I would rather be a person who struggled there than someone who had a great, easy time and then got out in the world and was like, "Wait a minute, I didn't get voted class president? What's going on?" You know, "popular" doesn't necessarily correlate to anything. "Popular" still has to get up at 7:00 in the morning and go to work and do something worthy too. There's no edge, really, that you get from being whatever was popular in school.

I've been fascinated with gargoyles since I was a kid. I took a high school trip to Europe, the 8 countries in 5 weeks kind of trip. Even then I collected postcards of gargoyles. Then I sort of forgot about it. You flash-forward a few years and I'm at Disney, we're looking for an idea to base a show on. I was running series development at the time at Disney TV Animation. And we came up with the Gargoyles comedy series. Which didn't sell!

I don't really know. I think the first test is when you're very little and you fart, and you laugh at it and so do your friends and family. I knew before I was funny I was very annoying so I have that covered. I think it was because I was not very good in school I used humor as a defense mechanism. When I started doing plays and stuff at school I decided that I was going to keep doing it until someone tells me to stop and get a real job.

It has been the error of the schools to teach astronomy, and all the other sciences, and subjects of natural philosophy, as accomplishments only; whereas they should be taught theologically, or with reference to the Being who is the author of them: for all the principles of science are of divine origin. Man cannot make, or invent, or contrive principles: he can only discover them; and he ought to look through the discovery to the Author.

In some century to come, when the school children will whistle popular tunes in quarter-tones--when the diatonic scale will be as obsolete as the pentatonic is now--perhaps then these borderland experiences may be both easily expressed and readily recognized. But maybe music was not intended to satisfy the curious definiteness of man. Maybe it is better to hope that music may always be transcendental language in the most extravagant sense

In many ways, the effort to study philosophy was my rebellion away from medicine. I'm the son of two Indian immigrant physicians, so the natural path for me would have been to become a doctor. I ended up doing the master's degree at Oxford in politics, philosophy, and economics while already having a seat in medical school. I was keeping that as my escape hatch. But my hope was that I might become a philosopher or something else entirely.

When I was 18 years old, I went on the road with my dad after I graduated from high school. And we were riding on the tour bus one day, kind of rolling through the South, and he mentioned a song. We started talking about songs, and he mentioned one, and I said I don't know that one. And he mentioned another. I said I don't know that one either, Dad, and he became very alarmed that I didn't know what he considered my own musical genealogy.

Is it wrong, wanting to be at home with your record collection? It's not like collecting records is like collecting stamps, or beermats, or antique thimbles. There's a whole world in here, a nicer, dirtier, more violent, more peaceful, more colorful, sleazier, more dangerous, more loving world than the world I live in; there is history, and geography, and poetry, and countless other things I should have studied at school, including music.

The Bible is the best of books, and I wish it were in the hands of every one. It is indispensable to the safety and permanence of our institutions. A free government can not exist without religion and morals, and there cannot be morals without religion. Especially should the Bible be placed in the hands of the young. It is the best school book in the world. I would that all our people were brought up under the influence of that holy book.

I think first huge gay following started out with our keyboard player Jesper Anderberg. When he joined the band we were still in high school, and he was two years younger than us. He has a really boyish look, so all the gay guys fell in love with him straight away. We have a couple of cute guys in the band, and we play that kind of music that will go in a club. And I was dating a girl for a while - that might have something to do with it.

The other way that you democratize the food movement is through the public school system. If you can pay enough for the school lunch system so that it can actually be cooked and not just microwaved, so that these schools can buy local food, fresh food, because right now it's all frozen and processed, you will improve the health of the students, you will improve the health of the local economy, and you will have better performing students.

Conventions vs. spontaneity. This is a dialectical choice, it depends on the assessment you make of your own times. If you judge that your own time is ridden with empty insincere formalities, you plump for spontaneity, for indecorous behavior even...Much of morality is the task of compensating for one's age. One assumes unfashionable virtues, in an indecorous time. In a time hollowed out by decorum, one must school oneself in spontaneity.

If my novel gets any attention in Bulgaria, it will be as a scandal: a book about a teacher at a famous school and his relationship with a prostitute. I doubt very much it will be evaluated on its merits as literature. If Bulgarian were the book's only language, that would be painful and limiting to me as a writer. Since my book also exists in English - where it isn't scandalous at all - I feel comfortable with the possibility of scandal.

