of greed; they were automatically excommunicated! A grand council was held under the aegis of several bishops and it was decided to send to Avignon, where Pope Clement VI resided, a delegation of prelates with a view to securing the rescindment if not of the Christian interdiction against cannibalism then at least of the torments of hell that faced the inadvertent cannibals. The delegation set off, with a tidy sum of money, bare-footed, bearing candles and singing psalms. But the roads of that time were not very safe and doubtless strewn with temptation. Anyway, the fact is that Clement VI never saw any sign of the penitents, and with good reason.
Jacques Yonnet (Paris Noir: The Secret History of a City)
In a physician's office in Kearny Street three men sat about a table, drinking punch and smoking. It was late in the evening, almost midnight, indeed, and there had been no lack of punch. The gravest of the three, Dr. Helberson, was the host—it was in his rooms they sat. He was about thirty years of age; the others were even younger; all were physicians. "The superstitious awe with which the living regard the dead," said Dr. Helberson, "is hereditary and incurable. One needs no more be ashamed of it than of the fact that he inherits, for example, an incapacity for mathematics, or a tendency to lie." The others laughed. "Oughtn't a man to be ashamed to lie?" asked the youngest of the three, who was in fact a medical student not yet graduated. "My dear Harper, I said nothing about that. The tendency to lie is one thing; lying is another." "But do you think," said the third man, "that this superstitious feeling, this fear of the dead, reasonless as we know it to be, is universal? I am myself not conscious of it." "Oh, but it is 'in your system' for all that," replied Helberson; "it needs only the right conditions—what Shakespeare calls the 'confederate season'—to manifest itself in some very disagreeable way that will open your eyes. Physicians and soldiers are of course more nearly free from it than others." "Physicians and soldiers!—why don't you add hangmen and headsmen? Let us have in all the assassin classes." "No, my dear Mancher; the juries will not let the public executioners acquire sufficient familiarity with death to be altogether unmoved by it." Young Harper, who had been helping himself to a fresh cigar at the sideboard, resumed his seat. "What would you consider conditions under which any man of woman born would become insupportably conscious of his share of our common weakness in this regard?" he asked, rather verbosely. "Well, I should say that if a man were locked up all night with a corpse—alone—in a dark room—of a vacant house—with no bed covers to pull over his head—and lived through it without going altogether mad, he might justly boast himself not of woman born, nor yet, like Macduff, a product of Cæsarean section." "I thought you never would finish piling up conditions," said Harper, "but I know a man who is neither a physician nor a soldier who will accept them all, for any stake you like to name." "Who is he?" "His name is Jarette—a stranger here; comes from my town in New York. I have no money to back him, but he will back himself with loads of it." "How do you know that?" "He would rather bet than eat. As for fear—I dare say he thinks it some cutaneous disorder, or possibly a particular kind of religious heresy." "What does he look like?" Helberson was evidently becoming interested. "Like Mancher, here—might be his twin brother." "I accept the challenge," said Helberson, promptly. "Awfully obliged to you for the compliment, I'm sure," drawled Mancher, who was growing sleepy. "Can't I get into this?" "Not against me," Helberson said. "I don't want your money." "All right," said Mancher; "I'll be the corpse." The others laughed. The outcome of this crazy conversation we have seen.
