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Students Quotes

“In I'm Not A Racist, But..., Lawrence Blum offers answers for our time about what race is, who is a racist, and ways for people to talk about the racialized features of our society without falling into name-calling or defensiveness. With exemplary moral and analytic clarity, Blum offers educators, students, lawyers, judges, leaders, and citizens tools for building a nation of equality, comity, and respect for each person.”

“They tend to be suspicious, bristly, paranoid-type people with huge egos they push around like some elephantiasis victim with his distended testicles in a wheelbarrow terrified no doubt that some skulking ingrate of a clone student will sneak into his very brain and steal his genius work.”

“There have been many measures taken to try to turn the educational system towards more control, more indoctrination, more vocational training, imposing a debt, which traps students and young people into a life of conformity... That's the exact opposite of [what] traditionally comes out of The Enlightenment. And there's a constant struggle between those. In the colleges, in the schools, do you train for passing tests, or do you train for creative inquiry?”

“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.”

“If we wanted a program to help the majority of the population, we'd offer loan guarantees to help poor people get access to reliable cars so that they could have a better shot at getting - and keeping - a well-paying job...A small amount of capital could make a much bigger difference in their lives than extra student loan relief for middle-class college kids would.”

“I'm constantly correcting young people and fashion students in this nation when they say "Well, I do couture." By definition, you don't. You have to be licensed by the government of France to do couture. So don't use that term. You can say that you do one-of-a-kind, you can say it's custom, but you can't say it's couture - because it's inaccurate.”

“I started as a GED instructor, I created my own GED program, and I realized that a lot of young people that don’t do well academically. It’s not that they don’t have the competency to do it or the skill set to do it; it’s just that they weren’t motivated to learn. They weren’t interested in school, so I started just talking to students and just really going in on them like, “Yo, this is life or death.””

“From the first days of my career as an entrepreneur, I have always used my own and my team's lack of experience to our advantage. In fact, at our first venture, Student magazine, we used our newcomer status to secure great interviews and generate publicity - people were excited about our new project and wanted to get involved. Our inexperience fed our restless enthusiasm for trying new things, which became part of our core mission.”

“Much of the message that I try to put across to students is that they have to figure out what they really like to do and find a way to do that as an adult for their jobs. A lot of people have jobs they don't like, and it makes for very unhappy people. So I tell them if you like to write, or run around, or dig in the dirt, then find a job that will allow you to do that, and you'll be happy.”

“People are attracted to teaching because they want to make a real impact. The teachers who are making the greatest difference go far beyond meeting standardised test measures. They aspire to truly level the playing field for their students, which means inspiring a love of learning, fostering the highest levels of critical thinking, building perseverance in working towards academic excellence, and so on.”

“The limitations of federal laws are able to create real progress at the local level. Ultimately, to effect not just incremental progress but progress that is transformational for students, we need committed leadership - people who believe deeply that their students can achieve at the highest levels and who know how to create the conditions at the classroom, school and system level to give them the opportunities they deserve.”

“Today, whether it is a student who holds a sit-in to get the army recruiters off his campus, or the mother of a dead soldier who refuses to leave the front gate of the president's ranch, we continue to be saved by brave people who risk ridicule and rejection but end up turning huge tides of public opinion in the direction of righteousness. We owe them enormous debts of gratitude. It is not easy to stand up for what is right, especially when everyone else is afraid to leave the comfortable path of conformity.”

“We would do improvisation together. And that in a way, had almost a "student-film side" where we'd be sitting there with Robert Downey and Jon Favreau and we're playing around, we're jamming around and we read those pages and in next couple of days that's what we do, so it was a good experience. Kind of frightening at first because you didn't quite know how it was going to work out, but they had some very talented people there so it worked out well.”

“My mother did an incredible job - one, of just being a great mom, but two, of instilling a tremendous amount of empathy into me as a young man, as a young person. My mom was kind of this collector of people; throughout my childhood, it didn't matter who you were. She was a high school counselor and then a junior high counselor, and she didn't just counsel students, she counseled other teachers and administrators and coaches.”

“I get so much from having the opportunity to interface with the younger people and to bring information to them and to represent our culture and our way of life. The feeling and the warmth and the love, it's unbelievable. The type of exchange that goes on between students and teachers or visiting people who are doing master classes, and not just when they're musicians. Even general classes, when the students are not necessarily musicians.”

“Sri Chinmoy was a once in a lifetime spiritual leader who touched the lives of millions of people through his teachings, art, athletics, and music. He was a student of peace and he embodied peace. Sri Chinmoy was a great man and his life's work significantly helped to build world harmony and will continue to do so.”

“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.”

“The real challenge is not to get people to remember more, but to get them to understand better. We're just now beginning to be able to show what we can implement with technological tools. I think our interest at Apple is to be the provider of the instruments that will help educators and students create and entirely new kind of learning than what we have now.”

“I cast people from right around me. I was at my alma mater. It's special to have most of the graduate students in it [and] one professor, because I feel like in terms of this school, I was one of the few students lucky enough to break into the art industry or the contemporary art world.”

“Not since the days of the Hitler Youth have young people been subjected to more propaganda on more politically correct issues. At one time, educators boasted that their role was not to teach students what to think but how to think. Today, their role is far too often to teach students what to think on everything from immigration to global warming to the new sacred trinity of 'race, class and gender.'”

“When I was teaching at an institution that bent over backward for foreign students, I was asked in class one day: "What is your policy toward foreign students?" My reply was: "To me, all students are the same. I treat them all the same and hold them all to the same standards." The next semester there was an organized boycott of my classes by foreign students. When people get used to preferential treatment, equal treatment seems like discrimination.”

“I was petrified because all my friends would be going to Washington, DC, to protest. I was sixteen, and I was like, "I don't think I'll be going with you guys," just because I was scared. Then you saw the news, and cops - not students in schools with guns - cops are killing sixteen year old protesters on the news. To me that was more horrifying, to have the authority figures actually killing people on the evening news, than to have another student firing a gun.”