One of the most consistent findings about low performing schools and students is that "home variables" (parental income and education, etc.) are more predictive than "school variables." But, having said that, we as a society can have much more effect on the school variables than on the home variables, so it's important and valuable to focus on the question of which interventions in schools are most effective and which are least effective.

In a world that has so largely engaged in a mad and often brutally harsh race for material gain by means of ruthless competition, it behooves the school to make ceaseless and intelligently organized effort to develop above all else the will for co-operation and the spirit which sees in every other individual one who has an equal right to share in the cultural and material fruits of collective human invention, industry, skill and knowledge

I write on a computer, but I've run the complete gambit. When I was very young, I wrote with a ballpoint pen in school notebooks. Then I got pretentious and started writing with a dip pen on parchment (I wrote at least a novel-length poem that way). Moved on to a fountain pen. Then a typewriter, then an electric self-correct. Then someone gave me a word processor and I was amazed at being able to fit ten pages on one of those floppy discs.

You frequently hear the phrase "culture eats strategy for lunch!" This is something that they don't teach you in school and few leaders appreciate. Cultural influences come at you from two different directions. There is the organizational culture that you must understand if you are to impact significant strategic initiatives. If the "people" are on board, you can achieve anything. Vice versa if they are not - you will not achieve anything.

All I do is listen to music. It's a weird thing. It's like I have so much catching up to do. I've always been over my head. That's just the way I work best, you know. Like when you're studying for school you think, "I can only study when I have to study the night before." That kind of means you're lazy or you're a procrastinator, but for me with music it's a similar thing. It's like I've been over my head for most of my career so to speak.

One thing I do is (and I realize this might sound nuts), every month or so, I try to take like an Etch-a-sketch [so to speak], and I clear my faith. I go to zero, clear the deck. And I start adding things back to my faith, one at a time. What would be the first thing I'd add back? Jesus. It sounds a little bit like a Sunday school answer, but that's what I do. Then what's the next thing? And I'd say, well, loving people. And then the next.

My platform's called Don't Even Think About It. I go to schools and I say, 'Whatever bad thing it is you're thinking of doing, don't even think about it. 'Cause I can see into your soul, and I will hide in your closet and come for you in the night, and the last sound you ever hear will be my sharp teeth popping through the flesh of my gums, ready to eat you.' Their eyes get all big. It's awesome. I love little kids, man. They're the cutest

Washington flourished but the people did not share in its wealth. Politicians prospered, but the jobs left Americans want great schools for their children, safe neighborhoods for their families, but for too many of our citizens, a different reality exists. An education system flushed with cash but which leaves our young and beautiful students deprived of all knowledge. We've defended other nation's borders while refusing to defend our own.

The Soviets held to the tradition of colonialism. They raped the country and killed many people. But they also built dams, electrical power plants, streets, and technical schools. They were communists and had the same vision for Afghanistan that Stalin and Lenin had for the Soviet Union: Progress is communism plus electrification. And today? Today Kabul gets its electrical power from Uzbekistan, Herat from Iran and Jalalabad from Pakistan.

I used to hate swimming at school so much that I would always sneak downstairs in the middle of the night and take my swimming costume out of my gym bag and hide it in the house somewhere. Then I'd never have to go swimming at school. This went on for months and I never got caught and my Mum turned into a nervous wreck because the thought she was losing her memory... and then one day she caught me and got super angry. That was kind of bad.

I know some African-Americans, they happen to be conservative, they're successful. They, of course, have raised their kids, and kids can't escape in school the history of slavery and all of the horrible things that happened in the past. But they weren't raised that way, and they are not raising their kids to be imprisoned by that. They're raising them to be the best they can be today, to take advantage of the opportunity that exists today.

When people think the issue can be solved, it becomes a moral imperative to be part of the solution. We can do a lot more within our school districts to recruit aggressively, select people according to high standards, invest in their training and development, and foster and reward their leadership. Once we invest more in attracting, developing and retaining teachers, potential recruits will begin to see it as a profession worth considering.

