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It's as if Brian de Palma were saying, "What is getting older if it isn't learning more ways that you're vulnerable?"
--
Review of Casualties of War, p.176

 

Pauline Kael

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The average person is in the habit of saying, "The older I get" and he thereby calls the attention of his mind to the idea that he is getting older. In brief, he compels his mind to believe that he is getting older and older, and thereby directs the mind to produce more and more age. The true expression in this connection is, "The longer I live." This expression calls the mind's attention to the length of life, which will, in turn, tend to increase the power of that process in you that can prolong life. When people reach the age of sixty or seventy, they usually speak of "the rest of my days," thus implying the idea that there are only a few more days remaining. The mind is thereby directed to finish life in a short period of time, and accordingly, all the forces of the mind will proceed to work for the speedy termination of personal existence. The correct expression is "from now on," as, that leads thought into the future indefinitely without impressing the mind with any end whatever.

 

Christian D. Larson

 

O man, no matter what you have studied or how much you have studied, do not follow the ways of your mind with conceit in your learning. Ask a man of wisdom who is on the path and follow his directions. If you do not meet a man of wisdom, lay your heart open and ask even a tree or a wall. The power of God within your heart called conscience will caution you and guide you. It will say, "Go," or "Don't go," "Right," or "Wrong." If your heart is open, your conscience will provide useful fruit which will benefit your journey through life.

 

Bawa Muhaiyaddeen

 

If every college teacher taught his courses in the manner we have suggested, there would be no needs for a methods course. Every course would be a course in methods of learning and, therefore, in methods of teaching. For example, a "literature" course would be a course in the process of learning how to read. A history course would be a course in the process of learning how to do history. And so on. But this is the most farfetched possibility of all since college teachers, generally speaking, are more fixated on the Trivia game, than any group of teachers in the educational hierarchy. Thus we are left with the hope that, if methods courses could be redesigned to be model learning environments, the educational revolution might begin. In other words, it will begin as soon as there are enough young teachers who sufficiently despise the crippling environments they are employed to supervise to want to subvert them. The revolution will begin to be visible when such teachers take the following steps (many students who have been through the course we have described do not regard these as "impractical"): 1. Eliminate all conventional "tests" and "testing." 2. Eliminate all "courses." 3. Eliminate all "requirements." 4. Eliminate all full time administrators and administrations. 5. Eliminate all restrictions that confine learners to sitting still in boxes inside of boxes. ...the conditions we want to eliminate... happen to be the sources of the most common obstacles to learning. We have largely trapped ourselves in our schools into expending almost all of our energies and resources in the direction of preserving patterns and procedures that make no sense even in their own terms. They simply do not produce the results that are claimed as their justification in the first place — quite the contrary. If it is practical to persist in subsidizing at an ever-increasing social cost a system which condemns our youth to ten or 12 or 16 years of servitude in a totalitarian environment ostensibly for the purpose of training them to be fully functioning, self-renewing citizens of democracy, then we are vulnerable to whatever criticisms that can be leveled.

 

Neil Postman

 

In one week I'll be thirty. Three-zero. Older than my Dad was when I was born. Older than Napoleon was when he ... did something that was probably extremely impressive at the time – I'm not a historian. I'm a composer. Sorry, a "promising young composer." I should have kids of my own by now, a career, but instead I've been "promising" for so long I'm afraid I'm starting to break the f**king promise.

 

Jonathan Larson

 

When I look down the vista of the years, with all the "improvements," "inventions" and "progress" that they hold, I am infinitely thankful that I am no younger. I could wish to be older, much older. Every man wants to live out his life's span. But I hardly think life in this age is worth the effort of living. I'd like to round out my youth; and perhaps the natural vitality and animal exuberance of youth will carry me to middle age. But good God, to think of living the full three score years and ten!

 

Robert E. Howard