Sustaining Education Quotes

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The plain fact is that the planet does not need more successful people. But it does desperately need more peacemakers, healers, restorers, storytellers, and lovers of every kind. It needs people who live well in their places. It needs people of moral courage willing to join the fight to make the world habitable and humane. And these qualities have little to do with success as we have defined it.
David W. Orr (Ecological Literacy: Educating Our Children for a Sustainable World (The Bioneers Series))
Sustain joy by anchoring yourself with gratitude.
C. Toni Graham
Books are the treasured wealth of the world and the fit inheritance of generations and nations. Books, the oldest and the best, stand naturally and rightfully on the shelves of every cottage. They have no cause of their own to plead, but while they enlighten and sustain the reader his common sense will not refuse them. Their authors are a natural and irresistible aristocracy in every society, and, more than kings or emperors, exert an influence on mankind.
Henry David Thoreau (Walden)
This promise - that you will get more because they exist to get less - is woven throughout our entire society. Our politics, our education system, our infrastructure - anywhere there is a finite amount of power, influence, visibility, wealth, or opportunity. Anywhere in which someone might miss out. There the lure of that promise sustains racism. White Supremacy is this nation's oldest pyramid scheme. Even those who have lost everything to the scheme are still hanging in there, waiting for their turn to cash out.
Ijeoma Oluo (So You Want to Talk About Race)
Were we to confront our creaturehood squarely, how would we propose to educate? The answer, I think is implied in the root of the word education, educe, which means "to draw out." What needs to be drawn out is our affinity for life. That affinity needs opportunities to grow and flourish, it needs to be validated, it needs to be instructed and disciplined, and it needs to be harnessed to the goal of building humane and sustainable societies. Education that builds on our affinity for life would lead to a kind of awakening of possibilities and potentials that lie dormant and unused in the industrial-utilitarian mind. Therefore the task of education, as Dave Forman stated, is to help us 'open our souls to love this glorious, luxuriant, animated, planet.' The good news is that our own nature will help us in the process if we let it.
David Orr
Climate-aligned interventions at the levels of education & mindsets, foresight & visions, and structures offer the most leverage for systemic change.
Roger Spitz (The Definitive Guide to Thriving on Disruption: Volume IV - Disruption as a Springboard to Value Creation)
It does not matter that the “intentions” of individual educators were noble. Forget about intentions. What any institution, or its agents, “intend” for you is secondary. Our world is physical. Learn to play defense—ignore the head and keep your eyes on the body. Very few Americans will directly proclaim that they are in favor of black people being left to the streets. But a very large number of Americans will do all they can to preserve the Dream. No one directly proclaimed that schools were designed to sanctify failure and destruction. But a great number of educators spoke of “personal responsibility” in a country authored and sustained by a criminal irresponsibility. The point of this language of “intention” and “personal responsibility” is broad exoneration. Mistakes were made. Bodies were broken. People were enslaved. We meant well. We tried our best. “Good intention” is a hall pass through history, a sleeping pill that ensures the Dream.
Ta-Nehisi Coates (Between the World and Me)
It is usually unbearably painful to read a book by an author who knows way less than you do, unless the book is a novel.
Mokokoma Mokhonoana
Education is a human right with immense power to transform. On its foundation rest the cornerstones of freedom, democracy and sustainable human development.
Kofi Annan
Journey through the Power of the Rainbow represents a condensed compendium of literary efforts from a life dedicated to transforming the themes of injustice, grief, and despair that we all encounter during some unavoidable point of our existence into a sustainable life-affirming poetics of passionate creativity, empowered spiritual vision, and inspired commitment.
Aberjhani (Journey through the Power of the Rainbow: Quotations from a Life Made Out of Poetry)
At the core of the problem is an obsolete factory model of schooling that sorts, tracks, tests, and rejects or certifies working-class children as if they were products on an assembly line. The purpose of education, I said, cannot be only to increase the earning power of the individual or to supply workers for the ever-changing slots of the corporate machine. Children need to be given a sense of the 'unique capacity of human beings to shape and create reality in accordance with conscious purposes and plans.
Grace Lee Boggs (The Next American Revolution: Sustainable Activism for the Twenty-First Century)
But a great number of educators spoke of “personal responsibility” in a country authored and sustained by a criminal irresponsibility. The point of this language of “intention” and “personal responsibility” is broad exoneration. Mistakes were made. Bodies were broken. People were enslaved. We meant well. We tried our best. “Good intention” is a hall pass through history, a sleeping pill that ensures the Dream.
Ta-Nehisi Coates (Between the World and Me)
Abraham Lincoln, a predecessor of Barack Obama in both the White House and the Illinois state legislature, had eighteen months of formal education and became a soldier, surveyor, postmaster, rail-splitter, tavern keeper, and self-taught prairie lawyer. Obama went to Occidental College, Columbia University, and Harvard Law School, and became a "community organizer." I'm not sure that's progress--and it's certainly not "sustainable.
Mark Steyn (After America: Get Ready for Armageddon)
Kindness in essence is the sustaining force for the humanity.
Debasish Mridha
Love and compassion are the creating and sustaining elements of humanity, without them humanity will be inhumane.
Debasish Mridha
Knowledge generates interest, and interest generates compassion.
Douglas W. Tallamy (Bringing Nature Home: How Native Plants Sustain Wildlife in Our Gardens)
Too much study wears the body. BUT the truth refreshes the soul, sustains the spirit for a beautiful body.
Lailah Gifty Akita
The prison population consists of heterogeneous elements; but, taking only those who are usually described as 'the criminals' proper, and of whom we have heard so much lately from Lombroso and his followers, what struck me most as regards them was that the prisons, which are considered as preventive of anti-social deeds, are exactly the institutions for breeding them. Every one knows that absence of education, dislike of regular work, physical incapability of sustained effort, misdirected love of adventure, gambling propensities, absence of energy, an untrained will, and carelessness about the happiness of others are the causes which bring this class of people before the courts. Now I was deeply impressed during my imprisonment by the fact that it is exactly these defects of human nature--each one of them--which the prison breeds in its inmates; and it is bound to breed them because it is a prison, and will breed them so long as it exists.
Pyotr Kropotkin (Memoirs of a Revolutionist)
The military institution is evidently absurd. The absurdity of non-military institutions is more difficult to face. It is even more frightening, precisely because it operates inexorably. We know which switch must stay open to avoid atomic holocaust. No switch detains an ecological Armageddon.
Ivan Illich (Deschooling Society)
To sustain the value of education, students should be respected as much as the teachers.
Amit Kalantri (Wealth of Words)
It's not enough to simply learn about Nature anymore, we must learn from it
Raman Singh
Only the World will save the World! -- The key is good education.
Rodolfo Peon
Kissing Ally would be so easy. Touching her, holding her, tasting her…it’d be like breathing. I want to breathe. I want to inhale her in every way possible. I want her life to sustain me, her heartbeat to synchronize with mine. But I don’t want to taint her. I don’t want her to be like me. A cheater. A deviant. An outcast. She deserves better, and I’m not better.
S.L. Jennings (Taint (Sexual Education, #1))
Musk has talked about having more kids, and it’s on this subject that he delivers some controversial philosophizing vis-à-vis the creator of Beavis and Butt-head. “There’s this point that Mike Judge makes in Idiocracy, which is like smart people, you know, should at least sustain their numbers,” Musk said. “Like, if it’s a negative Darwinian vector, then obviously that’s not a good thing. It should be at least neutral. But if each successive generation of smart people has fewer kids, that’s probably bad, too. I mean, Europe, Japan, Russia, China are all headed for demographic implosion. And the fact of the matter is that basically the wealthier—basically wealth, education, and being secular are all indicative of low birth rate. They all correlate with low birth rate. I’m not saying like only smart people should have kids. I’m just saying that smart people should have kids as well. They should at least maintain—at least be a replacement rate. And the fact of the matter is that I notice that a lot of really smart women have zero or one kid. You’re like, ‘Wow, that’s probably not good.
