Inspirational quotes with textbooks.
Grades are still important, but they are not the most important things. As clichéd as it is, the things you learn outside class is more important than the textbooks you blindly memorize in time for exams.
Consider how textbooks treat Native religions as a unitary whole. ... "These Native Americans ... believed that nature was filled with spirits. Each form of life, such as plants and animals, had a spirit. Earth and air held spirits too. People were never alone. They shared their lives with the spirits of nature." ... Stated flatly like this, the beliefs seem like make-believe, not the sophisticated theology of a higher civilization. Let us try a similarly succinct summary of the beliefs of many Christians today: "These Americans believed that one great male god ruled the world. Sometimes they divided him into three parts, which they called father, son, and holy ghost. They ate crackers and wine or grape juice, believing that they were eating the son's body and drinking his blood. If they believed strongly enough, they would live on forever after they died." describe Christianity this way. It's offensive. Believers would immediately argue that such a depiction fails to convey the symbolic meaning or the spiritual satisfaction of communion.
If nothing else, school teaches that there is an answer to every question; only in the real world do young people discover that many aspects of life are uncertain, mysterious, and even unknowable. If you have a chance to play in nature, if you are sprayed by a beetle, if the color of a butterfly's wing comes off on your fingers, if you watch a caterpillar spin its cocoon-- you come away with a sense of mystery and uncertainty. The more you watch, the more mysterious the natural world becomes, and the more you realize how little you know. Along with its beauty, you may also come to experience its fecundity, its wastefulness, aggressiveness, ruthlessness, parasitism, and its violence. These qualities are not well-conveyed in textbooks.
The problem is not the content of textbooks, but the very idea of them.
Me, and thousands of others in this country like me, are half-baked, because we were never allowed to complete our schooling. Open our skulls, look in with a penlight, and you'll find an odd museum of ideas: sentences of history or mathematics remembered from school textbooks (no boy remembers his schooling like the one who was taken out of school, let me assure you), sentences about politics read in a newspaper while waiting for someone to come to an office, triangles and pyramids seen on the torn pages of the old geometry textbooks which every tea shop in this country uses to wrap its snacks in, bits of All India Radio news bulletins, things that drop into your mind, like lizards from the ceiling, in the half hour before falling asleep--all these ideas, half formed and half digested and half correct, mix up with other half-cooked ideas in your head, and I guess these half-formed ideas bugger one another, and make more half-formed ideas, and this is what you act on and live with.
Because most of the girls were still in mourning and all of them had lost their textbooks, even pencils and pens, Shaukat Ali began the first classes by reading to them from poetry and religious texts. "Reading, literature, and spirituality are good for the soul," he told them. "So we will start with these studies.
It was my teacher's genius, her quick sympathy, her loving tact which made the first years of my education so beautiful. It was because she seized the right moment to impart knowledge that made it so pleasant and acceptable to me. She realized that a child's mind is like a shallow brook which ripples and dances merrily over the stony course of its education and reflects here a flower, there a bush, yonder a fleecy cloud; and she attempted to guide my mind on its way, knowing that like a brook it should be fed by mountain streams and hidden springs, until it broadened out into a deep river, capable of reflecting in its placid surface, billowy hills, the luminous shadows of trees and the blue heavens, as well as the sweet face of a little flower. Any teacher can take a child to the classroom, but not every teacher can make him learn. He will not work joyously unless he feels that liberty is his, whether he is busy or at rest; he must feel the flush of victory and the heart-sinking of disappointment before he takes with a will the tasks distasteful to him and resolves to dance his way bravely through a dull routine of textbooks. My teacher is so near to me that I scarcely think of myself apart from her. How much of my delight in all beautiful things is innate, and how much is due to her influence, I can never tell. I feel that her being is inseparable from my own, and that the footsteps of my life are in hers. All the best of me belongs to her--there is not a talent, or an aspiration or a joy in me that has not been awakened by her loving touch.
With all the multi-tiered interventions, assessment software, aligned textbooks, digital content, and scripted curriculum available to the field, some might question if the role of the teacher is significant in today’s schools. Does it really matter who is leading the classroom? The answer to this question is a resounding YES!
I abandoned the assigned problems in standard calculus textbooks and followed my curiosity. Wherever I happened to be--a Vegas casino, Disneyland, surfing in Hawaii, or sweating on the elliptical in Boesel's Green Microgym--I asked myself, "Where is the calculus in this experience?
Grades are still important, buy they are not the most important things. As clichéd as it is, the things you learn outside class is more important than the textbooks you blindly memorize in time for exams.