Today, if the CEO thinks it's a good idea, it's done everywhere; if the CEO thinks it's a bad idea, it's done nowhere. We ought to be more agnostic and open to learning things that we didn't expect - and the only way to do that is to try things and be open-minded about how well they are working. And third, evidence-based management involves reading and learning - just like doctors do - and to do so not just in school but afterward, as well.

Education is the silver bullet. Education is everything. We don't need little changes, we need gigantic, monumental changes. Schools should be palaces. The competition for the best teachers should be fierce. They should be making six-figure salaries. Schools should be incredibly expensive for government and absolutely free of charge to its citizens, just like national defense. That's my position. I just haven't figured out how to do it yet.

It is hard to imagine, but in a Maryland school, a 13- year old girl was arrested for refusing to say the pledge of allegiance. There is more at work than stupidity and a flight from responsibility on the part of educators, parents and politicians who maintain these laws, there is also the growing sentiment that young people constitute a threat to adults and that the only way to deal with them is to subject them to mind-crushing punishment.

I am always suspicious of the formulation that "politics" has prevented a great idea from being enacted by government. Politics IS government, in a democratic society. It's a challenge for school reformers, like reformers in any realm, to build a popular constituency for their work. If the people it's supposed to benefit vote against it, that tells me that the person pushing reform lacks political skill. And political skill is a good thing.

School was more than academics; an education prepared you for the humdrum of real life: working with others, tempering one's personality to assimilate with the group but without losing your individual identity, understading the factors of logic, reasoning, and debate. For a person - vampire or human - to succeed in the world, unlocking the mysteries of the universe was insufficient. One would also need to grasp the mysteries of human nature.

A sturdy lad from New Hampshire or Vermont who in turn tries all the professions, who teams it, farms it, peddles, keeps a school,preaches, edits a newspaper, goes to Congress, buys a township, and so forth, in successive years, and always like a cat falls on his feet, is worth a hundred of these city dolls. He walks abreast with his days and feels no shame in not "studying a profession," for he does not postpone his life, but lives already.

Any place where you have to deal with many social actors like a school - you have the parents, the Ministry of Education, the school board, and the teachers - you need all kinds of sets and rules. You're trying to foresee anything that can happen and everything becomes really rigid. They don't want to talk about death because they don't want to overwhelm the children, but that has already happened, so you're not going to overwhelm them more.

Consequently, the only thing I learned in school was typing. In the old days, people like me who don't have college degrees had a hard time thriving in society. But today, the ability to learn on your own or from your peers has become really easy. I think this change is leading to a fundamental disruption in education. Independent and lifelong learning are really starting to peak - there is an inflection point coming around how people learn.

I intend to talk about race during this election in the South because the Republicans have been talking about it since 1968 in order to divide us. And I'm going to bring us together. Because you know what? You know what? White folks in the South who drive pickup trucks with Confederate flag decals in the back ought to be voting with us and not them, because their kids don't have health insurance either and their kids need better schools too.

Some of the morays have held on. When I was in school, I remember asking the question, "Why is it that whenever I walk into a fraternity there's alcohol everywhere and there's no alcohol in a sorority? Why is it that sororities won't allow alcohol, but fraternities do? What is that?" You know, nobody had a really good answer, and that's kind of held on. It's one of the issues that's being examined now - the role of alcohol in sexual assault.

The fact is that in my prep school, I went to a boarding school, 39 young men graduated from that prep school. Five years later, a quarter of us were in SDS, in Students for Democratic Society. Not because we were particularly chosen or because we were as I say, we were lucky but we were mainly luckily to grow up at a time where this black freedom movement was really defining the moral character of what it meant to be a citizen and a person.

Were I to define the British constitution, therefore, I should say, it is a limited monarchy, or a mixture of the three forms of government commonly known in the schools, reserving as much of the monarchical splendor, the aristocratical independency, and the democratical freedom, as are necessary that each of these powers may have a control, both in legislation and execution, over the other two, for the preservation of the subject's liberty.

If nothing has helped you decide, go ask a child. Children know what they need, and more surprisingly, the know what we need. Adults think. Kids respond with their feelings. They don't think about what you will think of their answer, so they just speak the truth-if you can get to them before junior high school age. At that time, they grow up, stop feeling loved, become depressed and start thinking-and what they are thinking about worries me.