Ashlee Vance (Elon Musk: Tesla, SpaceX, and the Quest for a Fantastic Future)
The more we live as 'free individuals' . . . the more we are effectively non-free, caught within the existing frame of possibilities--we have to be impelled or disturbed into freedom. . . . This paradox thoroughly pervades the form of subjectivity that characterizes 'permissive' liberal society. Since permissiveness and free choice are elevated into a supreme value, social control and domination can no longer appear as infringing on subjects' freedom: they have to appear as (and be sustained by) individuals experiencing themselves as free. There is a multitude of forms of this appearing of un-freedom in the guise of its opposite: in being deprived of universal healthcare, we are told that we are being given a new freedom of choice (to choose our healthcare provider); when we can no longer rely on long-term employment and are compelled to search for a new precarious job every couple of years, we are told that we are being given the opportunity to reinvent ourselves and discover our creative potential; when we have to pay for the education of our children, we are told that we are now able to become 'entrepreneurs of the self," acting like a capitalist freely choosing how to invest the resources he possesses (or has borrowed). In education, health, travel . . . we are constantly bombarded by imposed 'free choices'; forced to make decisions for which we are mostly not qualified (or do not possess enough information), we increasingly experience our freedom as a burden that causes unbearable anxiety. Unable to break out of this vicious cycle alone, as isolated individuals--since the more we act freely the more we become enslaved by the system--we need to be 'awakened' from this 'dogmatic slumber' of fake freedom.
Slavoj Žižek
Every problem in society is caused by or correlated to the inefficient utilization of capital. How do we solve the problems in supply chains? More efficient utilization of capital. How to we solve climate change problems? More efficient utilization of capital. How do we end poverty? The more efficient utilization of capital. How do we improve our education system? The more efficient utilization of capital. How do we transition from fossil fuels to sustainable energy sources? The efficient utilization of capital. Simply by striving to efficiently utilize all capital everywhere, we will by default solve a multitude of problems.
Hendrith Vanlon Smith Jr.
In order to create a sustainable world, we need to: 1) Educate people. 2) Educate people. 3) Educate people. For every person left uneducated about the system of this sphere, the nature will make us all pay for it. Sustainability can only start in the mind.
A. Togay Koralturk
We are the last generation that can experience true wilderness. Already the world has shrunk dramatically. To a Frenchman, the Pyrenees are “wild.” To a kid living in a New York City ghetto, Central Park is “wilderness,” the way Griffith Park in Burbank was to me when I was a kid. Even travelers in Patagonia forget that its giant, wild-looking estancias are really just overgrazed sheep farms. New Zealand and Scotland were once forested and populated with long-forgotten animals. The place in the lower forty-eight states that is farthest away from a road or habitation is at the headwaters of the Snake River in Wyoming, and it’s still only twenty-five miles. So if you define wilderness as a place that is more than a day’s walk from civilization, there is no true wilderness left in North America, except in parts of Alaska and Canada. In a true Earth-radical group, concern for wilderness preservation must be the keystone. The idea of wilderness, after all, is the most radical in human thought—more radical than Paine, than Marx, than Mao. Wilderness says: Human beings are not paramount, Earth is not for Homo sapiens alone, human life is but one life form on the planet and has no right to take exclusive possession. Yes, wilderness for its own sake, without any need to justify it for human benefit. Wilderness for wilderness. For bears and whales and titmice and rattlesnakes and stink bugs. And…wilderness for human beings…. Because it is home. —Dave Foreman, Confessions of an Eco-Warrior We need to protect these areas of unaltered wildness and diversity to have a baseline, so we never forget what the real world is like—in perfect balance, the way nature intended the earth to be. This is the model we need to keep in mind on our way toward sustainability.
Yvon Chouinard (Let My People Go Surfing: The Education of a Reluctant Businessman)
With the insight that genuine literacy involves “reading the word and the world,” renowned educator Paulo Freire helped open the door to a broader understanding of the term, one that moves from a strict decoding and reproducing of language into issues of economics, health, and sustainable development
Paulo Freire
All the beliefs, habits, tastes, emotions, mental attitudes that characterize our time are really designed to sustain the mystique of the party and prevent the true nature of present-day society from being perceived. Physical rebellion, or any preliminary move toward rebellion, is at present not possible. From the proletarians nothing is to be feared. Left to themselves, they will continue from generation to generation and century to century, working, breeding, and dying, not only without the power of grasping that the world could be other than it is. They could only become dangerous if the advance of industrial technique made it necessary to educate them more highly; but since military and commercial rivalry are no longer important, the level of popular education is actually declining. What opinions the masses hold,or do not hold, is looked on as matter of indifference. They can me granted intellectual liberty because they have no intellect.
George Orwell (1984)
Lack of entitlement drives small nation’s success: they expect to adapt to outside forces, so they do.
R. James Breiding (Too Small to Fail: Why Small Nations Outperform Larger Ones and How They Are Reshaping the World)
A society where everybody is paddling the same boat at a decent pace will move quicker and more effortlessly than one with a few speedsters and many laggards.
R. James Breiding (Too Small to Fail: Why Small Nations Outperform Larger Ones and How They Are Reshaping the World)
The cost of conflict almost always outweigh the benefit of what is being fought over.
R. James Breiding (Too Small to Fail: Why Small Nations Outperform Larger Ones and How They Are Reshaping the World)
No better example of the price of economic dependency may be culled from U.S. history than the sustained erosion of the African American’s civil rights.
Richard Kluger (Simple Justice: The History of Brown v. Board of Education and Black America's Struggle for Equality)
But there is very little emphasis within our educational systems on the education of the imagination, which requires sustained encounters with uncertainty.
Shaun McNiff (Trust the Process: An Artist's Guide to Letting Go)
A violent society is an underdeveloped society.
Rodolfo Peon
As the taste for what may be called book-learning increases, manual labor should not be neglected. The education of the mind and the education of the body should go hand in hand. A skillful brain should be joined with a skillful hand. Manual labor should be dignified among us and always be made honorable. The tendency, which is too common in these days, for young men to get a smattering of education and then think themselves unsuited for mechanical or other laborious pursuits is one that should not be allowed to grow among us....Every one should make it a matter of pride to be a producer, and not a consumer alone. Our children should be taught to sustain themselves by their own industry and skill, and not only do this, but to help sustain others, and that to do this by honest toil is one of the most honorable means which God has furnished to His children here on earth. The subject of the proper education of the youth of Zion is one of the greatest importance.
Wilford Woodruff
Educators spoke of “personal responsibility” in a country authored and sustained by a criminal irresponsibility. The point of this language of “intention” and “personal responsibility” is broad exoneration. Mistakes were made. Bodies were broken. People were enslaved. We meant well. We tried our best. “Good intention” is a hall pass through history, a sleeping pill that ensures the Dream.
Ta-Nehisi Coates (Between the World and Me)
A democratic society must seek to give every young person, whether native-born or newcomer, the knowledge and skills to succeed as an adult. In a political system that relies on the participation of informed citizens, everyone should, at a minimum, learn to speak, read and write a common language. Those who would sustain our democratic life must understand its history. Tailoring children's education to the color of their skin, their national origins, or their presumed ethnicity is in some fundamental sense contrary to our nation's founding ideals of democracy, equality and opportunity.
Diane Ravitch (Brookings Papers on Education Policy: 2002)
In short, contrary to the founders—and in ways they do not realize themselves—Americans today are heedlessly pursuing a vision of freedom that is short-lived and suicidal. Once again, freedom without virtue, leadership without character, business without trust, law without customs, education without meaning and medicine, science and technology without human considerations can end only in disaster.
Os Guinness (A Free People's Suicide: Sustainable Freedom and the American Future)
For me, the heart of a humanistic education is the effort to understand what we don’t agree with, and yes, understanding makes it harder to sustain a distance from others, even if I continue to disagree.
Eric Reinders (The Moral Narratives of Hayao Miyazaki)
It’s clear that the teaching profession in America was never designed to offer a lifetime of strong wages or a sustainable workload. Our schools have a 200+ year history of undervaluing the necessary skill sets of a good educator, offering low compensation, and making all-consuming demands on teachers’ personal lives due to the perception of the work as a “calling” which they should gladly sacrifice for.
