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“We can no longer communicate with the apes by direct language, nor can we understand, without special study, their modes of communication which we have long since replaced by more elaborate forms. But it is at least presumable that they could still detect in our speech, at least when it is public and elaborate, the underlying tone values with which it began. Thus if we could take a gibbon ape to a college public lecture, he would not understand it, but he would "get a good deal of it." This is all the students get anyway.”

“"What is the greatest surprise you have found about life?" a university student asked me several years ago. "The brevity of it," I replied without hesitation. Time moves so quickly, and no matter who we are or what we have done, the time will come when our lives will be over. As Jesus said, "As long as it is day, we must do the work of him who sent me. Night is coming, when no one can work" (John 9:4).”

“It is to be emphasized that no matter how many [amplitude] arrows we draw, add, or multiply, our objective is to calculate a single final arrow for the event . Mistakes are often made by physics students at first because they do not keep this important point in mind. They work for so long analyzing events involving a single photon that they begin to think that the arrow is somehow associated with the photon [rather than with the event].”

“Jerry Falwell knows who caused the terrorist attack on America: the ACLU. "The ACLU's got to take a lot of blame for this," he declared on the 700 Club, because, he explained, the ACLU, abetted by the federal courts is responsible for "throwing God out of the public square (and) the public schools." This is a familiar charge and a false one. God is still present in the public schools, where students are free to pray, alone or in groups, so long as their prayers aren't officially sponsored and don't infringe on anyone's freedom not to pray.”

“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.”

“All amateur travellers have experienced horror journeys, long or short, sooner or later, one way or another. As a student of disaster, I note that we react alike to our tribulations: frayed and bitter at the time, proud afterwards. Nothing is better for self-esteem than survival.”

“Educators committed to engaging in the long-term, often difficult work of strengthening their relationships with colleagues, students and parents and expanding their opportunities for personal growth will find Nonviolent Communication to be an invaluable tool.”

“As long as the Southern colleges have revivals on their campuses and students get converted to Methodism and join the YMCA and are accepted as gentlemen, it will be impossible to think of the South as civilized...The educated folk of the Old South took theology lightly, and religion to them was hardly more than a charming ritual, useful on solemn occassions.”

“The traditional educational theory is to the effect that the way to bring up children is to keep them innocent (i.e., believing in biological, political, and socioeconomic fairy tales) as long as possible ... that students should be given the best possible maps of the territories of experience in order that they may be prepared for life, is not as popular as might be assumed.”

“So long as mathematicians can impose up-and-down semantics upon students while trafficking personally in the non-up-and-down advantages of their concise statements, they can impose upon the ignorance of man a monopoly of access to accurate processing of information and can fool even themselves by thought habits governing the becoming behavior of professional specialists, by disclaiming the necessity of, or responsibility for, comprehensive adjustment of the a priori thought to total reality of universal principles.”

“I was really fortunate. I don't believe in luck so I was really fortunate. God really blessed me in terms of my health. ... I was really healthy. But I tried to do my part in terms of preparation, in terms of perseverance. I tried to do my part to make sure that I was always ready to play and try to stay ahead of the game. I tried to beat people with my mind. I wasn't the biggest or the one that jumped the highest, but I had a real high basketball IQ and I knew it. ... I was a student of game and tried to prepare and be professional and have a good attitude. All of those things helped me have a long career.”

“Evolution has long been badly taught. In particular, students - and even professional biologists - acquire theories of evolution without any deep understanding of what problem these theories attempt to solve. They learn but little of the evolution of evolutionary theory.”

“To us, to the everyday teachers of everyday students, neither of whom is writing the book of the universe but who both have their fullest life only when they align themselves with its truths, working out our own commitment to and our own vision of agape, in however homely or personal a form, is a life long task that both guides us in our teaching endeavors and honors those endeavors at the same time.”

“Through our government's updated science, technology and innovation strategy, we are making the record investments necessary to push the boundaries of knowledge, create jobs and opportunities, and improve the quality of life of Canadians. Our government's Canada Research Chairs Program develops, attracts and retains top talent researchers in Canada whose research, in turn, creates long-term social and economic benefits while training the next generation of students and researchers in Canada.”

“We know that African American students tend to be relational learners. It's about the relationships between a teacher and student. Students respond well to teachers they know, believe in them, care about them, but also who teach in a matter that elicits a more active approach to learning, rather than just sitting and listening. The research on this is strong and has been available for a long time, but it is not widely practiced. That's a huge obstacle.”

“I do remember, one time, a man came to me after the students began to work in Mississippi and he said the white people were getting tired and they were getting tense and anything might happen. Well, I asked him "how long he thinks we had been getting tired"? I have been tired for 46 years and my parents was tired before me and their parents were tired, and I have always wanted to do something that would help some of the things I would see going on among Negroes that I didn't like and I don't like now.”

“I mean, in the foreword to Impro in Denmark is by Søren Iversen, who I taught long ago, he was a Danish director, after he left. He said he'd read about [Eugeny] Vakhtangov. I'm a fan of his. When he heard that Vakhtangov had lots of tricks, he thought this was very bad. But when he came to be my student, he realised it was very good to have a lot of tricks. You saw some this morning.”

“As a sick kid, I always looked out the window. The objects of my observation were the sun, the seasons, the wind, crazy people, and my grandfather's death. During my long period of observation, I felt that something like poems were filling up my body. They were in some kind of state and condition that made them difficult to render into words. As a university student, I tried hard to write them in Korean. It was at that time that I foresaw my death and the world's death. I think my poems started at that time.”

“I grew up during the Communist time. When I was a student and I especially wanted to play rock, that was a problem for all rock musicians in the Soviet Union. My friends liked it, but all the Communist officials, bureaucrats, teachers, didn't like this. There was very powerful propaganda against capitalism and the Western ideology. Everything that was connected to the West - rock music, jeans, long hair, loud music - everything was not allowed. But luckily that's now in the past. I hope.”

“When I was a student, I was dressed like a modern girl and I wore long shorts. That is part of the past. There is fear in the streets. You cannot go out in the streets. You are looked at as if you come from another age. If there are any militias on your street, they will tell you to go back home and dress decently. They could beat you up or punish you worse than that. Some of us who have grown up in Baghdad are used to wearing what we please and walking where we please.”

“As long as I can remember, I've wanted to be a teacher, but a turning point for me was attending HBS as an MBA student. What I experienced was the power of the case method - that is, how much students can learn, not by listening to lectures, but by engaging in an intense discussion. This can be an exciting way to learn and a powerful one, because it really gets all the synapses to connect.”

“When schools truly become centers of the community, where you have extraordinary teachers, the best teachers, the best principals, great nonprofit partners coming in during the non-school hours to support and do enrichment activities, social services, then those students will beat the odds, will beat poverty, will beat violence in the community, will beat sometimes dysfunctional families, and be productive citizens long term. They will go to college.”