A Quote by Lev S. Vygotsky
By giving our students practice in talking with others, we give them frames for thinking on their own.
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Students will read if we give them the books, the time, and the enthusiastic encouragement to do so. If we make them wait for the one unit a year in which they are allowed to choose their own books and become readers, they may never read at all. To keep our students reading, we have to let them.
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.
My own thinking is often clarified and extended by talking with students.
If I can't practice, I can't practice. It is as simple as that. I ain't about that at all. It's easy to sum it up if you're just talking about practice. We're sitting here, and I'm supposed to be the franchise player, and we're talking about practice. I mean listen, we're sitting here talking about practice, not a game, not a game, not a game, but we're talking about practice. Not the game that I go out there and die for and play every game like it's my last, but we're talking about practice man. How silly is that?
Give, give, give - what is the point of having experience, knowledge or talent if I don't give it away? Of having stories if I don't tell them to others? Of having wealth if I don't share it? I don't intend to be cremated with any of it! It is in giving that I connect with others, with the world and with the divine.
Fair play with others is primarily the practice of not blaming them for anything that is wrong with us. We tend to rub our guilty conscience against others the way we wipe dirty fingers on a rag. This is as evil a misuse of others as the practice of exploitation.
Prayer provides an opportunity to remind oneself of how one should be living, our responsibilities to others, our own failings, and our relative good fortune, should we have it. This is, I think, a pretty worthwhile practice and it is not something you can only do if you believe you are talking to an unseen creator.
We're sitting in here, and I'm supposed to be the franchise player, and we in here talking about practice. I mean, listen, we're talking about practice, not a game, not a game, not a game, we talking about practice. Not a game. Not, not... Not the game that I go out there and die for and play every game like it's my last. Not the game, but we're talking about practice, man. I mean, how silly is that?.. And we talking about practice. I know I supposed to be there. I know I'm supposed to lead by example... I know that... And I'm not... I'm not shoving it aside, you know, like it don't mean anything. I know it's important, I do. I honestly do... But we're talking about practice man. What are we talking about? Practice? We're talking about practice, man.
Thinking about the sins of others give us a feeling of moral superiority. But thinking about our own sins is a humbling experience, which is generally much less fun.
'Giving 2.0' frames giving as a learning experience and encourages everyone to make giving a part of your year-round life.
Do not give to the poor expecting to get their gratitude so that you can feel good about yourself. If you do, your giving will be thin and short-lived, and that is not what the poor need; it will only improvish them further. Give only if you have something you must give; give only if you are someone for whom giving is its own reward.
It is hard living down the tempers we are born with. We all begin well, for in our youth there is nothing we are more intolerant of than our own sins writ large in others and we fight them fiercely in ourselves; but we grow old and we see that these our sins are of all sins the really harmless ones to own, nay that they give a charm to any character, and so our struggle with them dies away.
We have lots of students graduating from our high schools, and you import the labor, then we're not giving that opportunity to our own folks.
We are just interested in dealing with the people we're paying every day. We know federal law allows them to vote in a union at anytime, but we think we can resist that by talking to our own people and giving them enough upside.
In giving rights to others which belong to them, we give rights to ourselves and to our country
I spend quite a bit of time thinking about my students. I look at them, at their work, I listen to what they tell me, and try to figure out who they might become in the best of all possible worlds. This is not easy. Students try to give you clues; sometimes they look at you as if imploring you to understand something about them that they don't yet have the means to articulate. How can one succeed at this? And how can one do it 20 times over for all the students in a class? It's impossible, of course. I know this, but I try anyway. It's tiring.
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