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Read through the most famous quotes by topic #ducati
The moment a person feels he has nothing left to learn is the moment life prepares to hit him hard enough to correct such ignorance. ↗
#ignorance #intelligence #knowledge #learning #ongoing-education
For many years I have been asking myself why intelligent children act unintelligently at school. The simple answer is, "Because they're scared." I used to suspect that children's defeatism had something to do with their bad work in school, but I thought I could clear it away with hearty cries of "Onward! You can do it!" What I now see for the first time is the mechanism by which fear destroys intelligence, the way it affects a child's whole way of looking at, thinking about, and dealing with life. So we have two problems, not one: to stop children from being afraid, and then to break them of the bad thinking habits into which their fears have driven them. What is most surprising of all is how much fear there is in school. Why is so little said about it. Perhaps most people do not recognize fear in children when they see it. They can read the grossest signs of fear; they know what the trouble is when a child clings howling to his mother; but the subtler signs of fear escaping them. It is these signs, in children's faces, voices, and gestures, in their movements and ways of working, that tell me plainly that most children in school are scared most of the time, many of them very scared. Like good soldiers, they control their fears, live with them, and adjust themselves to them. But the trouble is, and here is a vital difference between school and war, that the adjustments children make to their fears are almost wholly bad, destructive of their intelligence and capacity. The scared fighter may be the best fighter, but the scared learner is always a poor learner. ↗
While stationed in Fort Jackson, I experienced racial prejudice for the first time and came to the understanding that humans are not born with prejudice, but learn prejudice. Back home in South Dakota, I only knew one black American. The Scandinavians in my community treated him just like any other Swede; my family considered him a friend. My parents taught me, and I believed that all men are equal because God created all men in His image. One day during a week end furlough, I boarded a crowded city bus. As I walked down the aisle, I looked for an open seat. Looking towards the rear of the bus, I noticed three huge, young black men sitting on a bench in the back. I decided to squeeze onto the bench with them. As I sat down, a woman said in a very loud voice, "What is that white soldier doing in our part of the bus?" Neither my life experiences nor my education prepared me for what I experienced walking the streets of Fort Jackson. I saw water fountains for whites only, barbershops for blacks only, and separation for most aspects of Southern living. I discovered that the feelings of prejudice ran deeply amongst many of the people that we encountered. In fact, the blacks even trained separately from the whites during our military preparation, even though we all worked towards defending the United States of America. ↗
#black-americans #black-soldiers #bus-segregation #fort-jackson #racial-prejudice
A turning point in the criticism of Hardy’s poetry came in his centenary year, in which W. H. Auden (1940) recorded his indebtedness to Hardy for his own education in matters of poetic technique. .......................... In a radio interview, Larkin defended his liking for Hardy’s temperament and way of seeing life: ‘He’s not a transcendental writer, he’s not a Yeats, he’s not an Eliot; his subjects are men, the life of men, time and the passing of time, love and the fading of love’. Larkin freely acknowledges the influence on him of Hardy’s verse, which results in his rejection of Yeats as a poetic model. ........................................ It is a similar kind of response that gave rise to an important study by Donald Davie (1973). Davie feels that ‘in British poetry of the last fifty years (as not in America) the most far-reaching influence, for good or ill, has been not Yeats, still less Eliot or Pound, not Lawrence, but Hardy’, and that this influence has been deleterious. ↗
Old Sam Hamilton saw this coming. He said there couldn’t be any more universal philosophers. The weight of knowledge is too great for one mind to absorb. He saw a time when one man would know only one little fragment, but he would know it well.” “Yes,” Lee said from the doorway, “and he deplored it. He hated it.” “Did he, now?” Adam asked... “Now you question it, I don’t know,” he said. “I don’t know whether he hated it or I hate it for him... Maybe the knowledge is too great and maybe men are growing too small... Maybe kneeling down to atoms, they’re becoming atom-sized in their souls. Maybe a specialist is only a coward, afraid to look out of his little cage. And think what any specialist misses! The whole world over his fence!” “We’re only talking about making a living.” “A living? Or money?” Lee said excitedly. “Money’s easy to make if it’s money you want. But with a few exceptions people don’t want money. They want luxury, and they want love, and they want admiration. ↗
Niceness’—wholesome, integrated personality—is an excellent thing. We must try by every medical, educational, economic, and political means in our power to produce a world where as many people as possible grow up ‘nice’; just as we must try to produce a world where all have plenty to eat. But we must not suppose that even if we succeeded in making everyone nice we should have saved their souls. A world of nice people, content in their own niceness, looking no further, turned away from God, would be just as desperately in need of salvation as a miserable world—and might even be more difficult to save. For mere improvement is not redemption, though redemption always improves people even here and now and will, in the end, improve them to a degree we cannot yet imagine. God became man to turn creatures into sons: not simply to produce better men of the old kind but to produce a new kind of man. It is not like teaching a horse to jump better and better but like turning a horse into a winged creature. Of course, once it has got its wings, it will soar over fences which could never have been jumped and thus beat the natural horse at its own game. But there may be a period, while the wings are just beginning to grow, when it cannot do so: and at that stage the lumps on the shoulders—no one could tell by looking at them that they are going to be wings—may even give it an awkward appearance. ↗
The feminist challenge was sweeping: it embraced education and occupation, together with legal, political, and social status. It even dared broach the subject of equality in personal, and especially matrimonial, relationships. Such assertiveness was more unsettling than the racial threat because it was more intimate and immediate: few white men lived with blacks, but most lived with women. ↗
Equality, citizens, is not the whole of society on a level, a society of tall blades of grass and small oaks, or a number of entangled jealousies. It is, legally speaking, every aptitude having the same opportunity for a career; politically all consciences having the same right. Equality has an organ, gratuitous and compulsory education. We must begin with the right to the alphabet. ↗
However, not only are fortunes equal in America, equality extends to some degree to intelligence itself. I do not think that there is a single country in the world where, in proportion to the population, there are so few ignorant and, at the same time, so few educated individuals as in America. Primary education is available to all; secondary is within reach of no one, which can be explained quite easily as the inevitable result, so to speak, of my argument above. Almost all Americans enjoy a life of comfort and can, therefore, obtain the first elements of human knowledge. In America there are few rich people; therefore, all Americans have to learn the skills of a profession which demands a period of apprenticeship. Thus America can devote to general learning only the early years of life. At fifteen, they begin a career; their education ends most often when ours begins. If education is pursued beyond that point, it is directed only towards specialist subjects with a profitable return in mind. Science is studied as if it were a job and only those branches are taken up which have a recognized and immediate usefulness. ↗
