A Quote by John Updike
Students present themselves...like a succession of CDs whose shimmering surface gives no clue to their contents without the equipment to play them.
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Although I have no objection to accepting the existence of relatively constant psychic contents that survive personal ego, it must always be born in mind that we have no way of knowing what these contents are actually like "as such." All we can observe is their effect on other living people, whose spiritual level and whose personal unconscious crucially influence the way these contents actually manifest themselves.
In general people experience their present naively, as it were, without being able to form an estimate of its contents; they have first to put themselves at a distance from it - the present, that is to say, must have become the past - before it can yield points of vantage from which to judge the future.
Nothing worthy can be built on a neglect of higher meanings and on a relativistic view of concepts and culture as a whole. Indeed, something greater than a phenomenon confined to art can be discerned shimmering here beneath the surface - shimmering not with light but with an ominous crimson glow.
In the spiritual world there are no time divisions such as the past, present and future; for they have contracted themselves into a single moment of the present where life quivers in its true sense. The past and the future are both rolled up in this present moment of illumination, and this present moment is not something standing still with all its contents, for it ceaselessly moves on.
Do not be afraid of the past. If people tell you that it is irrevocable, do not believe them. The past, the present and the future are but one moment in the sight of God, in whose sight we should try to live. Time and space, succession and extension, are merely accidental conditions of thought. The imagination can transcend them.
The present is an infinitesimal between two infinites. 'Tis a line (a thing without breadth or thickness) moving across the surface of Eternity. The present is no more, by the time you have said, 'This is present.'
Near the centre of that State of New York lies an extensive district of country, whose surface is a succession of hills and dales, or, to speak with greater deference to geographical definitions, of mountains and valleys.
I almost stopped teaching entirely. The worst thing for me is contact with students. I like universities without students. And I especially hate American students. They think you owe them something. They come to you ... Office hours!
The ocean, whose tides respond, like women's menses, to the pull of the moon, the ocean which corresponds to the amniotic fluid in which human life begins, the ocean on whose surface vessels (personified as female) can ride but in whose depth sailors meet their death and monsters conceal themselves... it is unstable and threatening as the earth is not; it spawns new life daily, yet swallows up lives; it is changeable like the moon, unregulated, yet indestructible and eternal.
But we made our own fun, mostly. I recall a time, many years later, when American children seemed unable to amuse themselves without a fortune in electrical and electronic equipment. We had no fancy equipment and did not miss it.
People are under the illusion that it's easy...Technically, it is complex. You have a million options with equipment to distract you. I tell my students to simplify their equipment.
The teachers were focused on helping these students. The students benefited from hands-on teaching and a faculty who cared about them and their success in life and soon the students began to believe in themselves and the reality that they could make something of their lives.
The significance of the vast Islamic scientific tradition for Muslims and especially for young Muslims today is not only that it gives them a sense of pride in their own civilization because of the prestige that science fhas in the present day world. It is furthermore a testament to the way Islam was able to cultivate various sciences extensively without becoming alienated from the Islamic world view and without creating a science whose application would destroy the world of nature and the harmony that must exist between man and the natural environment.
There are students whose religious upbringing is going to make them feel uncomfortable in a class where certain kinds of secular ideas are presented. There are students whose ideas about history or sexuality are going to be similarly challenged to question, to affirm or to change those ideas. That doesn't mean they shouldn't be exposed to them; that's why they're at school. That's why they come to university: to be taught how to think well and critically about material that they're being presented with. But it's the teacher who is certified to teach them how to do that.
I like to have a peek, see what the audience is doing during the opening act, because it gives you a clue and gives you a good feeling of where you are - the air can be different in different places.
You see a child play, and it is so close to seeing an artist paint, for in play a child says things without uttering a word. You can see how he solves his problems. You can also see what's wrong. Young children, especially, have enormous creativity, and whatever's in them rises to the surface in free play.
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