Eric Spreng

“Another important factor in expanding the circle is exposure to stories. The philosopher Martha Nussbaum explains how stories teach children to empathize and identify with people whose perspectives and identities may be very different from their own: “We see personlike shapes all around us: but how do we relate to them?… What storytelling in childhood teaches us to do is to ask questions about the life behind the mask, the inner world concealed by the shape. It gets us into the habit of conjecturing that this shape, so similar to our own, is a house for emotions and wishes and projects that are also in some ways similar to our own; but it also gets us into the habit of understanding that that inner world is differently shaped by different social circumstances.”
― Paul Bloom, Just Babies: The Origins of Good and Evil

“Yes, he knows what he's talking about," Tarrou added. "He has an insight into the anomalies in the lives of the people here who, though they have an instinctive craving for human contacts, can't bring themselves to yield to it, because of the mistrust that keeps them apart. For it's common knowledge that you can't trust your neighbor; he may pass the disease to you without your knowing it, and take advantage of a moment of inadvertence on your part to infect you. When one has spent one's days, as Cottard has, seeing a possible police spy in everyone, even in persons he feels drawn to, it's easy to understand this reaction. One can have fellow-feelings toward people who are haunted by the idea that when they least expect it plague may lay its cold hand on their shoulders, and is, perhaps, about to do so at the very moment when one is congratulating oneself on being safe and sound. So far as this is possible, he is at ease under a reign of terror. But I suspect that, just because he has been through it before them, he can't wholly share with them the agony of this feeling of uncertainty that never leaves them. It comes to this: like all of us who have not yet died of plague he fully realizes that his freedom and his life may be snatched from him at any moment. But since he, personally, has learned what it is to live in a state of constant fear, he finds it normal that others should come to know this state. Or perhaps it should be put like this: fear seems to him more bearable under these conditions than it was when he had to bear its burden alone. In this respect he's wrong, and this makes him harder to understand than other people. Still, after all, that's why he is worth a greater effort to understand.”
― Albert Camus, The Plague

“With a freedom unavailable to me as a historian, my imagination was feeding off history that I had written.”
― Nell Irvin Painter, Old in Art School: A Memoir of Starting Over

“One of the strange things about teaching is that you can never know what your effect will be on others; can never know, if you have something to teach, who your real students will be, the ones who will take what you have to give and make it their own—“what you have to give” being, in no small part, what you yourself learned from some other teacher, someone who wondered whether you would absorb what she had to give, someone who is, by the time you’re old enough to write about the experience, as old as your parents, perhaps even dead—can never really know which of the young people clustered around the seminar table is someone whom the teacher or the text has touched so deeply, for whatever reason, that the lesson will live beyond the classroom, beyond you.”
― Daniel Mendelsohn, An Odyssey: A Father, a Son, and an Epic