Angela Watson (Fewer Things, Better: The Courage to Focus on What Matters Most)
You are not given respect by default, regardless of your professional position or title. It cannot be measured by the size of your paycheck. Respect is earned and reciprocated through the actions you take!
Erick "The Black Sheep" G
Sometimes, we get so caught up in the business of life that we forget to address the root causes of our problems. Taking a step back and confronting those issues can be the key to unlocking a more fulfilling existence!
Erick "The Black Sheep" G
It came 'before the next' as what some may call the foundation - beyond traditions or old texts, and rationalizations: Education comes second, the progression of a nation; but 'Common Sense' is the treasure that sustains generations.
Criss Jami
I do not think the African, Caribbean, and Blacks have studied to any degree and depth and seriousness the rise of modern Japan. Went into a war and loss. They sustained two atomic bombs. Had their country occupied. Now the people who defeated them are now begging them for commercial space. What did they do, that we have forgotten how to do? They did some serious astute planning. Not loud mouthing, not boasting. They did not get on the radio or any platform or call them any names, but they did what they had to do. If we are carrying out a well designed plan for liberation any literate person can contribute and share leadership. So if the leader dies while you are on page 13 move to page 14 and continue the struggle. Bury the man, continue the plan. I think any person who calls them self a leader, preacher, policy maker of any kind, should ask and answer the question in his own lifetime... How will my people stay on this earth? How will they be educated? How will they be schooled, and how will they be housed and how will they be defended. The answers to these questions will create the concept of enduring nationhood, because it creates the concept of enduring responsibility.
John Henrik Clarke
Democracy is not something we have by divine right. It is a hard-won privilege granted to us by those who came before us and fought for it. These were people who knew the tyranny and injustice of oppressive masters who would deny ordinary people a voice and basic human rights, such as freedom of expression and association. But we forget that democracy requires an active, informed, and engaged citizenry that seeks the well-being of all, not just their gang, in order to thrive.
Diane Kalen-Sukra (Save Your City: How Toxic Culture Kills Community & What to Do About It)
The strength of a woman lies in her intuition and femininity which when harnessed through proper education, give her the autonomy and power to participate in democracy and leadership. Women economic empowerment is a promise of a better and sustainable future.
Njau Kihia
There are three ways YOU can GET OUT of abject poverty. The first is inheritance which is always volatile and very scarce. The second is Education which very sustainable. The third and the most EFFECTIVE way is DEATH (or to Die ). But I recommend YOU to Choose Education
Oppong Amankwaa
To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. Surely, this process is not relationship, but mere imposition, and it is therefore essential to understand the difficult and complex desire to dominate. It takes many subtle forms; and in its self-righteous aspect, it is very obstinate. The desire to "serve" with the unconscious longing to dominate is difficult to understand. Can there be love where there is possessiveness? Can we be in communion with those whom we seek to control? To dominate is to use another for self-gratification, and where there is the use of another there is no love. When there is love there is consideration, not only for the children but for every human being. Unless we are deeply touched by the problem, we will never find the right way of education. Mere technical training inevitably makes for ruthlessness, and to educate our children we must be sensitive to the whole movement of life. What we think, what we do, what we say matters infinitely, because it creates the environment, and the environment either helps or hinders the child. Obviously, then, those of us who are deeply interested in this problem will have to begin to understand ourselves and thereby help to transform society; we will make it our direct responsability to bring about a new approach to education. If we love our children, will we not find a way of putting an end to war? But if we are merely using the word "love" without substance, then the whole complex problem of human misery will remain. The way out of this problem lies through ourselves. We must begin to understand our relationship with our fellow men, with nature, with ideas and with things, for without that understanding there is no hope, there is no way out of conflict and suffering. The bringing up of a child requires intelligent observation and care. Experts and their knowledge can never replace the parents' love, but most parents corrupt that love by their own fears and ambitions, which condition and distort the outlook of the child. So few of us are concerned with love, but we are vastly taken up with the appearance of love. The present educational and social structure does not help the individual towards freedom and integration; and if the parents are at all in earnest and desire that the child shall grow to his fullest integral capacity, they must begin to alter the influence of the home and set about creating schools with the right kind of educators. The influence of the home and that of the school must not be in any way contradictory, so both parents and teachers must re-educate themselves. The contradiction which so often exists between the private life of the individual and his life as a member of the group creates an endless battle within himself and in his relationships. This conflict is encouraged and sustained through the wrong kind of education, and both governments and organized religions add to the confusion by their contradictory doctrines. The child is divided within himself from the very start, which results in personal and social disasters.
J. Krishnamurti (Education and the Significance of Life)
One of the solutions to increasing the resilience of the rural economy is the automation of the rural economy in a sustainable manner. The adoption of a sustainable and inclusive approach to automating the rural economy can enhance efficiency and speed at each stage of the supply chain.
Siddhartha Paul Tiwari
We must encourage energy conservation and sustainable development. Young people are the ones who are most environmentally conscious in Ireland, so that to some extent they are educating their parents. They are tackling issues of waste disposal and so on. The schools help, because they put a lot of stress on environmental awareness.
Mary Robinson
The reader reads aloud, with a sing-song up … then down … then down again cadence. My mood shifts from merely reluctant to derisive. It’s a tired reading style. I’m sick of it. It attaches more importance to the words than the words themselves—as they’ve been arranged—could possibly sustain, and it gives poets and poetry a bad name.
Gabrielle Hamilton (Blood, Bones, and Butter: The Inadvertent Education of a Reluctant Chef)
Do you favor mandated free tuition?” I answered: “Most positively not.” The crowd unanimously and lustily booed me. “Do you realize,” I persisted, “that you are asking men and women who are, many of them poorer than you, and poorer than your parents; many of whom earn less money than you yourselves will be earning in the course of a few years, to make sacrifices in your behalf?” Boo! “If you don’t believe me,” I said, “go to your economics teachers and ask them.” Boo! “All right,” I said, “don’t go to your economics teachers, and don’t discover the economic realities—you’ll find it much easier on the conscience not to know who is sustaining the hardship for your free education.” Applause!—as a matter of fact. On
William F. Buckley Jr. (The Unmaking of a Mayor)
There is a deeper point to be made here, however, having to do with the specificity of everything. One of the great failings of our culture is the nearly universal belief that there can be anything universal. We as a culture take the same approach to living in Phoenix as in Seattle as in Miami, to the detriment of all these landscapes. We turn wild trees to standardized two-by-fours. We turn living fish into fish sticks. But every fish is different from every other fish. Every student is different from every other student. Every place is different from every other place. If we are ever to hope to begin to live sustainably in place (which is the only way to live sustainably), we will have to remember specificity is everything.
Derrick Jensen (Walking on Water: Reading, Writing, and Revolution)
A child who has slept all night in a stuffy, overcrowded room, and then breakfasts on a cup of weak tea and a piece of bread, can hardly be expected to show a sharp, sustained interest in the abstractions of arithmetic, and the unrelated niceties of correct spelling. Punishment (or the threat of it) for this lack of interest is unlikely to bring the best out of him.
E.R. Braithwaite (To Sir, With Love)
Churches, politicians, even some educational institutions teach hate and normalize it long before it ends up in a song lyric or being parroted in an interview by a newly famous sixteen-year-old. In that way the hood is a reflection of the wider world. We don’t have bigotry by accident; it’s built and sustained by the same cultural institutions we’re taught to revere.
Mikki Kendall (Hood Feminism: Notes from the Women That a Movement Forgot)
Gone are days when politics was an adventure of the hegemonic masculinity, when men were canonized and women demonized for being in politics. A Woman's strength lies in her intuition and femininity which when harnessed through proper education, give her the autonomy and power to participate in democracy and leadership. Women economic empowerment is a promise of a better and sustainable future.
Njau Kihia
Millions of people across the world live in a state of acute environmental crises caused by the lack of access to safe and usable water resources, because of natural disasters, socio-economic conditions, wars and conflicts. At Green the Gene, we are developing extremely simple yet highly technology and data intensive solutions tailored to address extremely specific problems faced by communities.