Many textbooks point out that no animal has evolved wheels and cite the fact as an example of how evolution is often incapable of finding the optimal solution to an engineering problem. But it is not a good example at all. Even if nature could have evolved a moose on wheels, it surely would have opted not to. Wheels are good only in a world with roads and rails. They bog down in any terrain that is soft, slippery, steep, or uneven. Legs are better. Wheels have to roll along an unbroken supporting ridge, but legs can be placed on a series of separate footholds, an extreme example being a ladder. Legs can also be placed to minimize lurching and to step over obstacles. Even today, when it seems as if the world has become a parking lot, only about half of the earth's land is accessible to vehicles with wheels or tracks, but most of the earth's land is accessible to vehicles with feet: animals, the vehicles designed by natural selection.
If Darwinists are opposed to mentioning scientific problems with their view, you would think they would be even more opposed to mentioning intelligent design. Yet Darwinists have been discussing ID in public school science classes for years... Biology textbooks have been mentioning intelligent design since the late 1990s—but only to misrepresent and disparage it.
WILL WORK FOR FOOD © 2013 Lyrics & Music by Michele JennaeThere he was with a cardboard sign, Will Work For Food Saw him on the roadside, As I took my kids to schoolI really didn’t have time to stop, Already running late Found myself pulling over, Into the hands of fate The look in his eyes was empty, But he held out his hand I knew my kids were watching, As I gave him all I had My heart in my throat I had to ask, “What brought you here?” He looked up and straight into my eyes, I wanted to disappear. CHORUS He said… Do you think I really saw myself, Standing in this light Forgotten by society, After fighting for your rights WILL WORK FOR FOOD, WILL DIE FOR YOU I AM JUST A FORGOTTEN SOLDIER, I DON’T KNOW WHAT TO DOv. 2 He put the money in his pocket, Then he took me by the hand Thank you dear for stopping by, I am sure that you have plans He nodded toward my children, Watching from afar It’s time they were off to school, You should get in the car My eyes welled up and tears fell down, I couldn’t say a word Here this man with nothing to his name, Showing me his concern I knew then that the lesson, That today must be taught Wouldn’t come from textbooks, And it could not be bought CHORUS He said… Do you think I really saw myself, Standing in this light Forgotten by society, After fighting for your rights WILL WORK FOR FOOD, WILL DIE FOR YOU I AM JUST A FORGOTTEN SOLDIER, I DON’T KNOW WHAT TO DOv. 3 I told him then that I had a job, That I could give him work And in return he’d have a meal, And something to quench his thirst He looked at me and shrugged a bit, And followed me to the car We went right over to a little café, Just up the road not too far After I ordered our food he looked at me, And asked about the kids “Shouldn’t these tykes be in school, And about that job you said.” “Your job,” I said, “is to school my girls, In the ways of the world Explain to them your service, And how your life unfurled.”He said… Do you think I really saw myself, Standing in this light Forgotten by society, After fighting for your rights WILL WORK FOR FOOD, WILL DIE FOR YOU I AM JUST A FORGOTTEN SOLDIER, I DON’T KNOW WHAT TO DOv. 4He wasn’t sure quite what to do, As he ate his food And began to tell us all about his life… the bad… the good. He wiped his own tears from his eyes, His story all but done My girls and I all choked up, Hugged him one by one Understanding his sacrifice, But not his current plight We resolved then and there that day, That for him, we would fight. We offered him our friendship, And anything else we had He wasn’t sure how to accept it, But we made him understandLAST CHORUS That we had not really seen before, Him standing in the light No longer forgotten by us, We are now fighting for his rights He had… WORKED FOR FOOD HE HAD ALL BUT DIED FOR ME AND YOU NOT FORGOTTEN ANYMORE BUT STILL A SOLDIER IN TRUST
I'm worried that students will take their obedient place in society and look to become successful cogs in the wheel - let the wheel spin them around as it wants without taking a look at what they're doing. I'm concerned that students not become passive acceptors of the official doctrine that's handed down to them from the White House, the media, textbooks, teachers and preachers.
Consider how textbooks treat Native religions as a unitary whole. ... "These Native Americans ... believed that nature was filled with spirits. Each form of life, such as plants and animals, had a spirit. Earth and air held spirits too. People were never alone. They shared their lives with the spirits of nature." ... Stated flatly like this, the beliefs seem like make-believe, not the sophisticated theology of a higher civilization. Let us try a similarly succinct summary of the beliefs of many Christians today: "These Americans believed that one great male god ruled the world. Sometimes they divided him into three parts, which they called father, son, and holy ghost. They ate crackers and wine or grape juice, believing that they were eating the son's body and drinking his blood. If they believed strongly enough, they would live on forever after they
It appeared clear to me - partly because of the lies that filled my history textbooks - that the intent of formal education was to inculcate obedience to a social order that did not deserve my loyalty. Defiance seemed the only dignified response to the adult world.
