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“Students who are interested in learning about the environment should not be dissuaded from doing so, but only if they have proved their proficiency in other basic courses, such as U.S. history. Until then, we need to focus on producing well-educated citizens steeped in their country's history and mindful of their civic responsibilities.”

“Now, of course, architecture is a blind spot of our life in America today. How many millions of students go to the university to be educated? They come away conditioned, not enlightened, and they know nothing of architecture, although they have a department somewhere around -- probably in the basement.”

“I am not fully informed of the practices at Harvard, but there is one from which we shall certainly vary, although it has been copied, I believe, by nearly every college and academy in the United States. That is, the holding the students all to one prescribed course of reading, and disallowing exclusive application to those branches only which are to qualify them for the particular vocations to which they are destined. We shall, on the contrary, allow them uncontrolled choice in the lectures they shall choose to attend, and require elementary qualification only, and sufficient age.”

“Film theory has nothing to do with film. Students presumably hope to find out something about film, and all they will find out is an occult and arcane language designed only for the purpose of excluding those who have not mastered it and giving academic rewards to those who have. No one with any literacy, taste or intelligence would want to teach these courses, so the bona fide definition of people teaching them are people who are incapable of teaching anything else.”

“Every campus, of course, also has its rabble of young "liberals," who are forever making a din as they "demonstrate" for "world peash," "snivel rights," and the like, and who, if we may judge from their appearance and their yammering, are as afraid of war as they are of soap. I am sure that every student here present fully understands the importance of staying on the good side of the young "intellectuals" - I mean the windward side, of course.”

“Who's counting? It was, of course, the minority who were counting. It always is. Most of the women I know today would dearly like to use their fingers and toes for some activity more enthralling than counting. They have been counting for so long. But the peculiar problem of the new math is that every time we stop adding, somebody starts subtracting. At the very least (the advanced students will understand this) the rate of increase slows. ... The minority members of any group or profession have two answers: They can keep score or they can lose.”

“I try to teach my students style, but always as a part of life, not as ornament. Style has to come out of communicating coherent thought, not in sticking little flowers on speeches. Style and substance and a sense of life are the things literature is composed of. One must use one's own personality in relationship to life and language, of course, and everyone has such a relationship. Some people find it, some don't find it, but it's there.”

“Solidarity is learned through 'contact' rather than 'concepts.' Students in the course of their formation, must let the gritty reality of this world into their lives, so they can learn to feel it, think about it critically, respond to its suffering and engage it constructively. They should learn to perceive, think, judge, choose and act for the rights of others, especially the disadvantaged and the oppressed.”

“Now that Stevenson is dead I can think of but one English- speaking author who is really keeping his self-respect and sticking forperfection. Of course I refer to that mighty master of language and keen student of human actions and motives, Henry James.”

“In colleges, there are no gender separations in courses of study, and students can freely choose their majors. There are no male and female math classes. But women generally choose college courses that pay less in the labor market. Those are the choices that women themselves make. Those choices contribute to the pay gap.”

“A considreable portion of my high school trigonometry course was devoted to the solution of oblique triangles... I have still not had an excuse for using my talents for solving oblique triangles. If a professional mathematician never uses these dull techniques in a highly varied career, why must all high school students devote several weeks to the subject?”

“The spirit of Dr. [Martin Luther] King and the thousands of people he worked with set the races on a different course in the United States... In that same spirit, we must have the courage - and teach our students the courage - to be bearers to the world of this transforming love, co-creators of a more deeply human world, collaborators with Christ in the building of God's Kingdom.”

“I had a student some years ago whose father had worked on the Manhattan Project. I had a student who had to escape this very intense, born-again fundamentalist Christian background that was very much like a cult and of course they struggle to get to Naropa. And they have cut themselves off. They don't look back.”

“I went to Oberlin College, and they don't have a film major, but they do have what's called an individual major, where you can sort of pitch to a committee your own course study, and if they approve it, you have essentially just designed your own major. So Oberlin doesn't have a film major; they do have a film minor... And then my spring semester of my junior year, I went off to NYU film school as a visiting student - they have a program for kids from other schools to come in for a semester.”

“Stanford may be the best university in the world, but you can get all the way through here without knowing where your food came from, without being able to say where we came from, without being able to give a coherent description of why the climate is changing and why we should be concerned about it. So I started teaching a course in human evolution and the environment that's open to all Stanford students, no prerequisites.”

“I would not have majored in English and gone on to teach literature had I not been able to construct a counterargument about the truthfulness of fiction; still, as writers turn away from the industrious villages of George Eliot and Thomas Hardy, I learn less and less from them that helps me to ponder my life. In time, I found myself agreeing with the course evaluations written by my testier freshman students:'All the literature we read this term was depressing.' How naive. How sane.”

“From my student days I found him a compelling and fascinating, though often puzzling, figure. It's a lifelong fascination now and I don't expect that to stop! His vision of God, God's faithfulness, God's purposes and so on is so much bigger and richer than almost any subsequent Christian thinker has ever managed. In addition, I have always loved ancient history, especially the history of the early Roman empire, and of course Paul fits right into that.”

“For the most part, people use "empathy" to mean everything good. For instance, many medical schools have courses in empathy. But if you look at what they mean, they just want medical students to be nicer to their patients, to listen to them, to respect them, to understand them. What's not to like? If they were really teaching empathy, then I'd say there is a world of problems there.”

“A majority of students who come into community colleges are still stuck at high school level or remedial math. And when they take it in college, they still don't pass it. So the Carnegie Foundation got together and created two accelerated courses that focus on real-world applications of numbers like for health, for civics, for personal finance - concepts that you and I use every single day.”

“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.”