Ambrose Bierce (In the Midst of Life: Tales of Soldiers and Civilians)
I TAUGHT MY WRITING CLASS from a Chinese-published text called A Handbook of Writing. Like all of the books we used, its political intent was never understated, and the chapter on “Argumentation” featured a model essay entitled “The Three Gorges Project Is Beneficial.” It was a standard five-paragraph essay and the opening section explained some of the risks that had led people to oppose the project: flooded scenery and cultural relics, endangered species that might be pushed to extinction, the threat of earthquake, landslide, or war destroying a dam that would hold back a lake four hundred miles long. “In short,” the second paragraph concluded, “the risks of the project may be too great for it to be beneficial.” The next two sentences provided the transition. “Their worries and warnings are well justified,” the essay continued. “But we should not give up eating for fear of choking.” And the writer went on to describe the benefits—more electricity, improved transportation, better flood control—and concluded by asserting that the Three Gorges Project had more advantages than disadvantages. I had some moral qualms about teaching a model persuasive essay whose topic had been banned from public debate in China since 1987—this seemed a slap in the face to the very notion of argumentation. At worst it was an exercise in propaganda, and at best it didn’t seem particularly sporting. But I had nothing else to work with, and the truth was that the essay, apart from its political agenda, provided a good structural model. My job was to teach the students how to write such a composition, and so I went ahead and taught it. I reckoned there was no sense in giving up eating for fear of choking. I was punished by having that transition sentence infect my students’ papers for the rest of the term. They were accustomed to learning by rote, which meant that they often followed models to the point of plagiarism. They were also inveterate copiers; it wasn’t uncommon to receive the exact same paper from two or three students. There wasn’t really a sense of wrong associated with these acts—all through school they had been taught to imitate models, and copy things, and accept what they were told without question, and often that was what they did. When I told them that the Three Gorges essay was a good model, they listened carefully and adopted its nuances in future work. I assigned argumentative essays on whether students should be required to do morning exercises, and many of them opened their compositions by describing the benefits of the morning routine. After that was finished, they made their shift: “But we should not give up eating for fear of choking.” Even students who were writing on opposite sides of the issue used that same transition. Later I assigned an argumentative essay on Hamlet’s character, and they listed his shortcomings—indecisiveness, cruelty to Ophelia—and many of them seemed like good papers until suddenly that cursed sentence came from nowhere and boomed out, “But we should not give up eating for fear of choking.” I came to loathe the phrase, and repeatedly I told them that it was a horrid transition, but it always reappeared.
Anonymous
Race to the Top was only marginally different from No Child Left Behind. In fact, it was worse, because it gave full-throated Democratic endorsement to the long-standing Republican agenda of testing, accountability, and choice. Race to the Top abandoned equity as the driving principle of federal aid. From the initiation of federal aid to local school districts in 1965, Democratic administrations had insisted on formula grants, which distributed federal money to schools and districts based on the proportion of students who were poor, not on a competition among states.
Diane Ravitch (Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools)
The reformers define the purpose of education as preparation for global competitiveness, higher education, or the workforce. They view students as “human capital” or “assets.” One seldom sees any reference in their literature or public declarations to the importance of developing full persons to assume the responsibilities of citizenship.
Diane Ravitch (Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools)
The corporate reform movement has co-opted progressive themes and language in the service of radical purposes. Advocating the privatization of public education is deeply reactionary. Disabling or eliminating teachers’ unions removes the strongest voice in each state to advocate for public education and to fight crippling budget cuts. In every state, classroom teachers are experts in education; they know what their students need, and their collective voice should be part of any public decision about school improvement. Stripping teachers of their job protections limits academic freedom. Evaluating teachers by the test scores of their students undermines professionalism and encourages teaching to the test. Claiming to be in the forefront of a civil rights movement while ignoring poverty and segregation is reactionary and duplicitous.
Diane Ravitch (Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools)
The collective benefits of higher education will not be asserted unless the public can be engaged in defining them. A student’s future returns on his or her personal investment of time and money will seem more critical than the public benefits to be derived from ensuring that all students become people of character as well as of competence. An institution’s prowess in potentially lucrative lines of scientific research will seem more essential to its mission than its participation in the development of an aesthetically engaged and broadly humane society. Unless there is public discussion that can help support the balancing of public and private priorities, colleges and universities will dance only to the private ambitions that ensure continuing high levels of enrollment and high ratings in the various surveys of satisfaction that give institutions a boost in national rankings.
Ellen Condliffe Lagemann (What Is College For? The Public Purpose of Higher Education)
Obama declined to hold public services in the White House commemorating the National Day of Prayer, which had been the practice of his predecessors. • In September 2011, his Department of Health and Human Services terminated funding to the U.S. Conference of Catholic Bishops for its extensive program to assist victims of human trafficking and modern-day slavery. The reason? Objections to Catholic teaching on abortion and contraception.7 • In 2013 Obama’s inaugural committee forced pastor Louie Giglio, whose Atlanta church was nationally known for its efforts to combat sex trafficking, to withdraw from delivering a prayer at the inaugural ceremony after an audio recording surfaced of a sermon Giglio delivered in the mid-1990s referencing biblical teaching on homosexuality. When it came to praying at Obama’s second inaugural, no pastor holding to an orthodox view of Scripture had need to apply. • His Justice Department canceled a 30,000 grant to a program for at-risk youth because it allowed voluntary, student-led prayer, and the oath recited by its young charges mentioned God.8 • He advocated passage of a version of the Employment Non-Discrimination Act prohibiting private employers from declining to hire gays and lesbians that granted no exemption for religious ministries and charities. • The Defense Department canceled an appearance by Franklin Graham of Samaritan’s Purse at a National Day of Prayer observance because of Graham’s alleged anti-Muslim bigotry. • Obama’s campaign removed a reference to God from the Democratic Party platform and only moved to reinsert it after news outlets reported the exclusion and controversy erupted. In rushed proceedings at the party convention in Charlotte, North Carolina, the name of God was reinserted to boos from the delegates.
