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“Margaret Mead was both a student of civilization and an exemplar of it. To a public of millions, she brought the central insight of cultural anthropology: that varying cultural patterns express an underlying human unity. She mastered her discipline, but she also transcended it. Intrepid, independent, plain spoken, fearless, she remains a model for the young and a teacher from whom all may learn.”

“One of the major challenges facing creative individuals is that of building upon the continuity of human knowledge while achieving novel insights. ... On the one hand, to intensify an inquiry and develop a sense of commitment to a creative life, the learner needs models, teachers, and collaborators. On the other hand, the individual, while building upon the past, needs to transform it, and thus broaden his or her choices.”

“After I got disciplined I got introduced to football and then after that everything just took off for me. I had a lot of role models: the teachers, the coaches. Watching them give so much to so many students so they can be successful in life basically just ingrained in me that I think it's more gratifying for me to give back and than just to receive.”

“My real purpose in telling middle-school students stories was to practice telling stories. And I practiced on the greatest model of storytelling we've got, which is "The Iliad" and "The Odyssey." I told those stories many, many times. And the way I would justify it to the head teacher if he came in or to any parents who complained was, look, I'm telling these great stories because they're part of our cultural heritage. I did believe that.”

“Our teachers were absolute tyrants. They had no sympathy with youth; their one object was to stuff our brains and turn us into erudite apes like themselves. If any pupil showed the slightest trace of originality, they persecuted him relentlessly, and the only model pupils whom I have ever got to know have all been failures in after-life.”

“The gifts that Yeshua left in the earth realm to enforce His authority were apostles, prophets, pastors, teachers, and evangelists. The gift that gets controlled or stopped, which hinders the others from coming into fullness, is the prophet's gift and authority. Apostles will attempt to build a pattern without present revelation, and end up building man's model.”

“When I was young, I went to college, had a teacher who was, had been a student of Trilling's at Columbia, this was in California. And he, I started reading him around that time, and then I went to Columbia as well, Trilling was still teaching there, I took a course with him. He was not a great teacher, but he was, when I was younger, he was a good model for the kind of criticism I wanted to do, because he thought very dialectically.”

“With recidivism algorithms, for example, I worry about racist outcomes. With personality tests [for hiring], I worry about filtering out people with mental health problems from jobs. And with a teacher value-added model algorithm [used in New York City to score teachers], I worry literally that it's not meaningful. That it's almost a random number generator.”

“My parents were not formally educated. Both were cognizant of the importance of education. The teachers and ministers were the role models, and they would say, you should want to be like Miss Gardiner, you should want to be like Mr. Freeman, or be like your dad. Shun the people who don't value education.”

“Teachers can be a living example to their students. Not that teachers should look for students to idealize them. One who is worth idealizing does not care whether others idealize them or not. Everyone needs to see that you not only teach human values but you live them. It is unavoidable sometimes you will be idealized -- it is better for children to have a role model, or goal, because then the worshipful quality in them can dawn.”