With any child entering adolescence, one hunts for signs of health, is desperate for the smallest indication that the child's problems will never be important enough for a television movie.
--
Delia Ephron, Funny Sauce (1986)Nora Ephron
During the last hundred years parents and teachers have ceased to take childhood and adolescence for granted. They have attempted to fit education to the needs of the child, rather than to press the child into an inflexible educational mould. To this new task they have been spurred by two forces, the growth of the science of psychology, and the difficulties and maladjustments of youth.
Margaret Mead
I could go on and on, filling page after page with dense examples of disasters and crises where Mother Teresa had had no involvement whatsoever. For me, a Calcuttan, born and bred, it does not come as surprise, as I know her order has no infrastructure - indeed it had never been her intention to create an infrastructure for such work, as she had frequently said, 'I'm not a social worker.' But what I find somewhat disturbing is that she remained inactive when children were hurt or killed, or were at the risk of being orphaned ... this did not sit comfortably with her 'Child First' philosophy. But then, for her the unborn child was far more important than the actual child. Having gone through hundreds of her speeches I have wondered, when compared to the unborn child if the actual child mattered to her at all.
Agnes Gonxha (Mother Teresa) Bojaxhi
I could go on and on, filling page after page with dense examples of disasters and crises where Mother Teresa had had no involvement whatsoever. For me, a Calcuttan, born and bred, it does not come as surprise, as I know her order has no infrastructure - indeed it had never been her intention to create an infrastructure for such work, as she had frequently said, 'I'm not a social worker.' But what I find somewhat disturbing is that she remained inactive when children were hurt or killed, or were at the risk of being orphaned ... this did not sit comfortably with her 'Child First' philosophy. But then, for her the unborn child was far more important than the actual child. Having gone through hundreds of her speeches I have wondered, when compared to the unborn child if the actual child mattered to her at all.
Mother Teresa (Agnes Gonxha Bojaxhi)
From childhood we are trained to have problems. When we are sent to school, we have to learn how to write, how to read, and all the rest of it. How to write becomes a problem to the child. Please follow this carefully. Mathematics becomes a problem, history becomes a problem, as does chemistry. So the child is educated, from childhood, to live with problems — the problem of God, problem of a dozen things. So our brains are conditioned, trained, educated to live with problems. From childhood we have done this. What happens when a brain is educated in problems? It can never solve problems; it can only create more problems. When a brain that is trained to have problems, and to live with problems, solves one problem, in the very solution of that problem, it creates more problems. From childhood we are trained, educated to live with problems and, therefore, being centred in problems, we can never solve any problem completely. It is only the free brain that is not conditioned to problems that can solve problems. It is one of our constant burdens to have problems all the time. Therefore our brains are never quiet, free to observe, to look. So we are asking: Is it possible not to have a single problem but to face problems? But to understand those problems, and to totally resolve them, the brain must be free.
Jiddu Krishnamurti
Ephron, Nora
Epictetus
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z