A Quote by Heather Mac Donald
This ideal of the Socratic academy is so reasonable that it may seem foolish to quibble with it. Of course, students should engage with ideas that they disagree with rather than silencing anything that challenges their worldview.
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Solidarity is learned through 'contact' rather than 'concepts.' Students in the course of their formation, must let the gritty reality of this world into their lives, so they can learn to feel it, think about it critically, respond to its suffering and engage it constructively. They should learn to perceive, think, judge, choose and act for the rights of others, especially the disadvantaged and the oppressed.
We must defend democracy using its own mechanisms, through explaining and exemplifying its merits rather than through the heavy-handed and arbitrary silencing of its critics. This is how we will build a sustainable alternative to the contorted worldview of extremists.
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.
It is important to engage students by focussing at what they wanted to do, rather than forcing them to do something.
Every man has at times in his mind the Ideal of what he should be, but is not. This ideal may be high and complete, or it may be quite low and insufficient; yet in all men, that really seek to improve, it is better than the actual character... Man never falls so low, that he can see nothing higher than himself.
Two sides to a story exist when evidence exists on both sides of a position. Then, reasonable people may disagree about how to weigh that evidence and what conclusion to form from it. Everyone, of course, is entitled to their own opinion.
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.
You may succeed in silencing me, but that silence comes at a price, you may succeed in silencing one man, but the howl of protest from around the world will reverberate, Mr. Putin, in your ears for the rest of your life.
It may seem to your conceited to suppose that you can do anything important toward improving the lot of mankind. But this is a fallacy. You must believe that you can help bring about a better world. A good society is produced only by good individuals, just as truly as a majority in a presidential election is produced by the votes of single electors. Everybody can do something toward creating in his own environment kindly feelings rather than anger, reasonableness rather than hysteria, happiness rather than misery.
Young minds - young brains - need stories and ideas like the ones in those [censored and banned] books in order to grow. They need ideas that you disagree with. They need ideas that I disagree with. Or they'll never be able to figure out what ideas they believe in.
The ideal may seem remote of execution, but the democratic ideal of education is a farcical yet tragic delusion except as the ideal more and more dominates our public system of education.
I am no Rushdie. The only people who think of silencing me are my students, on days when my lectures are more opaque than usual.
In the ideal world, philanthropy should be redundant or at least it should be at the edges, as innovation or risk capital. But it's far from an ideal world; the wealthy are cornering more and more opportunities and resources from this planet. So, the big challenge for philanthropy is... can it engage with the distribution of wealth itself?
Reasonable people can disagree about the authorities the NSA should have, when it's appropriate for the CIA to use drone strikes, and how assertive U.S. foreign policy and intelligence should be.
It would be better for me ... that multitudes of men should disagree with me rather than that I, being one, should be out of harmony with myself.
I think feminist pedagogy should not simply expose students to a particularized academic scholarship but that it should also envision the possibility of activism and struggle outside the academy.
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