Quotes About Students

They have shown school as a complex game, a battle of opposing interests, where the teacher, representing authority and power, attempts to pack the maximum information into the students' heads, while the students, by nature the weaker side, do their best to avoid that information.

You were supposed to be brilliant without effort, or to accept your limitations and get a fourth-class degree. I took this as an invitation to very little. I'm not proud of this, I'm just describing my attitude at that time, shared by most of my fellow students.

The only thing about school he seemed to like was the audience it provided.

changing an institution's environment to increase the sense of control among its workers, students, patients, or other users was one of the most effective possible ways to increase their sense of engagement, energy, and happiness.

What is new today is the premise that students are fragile. Even those who are not fragile themselves often believe that others are in danger and therefore need protection. There is no expectation that students will grow stronger from their encounters with speech or texts they label "triggering." (This is the Untruth of Fragility: What doesn't kill you makes you weaker.)

The dean seemed to believe that if students talked about their suffering, it would harm their friends. It is an illustration of the Untruth of Fragility (What doesn't kill you makes you weaker) trumping common sense and basic humanity.

On the other hand, members of the military, law enforcement personnel, and students who have well-organized dorm rooms tend to lean right. (Seriously.

What is new today is the premise that students are fragile. Even those who are not fragile themselves often believe that others are in danger and therefore need protection. There is no expectation that students will grow stronger from their encounters with speech or texts they label "triggering.

Many students cringe at robust debate; maintaining their ideas of good and evil requires no less than the silencing of disagreeable speakers.

many parents, K-12 teachers, professors, and university administrators have been unknowingly teaching a generation of students to engage in the mental habits commonly seen in people who suffer from anxiety and depression.

The International Debate Education Association has suggestions for how to create a debate club.33 Students (and their parents and teachers) can also watch Intelligence Squared debates to see skilled debaters in action.34

Los estudiantes universitarios de hoy han vivido unos tiempos extraordinarios y, en consecuencia, muchos de ellos han desarrollado una extraordinaria pasión por la justicia social.

The Penn students spoke almost exclusively in the language of the ethic of autonomy, whereas the other groups (particularly the working-class groups) made much more use of the ethic of community, and a bit more use of the ethic of divinity.14

Almost one in five students surveyed in a 2017 Brookings Institution study agreed that using violence to prevent a speaker from speaking was sometimes "acceptable.

The loss of political diversity among the faculty has negative consequences for students

I listened as she griped enthusiastically about the pathetic emotional stamina of the undergrads foisted upon her. She'd said the same thing last year. I said, "It's gotten worse?" "It's nonstop devolution, Alex. The batch I got this semester is allergic to facts and feels entitled to unearned adoration. We're talking the emotional musculature of blind cave worms.

As Andrew stood before his students he felt the nerves that rack any amateur hypocrite.

I soon discovered that the great Christian doctrines connected more pictorially and "asiatically" when I used the classical biblical stories than when I used contemporary (and mainly Western) systematic theologies. Matthew, the most systematic of the Gospels, proved to be the ideal vehicle for teaching the major, Orthodox, Catholic, and Reformation convictions. . . . I found the earthy Gospels to be much closer to my Asian students than the profound yet more abstract Paul.

It is a melancholy illusion of those who write books and articles that the printed word survives. Alas, it rarely does. The vast majority of printed works enter a state of suspended animation within a few weeks or years of publication, from which they are occasionally awakened, for equally short periods, by research students.

There is a growing body of evidence that "race affects how teachers see and treat their students. Black students taught by white teachers are less likely to be identified for gifted programs than black students taught by black teachers, for example. Other research has shown biases in teachers' grading of work by students of different genders, races and ethnicities."5

The Union students] talk a blue streak without the slightest substantive foundation and with no evidence of any criteria . . . They are unfamiliar with even the most basic questions. They become intoxicated with liberal and humanistic phrases, laugh at the fundamentalists, and yet basically are not even up to their level.

Although he eventually chose theology over music, music remained a deep passion throughout his life. It became a vital part of his expression of faith, and he taught his students to appreciate it and make it a central aspect of their expressions of faith.

Let's forget educational design up until now, let's forget what's possible and just redesign learning with today's students and today's technology in mind.

Manchester University was an odd choice, though—posh kids that fail to reach Oxbridge generally go to Bristol, Edinburgh or, for the true walk of shame, Exeter.