Madhav Datt
All communities require sustainable ways to make a living. Economic sustainability involves: Small-scale business, crafts, and services that create maximum diversity of economic base and a rich ecology of financial, income and job opportunities. Possibilities include cottage industries, local services, education, printing and publishing, trading, small-scale manufacturing, consulting, shops and cooperatives.
Christine Connelly (Sustainable Communities: Lessons from Aspiring Eco-Villages)
To these statements, Socrates, no one can offer a reply; but when you talk in this way, a strange feeling passes over the minds of your hearers: They fancy that they are led astray a little at each step in the argument, owing to their own want of skill in asking and answering questions; these littles accumulate, and at the end of the discussion they are found to have sustained a mighty overthrow and all their former notions appear to be turned upside down. And as unskilful players of draughts are at last shut up by their more skilful adversaries and have no piece to move, so they too find themselves shut up at last; for they have nothing to say in this new game of which words are the counters; and yet all the time they are in the right. The observation is suggested to me by what is now occurring. For any one of us might say, that although in words he is not able to meet you at each step of the argument, he sees as a fact that the votaries of philosophy, when they carry on the study, not only in youth as a part of education, but as the pursuit of their maturer years, most of them become strange monsters, not to say utter rogues, and that those who may be considered the best of them are made useless to the world by the very study which you extol.
Plato (The Republic)
Let's put our money where our mouth is; let's invest in the future by investing in the education of our youth and the re-education of those who need it and aren't so young anymore. It's not charity; it's an investment in the mental, intellectual, and social infrastructure of our country and our planet. Charity is something you give to corporations when they commit crimes of fraud and plunge the world into economic turmoil.
Steve Bivans (Be a Hobbit, Save the Earth: the Guide to Sustainable Shire Living)
Development means a capacity for self-sustaining growth. It means that an economy must register advances which in turn will promote further progress. The loss of industry and skill in Africa was extremely small, if we measure it from the viewpoint of modern scientific achievements or even by the standards of England in the late eighteenth century. However, it must be borne in mind that to be held back at one stage means that it is impossible to go on to a further stage. When a person is forced to leave school after only two years of primary school education, it is no reflection on him that he is academically and intellectually less developed than someone who had the opportunity to be schooled right through to university level. What Africa experienced in the early centuries of trade was precisely a loss of development opportunity, and this is of greatest importance.
Walter Rodney (How Europe Underdeveloped Africa)
One of the fruits of the long predominance of labourism is precisely that the party of the working class has never carried out any sustained campaign of education and propaganda on behalf of a socialist programme; and that Labour leaders have frequently turned themselves into fierce propagandists against the socialist proposals of their critics inside the Labour Party and out, and have bent their best efforts to the task of defeating all attempts to have the Labour Party adopt such proposals. Moreover, a vast array of conservative forces, of the most diverse kind, are always at hand to dissuade the working class from even thinking about the socialist ideas which evil or foolish people are forever trying to foist upon them. This simply means that a ceaseless battle for the ‘hearts and minds’ of the people is waged by the forces of conservatism, against which have only been mobilised immeasurably smaller socialist forces. A socialist party would seek to strengthen these forces and to defend socialist perspectives and a socialist programme over an extended period of time, and would accept that more than one election might have to be held before a majority of people came to support it. In any case, a socialist party would not only be concerned with office, but with the creation of the conditions under which office would be more than the management of affairs on capitalist lines.
Ralph Miliband (Class War Conservatism: And Other Essays)
THE DEVELOPMENT OF THE ARYAN INVASION THEORY Before the 1857 uprising it was recognized that British rule in India could not be sustained without a large number of supporters and collaborators from within the Indian population. Recognizing this, it was influential men like Thomas Babbington Macaulay, who, as Chairman of the Education Board, sought to set up an educational system modeled after the British system, which, in the case of India, would serve to undermine the Hindu tradition. While not a missionary himself, Macaulay came from a deeply religious family steeped in the Protestant Christian faith. His father was a Presbyterian minister and his mother a Quaker. He believed that the conversion of Hindus to Christianity held the answer to the problems of administering India. His idea was to create a class of English educated elite that would repudiate its tradition and become British collaborators. In 1836, while serving as chairman of the Education Board in India, he enthusiastically wrote his father about his idea and how it was proceeding: “Our English schools are flourishing wonderfully. The effect of this education on the Hindus is prodigious... It is my belief that if our plans of education are followed up, there will not be a single idolator among the respectable classes in Bengal thirty years hence. And this will be effected without any efforts to proselytise, without the smallest interference with religious liberty, by natural operation of knowledge and reflection. I heartily rejoice in the project.
Stephen Knapp (The Aryan Invasion Theory: The Final Nail in its Coffin)
Sonnet of Education Competition is for horses, Education is for the human. Either education or competition, You can have only one. Education ought to build character, Not to raise snobs hooked on cash. Love is needed, kindness is needed, It won't come by raising tribal trash. Cash-building education is uneducation, For it only sustains self-absorption. Character-building education is ascension, For it paves the way for true civilization. One can be educated yet a filthy savage. True sign of education lies in selflessness.
Abhijit Naskar (Mücadele Muhabbet: Gospel of An Unarmed Soldier)
Andrew Ross makes sense of this sad artifice [decreasing academic pay] by explaining that academics of all ranks, along with artists, are uniquely willing to tolerate exploitation in the workplace. Ross claims that scholars' readiness "to accept a discounted wage out of 'love for their subject' has helped not only to sustain the cheap labor supply but also to magnify its strength and volume. Like artists and performers, academics are inclined by training to sacrifice earnings for the opportunity to exercise their craft." (p. 64)
Frank Donoghue (The Last Professors: The Corporate University and the Fate of the Humanities)
Meanwhile, the state has grown as addicted to the lottery as its problem gamblers. Lottery proceeds now account for 13 percent of the state revenues in Massachusetts, making radical change all but unthinkable. No politician, however troubled by the lottery's harmful effects, would dare raise taxes or cut spending sufficiently to offset the revenue the lottery brings in. With states hooked on the money, they have no choice but to continue to bombard their citizens, especially the most vulnerable ones, with a message at odds with the ethic of work, sacrifice and moral responsibility that sustains democratic life. This civic corruption is the gravest harm that lotteries bring. It degrades the public realm by casting the government as the purveyor of a perverse civic education. To keep the money flowing, state governments across American must now use their authority and influence not to cultivate civic virtue but to peddle false hope. They must persuade their citizens that with a little luck they can escape the world of work to which only misfortune cosigns them.
Michael J. Sandel
Public libraries have succumbed to the same pressures that have overwhelmed the basic cultural functions of museums and universities, aims that should remain what they were, not because the old ways are always better but because in this case they were the right ones: the sustaining of standards, the preservation of quality, the conservation of literacy's history, the education of the heart, eye and mind. Now libraries devote far too much of their restricted space, and their limited budget, to public amusement. It is a fact of philistine life that amusement is where the money is.
William H. Gass
Q: What are in your eyes the major defects in the West? A: The West has come to regard the values of freedom, the yardstick of human rights, as something Western. Many of them [westerns] specially in Europe take the values and the institutions on freedom, the institutions on science, curiosity, the individual, i mean, the rule of law and they’ve come to take that all for granted that they are not aware of the threat against it and not aware of the fact that you have to sustain it day by day as with all man made things. I mean, a building for example, the roof will leak, the paint will fall and you have to repaint it, you have to maintain it all the time it seems that people have forgotten that and perhaps part of the reason is because the generation that is now enjoying all the freedoms in the West is not the generations that built it; these are generations that inherited and like companies, family companies, often you’ll see the first generation or the second generation are almost always more passionate about the brand and the family company and name and keeping it all int he family and then the third generation live, use, take the money and they are either overtaken by bigger companies, swallowed up or they go bankrupt and I think there is an analogy there in that the generations after the second world war living today in Europe, United States may be different but I’m here much too short to say anything about it, is that there are people who are so complacent, they’ve always been free, they just no longer know what it is that freedom costs and for me that would be making the big mistake and you can see it. The education system in Europe where history is no longer an obligatory subject, science is no longer an obligatory subject, school systems have become about, look at Holland, our country where they have allowed parents, in the name of freedom, to build their own schools that we now have schools founded on what the child wants so if the child wants to play all day long then that is an individual freedom of the child and so it’s up to the child to decide whether to do math or to clay and now in our country in Holland, in the name of freedom of education, the state pays for these schools and I was raving against muslim schools and i thought about this cuz i was like you know ok in muslin schools at least they learn to count.
