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No one else in the transit car seemed to mind the noise. A woman covered with metal implants watched something flashy on her hud. An old man cradling a potted plant was already asleep. A small child licked the back of her seat; her father
...more
“two girls buying sausages. The butcher has no change, so he gives them an extra sausage. ‘What are we going to do with the third sausage?’ whispers one girl. ‘Quiet,’ her friend says. ‘We’ll eat that one.’ ”
― Red Sparrow
― Red Sparrow
“Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists -
although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'.
But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in.
Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.”
― The Demon-Haunted World: Science as a Candle in the Dark
although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'.
But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in.
Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.”
― The Demon-Haunted World: Science as a Candle in the Dark
“Unmet promises are rarely empty; rather, they’re filled with the unspoken things people don’t want to do or can’t do.”
― Join
― Join
“Benford’s office looked like the atelier”
― Red Sparrow
― Red Sparrow
“Believing lies just makes everything . . . easier, when those lies prop up your worldview.”
― The Light Brigade
― The Light Brigade
SciFi and Fantasy Book Club
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Hi there! SFFBC is a welcoming place for readers to share their love of speculative fiction through group reads, buddy reads, challenges, ...more
The Sword and Laser
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— last activity 4 hours, 41 min ago
Online discussion forum for the Sword and Laser podcast and monthly book club pick. Subscribe to the audio podcast: http://itunes.apple.com/us/podca ...more
Goodreads Developers
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— last activity Jul 02, 2026 03:31PM
Official group for developers on Goodreads to coordinate and build cool apps. For general Goodreads support, please visit our help page.
Jonathan’s 2025 Year in Books
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