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O Quotes

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All O Quotes

“Owing to a poorly defined sense of self, people with BPD rely on others for their feelings of worth and emotional caretaking. So fearful are they of feeling alone that they may act in desperate ways that quite frequently bring about the very abandonment and rejection they're trying to avoid.”

“Owing to the identification of religion with virtue, together with the fact that the most religious men are not the most intelligent, a religious education gives courage to the stupid to resist the authority of educated men, as has happened, for example, where the teaching of evolution has been made illegal. So far as I can remember, there is not one word in the Gospels in praise of intelligence; and in this respect ministers of religion follow gospel authority more closely than in some others.”

“Owing to the imperfection of language the offspring is termed a new animal, but it is in truth a branch or elongation of the parent; since a part of the embryon-animal is, or was, a part of the parent; and therefore in strict language it cannot be said to be entirely new at the time of its production; and therefore it may retain some of the habits of the parent-system. (1794)”

“Owing to the position which “the science of kalām” acquired in Islam, the status of philosophy in Islam was intermediate between its status in Christianity and in Judaism. To turn therefore to the status of philosophy within Judaism, it is obvious that while no one can be learned in the sacred doctrine of Christianity without having had considerable philosophic training, one can be a perfectly competent talmudist without having had any philosophic training. Jews of the philosophic competence of Halevi and Maimonides took it for granted that being a Jew and being a philosopher are mutually exclusive. At first glance, Maimonides’ Guide for the Perplexed is the Jewish counterpart of Thomas Aquinas’ Summa Theologica; but the Guide never acquired within Judaism even a part of the authority which the Summa enjoyed within Christianity; not Maimonides’ Guide, but his Mishnah Torah, i.e., his codification of Jewish law, could be described as the Jewish counterpart to the Summa. Nothing is more revealing than the difference between the beginnings of the Guide and the Summa. The first article of the Summa deals with the question as to whether the sacred doctrine is required besides the philosophic disciplines: Thomas as it were justifies the sacred doctrine before the tribunal of philosophy. One cannot even imagine Maimonides opening the Guide, or any other work, with a discussion of the question as to whether the Halakha (the sacred Law) is required besides the philosophic disciplines.”

“Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.”

“Owing to this struggle for life, any variation, however slight and from whatever cause proceeding, if it be in any degree profitable to an individual of any species, in its infinitely complex relationship to other organic beings and to external nature, will tend to the preservation of that individual, and will generally be inherited by its offspring.”

“Owl Hollow Road by Stewart Stafford On a bracing night walk, On leafy Owl Hollow Road, A raspy voice whispered to me, Like a deep-croaking old toad. I moved rapidly on my path, And then heard phantom feet, Looked around, empty space, Only silence replaced the beat. At my most pressing pace now, A shadow pointed past my shoulder, An SUV slammed into my side, And I broke my back on a boulder. © Stewart Stafford, 2022. All rights reserved”

“Own only what you can always carry with you: know languages, know countries, know people. Let your memory be your travel bag. Use your memory! Use your memory! It is those bitter seeds alone which might sprout and grow someday. Look around you - there are people around you. Maybe you will remember one of them all your life and later eat your heart out because you didn't make use of the opportunity to ask him questions. And the less you talk, the more you'll hear.”

“Own the room. Confidence has nothing to do with what you look like. If you obsess over that, you'll end up being disappointed in yourself all the time. Instead, high self-esteem comes from how you feel in any moment. So walk into a room acting like you're in charge, and spend your energy on making the people around you happy. Giving confidence to others will come back to you and you'll end up feeling better about yourself.”

“Own your color, your accent, own your stories, your theologies, be proud of your sweat, your stubborn dignity – for the North wrote itself as civilized, but we, the Global South, authored humanity. They told us, history is white, holiness is western, progress is european – but the hands that built the world, with science, medicine, poetry, philosophy, astronomy and mathematics, were black, brown and indigenous.”