A Quote by Eric Hoffer
Universities are an example of organizations dominated wholly by intellectuals; yet, outside pure science, they have not been an optimal milieu for the unfolding of creative talents. In neither art, music, literature, technology and social theory, nor planning have the Universities figured as originators or as seedbeds of new talents and energies.
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It is the child in man that is the source of his uniqueness and creativeness, and the playground is the optimal milieu for the unfolding of his capacities and talents.
As I visualize it, the business of the future will be a scientific, social and economic unit. It will be vigorously creative in pure science where its contributions will compare with those of the universities...
Patronizing the Arts is a brilliantly nuanced assessment of why universities must become art patrons. Learning from the twentieth-century university's embrace of Big Science, Garber argues that twenty-first-century universities must rigorously devote their attention to Big Art. Provocative, witty, and layered, Patronizing the Arts cogently demonstrates the advantages for both art and the university in this new and radical alliance.
It’s not rocket science. It’s social science – the science of understanding people’s needs and their unique relationship with art, literature, history, music, work, philosophy, community, technology and psychology. The act of design is structuring and creating that balance.
Our Lord needs from us neither great deeds nor profound thoughts. Neither intelligence nor talents. He cherishes simplicity.
Communism produces neither dignity nor prosperity. It takes all power away from the people and places it in the hands of a self-appointed elite. And because it distorts and manipulates the distinctive talents of individuals rather than letting those talents flourish, it prevents progress and prosperity.
Part of China's strategic planning is to make their universities among the top level of the world, and I think they understand you can't do that without the adoption of some of the principles of the great universities in the West; one of those is the ability to have free expression and discussion in the classroom.
Government is itself an art, one of the subtlest of the arts. It is neither business, nor technology, nor applied science. It is the art of making men live together in peace and with reasonable happiness.
I have never understood why they tried to start the revolution by taking over the universities. It should have been self-evident that the net result of success would be to close the universities but leave the nation unaffected--at least, for quite a long time. Nor do I find it easy to believe that the rebels, as intelligent as most of them were, seriously expected that they could keep the universities alive as corporate bodies, once they had control of them, if they made the fundamental alterations in organization and role that they proposed to.
The world needs real-world universities, 'doer' universities. We're going to set up one model of it in Ladakh. And if it is successful, we hope it'll have a ripple effect from New Delhi to New York.
Never underestimate your talents, and try not to compare or wish for the talents of others. Focus on and accept the talents you have, and you will find great fulfillment in life.
The goal of coaching is not in fixing what is broken, but in discovering new talents and new ways to use old talents that lead to far greater effectiveness.
The aims of pure basic science, unlike those of applied science, are neither fast-flowing nor pragmatic. The quick harvest of applied science is the useable process, the medicine, the machine. The shy fruit of pure science is understanding.
There are a lot of universities that are as dangerous with the indoctrination of the children as terrorists are in Iran or North Korea. We have been setting up reeducation camps. We call them universities.
The autonomous individual, striving to realize himself and prove his worth, has created all that is great in literature, art, music, science and technology. The autonomous individual, also, when he can neither realize himself nor justify his existence by his own efforts, is a breeding call of frustration, and the seed of the convulsions which shake our world to its foundations.
I have taught history on the high school and college levels, and am or have been a lecturer at the Smithsonian, The National Institutes of Health, and numerous colleges and universities, mostly on science fiction and technology subjects.
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