Reed Ralph (Awakening: How America Can Turn from Economic and Moral Destruction Back to Greatness)
In early 2013, one of the largest high-frequency traders, Virtu Financial, publicly boasted that in five and a half years of trading it had experienced just one day when it hadn’t made money, and that the loss was caused by “human error.” In 2008, Dave Cummings, the CEO of a high-frequency trading firm called Tradebot, told university students that his firm had gone four years without a single day of trading losses. This sort of performance is possible only if you have a huge informational advantage.
Michael Lewis (Flash Boys)
Every year, in every state across the country, politicians and union reps make decisions that detrimentally affect teachers and the profession on a grand scale. They take away our benefits, freeze our pay, and decide they can no longer compensate us for the advanced degrees we have earned. They also continue to find ways to tie our evaluations to test scores, totally oblivious of the fact that we teachers cannot control when or if students show up in our classrooms regularly, if they have had proper rest and a nutritious breakfast, let alone if they are receptive to learning the content we work so hard to prepare and teach. It simply isn’t fair.
M. Shannon Hernandez (Breaking the Silence: My Final Forty Days as a Public School Teacher)
Thus, those who now sharply criticize the public schools speak fondly of an era when most schools were racially segregated; when public schools were not required to accept children with physical, mental, and emotional handicaps; when there were relatively few students who did not speak or read English; and when few graduated from high school and went to college.
Diane Ravitch (Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools)
By picking a few winners, the Race to the Top competition abandoned the traditional idea of equality of educational opportunity, where federal aid favored districts and schools that enrolled students with the highest needs.
Diane Ravitch (Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools)
SINCE I HAVE MY LIFE BEFORE ME” By Brooke Bronkowski I’ll live my life to the fullest. I’ll be happy. I’ll brighten up. I will be more joyful than I have ever been. I will be kind to others. I will loosen up. I will tell others about Christ. I will go on adventures and change the world. I will be bold and not change who I really am. I will have no troubles but instead help others with their troubles. You see, I’ll be one of those people who live to be history makers at a young age. Oh, I’ll have moments, good and bad, but I will wipe away the bad and only remember the good. In fact that’s all I remember, just good moments, nothing in between, just living my life to the fullest. I’ll be one of those people who go somewhere with a mission, an awesome plan, a world-changing plan, and nothing will hold me back. I’ll set an example for others, I will pray for direction. I have my life before me. I will give others the joy I have and God will give me more joy. I will do everything God tells me to do. I will follow the footsteps of God. I will do my best!!! During her freshman year in high school, Brooke was in a car accident while driving to the movies. Her life on earth ended when she was just fourteen, but her impact didn’t. Nearly fifteen hundred people attended Brooke’s memorial service. People from her public high school read poems she had written about her love for God. Everyone spoke of her example and her joy. I shared the gospel and invited those who wanted to know Jesus to come up and give their lives to Him. There must have been at least two hundred students on their knees at the front of the church praying for salvation. Ushers gave a Bible to each of them. They were Bibles that Brooke had kept in her garage, hoping to give out to all of her unsaved friends. In one day, Brooke led more people to the Lord than most ever will. In her brief fourteen years on earth, Brooke was faithful to Christ. Her short life was not wasted.
Francis Chan (Crazy Love: Overwhelmed by a Relentless God)
A series of federal surveys of selective colleges found virtually no change from the 1990s to 2012 in enrollment of students who are less well off — less than 15 percent by some measures — even though there was a huge increase over that time in the number of such students going to college. Similar studies looking at a narrower range of top wealthy universities back those findings. With race-based affirmative action losing both judicial and public support, many have urged selective colleges to shift more focus to economic diversity.