Ayaan Hirsi Ali
Make school affordable. For example, provide family stipends for keeping girls in school. Help girls overcome health barriers. For example, offer deworming treatments. Reduce the time and distance to get to school. For example, provide girls with bikes. Make schools more girl-friendly. For example, offer child-care programs for young mothers. Improve school quality. For example, invest in more and better teachers. Increase community engagement. For example, train community education activists. Sustain girls’ education during emergencies. For example, establish schools in refugee camps. Today,
Paul Hawken (Drawdown: The Most Comprehensive Plan Ever Proposed to Reverse Global Warming)
It was difficult to sustain the illusion that education was of value for kids who would not live long enough to use it. They’d never take the standardized tests that they were prepping for. In a way, Amelia had said, this had led to a kind of renaissance in pedagogy. Free from the constraints of racking up high test scores or getting into colleges, students could learn for learning’s sake—which was how it ought to be. The tick-tock curriculum had dissolved and been replaced by activities improvised from day to day by teachers and parents: hiking in the mountains, doing art projects about the Cloud Ark, talking with psychologists about death, reading favorite books.
Neal Stephenson (Seveneves)
half-century before, at Stalin’s direct order, NKVD executioners slaughtered fifteen thousand Polish military officers and threw the bodies into rows of mass graves. The month-long operation in Kalinin, Katyn, and Starobelsk was part of Stalin’s attempt to begin the domination of Poland. The young officers had been among the best-educated men in Poland, and Stalin saw them as a potential danger, as enemies-in-advance. For decades after, Moscow put the blame for the killings on the Nazis, saying the Germans had carried out the massacres in 1941, not the NKVD in 1940. The Kremlin propaganda machine sustained the fiction in speeches, diplomatic negotiations, and textbooks, weaving it into the vast fabric of ideology and official history that sustained the regime and its empire.
David Remnick (Lenin's Tomb: The Last Days of the Soviet Empire (Pulitzer Prize Winner))
In 2004, fifty years after Brown, “not a single African American earned a Ph.D. in astronomy or astrophysics,” according to the Journal of Blacks in Higher Education. In fact, of the 2,100 Ph.Ds. awarded in forty-three different fields in the natural sciences, not one of these doctoral degrees went to an African American.132 The refusal to implement Brown throughout the South even in the face of Sputnik—not only as the law or as simple humanity might have dictated but also as demanded by national interest and patriotism—compromised and undermined American strength. Now, in the twenty-first century, the sector of the U.S. economy that accounts for more than 50 percent of our sustained economic expansion, science and engineering, is relying on an ever-dwindling skilled and educated workforce.
Carol Anderson (White Rage: The Unspoken Truth of Our Racial Divide)
The conventional approach to community building and development addresses problem areas such as public safety, jobs and local economy, affordable housing, youth, universal health care, and education. Every city has thousands of institutions, programs, and agencies all committed to serving the public good. From the standpoint of building community and social capital, these institutions and programs are just treating the symptoms. Safety, jobs, housing, and the rest are symptoms of the unreconciled and fragmented nature of the community—what Lopez calls the breakdown of community. This fragmentation or breakdown creates a context where trying to solve the symptoms only sustains them. Otherwise, why have we been working on these symptoms for so long and so hard; and even with so many successful programs, why have we seen too little fundamental change?
Peter Block (Community: The Structure of Belonging)
I began braising and stewing solo, regularly devoting my Sunday afternoons to cooking various pot dishes on my own. The idea was to make a couple of dinners at a time and freeze them to eat during the week: my own home-meal replacements, homemade. Weeknights, it’s often hard to find more than a half hour or so to fix dinner, so I decided to put in a few hours on the weekend, when I would feel less rushed. I also borrowed a couple of minor mass-production techniques from the food industry: I figured that if I was going to chop onions for a mirepoix or soffritto, why not chop enough for two or three dishes? That way, I’d only have to wash the pans, knives, and cutting boards once. Making pot dishes in this way has proved to be the single most practical and sustainable skill—both in terms of money and time spent to eat well—I acquired in my cooking education.
Michael Pollan (Cooked: A Natural History of Transformation)
The more serious about gardening I became, the more dubious lawns seemed. The problem for me was not, as it was for my father, the relation to my neighbors that a lawn implied; it was the lawn’s relationship to nature. For however democratic a lawn may be with respect to one’s neighbors, with respect to nature it is authoritarian. Under the mower’s brutal indiscriminate rotor, the landscape is subdued, homogenized, dominated utterly. I became convinced that lawn care had about as much to do with gardening as floor waxing, or road paving. Gardening was a subtle process of give and take with the landscape, a search for some middle ground between culture and nature. A lawn was nature under culture’s boot. Mowing the lawn, I felt like I was battling the earth rather than working it; each week it sent forth a green army and each week I beat it back with my infernal machine. Unlike every other plant in my garden, the grasses were anonymous, massified, deprived of any change or development whatsoever, not to mention any semblance of self-determination. I ruled a totalitarian landscape. Hot monotonous hours behind the mower gave rise to existential speculations. I spent part of one afternoon trying to decide who, in the absurdist drama of lawn mowing, was Sisyphus. Me? A case could certainly be made. Or was it the grass, pushing up through the soil every week, one layer of cells at a time, only to be cut down and then, perversely, encouraged (with fertilizer, lime, etc.) to start the whole doomed process over again? Another day it occurred to me that time as we know it doesn’t exist in the lawn, since grass never dies or is allowed to flower and set seed. Lawns are nature purged of sex and death. No wonder Americans like them so much.
Michael Pollan (Second Nature: A Gardener's Education)
How do you cause people to believe in an imagined order such as Christianity, democracy or capitalism? First, you never admit that the order is imagined. You always insist that the order sustaining society is an objective reality created by the great gods or by the laws of nature. People are unequal, not because Hammurabi said so, but because Enlil and Marduk decreed it. People are equal, not because Thomas Jefferson said so, but because God created them that way. Free markets are the best economic system, not because Adam Smith said so, but because these are the immutable laws of nature. You also educate people thoroughly. From the moment they are born, you constantly remind them of the principles of the imagined order, which are incorporated into anything and everything. They are incorporated into fairy tales, dramas, paintings, songs, etiquette, political propaganda, architecture, recipes and fashions.
