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Peter O. Gray
“Once compulsory systems of state-run schools were established, they became increasingly standardized, both in content and in method. For the sake of efficiency, children were divided into separate classrooms by age and passed along, from grade to grade, like products on an assembly line. The task of each teacher was to add bits of officially approved knowledge to the product, in accordance with a preplanned schedule, and then to test that product before passing it on to the next station.”
Peter O. Gray, Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life

George Orwell
“Collectivism is not inherently democratic, but, on the contrary, gives to a tyrannical minority such powers as the Spanish Inquisitors never dreamed of. ... By bringing the whole of life under the control of the State, Socialism necessarily gives power to an inner ring of bureaucrats, who in almost every case will be men who want power for its own sake and will stick at nothing in order to retain it.”
George Orwell

Czesław Miłosz
“The pressure of an all-powerful totalitarian state creates an emotional tension in its citizens that determines their acts. When people are divided into "loyalists" and "criminals" a premium is placed on every type of conformist, coward, and hireling; whereas among the "criminals" one finds a singularly high percentage of people who are di­rect, sincere, and true to themselves. From the social point of view these persons would constitute the best guarantee that the future development of the social organism would be toward good. From the Christian point of view they have no other sin on their con­science save their contempt for Caesar, or their in­ correct evaluation of his might.”
Czesław Miłosz, The Captive Mind

Alan             Moore
“He never looks at comics these days, even though they’ve become fashionable to the point where adults are allowed to read them without fear of ridicule. Ironically, in David’s view, this makes them a lot more ridiculous than when they were intended as a perfectly legitimate and often beautifully crafted means of entertaining kids. At age thirteen, David’s idea of heaven was somewhere that comics were acclaimed and readily available, perhaps with dozens of big budget movies featuring his favourite obscure costumed characters. Now that he’s in his fifties and his paradise is all around him he finds it depressing. Concepts and ideas meant for the children of some forty years ago: is that the best that the twenty-first century has got to offer? When all this extraordinary stuff is happening everywhere, are Stan Lee’s post-war fantasies of white neurotic middle-class American empowerment really the most adequate response?”
Alan Moore, Jerusalem

Mark Lilla
“Narratives of progress, regress, and cycles all assume a mechanism by which historical change happens. It might be the natural laws of the cosmos, the will of God, the dialectical development of the human mind or of economic forces. Once we understand the mechanism, we are assured of understanding what really happened and what is to come. But what if there is no such mechanism? What if history is subject to sudden eruptions that cannot be explained by any science of temporal tectonics? These are the questions that arise in the face of cataclysms for which no rationalization seems adequate and no consolation seems possible. In response an apocalyptic view of history develops that sees a rip in time that widens with each passing year, distancing us from an age that was golden or heroic or simply normal. In this vision there really is only one event in history, the kairos separating the world we were meant for from the world we must live in. That is all we can know, and must know, about the past.”
Mark Lilla, The Shipwrecked Mind: On Political Reaction

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