Quotes About Progress

Malaga Alves." Obviously. Everything that rises must converge.

Do you think the coroner would talk to me?" "Don't see why not. We've come a long way since Deliverance. We're pretty nice to outsiders now.

just as you would not neglect seeds that you planted with hope that they will bear vegetables and fruits and flowers so you must attend to nourish the garden of your becoming.

Most nations, as well as people are impossible only in their youth; they become incorrigible as they grow older.

Your first appearance, he said to me, is the gauge by which you will be measured; try to manage that you may go beyond yourself in after times, but beware of ever doing less.

Take from the altars of the past the fire - not the ashes.

In the course of its development, civilization eliminates heroism.

The Clan lived by unchanging tradition. Every facet of their lives from the time they were born until they were called to the world of the spirits was circumscribed by the past. It was an attempt at survival, unconscious and unplanned except by nature in a last-ditch effort to save the race from extinction, and doomed to failure. They could not stop change, and resistance to it was self-defeating, anti-survival.

There's no such thing as a writer's block. I get inspiration from working. I just have to push through and finally it'll start to come together again. The brain is always going, you just don't realize it.

The purpose of school is for children to learn, not for them to feel good about themselves all the time.

Adolescence--the time when teens begin to do things adults do--now happens later. Thirteen-year-olds--and even 18-year-olds-- are less likely to act like adults and spend their time like adults. They are more likely, instead, to act like children--not by being immature, necessarily, but by postponing the usual activities of adults. Adolescence is now an extension of childhood rather than the beginning of adulthood.

many iGen students seem to see their schools as behind the times, irrelevant in a fast-paced world of constantly changing technology.

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Our lives are strikingly different from the lives of those in decades past, primarily due to the technology we rely on.

magazine summed up the popular view of women at the time: "She works rather casually… less toward a big career than as a way of filling a hope chest or buying a new home freezer. She gracefully concedes the top job rungs to men." This was often true even well into the 1960s, although the concession was not always graceful.

technology means there is more to learn before becoming a productive adult. With the economy shifting away from agriculture and toward knowledge-based jobs, more education becomes necessary. As a result, it takes longer to grow to adulthood—you can no longer start working full-time at 12, as my grandfather did, and have all the skills you need. Instead, it takes until 18, 22, or longer to finish education and begin full-time work, one measure of reaching adulthood.

Along with the direct impacts of technology, individualism and a slower life trajectory are the key trends that define the generations of the 20th and 21st centuries.

different for other reasons as well. Education took fewer years and lives were shorter, so development happened faster at each life stage. That meant more independence for young children; more working and dating for teens; marriage, children, and jobs for those in their late teens and early 20s; feeling old by 45; and death in one's 60s.

Each new situation requires a new architecture.

Men, like bullets, go farthest when they are smoothest.

Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.

The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.

The current state of knowledge is a moment in history, changing just as rapidly as the state of knowledge in the past has ever changed and, in many instances, more rapidly.

The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done - men who are creative, inventive and discoverers.