Yuval Noah Harari (Sapiens: A Brief History of Humankind)
She gives just enough hints about him to make you wonder why he became so villainous. And if he dies, I’ll never learnt the answer.” Oliver eyes her closely. “Perhaps he was born villainous.” “No one is born villainous.” “Oh?” he said with raised eyebrow. “So we’re all born good?” “Neither. We start as animals, with an animal’s needs and desires. It takes parents and teachers and other good examples to show us how to restrain those needs and desires, when necessary, for the greater good. But it’s still our choice whether to heed that education or to do as we please.” “For a woman who loves murder and mayhem, you’re quite the philosopher.” “I like to understand how things work. Why people behave as they do.” He digested that for a moment. “I happen to think that some of us, like Rockton, are born with a wicked bent.” She chose her words carefully. “That certainly provides Rockton with a convenient excuse for his behavior.” His features turned stony. “What do you mean?” “Being moral and disciplined is hard work. Being wicked requires no effort at all-one merely indulges every desire and impulse, no matter how hurtful or immoral. By claiming to be born wicked, Rockton ensures that he doesn’t have to struggle to be god. He can just protest that he can’t help himself.” “Perhaps he can’t,” he clipped out. “Or maybe he’s simply unwilling to fight his impulses. And I want to know the reason for that. That’s why I keep reading Minerva’s books.” Did Oliver actually believe he’d been born irredeemably wicked? How tragic! It lent a hopelessness to his life that helped to explain his mindless pursuit of pleasure. “I can tell you the reason for Rockton’s villainy.” Oliver rose to round the desk. Propping his hip on the edge near her, he reached out to tuck a tendril of hair behind her ear. A sweet shudder swept over her. Why must he have this effect on her? It simply wasn’t fair. “Oh?” she managed. “Rockton knows he can’t have everything he wants,” he said hoarsely, his hand drifting to her cheek. “He can’t have the heroine, for example. She would never tolerate his…wicked impulses. Yet he still wants her. And his wanting consumes him.” Her breath lodged in her throat. It had been days since he’d touched her, and she hadn’t forgotten what it was like for one minute. To have him this near, saying such things… She fought for control over her volatile emotions. “His wanting consumes him precisely because he can’t have her. If he thought he could, he wouldn’t want her after all.” “Not true.” His voice deepening, he stroked the line of her jaw with a tenderness that roused an ache in her chest. “Even Rockton recognizes when a woman is unlike any other. Her very goodness in the face of his villainy bewitches him. He thinks if he can just possess that goodness, then the dark cloud lying on his soul will lift, and he’ll have something other than villainy to sustain him.” “Then he’s mistaken.” Her pulse trebled as his finger swept the hollow of her throat. “The only person who can lift the dark cloud on his soul is himself.” He paused in his caress. “So he’s doomed, then?” “No!” Her gaze flew to his. “No one is doomed, and certainly not Rockton. There’s still hope for him. There is always hope.” His eyes burned with a feverish light, and before she could look away, he bent to kiss her. It was soft, tender…delicious. Someone moaned, she wasn’t sure who. All she knew was that his mouth was on hers again, molding it, tasting it, making her hungry in the way that only he seemed able to do. “Maria…” he breathed. Seizing her by the arms, he drew her up into his embrace. “My God, I’ve thought of nothing but you since that day in the carriage.
Sabrina Jeffries (The Truth About Lord Stoneville (Hellions of Halstead Hall, #1))
Christianity has been the means of reducing more languages to writing than have all other factors combined. It has created more schools, more theories of education, and more systems than has any other one force. More than any other power in history it has impelled men to fight suffering, whether that suffering has come from disease, war or natural disasters. It has built thousands of hospitals, inspired the emergence of the nursing and medical professions, and furthered movement for public health and the relief and prevention of famine. Although explorations and conquests which were in part its outgrowth led to the enslavement of Africans for the plantations of the Americas, men and women whose consciences were awakened by Christianity and whose wills it nerved brought about the abolition of slavery (in England and America). Men and women similarly moved and sustained wrote into the laws of Spain and Portugal provisions to alleviate the ruthless exploitation of the Indians of the New World. Wars have often been waged in the name of Christianity. They have attained their most colossal dimensions through weapons and large–scale organization initiated in (nominal) Christendom. Yet from no other source have there come as many and as strong movements to eliminate or regulate war and to ease the suffering brought by war. From its first centuries, the Christian faith has caused many of its adherents to be uneasy about war. It has led minorities to refuse to have any part in it. It has impelled others to seek to limit war by defining what, in their judgment, from the Christian standpoint is a "just war." In the turbulent Middle Ages of Europe it gave rise to the Truce of God and the Peace of God. In a later era it was the main impulse in the formulation of international law. But for it, the League of Nations and the United Nations would not have been. By its name and symbol, the most extensive organization ever created for the relief of the suffering caused by war, the Red Cross, bears witness to its Christian origin. The list might go on indefinitely. It includes many another humanitarian projects and movements, ideals in government, the reform of prisons and the emergence of criminology, great art and architecture, and outstanding literature.
Kenneth Scott Latourette
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 have much to learn from the struggles in Alabama and Mississippi in the early 1960s. In the spring of 1963 the Southern Christian Leadership Conference led by Dr. King launched a “fill the jails” campaign to desegregate downtown department stores and schools in Birmingham. But few local blacks were coming forward. Black adults were afraid of losing their jobs, local black preachers were reluctant to accept the leadership of an “Outsider,” and city police commissioner Bull Connor had everyone intimidated. Facing a major defeat, King was persuaded by his aide, James Bevel, to allow any child old enough to belong to a church to march. So on D-day, May 2, before the eyes of the whole nation, thousands of schoolchildren, many of them first graders, joined the movement and were beaten, fire-hosed, attacked by police dogs, and herded off to jail in paddy wagons and school buses. The result was what has been called the “Children’s Miracle.” Inspired and shamed into action, thousands of adults rushed to join the movement. All over the country rallies were called to express outrage against Bull Connor’s brutality. Locally, the power structure was forced to desegregate lunch counters and dressing rooms in downtown stores, hire blacks to work downtown, and begin desegregating the schools. Nationally, the Kennedy administration, which had been trying not to alienate white Dixiecrat voters, was forced to begin drafting civil rights legislation as the only way to forestall more Birminghams. The next year as part of Mississippi Freedom Summer, activists created Freedom Schools because the existing school system (like ours today) had been organized to produce subjects, not citizens. People in the community, both children and adults, needed to be empowered to exercise their civil and voting rights. A mental revolution was needed. To bring it about, reading, writing, and speaking skills were taught through discussions of black history, the power structure, and building a movement. Everyone took this revolutionary civics course, then chose from more academic subjects such as algebra and chemistry. All over Mississippi, in church basements and parish halls, on shady lawns and in abandoned buildings, volunteer teachers empowered thousands of children and adults through this community curriculum. The Freedom Schools of 1964 demonstrated that when Education involves young people in making community changes that matter to them, when it gives meaning to their lives in the present instead of preparing them only to make a living in the future, young people begin to believe in themselves and to dream of the future.
Grace Lee Boggs (The Next American Revolution: Sustainable Activism for the Twenty-First Century)
responsibility—the very topic we made central in this book in Rule IV: Notice that opportunity lurks where responsibility has been abdicated. That response was fascinating—and not at all predictable. Responsibility is not an easy sell. Parents have been striving forever to make their kids responsible. Society attempts the same thing, with its educational institutions, apprenticeships, volunteer organizations, and clubs. You might even consider the inculcation of responsibility the fundamental purpose of society. But something has gone wrong. We have committed an error, or a series of errors. We have spent too much time, for example (much of the last fifty years), clamoring about rights, and we are no longer asking enough of the young people we are socializing. We have been telling them for decades to demand what they are owed by society. We have been implying that the important meanings of their lives will be given to them because of such demands, when we should have been doing the opposite: letting them know that the meaning that sustains life in all its tragedy and disappointment is to be found in shouldering a noble burden. Because we have not been doing this, they have grown up looking in the wrong places. And this has left them vulnerable: vulnerable to easy answers and susceptible to the deadening force of resentment. What about the unfolding of history has left us in this position? How has this vulnerability, this susceptibility, come about?
Jordan B. Peterson (Beyond Order: 12 More Rules for Life)
To achieve authentic, sustained happiness, above all else you need to be in charge of your life, to be in control of who you want to be, and be able to make the appropriate changes if you are not. This cannot merely be a perception, a slogan like the American Dream (the United States came way down on the LSE's social mobility scale, incidentally). In Scandinavia it is a reality. These are the real lands of opportunity. There is far greater social mobility in the Nordic countries than in the United States or Britain and, for all the collectivism and state interference in the lives of the people who live here, there is far greater freedom to be the person you want to be, and do the things you want to do, up here in the north. In a recent poll by Gallup, only 5 percent of Danes said they could not change their lives if they wanted to. In contrast, I can think of many American states in which it would probably be quite an uncomfortable experience to declare yourself an atheist, for example or gay, or to be married yet choose not to have children, or to be unmarried and have children, or to have an abortion, or to raise your children as Muslims. Less significantly, but still limiting, I don't imagine it would be easy being vegetarian in Texas, for instance, or a wine buff in Salt Lake City, come to that. And don't even think of coming out as a socialist anywhere! In Scandinavia you can be all of these things and no one will bat an eye (as long as you wait and cross on green). Crucial to this social mobility are the schools. The autonomy enabled by a high-quality, free education system is just as important as the region's economic equality and extensive welfare safety nets, if not more so. In Scandinavia the standard of education is not only the best in the world, but the opportunities it presents are available to all, free of charge. This is the bedrock of Nordic exceptionalism.