Anonymous
The Transcendent Function,” was written in 1916, while Jung was in the middle of his “deep reaching interior metamorphosis.” (He was serving a stint of military duty, stationed near the Gotthard Pass at the time.) Yet it wasn’t published until 1957, and only then when Jung was asked to contribute to a student publication, not something many of his readers would see. For forty years it remained in Jung’s files, off-limits to the general public. Jung discussed the ideas in seminars and lectures, but usually only with his closest students, rather like an initiate sharing the most profound mysteries with only his most devoted pupils. Although subsequent Jungian analysts have recognized their importance, neither idea plays a prominent role in any of Jung’s major works. For example, in Mysterium Coniunctionis , Jung’s alchemical magnum opus, active imagination warrants only a brief mention, again not by name, and the transcendent function is mentioned only twice. As is often the case with Jung’s ideas, we need to go to his followers for anything like a clear definition.19 Some suggest Jung kept quiet about active imagination because he considered it possibly dangerous. In a note, he cautioned that through it “subliminal contents . . . may overpower the conscious mind and take possession of the personality.”20 That Jung came upon it precisely when his own subliminal contents were mutinying against his ego makes this a reasonable concern. Yet there may have been other reasons. Weak egos might fragment practicing active imagination, but what would his peers think of a psychologist who talked to people in his head? As with his public and private opinions about spirits and the occult, Jung seems to have kept quiet about things that could threaten his persona as a scientist.
Gary Lachman (Jung the Mystic: The Esoteric Dimensions of Carl Jung's Life & Teachings)
Another aspect of behavior directly impacted by the removal of religious principles was morality. Recall that both George Washington and Fisher Ames had warned that neither national morality in general nor student morality in particular could be maintained apart from religious principles. Statistics now verify the accuracy of their warnings. For example, following the 1962-1963 court-ordered removal of religious principles from students, teenage pregnancies immediately soared over 700 percent,52 with the United States recording the highest teen pregnancy rates in the industrialized world.53 Similarly, sexual activity among fifteen year-olds skyrocketed,54 and sexually transmitted diseases among students ascended to previously unrecorded levels.55 In fact, virtually every moral measurement kept by federal cabinet-level agencies reflects the same statistical pattern: the removal of religious principles from the public sphere was accompanied by a corresponding decline in public morality.56
David Barton (Separation of Church and State: What the Founders Meant)
When the norms associated with race take on a static and determining quality, they can be very difficult to undermine. Students who receive a lot of support and encouragement at home may be more likely to cross over and work against these separations. But as my wife and I found for a time with Joaquin, middle-class African American parents who try to encourage their kids to excel in school often find this can’t be done because the peer pressures against crossing these boundaries are too great.
Pedro A. Noguera (The Trouble With Black Boys: ...And Other Reflections on Race, Equity, and the Future of Public Education)
The racial separation we see in schools might also be seen as an element of the “hidden curriculum,” an unspoken set of rules that “teaches” certain students what they can and cannot do because of who they are. There are aspects of this hidden curriculum that are not being taught by the adults. It may well be that students are the ones teaching it to each other. No adult goes onto the playground and says, “I don’t want the boys and girls to play together.” The girls and boys do that themselves, and it’s a rare child who crosses over. Why? Because
Pedro A. Noguera (The Trouble With Black Boys: ...And Other Reflections on Race, Equity, and the Future of Public Education)
By comparing prior test scores, Sanders reasoned that the racial and socioeconomic characteristics of that student became unimportant. In effect, Sanders treated student learning as a finite quantity, with the teacher as the variable.
Diane Ravitch (Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools)
statistician William Sanders in Tennessee, who began his career advising agricultural and manufacturing industries. Sanders claimed that his statistical modeling could determine how much “value” a teacher added to her students’ testing performance.
Diane Ravitch (Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools)
Online censors have stepped up their already extensive blocking or deleting of websites and postings that challenge the Communist Party’s effort to erase the public’s memory of the bloodshed in 1989, when soldiers in Beijing killed hundreds of students, workers and professionals demonstrating for greater democracy and limits on corruption.
Anonymous
Innovation and disruption are ideas that originated in the arena of business but which have since been applied to arenas whose values and goals are remote from the values and goals of business. People aren’t disk drives. Public schools, colleges and universities, churches, museums, and many hospitals, all of which have been subjected to disruptive innovation, have revenues and expenses and infrastructures, but they aren’t industries in the same way that manufacturers of hard-disk drives or truck engines or drygoods are industries. Journalism isn’t an industry in that sense, either. Doctors have obligations to their patients, teachers to their students, pastors to their congregations, curators to the public, and journalists to their readers--obligations that lie outside the realm of earnings, and are fundamentally different from the obligations that a business executive has to employees, partners, and investors. Historically, institutions like museums, hospitals, schools, and universities have been supported by patronage, donations made by individuals or funding from church or state. The press has generally supported itself by charging subscribers and selling advertising. (Underwriting by corporations and foundations is a funding source of more recent vintage.) Charging for admission, membership, subscriptions and, for some, earning profits are similarities these institutions have with businesses. Still, that doesn’t make them industries, which turn things into commodities and sell them for gain.
