A Quote by Eula Biss
My own thinking is often clarified and extended by talking with students.
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By giving our students practice in talking with others, we give them frames for thinking on their own.
It's often difficult to get perspective on your own stories, on your own experiences, without talking them through with someone who is genuinely interested in thinking about them. And that's the key.
I think younger artists are often "students" of the rock press. They have their favorite rock star interviews and know how they're supposed to act. But I find that time helps a lot. If you have enough time you can sort of break that down just by being a normal person. And then they realize the interview isn't just a performance, and they can actually speak to you. I often try to get people into a space where they're not over-thinking what they're talking about and instead they're speaking emotionally, from within their experience.
When I watch students make particular decisions about language, structure, and form, it sharpens my own thinking and my own development as a writer.
In outstanding classrooms, teachers do more listening than talking, and students do more talking than listening. Terrific teachers often have teeth marks on their tongues.
The academic bias against subjectivity not only forces our students to write poorly ("It is believed...," instead of, "I believe..."), it deforms their thinking about themselves and their world. In a single stroke, we delude our students into believing that bad prose turns opinions into facts and we alienate them from their own inner lives.
On the one hand I have a clear and distinct idea of myself, in so far as I am a thinking, non-extended thing; and on the other hand I have a distinct idea of body, in so far a this is simply an extended, non-thinking thing. And, accordingly, it is certain that I am really distinct from my body, and exist without it.
The story itself, the true story, is the one that the audience members create in their minds, guided and shaped by my text, but then transformed, elucidated, expanded, edited, and clarified by their own experience, their own desires, their own hopes and fears.
If you’re thinking about coming to Tom Savini’s Special Make-Up Effects Program just STOP. Stop THINKING about it and just DO it. Aren’t we talking about making your dreams come true? Our students’ attitude is ‘This is school?’… because they are having so much fun every day doing what they love… and… they get a degree!
Students are often the last to know about change that is occurring in their own school system.
Nontraditional students often have the misconception that aid is intended only for high school students entering college. Luckily, that's not the case.
I think it was when I ran into Kerouac and Burroughs - when I was 17 - that I realized I was talking through an empty skull... I wasn't thinking my own thoughts or saying my own thoughts.
Hindsight is not necessarily the best guide to understanding what really happened. The past is often as distorted by hindsight as it is clarified by it.
I have find that today's students are often more tolerant of human variance than students in earlier generations might have been. On the other hand, some of our students need much more interaction with a wide variety of peers so they level of understanding deepens and so they are prepared to live in a world that is only going to get smaller.
What we want in students is creativity and a willingness to fail. I always say to students, 'If you've never at some point stayed up all night talking to your new boyfriend about the meaning of life instead of preparing for the test, then you're not really an intellectual.'
In private conversation between intimate friends, the wisest men very often talk like the weakest : for indeed the talking with a friend is nothing else but thinking aloud.
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