Michael Booth (The Almost Nearly Perfect People: Behind the Myth of the Scandinavian Utopia)
he used the phrase “naive transitivity” to describe what we and other movement activists in the 1960s were calling “rebellion.” For Freire, it was the stage when the masses, conscious that their oppression is rooted in objective conditions, “become anxious for freedom, anxious to overcome the silence in which they have always existed.” Freire was very clear, as were we, that this breaking of silence was not just a riot. Indeed, the masses were seeking to make their historical presence felt. He was equally clear, as were we, that it was not yet revolution because revolutions are made by people (as distinguished from masses) who have assumed “the role of subject in the precarious adventure of transforming and re-creating the world. They are not just denouncing but also announcing a new positive.”8 Or as we put it in Revolution and Evolution in the Twentieth Century, “a rebellion disrupts the society,” but “a revolution . . . begins with projecting the notion of a more human, human being,” one “who is more advanced in the qualities which only human beings have—creativity, consciousness and self-consciousness, a sense of political and social responsibility.”9 Soon thereafter, I read Freire’s Pedagogy of the Oppressed and was delighted to discover that his ideas of Education for Freedom, as education that not only makes the masses conscious of their oppression but engages them in struggles to transform themselves and their world, were very close to those that I had been putting forward.10 In this landmark work, Freire critiqued the bourgeois “banking method” of education, in which students are expected to memorize the “truths” of the dominant society—that is, “deposit” information in their head then “withdraw” it when required for tests, jobs, and other demands by overseers. Instead, Freire argued that critical thinking can develop only when questions are posed as problems. This problem-posing method provides no automatic “correct” answer. By contrast, students must discover their own understanding of the truth by developing a heightened awareness of their situation.
Grace Lee Boggs (The Next American Revolution: Sustainable Activism for the Twenty-First Century)
Letter II To Mrs. Saville, England. Archangel, 28th March, 17—. How slowly the time passes here, encompassed as I am by frost and snow! Yet a second step is taken towards my enterprise. I have hired a vessel and am occupied in collecting my sailors; those whom I have already engaged appear to be men on whom I can depend and are certainly possessed of dauntless courage. But I have one want which I have never yet been able to satisfy, and the absence of the object of which I now feel as a most severe evil, I have no friend, Margaret: when I am glowing with the enthusiasm of success, there will be none to participate my joy; if I am assailed by disappointment, no one will endeavour to sustain me in dejection. I shall commit my thoughts to paper, it is true; but that is a poor medium for the communication of feeling. I desire the company of a man who could sympathise with me, whose eyes would reply to mine. You may deem me romantic, my dear sister, but I bitterly feel the want of a friend. I have no one near me, gentle yet courageous, possessed of a cultivated as well as of a capacious mind, whose tastes are like my own, to approve or amend my plans. How would such a friend repair the faults of your poor brother! I am too ardent in execution and too impatient of difficulties. But it is a still greater evil to me that I am self-educated: for the first fourteen years of my life I ran wild on a common and read nothing but our Uncle Thomas' books of voyages. At that age I became acquainted with the celebrated poets of our own country; but it was only when it had ceased to be in my power to derive its most important benefits from such a conviction that I perceived the necessity of becoming acquainted with more languages than that of my native country. Now I am twenty-eight and am in reality more illiterate than many schoolboys of fifteen. It is true that I have thought more and that my daydreams are more extended and magnificent, but they want (as the painters call it) keeping; and I greatly need a friend who would have sense enough not to despise me as romantic, and affection enough for me to endeavour to regulate my mind.
Mary Wollstonecraft Shelley (Frankenstein)
Mandal vs Mandir The V.P. Singh government was the biggest casualty of this confrontation. Within the BJP and its mentor, the RSS, the debate on whether or not to oppose V.P. Singh and OBC reservations reached a high pitch. Inder Malhotra | 981 words It was a blunder on V.P. Singh’s part to announce his acceptance of the Mandal Commission’s report recommending 27 per cent reservations in government jobs for what are called Other Backward Classes but are, in fact, specified castes — economically well-off, politically powerful but socially and educationally backward — in such hot haste. He knew that the issue was highly controversial, deeply emotive and potentially explosive, which it proved to be instantly. But his top priority was to outsmart his former deputy and present adversary, Devi Lal. He even annoyed those whose support “from outside” was sustaining him in power. BJP leaders were peeved that they were informed of what was afoot practically at the last minute in a terse telephone call. What annoyed them even more was that the prime minister’s decision would divide Hindu society. The BJP’s ranks demanded that the plug be pulled on V.P. Singh but the top leadership advised restraint, because it was also important to keep the Congress out of power. The party leadership was aware of the electoral clout of the OBCs, who added up to 52 per cent of the population. As for Rajiv Gandhi, he was totally and vehemently opposed to the Mandal Commission and its report. He eloquently condemned V.P. Singh’s decision when it was eventually discussed in Parliament. This can be better understood in the perspective of the Mandal Commission’s history. Having acquired wealth during the Green Revolution and political power through elections, the OBCs realised that they had little share in the country’s administrative apparatus, especially in the higher rungs of the bureaucracy. So they started clamouring for reservations in government jobs. Throughout the Congress rule until 1977, this demand fell on deaf ears. It was the Janata government, headed by Morarji Desai, that appointed the Mandal Commission in 1978. Ironically, by the time the commission submitted its report, the Janata was history and Indira Gandhi was back in power. She quietly consigned the document to the deep freeze. In Rajiv’s time, one of his cabinet ministers, Shiv Shanker, once asked about the Mandal report.
Anonymous
Punishment is not care, and poverty is not a crime. We need to create safe, supportive pathways for reentry into the community for all people and especially young people who are left out and act out. Interventions like decriminalizing youthful indiscretions for juvenile offenders and providing foster children and their families with targeted services and support would require significant investment and deliberate collaboration at the community, state, and federal levels, as well as a concerted commitment to dismantling our carceral state. These interventions happen automatically and privately for young offenders who are not poor, whose families can access treatment and hire help, and who have the privilege of living and making mistakes in neighborhoods that are not over-policed. We need to provide, not punish, and to foster belonging and self-sufficiency for our neighbors’ kids. More, funded YMCAs and community centers and summer jobs, for example, would help do this. These kinds of interventions would benefit all the Carloses, Wesleys, Haydens, Franks, and Leons, and would benefit our collective well-being. Only if we consider ourselves bound together can we reimagine our obligation to each other as community. When we consider ourselves bound together in community, the radically civil act of redistributing resources from tables with more to tables with less is not charity, it is responsibility; it is the beginning of reparation. Here is where I tell you that we can change this story, now. If we seek to repair systemic inequalities, we cannot do it with hope and prayers; we have to build beyond the systems and begin not with rehabilitation but prevention. We must reimagine our communities, redistribute our wealth, and give our neighbors access to what they need to live healthy, sustainable lives, too. This means more generous social benefits. This means access to affordable housing, well-resourced public schools, affordable healthcare, jobs, and a higher minimum wage, and, of course, plenty of good food. People ask me what educational policy reform I would suggest investing time and money in, if I had to pick only one. I am tempted to talk about curriculum and literacy, or teacher preparation and salary, to challenge whether police belong in schools, to push back on standardized testing, or maybe debate vocational education and reiterate that educational policy is housing policy and that we cannot consider one without the other. Instead, as a place to start, I say free breakfast and lunch. A singular reform that would benefit all students is the provision of good, free food at school. (Data show that this practice yields positive results; but do we need data to know this?) Imagine what would happen if, across our communities, people had enough to feel fed.