In 1995, I went to Berlin to acting school, which was in East Berlin. And I decided to live in the east, because I thought if I go to West Berlin, I might as well stay in Stuttgart in the West because I know all the signs, and the way we deal with each other, and I wanted to get to know the other part of Germany and how they lived and what their history was and their biography. In that period of time, I learned a lot, and it helped me a lot.

School doesn't teach you much. School teaches you how to follow directions, that's what school is for. And in life, not necessarily following directions helps you get certain places - because you go to the right school you can learn the right things, and you go to the wrong school you can learn the wrong things, so it just all depends. But school doesn't really teach you how to interact with people properly, you learn that outside of school.

Directors who have inspired me include Billy Wilder, Federico Fellini, lngmar Bergman, John Ford, Orson Welles, Werner Herzog, Stanley Kubrick, Alfred Hitchcock, Francis Ford Coppola and Ernst Lubitsch. In art school, I studied painters like Edward Hopper, who used urban motifs, Franz Kafka is my favorite novelist. My approach to film stems from my art background, as I go beyond the story to the sub-conscious mood created by sound and images.

Education is the key to perpetuation of the [god] virus for the Taliban, Baptist or Catholic. If the virus cannot control public education, it will seek to divert resources from public coffers to fundamentalist school funding. From the madrassa schools of Pakistan to the Christian push for school vouchers in the United States and the religious home school movement, religions seek to control education or to control the resources for education.

…though I wouldn’t have admitted it, even to myself, I didn’t want God aboard. He was too heavy. I wanted Him approving from a considerable distance. I didn’t want to be thinking of Him. I wanted to be free—like Gypsy. I wanted life itself, the color and fire and loveliness of life. And Christ now and then, like a loved poem I could read when I wanted to. I didn’t want us to be swallowed up in God. I wanted holidays from the school of Christ.

When I was young I drew constantly in my sketchbooks to learn to see things. My first teacher in school, Gilbert Stone, taught me that you have to see things as they are first. Then you can distort, exaggerate, or re-create the world. I sketch in a small, unobtrusive sketchbook or on any paper at hand. I write on canary yellow tablets or any scrap available. I'm constantly doodling, even while editing my kids' homework, much to their chagrin!

I was 14, when I wanted to be an actor. My parents were basically like, "This is a very hard life, and you have to be really serious about it, and show us that you're serious about it. You can't drop out of school." They strongly encouraged me not to act professionally until I finished college, which I didn't. And I think they should have been horrified! It's a really hard life. I'd be really scared if I had a child who wanted to be an actor.

Because they don't teach the truth about the world, schools have to rely on beating students over the head with propaganda about democracy. If schools were, in reality, democratic, there would be no need to bombard students with platitudes about democracy. They would simply act and behave democratically, and we know this does not happen. The more there is a need to talk about the ideals of democracy, the less democratic the system usually is.

If today you can take a thing like evolution and make it a crime to teach it in the public school, tomorrow you can make it a crime to teach it in the private schools, and the next year you can make it a crime to teach it to the hustings or in the church. At the next session you may ban books and newspapers. Soon you may set Catholic against Protestant and Protestant against Protestant, and try to foist your own religion upon the minds of men.

I studied in London in 1968. Our school had a separate department of tropical architecture. Of course it was totally unfashionable, partly because nobody wanted to think about colonialism, but basically what you learned there was that, OK, the sun is here, so you should create natural ventilation here - an unbelievable amount of really sound principles that have been completely abandoned, so now everything is air conditioned with big machines.

I've been a social justice advocate all my life, becoming an activist for women and human rights even in high school, and found ways to weave it in to my later for-profit career. The first film I got involved in was Christy Turlington's "No Woman, No Cry" , which was about the impact of maternal health around the world. It brought this important issue to light, and even though I wasn't in a credit position, I helped her find ways to screen it.

When I was in London I found house music and techno, and I love that s - t. It's my go-to music. It's the closest for me to the old funk of James Brown and the repetitive dance music that I like from the soul music. I'd love to do a live album, like a little bit old school but still progressive, influenced maybe by more electronic music. I like everything, but I don't know anything about music. So it comes in to a lot of different ingredients.

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