Category Archives: Quotes

As every second post on this site is a quote. You’ll find a deep and broad variety of quotes under this category, which overlap with several other tags and categories. Many of the quotes are larded with links for deeper reading on the subject of the quote, or connections between the subject of the quotes and other people, things, or ideas. See the Taxonomies page for more about this category.

Term of Art: Action Reflection Process

“action reflection process: A structured discussion held during regular teacher meetings in which participants focus on a limited topic. Leaders of the discussion may begin with a provocative statement or video, which is called an action reflection tool. The action reflection process was created by the Education Development Center of Newton, Massachusetts.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Term of Art: Action Research

“action research: The systematic investigation by teachers of some aspect of their work to help them improve their effectiveness. Action research requires that the participants identify a question or problem and then collect and analyze relevant data. It differs from conventional research in that the participants study an aspect of their own work in the classroom and intend to use the results themselves. For example, a teacher might decide to give students different assignments according to their assessed learning styles. If the teacher maintained records comparing student work before and after the change, he or she would be doing action research. If several educators worked together on such a project, this would be considered collaborative action research. Because of the personal interest of those who carry out action research, the results do not necessarily have credibility and are seldom generalized to other classrooms and schools.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Daniel Willingham on Reading and Conscious Awareness

“Being able to hear the sounds associated with letters doesn’t seem like it ought to me all that hard. Isn’t it obvious that a child can do that if she can hear the difference between big and dig in everyday speech? But that’s not quite the same task because in order to learn to read and write, the child must be aware of what differentiates big and dig, so she can think Aha, there’s the letter “d,” and I know what sound that makes! Many mental processes lie outside of awareness, and some seem destined to remain so. For example, you obviously know how to shift your weight to stay upright on a bicycle, but that knowledge is accessible only to the parts of the brain that control movement. You can’t examine that knowledge or describe it. Other types of knowledge are unconscious, but can become conscious. For example, most people speak grammatically—even if they violate some rules taught in school, they speak in accordance with others in their linguistic community. People are unaware of these rules, but can consciously learn them. Hearing individual speech sounds is analogous. Any speaker can hear that big and dig differ and although people aren’t born with the ability to describe the difference, most can learn to do so.”

Excerpted from: Willingham, Daniel T. The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads. San Francisco: Jossey-Bass, 2017.

Aristotle on the Educated and Uneducated

“The educated differ from the uneducated as much as the living from the dead.”

Aristotle (384-322 B.C.)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Book of Answers: Stephen Crane

What year was Stephen Crane born? The author of The Red Badge of Courage (1895) was born in 1871, six years after the end of the Civil War. He died in 1900.

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

E.H. Gombrich on the Early Humans and the Development of Tools

“Tools must have been invented by someone too. The earliest ones were probably just sticks and stones. But soon stones were being shaped and sharpened. We have found lots of these shaped stones in the ground. And because of these stone tools we call this time the Stone Age. But people didn’t yet know how to build houses. Not a pleasant thought, since at that time it was often intensely cold—at certain periods fare colder than today. Winters were longer and summers shorter. Snow lay deep throughout the year, not only on mountain tops, but down in the valleys as well, and glaciers, which were immense in those days, spread far out into the plains. This is why we say the Stone Age began before the last ice age had ended. Prehistoric people must have suffered dreadfully from the cold and if they came across a cave where they could shelter from the freezing winds, how happy they must have been! For this reason they are also known as “cavemen,” although they may not actually have lived in caves.”

Excerpted from: Gombrich, E.H. Trans. Caroline Mustill. A Little History of the World. New Haven: Yale University Press, 2005.

The Devil’s Dictionary: Bribe

“Bribe, n. That which enables a member of the California Legislature to live on his pay without any dishonest economies.”

Excerpted from: Bierce, Ambrose. David E. Schultz and S.J. Joshi, eds. The Unabridged Devil’s Dictionary. Athens: The University of Georgia Press, 2000. 

