A Quote by George Nethercutt
Students who are interested in learning about the environment should not be dissuaded from doing so, but only if they have proved their proficiency in other basic courses, such as U.S. history. Until then, we need to focus on producing well-educated citizens steeped in their country's history and mindful of their civic responsibilities.
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Of course, all students should learn African history, as they should learn the history of other continents and major civilizations. But this history should be taught accurately and based on the best scholarship, not ideology or politics.
If you accept learning as a dominant determination of your behavior, then all of a sudden you're open to the idea that, for instance, there are other people who are more educated than you about the environment, who you will learn from. It's kind of like you don't even have to believe that you know anything about the environment, but you do have to understand that your behavior has been determined by learning in the past.
Universities should be about more than developing work skills. They must also be about producing civic-minded and critically engaged citizens - citizens who can engage in debate, dialogue and bear witness to a different and critical sense of remembering, agency, ethics and collective resistance.
I think it's also the case that I'm not as widely travelled, or as well-educated in history, as most of the other novelists I meet: so I have to write about my own country, at the present time, because it's more or less all I know about!
Courses in prosody, rhetoric and comparative philology would be required of all students, and every student would have to select three courses out of courses in mathematics, natural history, geology, meteorology, archaeology, mythology, liturgics, cooking.
We should emphasize not Negro History, but the Negro in history. What we need is not a history of selected races or nations, but the history of the world, void of national bias, race, hate, and religious prejudice. There should be no indulgence in undue eulogy of the Negro. The case of the Negro is well taken care of when it is shown how he has far influenced the development of civilization.
We should remain students for lifetime. You should be ready and yearn to learn from every moment of life. The basic elements of life need to be associated with learning. The learning process should be a part of your DNA.
What is wrong with encouraging students to put "how well they're doing" ahead of "what they're doing." An impressive and growing body of research suggests that this emphasis (1) undermines students' interest in learning, (2) makes failure seem overwhelming, (3) leads students to avoid challenging themselves, (4) reduces the quality of learning, and (5) invites students to think about how smart they are instead of how hard they tried.
When I went to high school - that's about as far as I got - reading my U.S. history textbook, well, I got the history of the ruling class. I got the history of the generals and the industrialists and the presidents that didn't get caught. How 'bout you? I got all of the history of the people who owned the wealth of the country, but none of the history of the people that created it.
Learning should be engaging. Testing should not be the be all and end all. All students should have a broad curriculum that includes the arts and enrichment. Students should have opportunities to work in teams and engage in project-based learning. And student and family well-being should be front and center.
Besides numerous science courses, I had the opportunity to study philosophy, the history of architecture, economics, and Russian history in courses taught by extraordinarily knowledgeable professors.
Well, I'm a history buff, anyway. I love learning about different periods, especially in American history. I'm a fan.
I took my teaching responsibilities very seriously... I taught some great courses: Legal history to feminist theory, courses in American mass culture... I love teaching - I mean really love it.
If my history, my indisputable British history, has never been visited, where does that put me? If we are only going to look at things that need a revisit, you are wiping me out of this country's history. That is unacceptable to me.
All other forms of history - economic history, social history, psychological history, above all sociology - seem to me history with the history left out.
The way I work: I pick a country. I learn the political history - I mean I really learn it; I read until it sinks in. Once I read the political history, I can project and find the clandestine history. And then I people it with the characters.
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