ِEiman Jafar > ِEiman's Quotes

“That's the thing about books. They let you travel without moving your feet.”
― Jhumpa Lahiri, The Namesake

“ولعل ما تخشاه ليس بكائن , ولعل ما ترجوه سوف يكون
ولعل ما هونت ليس بهين , ولعل ما شدّدت سوف يهون”
― أبو العتاهية

“سيدتي
صار لنا أكثر من مقبرة في الغربة
والسُلطة -من أفضال الله علينا- باقية
والحزن جميل”
― مظفر النواب

“جئتك من كل منافي العمر ، أنام على نفسي من تعبي .. !!”
― مظفر النواب

“مهمة المثقف و المفكر تتطلب اليقظة والانتباه على الدوام ، ورفض الانسياق وراء أنصاف الحقائق أو الأفكار الشائعة بإستمرار”
― إدوارد سعيد, Representations of the Intellectual

“Books have a unique way of stopping time in a particular moment and saying: Let’s not forget this.”
― Dave Eggers

“We are unusual and tragic and alive.”
― dave eggers

“I will not wait to love as best as I can. We thought we were young and that there would be time to love well sometime in the future. This is a terrible way to think. It is no way to live, to wait to love.”
― Dave Eggers, What Is the What

“So many books, so little time.”
― Frank Zappa

“You only live once, but if you do it right, once is enough.”
― Mae West

“In three words I can sum up everything I've learned about life: it goes on.”
― Robert Frost

“If you want to know what a man's like, take a good look at how he treats his inferiors, not his equals.”
― J.K. Rowling, Harry Potter and the Goblet of Fire

“Don’t walk in front of me… I may not follow
Don’t walk behind me… I may not lead
Walk beside me… just be my friend”
― Albert Camus

“If you tell the truth, you don't have to remember anything.”
― Mark Twain

“We accept the love we think we deserve.”
― Stephen Chbosky, The Perks of Being a Wallflower

“Without music, life would be a mistake.”
― Friedrich Nietzsche, Twilight of the Idols

“Go to heaven for the climate and hell for the company.”
― Benjamin Franklin Wade

“Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered.

In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck.

Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students.

This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not.

The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.”
― Christopher Langan