Mason Hartman

“If classes were 'sorta boring,' was it because of the student or the teacher?”
― Mark C. Carnes, Minds on Fire: How Role-Immersion Games Transform College

“That same year [2001], young anthropology professor Cathy Small went undercover as "Rebekah Nathan, undergraduate student" and lived in a first-year form at Northern Arizona University. She was repeating the study of anthropologist Michael Moffatt, who in 1977 had attempted to pass himself off as an undergraduate at Rutgers. Like him, she found virtually no evidence that students derived intellectual benefit from classes. They skipped more frequently than she had expected: in the one large course for which she had solid data, barely half came to class on any given day. The students in her dorm, moreover, almost never discussed academic issues — in class or outside of it. Small's 'most sobering' insight was 'how little intellectual life' mattered to students.”
― Mark C. Carnes, Minds on Fire: How Role-Immersion Games Transform College

“The central argument is not that higher education is all wrong, but that it is only half right. Our predominant pedagogical system — rational, hierarchical, individualistic, and well-ordered — often ignores aspects of the self relating to emotion, mischievous subversion, social engagement, and creative disorder.”
― Mark C. Carnes, Minds on Fire: How Role-Immersion Games Transform College

“From time to time,' Turner explained, most people seek to discard their customary clothing and status markers and 'don the liberating masks of a liminal masquerade.”
― Mark C. Carnes, Minds on Fire: How Role-Immersion Games Transform College