A Quote by Larry Rosenberg
I often suggest that my students ask themselves the simple question: Do I know how to live? Do I know how to eat? How much to sleep? How to take care of my body? How to relate to other people? ... Life is the real teacher, and the curriculum is all set up. The question is: are there any students?
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The only way to know everything is to learn how to think, how to ask questions, how to navigate the world. Students must learn how to teach themselves to use new tools, how to talk to unfamiliar people, and basically how to be brave.
Do not ask the stones or the trees how to live, they can not tell you ; they do not have tongues; do not ask the wise man how to live for, if he knows , he will know he cannot tell you; if you would learn how to live , do not ask the question; its answer is not in the question but in the answer, which is not in words; do not ask how to live, but, instead, proceed to do so.
At the close of life the question will be not how much have you got, but how much have you given; not how much have you won, but how much have you done; not how much have you saved, but how much have you sacrificed; how much have you loved and served, not how much were you honored.
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.
Other than hitting the ball...there's nothing else I have ever done or know how to do. How to live on the outside, how to earn a living, how to take of my family, I'm a stupid idiot who doesn't know how to do any of that. Therefore...Please let me play baseball.
I realize I have a lot of amazing opportunities, but I don't know how you can play a human being going through real human experiences without being able to walk down the street. If you can't live a real life, how do you play a real person? It always confuses me when actors work back-to-back-to-back with no break. If you live your life on a film set, how the hell can you relate to real people? You don't know what its like to not have people fussing over you all day, and that's not life - that's silly movies. I will always want to take breaks and I wouldn't be OK with losing that.
The faster you go, the more students you leave behind. It doesn't matter how much or how fast you teach. The true measure is how much students have learned.
Addiction is more malleable than you know. When people come to me for therapy, they often ask me whether their behavior constitutes a real addiction (or whether they are really alcoholic, etc.). My answer is that this is not the important question. The important questions are how many problems is the involvement causing you, how much do you want to change it, and how can we go about change?
The most important question of the 21st century is not what or how much, it is 'How?' How do you propose to turn your good ideas into positive changes in other people's lives? You must be the 'how generation.'
I don't care how much you know, how many books you read, how you much you study and, you know, how educated you are, you're still going to struggle. Life is challenging.
How can we expect students to succeed when they're worried about where they'll sleep, what they'll eat, and how they'll connect to the classroom?
I am always struck by how difficult it is for people to see how much cruelty they are bringing not only upon animals but upon themselves and their loved ones and other people, how much we are screwing up the planet, how much we are hurting our own health, how hard it is to change all that, how eager people are to make a buck at everybody else's expense - all those things are discouraging.
As educators, we are only as effective as what we know. If we have no working knowledge of what students studied in previous years, how can we build on their learning? If we have no insight into the curriculum in later grades, how can we prepare learners for future classes?
When I get asked the question, "Do I want to loan you money?" I want to know, how much do you earn? How much do you owe? What is your net worth? When people talk about countries for some reason they only ask how much did you earn and what's your debt?
I want people to think about movies and how we watch them. Let them know it's okay to question the structure or how we're sometimes duped into a false sense of normalcy. Most of all, I want people to question the old standard practices of, 'This is how the structure of something should work,' or, 'This is how a character must behave.'
I was always interested in the larger picture, I was pre-law in college, and had a degree in economics. I was very interested in the big question 'how then shall we live?,' how do we organize as a civilization when we are so different, and often don't get along, yet we know at some point we have to unite for the common good? I actually really care about those issues, and I'm driven to understand how it works.
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