Liz Hauck (Home Made: A Story of Grief, Groceries, Showing Up--and What We Make When We Make Dinner)
I do not think the African, Caribbean, and Blacks have studied to any degree and depth and seriousness the rise of modern Japan. Went into a war and loss. They sustained two atomic bombs. Had their country occupied. Now the people who defeated them are now begging them for commercial space. What did they do, that we have forgotten how to do? They did some serious astute planning. Not loud mouthing, not boasting. They did not get on the radio or any platform or call them any names, but they did what they had to do. If we are carrying out a well designed plan for liberation any literate person can contribute and share leadership. So if the leader dies while you are on page 13 move to page 14 and continue the struggle. Bury the man, continue the plan. I think any person who calls them self a leader, preacher, policy maker of any kind, should ask and answer the question in his own lifetime...How will my people stay on this earth? How will they be educated? How will they be schooled, and how will they be housed and how will they be defended. The answers to these questions will create the concept of enduring nationhood, because it creates the concept of enduring responsibility.
John Henrike Clark
Omitted by John Talbott, and only partially included by Hildur Jackson, is the social dimension of sustainability. This includes legal and financial structures, participative decision-making and conflict management processes, promotion of community cohesion and spirit, rules for joining and leaving, preventive and general health care, and education and outreach.
Christine Connelly (Sustainable Communities: Lessons from Aspiring Eco-Villages)
Gardening and making your own soap and home-birthing your babies are fine, but these are inherently limited actions. If we want to see genuine food safety, if we want to see sustainable products, if we want to see a better women's health system, and if we want these things for everyone, not just the privileged few with the time and education to DIY it, then we need large social changes.
Emily Matchar (Homeward Bound: Why Women are Embracing the New Domesticity)
Querencia requires the willingness to limit short-term profits for long-term sustainability and is reflective of an orientation to the world that is tied more to a love of place and people than any form of economic calculus.
Gregory A. Smith (Place- and Community-Based Education in Schools)
By focusing on reality and treating everything in relation to everything else we can raise our awareness above the narrow perspective of what we experience in our daily lives, and solve our problems using a different level of thinking than the one that created them. As a society our focus should be on health, sustainability, education, and ensuring justice and liberty among all individuals. To achieve this we must inform the public of the situation we are in and encourage a positive change in our behavior. We need to evolve our consciousness and change the way that we look at the world
Joseph P. Kauffman (Conscious Collective: An Aim for Awareness)
Life expectancy rose only modestly between the Neolithic era of 8500 to 3500 BC and the Victorian era of 1850 to 1900.13 An American born in the late nineteenth century had an average life expectancy of around forty-five years, with a large share never making it past their first birthdays.14 Then something remarkable happened. In countries on the frontier of economic development, human health began to improve rapidly, education levels shot up, and standards of living began to grow and grow. Within a century, life expectancies had increased by two-thirds, average years of schooling had gone from single to double digits, and the productivity of workers and the pay they took home had doubled and doubled and then doubled again. With the United States leading the way, the rich world crossed a Great Divide—a divide separating centuries of slow growth, poor health, and anemic technical progress from one of hitherto undreamed-of material comfort and seemingly limitless economic potential. For the first time, rich countries experienced economic development that was both broad and deep, reaching all major segments of society and producing not just greater material comfort but also fundamental transformations in the health and life horizons of those it touched. As the French economist Thomas Piketty points out in his magisterial study of inequality, “It was not until the twentieth century that economic growth became a tangible, unmistakable reality for everyone.”15 The mixed economy was at the heart of this success—in the United States no less than in other Western nations. Capitalism played an essential role. But capitalism was not the new entrant on the economic stage. Effective governance was. Public health measures made cities engines of innovation rather than incubators of illness.16 The meteoric expansion of public education increased not only individual opportunity but also the economic potential of entire societies. Investments in science, higher education, and defense spearheaded breakthroughs in medicine, transportation, infrastructure, and technology. Overarching rules and institutions tamed and transformed unstable financial markets and turned boom-bust cycles into more manageable ups and downs. Protections against excessive insecurity and abject destitution encouraged the forward-looking investments and social integration that sustained growth required. At every level of society, the gains in health, education, income, and capacity were breathtaking. The mixed economy was a spectacularly positive-sum bargain: It redistributed power and resources, but as its impacts broadened and diffused, virtually everyone was made massively better off.
Jacob S. Hacker (American Amnesia: How the War on Government Led Us to Forget What Made America Prosper)
Economic growth requires investment in things—more machines, more basic facilities like highways or broadband—and in people, who need more and better education. Knowledge needs to be acquired and extended. Some of that extension is the product of new basic science, and some of it comes from the engineering that turns science into goods and services, and from the endless tweaking and improvement of design that, over time, turned a Model-T Ford into a Toyota Camry, or my clunky personal computer of 1983 into the sleek, almost weightless, and infinitely more powerful laptop on which I am writing this book. Investment in research and development enhances the flow of innovation, but new ideas can come from anywhere; the stock of knowledge is international, not national, and new ideas disperse quickly from the places where they are created. Innovation also needs entrepreneurs and risk-taking managers to find profitable ways of turning science and engineering into new products and services. This will be difficult without the right institutions. Innovators need to be free from the risk of expropriation, functioning law courts are needed to settle disputes and protect patents, and tax rates cannot be too high. When all of these conditions come together—as they have in the United States for a century and a half—we get sustained economic growth and higher living standards.
Angus Deaton (The Great Escape: Health, Wealth, and the Origins of Inequality)
At a time when we need an urgent national conversation about how schools and curriculum should address the environmental crisis, we're being told that the problems we need to focus on are teacher incompetence, government monopoly, and market competition. The reform agenda reflects the same private interests that are moving to shrink public space-interests that have no desire to raise questions that might encourage students to think critically about the roots of the environmental crisis, or to examine society's unsustainable distribution of wealth and power.
Bill Bigelow
A purely technocentric view of innovation is less sustainable now than ever, and a management philosophy based only on selecting from existing strategies is likely to be overwhelmed by new developments at home or abroad. What we need are new choices—new products that balance the needs of individuals and of society as a whole; new ideas that tackle the global challenges of health, poverty, and education; new strategies that result in differences that matter and a sense of purpose that engages everyone affected by them.
Anonymous
The challenges we face on Earth are not theoretical either; they are all too real and they are mostly being created by people. In 2009, the BBC’s Horizon series aired an episode about how many people can live on Earth. It was called How Many People Can Live on Planet Earth? (The BBC has a gift for titles.) There are now 7.2 billion people on Earth. That’s nearly twice as many as in 1970, and we’re heading for nine billion by the middle of the century and twelve billion by the end of it. We all have the same basic needs for clean air, water, food, and fuel for the lives we lead. So how many people can the Earth sustain?
Ken Robinson (Creative Schools: Revolutionizing Education from the Ground Up)
purpos’d to secure on Ida’s height, Refus’d the journey, resolute to die And add his fun’rals to the fate of Troy, Rather than exile and old age sustain.
Charles Eliot (The Harvard Classics in a Year: A Liberal Education in 365 Days)
Though the early growth in Botswana relied on meat exports, things changed dramatically when diamonds were discovered. The management of natural resources in Botswana also differed markedly from that in other African nations. During the colonial period, the Tswana chiefs had attempted to block prospecting for minerals in Bechuanaland because they knew that if Europeans discovered precious metals or stones, their autonomy would be over. The first big diamond discovery was under Ngwato land, Seretse Khama’s traditional homeland. Before the discovery was announced, Khama instigated a change in the law so that all subsoil mineral rights were vested in the nation, not the tribe. This ensured that diamond wealth would not create great inequities in Botswana. It also gave further impetus to the process of state centralization as diamond revenues could now be used for building a state bureaucracy and infrastructure and for investing in education. In Sierra Leone and many other sub-Saharan African nations, diamonds fueled conflict between different groups and helped to sustain civil wars, earning the label Blood Diamonds for the carnage brought about by the wars fought over their control. In Botswana, diamond revenues were managed for the good of the nation.
Daron Acemoğlu (Why Nations Fail: The Origins of Power, Prosperity and Poverty)