Term of Art: Youth Culture

“Youth Culture: Strictly speaking a subculture, the subject of an influential debate between (mainly) functionalist writers and their critics. Youth cultures are explained either by factors in the experience of adolescence, or by the manipulation of young people’s spending and leisure, through advertising and other mass media. The functional separation of home, school, and work supposedly makes teenagers increasingly distinct from adults, more self-aware, and subject to peer group rather than parental and other adult influences. But the relative affluence of teenagers in the decades after the Second World War, especially if they were in work, also encouraged the growth of a large and profitable market for goods and services specifically directed at young consumers. This has promoted the growth of a distinctive youth fashions and styles in clothes, music, and leisure, many of the originating in the United States.

For some writers, the cultural clash across generations has displaced social class as the primary form of conflict in modern industrialism. Yet class itself figures importantly in shaping the content of different youth cultures. Research in the United States distinguished the so-called college cultures of (mainly) middle-class youth from the rough or corner cultures of their working-class counterparts. The former were thought to manage the gap between conformist attitudes to achievement and otherness of adolescent school life—of which the school itself is the center. Corner cultures, in contrast, were viewed as a response to working-class academic failure; centered around the neighborhood gang rather than the school; and as reflecting the search for alternative, even deviant status, identity, or rewards. In Britain, however, youth culture was almost exclusively identified with male working-class youth and the moral panic about its style and aggressiveness. Neo-Marxist studies saw this as symbolic protest against, for example, the dissolution of the traditional working-class neighborhood community, and mass control over what were once predominantly working-class forms of leisure (such as soccer). Much of this literature is reviewed in Mike Brake, The Sociology of Youth Cultures and Subcultures (1980).

Developments in both sociology and society itself, notably during the 1980s, greatly modified the terms of the debate. Feminist writers pointed to the invisibility of girls in the mainstream literature on youth and have researched gender variations in youth culture. The experiences of youth among ethnic minorities have received more attention. But, above all, the period since the mid-1970s has seen the demise of the notion of the independent teenage consumer and rebel. The focus of research has switched instead to the youth labor-market, and the dependence of young people on the household, as a result of growing unemployment and the vulnerability of youth to flexible employment. See also Coleman, James S.”

Excerpted from: Matthews, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.

Rotten Reviews: Lie Down in Darkness by William Styron

“What is evident in this first novel is an eagerness and a sincerity which ought to have been served by an able and understanding editor. Mr. Styron however had no Maxwell Perkins to guide him, with the result that he has written here a serious work of fiction which should not have exceeded 300 pages in length, and which need not have been done in so turgid and often confused a manner…Mr. Styron leaves his readers curiously unsympathetic.”

August Derleth, Chicago Tribune

Excerpted from: Barnard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998. 

Dante’s 11

“Dante was a keen follower of Pythagoras, the sixth-century BC Greek philosopher and mathematician who sought to explain the world, both spiritual and material, by numbers. Pythagoras believed that the mathematical principles that underlay the universe, gave it harmony, literally a music of the spheres. Dante, in his great work, Divine Comedy, sought to create the divine song.

The key number for Dante was 11—the union of 5 and 5—and its multiples. The Inferno, Purgatorio, and Paradiso, have thirty-three cantos each, and the poem is written in hendecasyllabic rhyme (eleven syllables long). Dante twice provides dimensions of Hell, stating that that circumference of the ninth bolgia (ditch) in the Eighth Circle is 22 miles (miglia ventidue), and the tenth bolgia is 11 miles. There is nothing accidental about this mention of 11 and its multiple 22; twenty-two forms part of the well-known fraction 22/7 which expresses the Pythagorean value of pi.

Three and nine also figure prominently in Dante’s numerology. The three books of the Divine Comedy delineate the nine circles of Hell, the nine rings of Mount Purgatory and the nine celestial bodies of Paradise.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.