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Growth Quotes

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Growth Quotes

“The love of God is not taught. No one has taught us to enjoy the light or to be attached to life more than anything else. And no one has taught us to love the two people who brought us into the world and educated us. Which is all the more reason to believe that we did not learn to love God as a result of outside instruction. In the very nature of every human being has been sown the seed of the ability to love. You and I ought to welcome this seed, cultivate it carefully, nourish it attentively and foster its growth by going to the school of God's commandments with help of His grace.”

“The authority of Plato and Aristotle, of Zeno and Epicurus, still reigned in the schools; and their systems, transmitted with blind deference from one generation of disciples to another, precluded every generous attempt to exercise the powers, or enlarge the limits, of the human mind.”

“The most important domestic challenge facing the U.S. at the close of the twentieth century is the re-creation of fatherhood as avital social role for men. At stake is nothing less than the success of the American experiment. For unless we reverse the trend of fatherlessness, no other set of accomplishments--not economic growth or prison construction or welfare reform or better schools--will succeed in arresting the decline of child well-being and the spread of male violence. To tolerate the trend of fatherlessness is to accept the inevitability of continued social recession.”

“Young people of high school age can actually feel themselves changing. Progress is almost tangible. It's exciting. It stimulates more progress. Nevertheless, growth is not constant and smooth. Erik Erikson quotes an aphorism to describe the formless forming of it. "I ain't what I ought to be. I ain't what I'm going to be, but I'm not what I was.”

“I believe that our society's "mistake-phobia" is crippling, a problem that begins in most elementary schools, where we learn to learn what we are taught rather than to form our own goals and to figure out how to achieve them. We are fed with facts and tested and those who make the fewest mistakes are considered to be the smart ones, so we learn that it is embarrassing to not know and to make mistakes. Our education system spends virtually no time on how to learn from mistakes, yet this is critical to real learning.”

“The core of America is not racist. It is not hostile to women. It is increasingly offended by gay bashing. Yet it abhors government waste. It believes strongly in fiscal responsibility such as balanced budgets. It is pro-economic growth. It is concerned about the environment. It is intolerant of people on welfare who disdain the notion of work. But it wants poor kids to have school lunches and it wants to spend money to have good schools. In sum, most Americans are sensible, good-hearted, and prudent. The issue, then, is whether there is a political party that can welcome them home.”

“As formal teaching and training grow in extent, there is the danger of creating an undesirable split between the experience gained in more direct associations and what is acquired in school. This danger was never greater than at the present time, on account of the rapid growth in the last few centuries of knowledge and technical modes of skill.”

“When people talk about people being left behind - middle wages have not gone up for years, and we should recognize that, and there I think we need growth and skills - but there are these other people who have been left behind. When I say out loud, "Fifty percent of inner-city schoolkids do not graduate from high school," that is a national catastrophe. We should be ringing the alarm bells. It's not fair.”

“When you look at somebody like a Netanyahu, to simply not understand that this is a right-wing politician, a guy who kind of crashed the United States Congress to give his speech there, ignoring President Obama, not even consulting with him, using it for political purposes back home, a guy who has supported the youth - the growth of settlement, I think the - the overreaction and the destruction of Gaza went too, too far. Israel should not be bombing schools or homes, just terrible damage there.”

“When I was 16 was just thinking about the future and - it sounds so stupid - but what my goal was going to be in life. I guess I was thinking about girls too. No girls liked me. That was bothering me. I was thinking about my height - I had a growth spurt right before high school and then that's when sports coaches started coming up to me, but that's when I had this artistic turn.”

“The purpose of learning is growth, and our minds, unlike our bodies, can continue growing as we continue to live.”