A Quote by Edward Zigler
I teach child development and social policy as an undergraduate course, and I tell my students, "Look, on any of these issues, if you don't want to work on it for thirty years, don't start."
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These were always obsessions of mine, even as a very young child. These were things that interested me as the years went on. My friends were more preoccupied with social issues - issues such as abortion, racial discrimination, and Communism - and those issues just never caught my interest. Of course they mattered to me as a citizen to some degree...but they never really caught my attention artistically.
If the students don't want to learn about evolution, they shouldn't be in the course. A biology course that teaches creationism is not a science course, it's a religion course. So the students demanding that creationism be given credence in that course are out of line and are denying the academic freedom of the professor. They are calling into question the scientific basis of the material that's being presented. And students are not in a position to do that.
I spend quite a bit of time thinking about my students. I look at them, at their work, I listen to what they tell me, and try to figure out who they might become in the best of all possible worlds. This is not easy. Students try to give you clues; sometimes they look at you as if imploring you to understand something about them that they don't yet have the means to articulate. How can one succeed at this? And how can one do it 20 times over for all the students in a class? It's impossible, of course. I know this, but I try anyway. It's tiring.
I can give substantive advice to the administration, the president's campaign, or any campaign that would ask for it. And, of course, when I speak I can talk about my views on policy and I have been supportive of the president's policy on leading foreign-policy issues.
The environmental issues we face today are complex and span many knowledge domains. This undergraduate degree programme in Environmental Studies will nurture a pool of graduates who are able to think deeply and broadly about these issues, and help develop novel solutions for Singapore, Asia and beyond. I am delighted at this programme for another reason - it is the first undergraduate course that draws on expertise from eight Faculties in NUS, making full use of the comprehensive strengths of our University.
Watch out Mr. Bush! With the exception of economic policy and energy policy and social issues and tax policy and foreign policy and supreme court appointments and Rove-style politics, we're coming in there to shake things up!
At the undergraduate level, SNU has a unique 'Opportunities for Undergraduate Research' programme. Students are encouraged to undertake research programmes at the undergraduate level and get trained in the interdisciplinary research.
The top priority is leaving no child behind. We want accountability in the system, and we want schools to recognize they have a responsibility to teach students.
White House and State Department foreign-policy experts are overwhelmingly directed towards military and diplomatic issues, not development issues.
Thirty, 40 years ago, more than that now, even, the cook was certainly at the bottom of the social scale. And any mother would've wanted their child to marry a doctor, a lawyer, an architect, not a cook. Now, we are genius, it's different.
The early adolescence years are crucial for a child's cognitive, emotional and social development.
Where I teach students in drama school, there's a course called Dramatics. In this course, all students must put on a play. However, acting majors are not supposed to act. They can write the play, for example, and the writers may work on stage art. Likewise, stage art majors may become actors, and in this way you put on a show.
Teaching is really very, very important. I always tell my students that you should find an opportunity to teach. When you teach others, you teach yourself.
The development of the child during the first three years after birth is unequaled in intensity and importance by any period that precedes or follows in the whole life of the child.
We try to avoid the single-building syndrome. You have to look at the big picture. If you try to put social and cultural development ahead of economic development, it doesn’t work. You have to do it all together.
When we teach a child to sing or play the flute, we teach her how to listen. When we teach her to draw, we teach her to see. When we teach a child to dance, we teach him about his body and about space, and when he acts on a stage, he learns about character and motivation. When we teach a child design, we reveal the geometry of the world. When we teach children about the folk and traditional arts and the great masterpieces of the world, we teach them to celebrate their roots and find their own place in history.
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