Jill Lepore
Why do we speak of memory and speed reading? Why is there this need to learn how to learn? The reason is simple. Because at none of us, at school, taught us to learn quickly; they have given us only the contents, making us understand that the content is everything, but they don’t have told how to study them. They haven’t ever taught to speak in public, but in the school days it happened to do this, just think of the classic query where the audience had as a teacher and class of 20-30 students.
Robert James (Speed Reading For Beginners: How To Read 300x Faster in Just 1 day)
Colleges today are determined to preserve in many of their students the thin skin and solipsism of adolescence. They build ever more monumental bureaucracies to indulge those traits. By now, of course, many of the adults running colleges are indistinguishable from their eggshell-plaintiff students. The rest of us bear the costs, in the maintenance of public policies founded on an equally spurious victimology.
Heather Mac Donald (The Diversity Delusion: How Race and Gender Pandering Corrupt the University and Undermine Our Culture)
In the northernmost block, located next to a public square and close to the main thoroughfare, various non-residential uses have flourished alongside a range of dwelling types, including a student residence. The active ground floors include small shops, offices, and services, a “bodega” pub, a cellar restaurant and music venue, and a nursery school with big front windows. There is a co-op supermarket that has progressively expanded into neighboring buildings, including a former cinema and a bank, creating an important local shopping hub. The courtyard includes a nursery for the smallest children and a shared laundry for the student housing.
David Sim (Soft City: Building Density for Everyday Life)
The traditional reluctance in this country to confront the real nature of racism is once again illustrated by the manner in which the majority of American whites interpreted what the Kerner Commission had to say about white racism. It seems that they have taken the Kerner Report as a call merely to examine their individual attitudes. The examination of individual attitudes is, of course, an indispensable requirement if the influence of racism is to be neutralized, but it is neither the only nor the basic requirement. The Kerner Report took great pains to make a distinction between racist attitudes and racist behavior. In doing so, it was trying to point out that the fundamental problem lies in the racist behavior of American institutions toward Negroes, and that the behavior of these institutions is influenced more by overt racist actions of people than by their private attitudes. If so, then the basic requirement is for white Americans, while not ignoring the necessity for a revision of their private beliefs, to concentrate on actions that can lead to the ultimate democratization of American institutions. By focusing upon private attitudes alone, white Americans may come to rely on token individual gestures as a way of absolving themselves personally of racism, while ignoring the work that needs to be done within public institutions to eradicate social and economic problems and redistribute wealth and opportunity. I mean by this that there are many whites sitting around in drawing rooms and board rooms discussing their consciences and even donating a few dollars to honor the memory of Dr. King. But they are not prepared to fight politically for the kind of liberal Congress the country needs to eradicate some of the evils of racism, or for the massive programs needed for the social and economic reconstruction of the black and white poor, or for a revision of the tax structure whereby the real burden will be lifted from the shoulders of those who don't have it and placed on the shoulders of those who can afford it. Our time offers enough evidence to show that racism and intolerance are not unique American phenomena. The relationship between the upper and lower classes in India is in some ways more brutal than the operation of racism in America. And in Nigeria black tribes have recently been killing other black tribes in behalf of social and political privilege. But it is the nature of the society which determines whether such conflicts will last, whether racism and intolerance will remain as proper issues to be socially and politically organized. If the society is a just society, if it is one which places a premium on social justice and human rights, then racism and intolerance cannot survive —will, at least, be reduced to a minimum. While working with the NAACP some years ago to integrate the University of Texas, I was assailed with a battery of arguments as to why Negroes should not be let in. They would be raping white girls as soon as they came in; they were dirty and did not wash; they were dumb and could not learn; they were uncouth and ate with their fingers. These attitudes were not destroyed because the NAACP psychoanalyzed white students or held seminars to teach them about black people. They were destroyed because Thurgood Marshall got the Supreme Court to rule against and destroy the institution of segregated education. At that point, the private views of white students became irrelevant. So while there can be no argument that progress depends both on the revision of private attitudes and a change in institutions, the onus must be placed on institutional change. If the institutions of this society are altered to work for black people, to respond to their needs and legitimate aspirations, then it will ultimately be a matter of supreme indifference to them whether white people like them, or what white people whisper about them in the privacy of their drawing rooms.
Bayard Rustin (Down The Line)