The appeal to the intellectually insecure is also more important than it might seem. Because economics touches so much of life, everyone wants to have an opinion. Yet the kind of economics covered in the textbooks is a technical subject that many people find hard to follow. How reassuring, then, to be told that it is all irrelevant -- that all you really need to know are a few simple ideas! Quite a few supply-siders have created for themselves a wonderful alternative intellectual history in which John Maynard Keynes was a fraud, Paul Samuelson and even Milton Friedman are fools, and the true line of deep economic thought runs from Adam Smith through obscure turn-of-the-century Austrians straight to them.
It's a shame for a woman's history to be all about men-first boys, then other boys, then men, men, men. It reminds me of the way our school history textbooks were all about wars and elections, one war after another, with the dull periods of peace skimmed over when they happened.
We assume that anything that is new to us is new to human society as a whole, and that if we don’t see it reflected in history textbooks and in recent memory then it cannot have existed for long.
Through The Mecca I saw that we were, in our own segregated body politic, cosmopolitans. The black diaspora was not just our own world but, in so many ways, the Western world itself. Now, the heirs of those Virginia planters could never directly acknowledge this legacy or reckon with its power. And so that beauty that Malcolm pledged us to protect, black beauty, was never celebrated in movies, in television, or in the textbooks I’d seen as a child. Everyone of any import, from Jesus to George Washington, was white. This was why your grandparents banned Tarzan and the Lone Ranger and toys with white faces from the house. They were rebelling against the history books that spoke of black people only as sentimental “firsts”—first black five-star general, first black congressman, first black mayor—always presented in the bemused manner of a category of Trivial Pursuit. Serious history was the West, and the West was white. This was all distilled for me in a quote I once read from the novelist Saul Bellow. I can’t remember where I read it, or when—only that I was already at Howard. “Who is the Tolstoy of the Zulus?” Bellow quipped. Tolstoy was “white,” and so Tolstoy “mattered,” like everything else that was white “mattered.” And this view of things was connected to the fear that passed through the generations, to the sense of dispossession. We were black, beyond the visible spectrum, beyond civilization. Our history was inferior because we were inferior, which is to say our bodies were inferior. And our inferior bodies could not possibly be accorded the same respect as those that built the West. Would it not be better, then, if our bodies were civilized, improved, and put to some legitimate Christian use?
Limitation of scope, however, could represent a profound advantage from an ecological point of view. The sun, the wind and the earth are experiential realities to which men have responded sensuously and reverently from time immemorial. Out of these primal elements man developed his sense of dependence on—and respect for—the natural environment, a dependence that kept his destructive activities in check. The Industrial Revolution and the urbanized world that followed obscured nature's role in human experience—hiding the sun with a pall of smoke, blocking the winds with massive buildings, desecrating the earth with sprawling cities. Man's dependence on the natural world became invisible; it became theoretical and intellectual in character, the subject matter of textbooks, monographs and lectures. True, this theoretical dependence supplied us with insights (partial ones at best) into the natural world, but its onesidedness robbed us of all sensuous dependence on and all visible contact and unity with nature. In losing these, we lost a part of ourselves as feeling beings. We became alienated from nature. Our technology and environment became totally inanimate, totally synthetic—a purely inorganic physical milieu that promoted the deanimization of man and his thought.
Organizing the books was a fun afternoon. We decided to put the thick hardback books, mostly intro. to philosophy textbooks and Norton literature anthologies, on the top shelves where they looked good but stayed out of reach since there's no reason for opening them ever again. Then we went by genre: mysteries, cozies, modernists, mountains, sci-fi, beloved childhood volumes, books we bought abroad, books required in school we couldn't sell back, books bought for us we'll read soon, books bought for us we have no intention of reading, books we want to read but are too long for a commitment with our current schedules...We're not really done with this organization, and I doubt we ever will be, but that's one great part about it.
It is not uncommon for textbooks on language to have sections on the relationship 'between' language and society, as if these were two independent entities which just happen to come into contact occasionally. My view is that there is not an external relationship 'between' language and society, but an internal and dialectical relationship.
The main vehicle for nineteenth-century socialization was the leading textbook used in elementary school. They were so widely used that sections in them became part of the national language. Theodore Roosevelt, scion of an elite New York family, schooled by private tutors, had been raised on the same textbooks as the children of Ohio farmers, Chicago tradesman, and New England fishermen. If you want to know what constituted being a good American from the mid-nineteenth century to World War I, spend a few hours browsing through the sections in the McGuffey Readers.
The finding that rereading textbooks is often labor in vain ought to send a chill up the spines of educators and learners, because it’s the number one study strategy of most people—including more than 80 percent of college students in some surveys—and is central in what we tell ourselves to do during the hours we dedicate to learning. Rereading has three strikes against it. It is time consuming. It doesn’t result in durable memory. And it often involves a kind of unwitting self-deception, as growing familiarity with the text comes to feel like mastery of the content.
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